scholarly journals Work-integrated learning for TVET lecturers: Articulating industry and college practices

2018 ◽  
Vol 1 (1) ◽  
pp. 126
Author(s):  
André Van der Bijl ◽  
Vanessa Taylor
Keyword(s):  
Education And Training ◽  
Vocational Education And Training ◽  
Integrated Learning ◽  
Adult And Continuing Education ◽  
School Based ◽  
International Discourse ◽  
Work Integrated Learning ◽  
Adult And Continuing ◽  
Teacher Placement ◽  
And Training

South Africa’s policy frameworks for technical and vocational education and training (TVET) and adult and continuing education and training (ACET) lecturers require that the work-integrated learning (WIL) element of programmes include WIL in appropriate ‘industry settings’ to ensure that TVET lecturers develop expertise in both teaching their subjects and preparing their students for the demands of the workplace. Whereas the country’s education faculties have a strongly developed practice of school-based WIL, none currently offers a formal programme that includes WIL in industry. International literature on teacher placement in industry thus largely concerns the in-service placement of practising educators to develop and update their industry knowledge and experience. In South Africa, some institutions have embarked on projects that have developedknowledge of industry WIL for TVET college lecturers, one of these being the SSACI-EDTP SETA WIL for Lecturers Project, through which more than 400 college lecturers have completed a work placement, conducted between 2014 and 2017. It provides a significant amount of information on the possible nature and implementation of the industry-based WIL component of the lecturer qualifications currently being developed. Using the Shulman and Shulman (2004) framework on teacher learning, this article analyses the project. It seeks to deepen the understanding of the nature of lecturer learning through WIL and also to contribute to the national, African and broader international discourse on the placement in industry of vocational educators and articulation between the worlds of work and education.

scholarly journals Integrating the World of Work Into Initial TVET Teacher Education in South Africa

2021 ◽  
Vol 11 (1) ◽  
pp. 13-28
Author(s):  
Andre J. Van der Bijl
Keyword(s):  
South Africa ◽  
Community Education ◽  
Education And Training ◽  
Development Project ◽  
Vocational Education And Training ◽  
Integrated Learning ◽  
The European Union ◽  
Curriculum Framework ◽  
Work Integrated Learning ◽  
And Training

South African Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (2013) provides a framework of professional qualifications for lecturers in the TVET system, which requires work-integrated learning placements in both education and industry settings. South Africa, however, does not have a convention of industry placement for vocational lecturers. This absence led the Department of Higher Education and Training, with the European Union, to co-fund a research and development project, the ‘effective delivery of the work-integrated learning (WIL) component of TVET and adult and community education and training lecturer qualification programmes’. The key output of this project was the development of a comprehensive curriculum framework for the industry-WIL component of the qualifications. This paper provides a reflective analysis of the multiple institutions, the national process through which the curriculum framework was developed and the knowledge generated through it.

scholarly journals Call for papers, Vol 3, Issue 2, 2020

2019 ◽  
Vol 2 (2) ◽  
pp. 114
Author(s):  
Catherine Robertson
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Adult And Continuing Education ◽  
Technical And Vocational Education ◽  
Adult And Continuing ◽  
And Training

You are invited to submit an abstract or an article for JOVACET Volume 3, Issue 2, 2020, an edition with a general focus on research in post-schooling, either within the technical and vocational education and training (TVET) contexts, but also on the intersections of TVET with broader adult and continuing education and higher education contexts, to be published in November 2020. Deadline for abstract submissions: Friday, 27 March 2020.

scholarly journals Message of Support from Mrs GNM Pandor, Minister of Higher Education and Training

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Joy Papier
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Education And Training ◽  
Western Cape ◽  
Adult And Continuing Education ◽  
The Social ◽  
Academic Publications ◽  
The University ◽  
Adult And Continuing ◽  
And Training

Message of Support from Mrs GNM Pandor,Minister of Higher Education and Training Internationally there is a scarcity of peer-reviewed academic publications that are specifically intended to promote and disseminate scholarly research into post-school TVET and Adult and Continuing Education and Training. The first edition of the Journal of Vocational, Adult and Continuing Education and Training and its focus on the African continent and the global South is thus timely and most welcome. The enormous importance of the TVET, Adult and Continuing Education sector to the social and economic wellbeing of our people is not disputed. However, there has been an absence of a credible and quality publication to promote scholarly debate in the field. I am hopeful that this Journal of Vocational, Adult and Continuing Education and Training will provide such a platform for the theoretical and conceptual understanding of this sector. I hope also that the Journal will provide a platform for a rigorous and sound analysis of the implementation of the analyses of the scholars that will be published in the Journal. I welcome the first edition of the Journal of Vocational, Adult and Continuing Education and Training and look forward to the interdisciplinary and globally comparative publications that will assist policymakers, practitioners, researchers and scholars to contribute to and enhance the understanding of this important sector. Congratulations to the Institute for Post-School Studies at the University of the Western Cape and your partners on this milestone. I wish you, your contributors and your readers every success in this first edition and continued strength in the years ahead. Mrs GNM Pandor MPMinister of Higher Education and Training

scholarly journals The German system of vocational education and training: challenges of gender, academisation and the integration of low-achieving youth

2020 ◽  
Vol 26 (1) ◽  
pp. 57-71
Author(s):  
Simone R Haasler
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Labour Market ◽  
Tertiary Education ◽  
Education And Training ◽  
Dual System ◽  
Vocational Education And Training ◽  
Apprenticeship Training ◽  
School Based ◽  
And Training

In Germany, the dual system of apprenticeship training has traditionally been very strong. The dominant position of the dual system, however, is being challenged by other training routes gaining significance, particularly tertiary education. This article investigates the extent to which this is leading to a restructuring of the dual system. Developments in school-based vocational programmes, trends of academisation and challenges deriving from qualifying low achievers are discussed. The growing significance of school-based programmes is linked to the gender impact of the vocational education and training (VET) system and the gender segmentation of the German labour market, while academisation reflects labour market demands for high skills. With dual study programmes and three and a half-year dual training, the dual system seeks to provide attractive training options for highly skilled young people. This, however, has made access to fully-qualifying vocational programmes very difficult for low-achieving young people, including migrants and refugees, thereby challenging the integration function of the German VET system.

Call for papers, JOVACET 5(1), 2022

2021 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Dr Catherine Robertson
Keyword(s):  
Social Sciences ◽  
Academic Research ◽  
Education And Training ◽  
Journal Articles ◽  
Research Writing ◽  
Adult And Continuing Education ◽  
The Social ◽  
Adult And Continuing ◽  
And Training ◽  
Word Format

You are invited to submit an article for the fifth volume of JOVACET to be published in October/November 2022. JOVACET is an accredited publication with the Department of Higher Education and Training. Articles should be topical with regard to current debates/discourses and recent research in the TVET, adult, and continuing education and training domains. Submissions should be of high quality and follow academic research/writing conventions of journal articles in the social sciences. Specifications can be found on the JOVACET website (www.jovacet.ac.za) or obtained from Dr Catherine Robertson at [email protected]. Articles should comprise a maximum of 8000 words, which include the abstract of approximately 200 words and a list of references, and be submitted in MS Word format via the journal website at www.jovacet.ac.za or emailed to Dr Catherine Robertson at [email protected]. Kindly follow the style guide which is provided on the website. We look forward to receiving your submissions! Due date for full paper submissions: 15 April 2022

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