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Vocational Education and Training (VET) policy in South Africa is based on a narrow set of assumptions regarding the identity of learners and the reasons that they are in public further education and training (FET) colleges.These assumptions reflect an international orthodoxy about the centrality of employability that is located within what Giddens (1994) has described as "productivism", a view that reduces life to the economic sphere.Through exploring the stories of a group of South African...
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In the late 1990s, South Africa faced the three-fold challenge of reforming the apartheid-divided institutional landscape of vocational education and training (VET) institutions; ensuring equitable access to skills; and reorienting its skills development system in line with the nation’s reinsertion into the global economy. A wave of institutional reforms was enacted which was followed by a large programme of evaluative research. While this body of work was both valuable and necessary, it...
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South African further education and training (FET) colleges have been enjoined to become more responsive to their external environment, in keeping with international trends in public vocational education and training (VET) reform. One mechanism for achieving this goal is to market colleges and communicate more effectively to future students, future employers and the communities in which colleges are located. This article reports on key findings of the first case studies of marketing...
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UNESCO's new emphasis on vocational education and training as transformative, and concerns in particular with equity and sustainable human development, has been strongly influenced by a recent literature on VET and human development that has a particular focus on the most marginalised, especially young women, and is concerned with how their aspirations, agency and achievement of wellbeing can be promoted in the face of wide-ranging structural obstacles.This article seeks to further develop...
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Abstract The skills development imperatives with which the country is charged requires the creative synergy of both the public and private post-school sectors to respond to national development imperatives. This paper explores the nature, form and context of the current private Vocational Education and Training (referred to as the Further Education and Training) sector and the impact of the current regulatory environment that frames its legitimacy in South Africa. By reviewing results of...
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Botswana needs to reform its technical and vocational education and training (TVET) system as part of its broader attempts at economic diversification. At present, its TVET system is characterised by diversity and fragmentation between different types of institutions and lies under the authority of two Ministries in particular. Policy for at least a decade has stressed the need for greater systemic coherence.
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The aim of this publication is to develop and share knowledge regarding the challenges faced by vocational education and training (VET) systems within the southern African region and the responses to these challenges. It examines the complexities through a unique comparative study of seven countries in southern Africa: Botswana, Lesotho, Mauritius, Mozambique, Namibia, South Africa and Swaziland. The chapters are: The multiple context of vocational education and training in southern Africa /...
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With ever-increasing focus from policymakers on the potential of vocational education to provide skills for livelihoods and sustainability in the rural economy, this study set out to investigate attempts at curriculum reform by agricultural technical and vocational education and training providers in the context of the dual crisis – 'climate and economic' – in Zimbabwe. The question addressed is: How should the agricultural vocational education and training curriculum respond to the climate...
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For some, globalisation offers real possibilities for the eradication of world poverty; for others it is at the root of problems of poverty and inequality globally. Our position in this paper is that whilst it is possible to see real benefits within the broad and complex trends associated with globalisation much of globalisation remains biased towards the interests of the North. Nonetheless in this paper we shall work from the assumption that, whatever its problems, globalisation is here to...
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The discourse of the internationalisation of higher education continues to grow in influence. Whilst the bulk of the IHE literature has been Northern-focused and dominated, there was an African strand a decade or so ago that has sought to understand what the discourse means in African contexts, shaped profoundly as they have been by colonialism. This debate is ripe for revisiting given the very different context of the post-2015 period and a return to debates about the decolonisation of...
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There is a need for the agricultural technical vocational education and training curriculum in Zimbabwe to be reformed so that it can respond to changes in farmer demographics, the expanding roles of agricultural extension officers (AEOs), changes in technology and climate change. The current agriculture curriculum was developed for a different context altogether; therefore, it now lacks relevance to the prevailing socio-economic, political and environmental changes. There is a need for the...
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This paper explores the role that vocational education and training (VET) can play in Southern African responses to major socio‐economic challenges. It argues that this role will be most pronounced if it is articulated within a broader educational and economic vision that is shared by a range of stakeholders in society and supported by an adequate funding base, effective information systems and qualified and motivated planners and implementers. However, it cautions that it is also important...
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This is one of a series of education papers issued by the Education Department of the Department for International Development (DFID). Each paper represents a study or piece of commissioned research on some aspect of education and training in developing countries. 'Learning to compete' was initiated in late 1995 as a cross-sectoral research project with input from DFID's Education Department and the Enterprise Development Group. The project sought to engage with the massive challenges to...