VETs Providers Meeting

Attendees included Patrick Quayson, Samuel Aboagye from Whizzy Innovation Hub, Anthony Amankwaah Sarkodie, Charles Asante, and Collins Asenso from the Presbyterian Relief Services and Development/Ramseyer Vocational and Technical Institute (PRSD/RVTI), Ademola Elizabeth from the Lagos Waste Management Authority (LAWMA), and Bamigboye Abiola from the Pan-African University Foundation (PAUF). 

Patrick welcomed the participants and set the agenda, focusing on the program’s curriculum, implementation insights, and future improvements. Discussions reflected on the training’s role in green waste management and the broader sustainable development goals pursued by GREENVETAFRICA.

Key Discussion Points:

1. Curriculum Overview: The green waste management training curriculum provided by GREENVETAFRICA covered essential topics in environmental sustainability, such as human-environment relations, waste management hierarchy, recycling, plastic and organic waste management, and the informal sector’s role in green waste management. In addition to technical training on waste treatment, disposal, and hydraulic systems, the program emphasized business management to cultivate entrepreneurship among participants. Supported by multimedia resources, the course was well received but raised some concerns about technical modules that could benefit from increased practical application.

2. Student Engagement and Feedback: The course inspired significant interest in green waste management among participants. Feedback highlighted their growing awareness of the sector and a newfound enthusiasm to pursue waste management projects within their communities. Collins Asenso, representing PRSD/RVTI, shared insights from students eager to engage in recycling and community-based waste management initiatives following their training. This response underscored the program’s success in fostering an environmental consciousness that aligns with broader social and economic sustainability goals.

3. Practical Application and Field Experience: Participants emphasized the need for hands-on training to supplement theoretical learning, particularly given the technical nature of waste management. Challenges were noted in accessing practical training facilities in Ghana, where no institution fully meets the technical requirements for comprehensive field experience. Charles Asante suggested forming partnerships with local waste management firms to provide internships or site visits. This proposal echoed sentiments from a recent GREENVETAFRICA internship initiative where students gained valuable practical exposure, which reinforced their classroom knowledge.

4. Infrastructure and Resource Challenges: Attendees, including Ademola Elizabeth from LAWMA, highlighted limited access to power and the internet as primary obstacles to curriculum accessibility, particularly for rural participants. Online modules, while valuable, were difficult for students in underserved areas, prompting suggestions for offline resources and community workshops. Additionally, Samuel Aboagye from Whizzy Innovation Hub proposed tailored roadshow versions of the program, accommodating resource constraints while extending reach to these communities.

5. Need for Extended Training Duration: Feedback indicated that the existing training duration did not allow comprehensive coverage of all curriculum areas, especially the technical and practical aspects. Participants recommended extending the program to six to nine months, facilitating more in-depth learning, practical experience, and better knowledge retention. Such a model would enhance the program’s sustainability, potentially reaching broader educational and community targets.

6. Strengthening Partnerships and Collaborations: Patrick Quayson and Bamigboye Abiola from PAUF underscored the importance of strong partnerships in maintaining and expanding the course. Abiola noted the potential of international collaborations to bring in technical expertise, share resources, and improve the program’s structure. Proposals for exchange programs and a ‘train the trainer’ model aimed at enhancing pedagogical skills were also discussed. These strategies align with previous conversations with the Whizzy Innovation Hub and the GreenVETAfrica project’s ambition to cultivate a cross-functional network of educators and practitioners in sustainable waste management.

7. Sustainability and Policy Integration: Participants recognized the necessity of integrating green waste management education into national education policy, which would require government endorsements. Support from regulatory bodies, such as the Commission for Technical and Vocational Education and Training (CTVET) in Ghana, was seen as critical for enhancing program legitimacy and expanding its impact. The panel agreed on pursuing advocacy initiatives to garner governmental and public support for the course, positioning it as essential for sustainable development in West Africa.

8. Incorporating Technology and Frequent Curriculum Updates: As the field of waste management evolves, stay current with industry advancements, particularly emerging technologies such as artificial intelligence. Elizabeth and Sarkodie recommended that the curriculum undergo regular reviews to integrate these developments, thus maintaining relevance in the dynamic green economy. This perspective aligns with the user’s previous focus on digital innovations within the GREENVETAFRICA project, such as in local shampoo production and other eco-friendly products.

Recommendations:

1. Enhance Practical Training through Partnerships: Develop partnerships with local and international waste management organizations to offer internships, hands-on workshops, and field visits. Such collaborations would provide essential real-world experience and reinforce the technical and entrepreneurial aspects of the curriculum.

2. Create Offline and Rural-Specific Modules: Design offline, workshop-based versions of the course to overcome infrastructure limitations in rural areas. Tailored community programs would ensure inclusivity and extend green waste management education to underserved regions, fostering widespread awareness.

3. Extend Program Duration for In-Depth Learning: Extend the training period to six to nine months, enabling comprehensive coverage of technical and practical modules. This longer format would improve knowledge retention, support practical engagement, and align with participants’ feedback about the curriculum’s scope.

4. Foster Cross-Functional Collaborations: Strengthen international partnerships and consider exchange programs to share knowledge and resources across countries. The training of trainers model would ensure the course remains pedagogically sound and accessible to a broader audience, reinforcing previous initiatives by partners like Whizzy Innovation Hub and PRSD/RVTI.

5. Engage in Policy Advocacy for Endorsements: Engage with government and regulatory bodies, such as Ghana’s CTVET, to advocate for integrating the course into formal education systems. This strategy would lend long-term legitimacy to green waste management education and support the wider adoption of sustainable practices.

6. Regularly Update the Curriculum with Technological Advances: Implement a periodic review process to incorporate new technologies and methods in waste management, such as AI applications. This would ensure students receive training that reflects the current industry landscape and emerging trends.

Conclusion: The GREENVETAFRICA VET Providers Meeting highlighted the program’s positive impact on participant knowledge and community engagement in green waste management. By addressing challenges related to practical training, resource accessibility, and sustainability, GREENVETAFRICA can expand its influence, reaching both urban and rural communities. Through strategic partnerships, technology integration, and policy advocacy, GREENVETAFRICA is well-positioned to become a cornerstone of sustainable education in Africa, aligned with the continent’s evolving green economy and global environmental goals.