| The reform and development of Technical Education, Vocational and Entrepreneurship Training (TEVET) is influenced by domestic political and economic factors, and each phase of its reform is closely related to the historical background. In the process of nearly 50 years' evolution, it has formed an independent structure:it is not only in the charge of different administration from general education, but also its financial system and qualifications framework have its own distinct characteristics. At present, it is the occasion that Zambia strives for achieving "Vision 2030", and TEVET is seen as an important driving force for realizing the vision. TEVET has an optimistic prospect.By means of literature analysis, historical analysis and field research, the research starts with the historical context of the reform TEVET in Zambia, and then it takes the policies and acts of TEVET as clues and makes an analysis of the background and characteristics of the reform. It describes the current structure of TEVET in Zambia and analyses its achievements, current problems and future trends. Through the study of the reform and development of TEVET in Zambia, at the theoretical level it can enhance the awareness of vocational education in Africa and enrich China's African studies to some extent; and at the practical level it can provide suggestions for the future Sino-African education exchanges and cooperation, and also can help to reflect China's vocational education, draw their lessons and experience, and provide inspiration for the its future development.The research is divided into five parts. The first part outlines the background and significance of this study, briefly reviews the relevant literatures, introduces the research outline and methodology, and defines the core concepts.The second part describes the reform and evolution of TEVET in Zambia after independence, and divides it into three stages according to the promulgation of the policies:at the first phase (1964-1991), Technical Education and Vocational Training (TEVT) mainly met the training needs of the informal sector; at the second phase (1991-2008), TEVT has shifted to primarily meet the training needs of the informal sector, and "entrepreneurship training" was added in particular to encourage young people to start their own business and thus TEVET replaced TEVT; and at the third phase (2008-), TEVET is regarded as the driving force of realizing the Vision 2030 and thus TEVET is given important policy supports.Part three which is divided into three sections details the structure of TEVET. The first section describes the organization and management institutions, illustrating the functions and operation system of Ministry of Science and Technology and Vocational Training (MSTVT), Technical Education and Vocational and Entrepreneurship Training Authority (TEVETA) and training institutions. The second section illustrates the financial supply system by introducing its financial supply and disbursement. And the third section discusses the TEVET qualification framework (TQF), which is an "outcome-based" system that focuses on learning outcomes as a basis of award of qualifications and skills awards.On the basis of analyzing interviews and questionnaires, the last part discusses achievements TEVET has made in terms of the management system, the institution size and number of curriculum; describes challenges TEVET has met in terms of the infrastructure, quality of graduates, content of curriculum and faculty; and analyzes its future trends in the period of the Sixth National Development Plan of 2010-2014.The innovation of this research lies in the fieldwork to collect and collate the first-hand information of the reform and development of TEVET in Zambia, the analysis of achievements it made and difficulties it encountered based on interviews and questionnaires the author made in Zambia, as well as historical and actual exploration on vocational education in certain African country and Sino-African educational exchanges and cooperation. |
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