The UK education and training system: Some relevant features for a future South Africa

1990 ◽  
Vol 7 (4) ◽  
pp. 693-711 ◽  
Author(s):  
Derrick Coetzee
Keyword(s):  
South Africa ◽  
Education And Training ◽  
Training System ◽  
The Uk ◽  
And Training

scholarly journals Developmental TVET Rhetoric In-Action: The White Paper for Post-School Education and Training in South Africa

2016 ◽  
Vol 3 (1) ◽  
pp. 1-15
Author(s):  
Salim Akoojee
Keyword(s):  
South Africa ◽  
Education And Training ◽  
White Paper ◽  
Training System ◽  
School Education ◽  
Vocational Education And Training ◽  
Development Theory ◽  
Definitive Statement ◽  
The Government ◽  
And Training

This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training approved by Cabinet in November, 2013 is referred to by the Minister as the "definitive statement of the governments vision for the post school system" and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed.

scholarly journals Transformative Research Paradigm: A Response to SDG 4 by Intensifying Support Scholarships for Deaf and Hard-of-Hearing Students at an Open Distance and E-Learning University

2021 ◽  
Author(s):  
Tonny Matjila ◽  
Petro van der Merwe
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Hard Of Hearing ◽  
Education And Training ◽  
Training System ◽  
Policy Framework ◽  
Research Paradigm ◽  
Transformative Research ◽  
E Learning ◽  
And Training

The landscape of higher education in South Africa is beset with numerous challenges including accommodating students who are Deaf and hard of hearing. The reasonable accommodation in place does not seem to redress the daily challenges faced by these students at an open distance e-learning university despite the policies and legislature in place. The Department of Higher Education and Training in South Africa, through its initiatives such as the Strategic Disability Policy Framework on Disability for the Post-School Education and Training System, aims to fast track and respond to Sustainable Developmental Goal4. This paper argues how the transformative research paradigm may be a response to this mandate. Firstly, the paradigm suggests theories such as the critical disability theory and the transactional distance theory and discusses their relevance in promoting scholarships for disability in open distance e-learning. Secondly, it highlights the transformative assumptions on ontology, epistemology, axiology, and a methodology which are often ignored when developing interventions on disability issues. The ontology helps to understand the reality through the lenses of students who are Deaf and hard of hearing, epistemology deals with acquiring knowledge of the subjects and literature, and axiology deals with the ethical considerations for the said cohort. The transformative mixed-method research deals with the inequalities and makes provisions to include, deal with, and guarantee the integration of qualitative and quantitative data sets.

scholarly journals Doctors’ views about their work, education and training three years after graduation in the UK: questionnaire survey

JRSM Open ◽  
2015 ◽  
Vol 6 (12) ◽  
pp. 205427041561630 ◽  
Author(s):  
Trevor Lambert ◽  
Fay Smith ◽  
Michael J Goldacre
Keyword(s):  
Questionnaire Survey ◽  
Education And Training ◽  
The Uk ◽  
Work Education ◽  
And Training

scholarly journals Integrating International Student Mobility in Work-Based Higher Education

2017 ◽  
Vol 21 (2) ◽  
pp. 156-169 ◽  
Author(s):  
Lukas Graf ◽  
Justin J. W. Powell ◽  
Johann Fortwengel ◽  
Nadine Bernhard
Keyword(s):  
Higher Education ◽  
International Student ◽  
Student Mobility ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Current State ◽  
Study Programs ◽  
Incoming Students ◽  
And Training

Dual study programs are hybrid forms of work-based higher education that have expanded very rapidly in Germany—a country traditionally considered a key model in both higher education (HE) and vocational education and training (VET). The continued expansion of these hybrid programs increasingly raises questions if, how, and why they may be internationalized. Although comparative research suggests that this could be challenging due to the uniqueness of the German education and training system, strong forces support internationalization. This study examines the current state and the future prospects of internationalization of such innovative dual study programs by focusing on student mobility, a key dimension of internationalization. We find growing interest in but still relatively little mobility related to dual study programs, whether among German (outgoing) or international (incoming) students. Based on expert interviews and document analysis, we extend existing typologies of student mobility regarding specific features of work-based HE programs. Furthermore, we discuss opportunities—at home and abroad—for increasing student mobility in this rapidly expanding sector.

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