It is apparent that for some time now, there has been a general mobilization on the part of African countries to position the and vocational education and training TVET sub-sector at the centre of development policy. This renewed consideration for TVET may be explained by the fact that in most African countries, primary school enrolments are on the increase and therefore, urgent provision must be made for these children's future. Yet, general secondary education does not have enough enrollment space, nor does it provide any guarantees for employment when schooling is completed. Therefore, to avoid social explosion, the only way out of this situation is to redefine novel TVET strategies for better youth access into the world of work. Designing an efficient TVET system is therefore at the core of TVET development strategies and policies. The established system should take into account all aspects that confer its specific character on TVET. The new TVET system should indeed take into account the multi-sectoral aspects (TVET coming under the auspices of several ministries) and the multifaceted aspects (basic training, in-service training, cooperative forms of training) of TVET. It should also consider the formal, non-formal, and informal aspects of TVET. As is generally the case with any policy, statistics are an indispensable tool for the evaluation and improved management of the entire TVET architecture. Yet, in most African countries, TVET data is often lacking, and where it exists, there is often room for improvement in quality. The purpose of this report is to provide a TVET Information Systems SIS situational analysis using Institute of Statistics UIS diagnoses carried out in various African countries in order to identify dysfunctions and subsequently propose strategies to improve TVET SIS management, with a view to achieving better data availability and reliability.