The Role of Professional Associations in the South African Education and Training System

2014 ◽  
Vol 41 (2) ◽  
pp. 201-208
Author(s):  
Carin Stoltz-Urban ◽  
Krishna K Govender
Keyword(s):  
South African ◽  
Professional Associations ◽  
Education And Training ◽  
Training System ◽  
The South ◽  
African Education ◽  
South African Education ◽  
And Training

scholarly journals The South African Technical and Vocational Education and Training System from a German Perspective

2019 ◽  
Vol 1 (1) ◽  
pp. 226-234
Author(s):  
Martin Kuehn
Keyword(s):  
Vocational Education ◽  
South African ◽  
Service Sector ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
The South ◽  
Technical And Vocational Education ◽  
And Training

AbstractThis paper provides information about the South African Technical and Vocational Education and Training (TVET) system from a German perspective as well as about South-African - German cooperation in this system gathered by literature reviews.Due to a shift in South Africa’s economy towards the service sector, the existing skills composition does not fit the needs anymore and may hinder further development. Foreign and local companies have a high demand for skilled workers.A short introduction to the TVET system is provided and challenges are pointed out. Furthermore the role of the Skills Education Training Authorities in TVET is described. Finally, the current state of South African - German cooperation in the TVET sector including a selection of projects on different levels involving German and South African institutions is outlined.

scholarly journals Critical agency in the post-apartheid education system

2015 ◽  
Author(s):  
Nazir Carrim
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Critical Thinking ◽  
South African ◽  
Educational System ◽  
Education System ◽  
The South ◽  
African Education ◽  
South African Education

This paper looks at critical agency in the South African education system. There has been a consistent linking of critical thinking with critical agency under apartheid, and that this was constructed by a ‘critical struggle’ (Touraine, 1985) against apartheid domination. However, this changed significantly in the post-apartheid moment, where compliance with the newly elected government is emphasised, and could be viewed in terms of ‘positive struggles’ (Touraine, 1986). These, however, limit critical agency in the post-apartheid formation. There is, nonetheless, evidence of critical agency being enacted in the post-apartheid education system. The importance of highlighting those forms of critical agency is crucial in order to enhance social justice in the post-apartheid educational system and society. This paper also links critical agency in the post-apartheid situation with the postcolonial and postmodern conditions because such conditions affect the possibilities of critical agency not only in South Africa but more generally.

scholarly journals Management of School Infrastructure in the Context of a No-Fee Schools Policy in Rural South African Schools: Lessons from the Field

2013 ◽  
Vol 8 (5) ◽  
Author(s):  
Ramodikoe Nylon Marishane
Keyword(s):  
South African ◽  
Delivery System ◽  
Rural Schools ◽  
Qualitative Method ◽  
The South ◽  
African Education ◽  
Rural South ◽  
South African Education ◽  
Education Delivery ◽  
Depth Interviews

This study examines the management of school infrastructure in the context of the “no-fee schools” policy introduced in the South African education delivery system. Focusing on four rural schools, the study applied a qualitative method, which involved observation of infrastructure conditions prevailing at four selected schools and in-depth interviews held with their principals. The study has found that though the no-fee policy has come to relieve poor parents of the burden of paying school fees, it does not help schools in addressing their infrastructural challenges.

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