scholarly journals Editorial: JOVACET Vol 1, Issue 1: Researchable Issues in Vocational, Adult and Continuing Education and Training

2018 ◽  
Vol 1 (1) ◽  
pp. vi
Author(s):  
Joy Papier
Keyword(s):  
Continuing Education ◽  
Education And Training ◽  
Adult And Continuing Education ◽  
The Road ◽  
On The Road ◽  
Adult And Continuing ◽  
And Training

In this first edition of the Journal of Vocational, Adult and Continuing Education and Training (JOVACET), which we are thrilled to present, it is appropriate that the journey towards this publication should be described. Such description would be useful not only for readers who are unaware of this history – for those who have been involved more closely with the journal’s development, it should give pause for reflection on the road that has been travelled.

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 Editorial policy

2021 ◽  
Vol 4 (1) ◽  
pp. 2
Author(s):  
Dr Catherine Robertson
Keyword(s):  
Continuing Education ◽  
Editorial Policy ◽  
Education And Training ◽  
African Continent ◽  
Adult And Continuing Education ◽  
Critical Engagement ◽  
Knowledge Area ◽  
Critical Scrutiny ◽  
Adult And Continuing ◽  
And Training

The Journal of Vocational, Adult and Continuing Education and Training (JOVACET) recognises the need for critical engagement through studies in TVET and Adult and Continuing education and training, and for encouraging critical scrutiny of this expansive knowledge area on the African continent.

scholarly journals Editorial

2019 ◽  
Vol 2 (1) ◽  
pp. viii
Author(s):  
Zelda Groener ◽  
Shirley Walters
Keyword(s):  
Adult Learners ◽  
Continuing Education ◽  
Education And Training ◽  
Learning Opportunities ◽  
School Education ◽  
Special Issue ◽  
Adult And Continuing Education ◽  
Research Papers ◽  
Adult And Continuing ◽  
And Training

This special issue of the Journal of Vocational, Adult and Continuing Education and Training (JOVACET) presents a collection of research papers on adult learners’ access to learning opportunities in post-school education and training (PSET). It was prompted by a conference entitled, Access, barriers to participation and success for adult learners: Rethinking equity and social justice in post-school education, held in Cape Town on 24–25 November 2018, where early versions of the articles featured were presented.

scholarly journals Editorial policy

2020 ◽  
Vol 3 (1) ◽  
pp. 2
Author(s):  
Catherine Robertson
Keyword(s):  
Continuing Education ◽  
Editorial Policy ◽  
Education And Training ◽  
African Continent ◽  
Adult And Continuing Education ◽  
Critical Engagement ◽  
Knowledge Area ◽  
Critical Scrutiny ◽  
Adult And Continuing ◽  
And Training

The Journal of Vocational, Adult and Continuing Education and Training (JOVACET) recognises the need for critical engagement through studies in TVET and Adult and Continuing education and training, and for encouraging critical scrutiny of this expansive knowledge area on the African continent.

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.

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

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.

From a National System Locally Administered to a National System Nationally Administered: The New Leviathan in Education and Training in England

2001 ◽  
Vol 30 (3) ◽  
pp. 457-476 ◽  
Author(s):  
PATRICK AINLEY
Keyword(s):  
Social Policy ◽  
Developed Countries ◽  
Education And Training ◽  
National System ◽  
The Road ◽  
Starting Point ◽  
Education Act ◽  
On The Road ◽  
Post War ◽  
And Training

This article's starting point is Glennerster et al.'s 1991 question in JSP, 20: 3 whether ‘the decisive break’ they then saw in British social policy represented ‘A New Enlightenment or a New Leviathan’. Evidence is produced from the policy arena of education and training (i.e., learning) to argue that the Learning and Skills Act due for implementation from 1 April 2001 represents an example of the latter rather than the former. The Act is a further step on the road from what was traditionally ‘a national system of education locally administered’ to a national system nationally administered. This is clearly seen when the post-war system of education and training established by the 1944 Education Act is contrasted with the new system of contracting out provision through agencies. In presenting this contrast the article is an exercise in ‘Learning Policy’, described as ‘a new area of social policy … [which] indicates the concerted approach that many governments in developed countries now take to integrate the reproduction of knowledge at all levels in the education institutions under their control with skill formation in training in and out of employment’ (Ainley, 1999, p. 9).

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