The 4th International Quality Education Conference (IQEC 2024) took place at the Julius Nyerere International Convention Centre in Dar es Salaam from 12th to 14th November and was organised by the Tanzania Education Network (TENMET). This event brought together policymakers, delegates, researchers, academics, stakeholders, and students from across Africa and beyond under the theme "Fostering Resilient Education Systems for Sustainable Development in Africa".

Among the highlights was a dynamic panel discussion moderated by Dr. Sempeho Siafu who is the Director of Academics at the Institute of Adult Education (IAE), which explored "Reimagining Technical and Vocational Education: Aligning TVET and Skills Programmes with Industry Needs."

Frauke Heinze, Regional Director for East/Horn of Africa at DVV International, emphasized the urgent need to address the gap in education and employment opportunities for youth who have exited the formal education system. Drawing from her extensive experience, she shed light on a critical challenge:

We are losing a significant number of young people from the formal education system who not only need skills but also basic knowledge to actively participate in their lives, communities, and economies. While many possess skills within the informal economy, they remain unsupported and disconnected from formal job markets.

She called for an expanded vision for TVET that goes beyond conventional vocational training.

TVET should integrate non-formal skills training programmes,

she argued, highlighting the need for comprehensive initiatives that blend vocational skills with literacy, basic education, and digital knowledge.

She highlighted the important role of Community Learning Centres (CLCs), which DVV International implements in countries like Tanzania, and Uganda. These centres act as one-stop hubs for youth and adult education. They provide lifelong learning and skills development opportunities that help individuals gain social and economic skills.

However, Frauke pointed out a disconnect between these non-formal training initiatives and TVET frameworks. She posed a critical question to policymakers, educators, and stakeholders:

How can we create comprehensive programmes that align non-formal education and skills training with the needs of the formal job market, while also addressing broader challenges such as literacy and digital inclusion?”

She concluded with a powerful call to action for collaboration and investment, urging governments, organisations, and industries to bridge the gap between non-formal and formal vocational education systems.

TVET cannot just focus on formal training. It must integrate non-formal skills programmes that empower youth with the basic education and tools needed to thrive in their communities and access formal job markets.

This thought-provoking discussion serves as a reminder of the collective responsibility to ensure education systems are inclusive, adaptive, and geared towards sustainable development.