A continent where millions of young people see no viable future is a continent on the brink. It is a dry kindling that the smallest spark can set ablaze.

However, as stated by Dr Ibrahim Mayaki, the African Union food systems special envoy, Africa’s challenges require instilling a sense of dignity in its youth. Dignity is that state or quality of being worthy of honour or respect.

But how can dignity be achieved when youths are not graded against their potential or present capacity?

The implementation of Competence-Based Education and Training (CBET) in technical and vocational education and training colleges holds the key to confidence and dignity.

I am convinced that the Dual Track TVET model is best suited to dignify African youth by helping them recognise that they are valued, capable, and essential to the future of the continent. This is why, beyond technical skills, in Kenya, basic competencies – including entrepreneurship, employability, and communication skills – are part of the CBET curriculum.

For instance, under employability, trainees are expected to develop competence in personal management, which includes addressing different emotions at the workplace while improving their personal image, self-esteem, and assertiveness. Assertiveness – the ability to develop confidence – is a foundational element in building dignity and respect.

While CBET prioritises practical skills, learning about relationship-building and management is equally imperative. It is worth noting that the challenges faced by communities are complex and therefore require collaboration and cooperation.

This is why learning and developing competence in communication, employability and entrepreneurship is an essential aspect of CBET training. Young people must be able to pool their ideas and skills to address present and emerging issues. The CBET programme recognises that life is not always a competition but a journey toward the betterment of personal skills.

This is why assessment and evaluation are based on competence development. In CBET, you don’t fail – you simply fall short of meeting expectations, which allows you to try again until you master the subject matter. The availability of multiple chances, coupled with an emphasis on technical skills, has changed the fortunes of those once deemed failures.

There is now an opportunity, especially with the accreditation of Recognition of Prior Learning, for individuals who have honed their skills to gain formal recognition. However, recognition is not the primary goal – rather, it is an appreciation of the time and commitment that leads to developing competence and technical skills.

The attainment of human dignity – whether through the dignity of merit, moral dignity, or dignity of identity – depends on focusing efforts on inspiring and encouraging TVET trainees. In instilling the essence of human dignity, well-equipped TVET trainers have a crucial role to play. Trainers are ambassadors of the CBET programme, they hold great influence in inspiring trainees, especially through their teaching philosophies. However, this cannot happen unless all hands are on deck.

From government to communities to industry to TVET institutions, developing coordination mechanisms will ensure challenges such as food insecurity, poverty, climate change and youth unemployment are addressed. — The writer is a UN global food systems Youth Leader, Vocational and Technical Trainer, and Communication Consultant