The discussion on how to produce socioemotional skills at the educational institutions in crucial for Africa as well. There are two reasons. First, the number of intakes in TVET institutions in Africa has certainly increased, and more students from disadvantaged family have access to education and training. This brings heterogeneity in the classroom, and the need for differentiated pedagogy. However, the Occupational Standard across many African countries emphasizes the acquisition of technical skills, while very few attention is given to the socioemotional skills. There is therefore a need for expanding the quality of education and teachers. Research can help by investigating how students from disadvantaged family can improve more of their socioemotional skills at school.