During the 2026 US-Africa Nuclear Energy Summit (USANES) in Accra, panelists highlighted social stigma, weak career incentives, poor accountability and antiquated curricula as the main barriers to Technical and Vocational Education and Training (TVET) in Africa. The discussion, held under the theme “Technical and Vocational Excellence”, underscored that funding alone is insufficient; reforms must target how TVET is perceived, managed and aligned with labour‑market needs, especially for the continent’s emerging nuclear sector.
“The major issue is that we look at finances, but then I believe that it is not just finances,” said Ms Nancy Ekong, Director of the Technical and Vocational Skills Training Department at Nigeria’s Industrial Training Fund. She cited Nigeria’s career structure, noting that polytechnic graduates often face lower career ceilings unless they acquire additional qualifications, a situation that deters parents and students alike. Ekong also pointed out that equipment supplied by the Industrial Training Fund remained unused because instructors lacked the skills to operate it, highlighting a need for clearer institutional responsibilities and stronger accountability.
In Ghana, Ing. Dr Eric Kofi Adzroe, Director‑General of the Ghana TVET Service, stressed that vocational education must be seen as a direct pathway to employment and national development. He described reforms following the Pre‑Tertiary Education Act, 2020, which consolidated 11 agencies under a single TVET Service supervising 261 institutions. Adzroe noted that the curriculum had shifted to 62 % practical instruction, arguing that “technical training must be centred on practical skills rather than classroom theory.” He also advocated linking instructor performance to career progression, insisting that promotions reflect demonstrable classroom results.
The panel’s consensus was clear: African countries need to treat TVET as a strategic pillar of national infrastructure development, not merely a fallback for students who do not attend university. Aligning curricula with labour‑market demands, ensuring instructors possess practical competencies, strengthening resource accountability, and creating clear career pathways for technically trained professionals are essential steps, especially for complex projects such as nuclear power programmes.
What follows is a call for governments to demonstrate sustained commitment to education and skills training, ensuring that vocational pathways are no longer viewed as a second choice but as a viable, rewarding career trajectory.
