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The review paper attempts to focus on the circumstances the leather sector is experiencing in aspects of declining skilled workforce, apathy on enrolling numbers of students and diverted focus of higher education institutions to conduct other courses and non-leather based research themes. In the process, four summarised thematic issues based on the problem reflected upon and critical questions identified. The review subsequently identified that our approach to training and set up of programmes in HE lacks Evidence-Based Curriculum and this has preambles the issues experienced in the various value chain stratums’ at national, regional and global level and impacts. Therefore, the review study evaluates what type of assumptions, theories and methodologies could assist in revitalising the leather sector training goals and incentivise learning and teaching in HE institutions globally. Africa Leather and Leather Products Institute (ALLPI) studies the Africa scenario with the learnt experience therein reflecting and providing replicable recommendations for a global platform. However, the study is a ‘tip of the iceberg’ that intends to stimulate discussion in a situation that is worsening and negatively impacting the leather sector worldwide. Conspicuously, constraining factors requiring further research is the need to determine if resolving challenges associated with evidence related to curriculum development, would positively impact on adequacy of professional skilled capacity, improve enrollment rates at HE and tertiary and deter apathetic aspects of various institutions on Rand D. Indeed, as a positive gesture in Africa is that many countries have established policies that identify leather as a priority sector and depicts this study relevant is sustaining the intended progress for the national, regional and global leather value chain. Thusly, in Africa, in particular, the support for successful implementation of evidence-based curricula would lead to specialised skills development that assists the continent to transform its set goals in the realms of highly specialised education and preparedness to globalisation.