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 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 Call for papers, JOVACET 4(1), 2021

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Catherine Robertson
Keyword(s):  
Social Sciences ◽  
Full Article ◽  
Adult Learning ◽  
Academic Research ◽  
Research Writing ◽  
High Quality ◽  
Email Address ◽  
The Social ◽  
Word Format

You are invited to submit an abstract for the fifth issue of JOVACET to be published in October 2021. Deadline for abstract submissions: Friday, 26 February 2021. Abstracts should comprise a maximum of 700 words 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]. Should you prefer to submit a full article, please limit the number of words to 8 000, which includes the abstract and list of references. The website will provide the style guide. Contributors may share any recent research relevant to the theme and the TVET/adult learning sector. Therefore, submissions of papers are invited that respond to this call to share recent research, its conceptual framing and its findings, with a view to identifying areas of further research for exploration. Submissions should be of high quality and follow academic research/writing conventions in the social sciences. Specifications can be found on the JOVACET website or obtained from Dr Catherine Robertson at the email address above. We look forward to receiving your submissions!

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 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 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 The Necessity for Education and Training within the Survivalist Retail Entrepreneurship Sector

2016 ◽  
Vol 8 (2(J)) ◽  
pp. 56-64
Author(s):  
Chux Gervase Iwu ◽  
Saphetha Gwija ◽  
Robertson Tengeh ◽  
Chris Cupido ◽  
Roger B Mason
Keyword(s):  
Social Sciences ◽  
Skills Training ◽  
Education And Training ◽  
Retail Sector ◽  
Western Cape ◽  
Business Skills ◽  
The Social ◽  
Retail Entrepreneurs ◽  
And Training ◽  
Structured Questionnaire

This paper investigates the necessity for education and training within the survivalist retail entrepreneurship sector in Khayelitsha, in the Western Cape Province of South Africa. A structured questionnaire, informal interviews and observations were employed to collect data. To analyse the collected data, Statistical Package for the Social Sciences (SPSS version 23) was employed. A total of 150 questionnaires were distributed, but only 128 usable completed copies were returned. The key findings were twofold: (1) an admission by the majority of the subjects that their businesses are not doing particularly well owing to their lack of basic business skills; and (2) the subjects’ admission that competitive practices of the immigrant retail entrepreneurs in the township can be counteracted if they had adequate business skills. These findings imply that should survivalist retail entrepreneurs in Khayelitsha be expected to add greater value to the economy by creating employment opportunities, it is essential that they are provided with skills training on a regular basis by government agencies and other stakeholders such as the Wholesale and Retail Sector Education and Training Authority (W&RSETA). This paper has its origin in the considered intention of the Wholesale and Retail Leadership Chair of CPUT1 to assist in developing the retail sector of the community of Khayelitsha.

scholarly journals On Responses of Higher Education and Training With(in) Society Through Research, Teaching, and Community Engagement

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Ellze van Eeden ◽  
Irma Eloff ◽  
Hanlie Dippenaar
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
South Africa ◽  
Community Engagement ◽  
Trend Analysis ◽  
Historical Context ◽  
Integrated Approach ◽  
Education And Training ◽  
The Social ◽  
And Training

This article presents a trend analysis of the directions, nuances, and theoretical developments in community engagement (CE) practices in higher education and training (HET) environments in South Africa since 1994. It focuses on the nexus of research, teaching and learning, and community engagement. The article identifies specific associations of CE with core HET activities, illustrating how this integrated approach has brought about positive change. The research was conducted in three phases. In Phase I, purposeful sampling was used to identify the published work of leading scholars in South Africa who had engaged with the call for adopting a more transformative and collaborative approach to research such that the very act of academically engaging with(in) community became an educationally visionary act. In Phase II, the scope of the sampling was broadened to include research in multiple disciplines. In the third phase, the sampling was broadened chronologically to include research since the 1990s, and limited to the social sciences in order to conduct a trend analysis that considered historical context and growth directions in CE in the social sciences. The discussion presents an analysis of trends that emanated from research responses to CE by HET.

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