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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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The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical...