Rethinking the post-school education and training system to prepare the workforce for the Fourth Industrial Revolution world of work

2021 ◽  
pp. 167-191
Author(s):  
Suzanne Hattingh ◽  
Keyword(s):  
Industrial Revolution ◽  
Education And Training ◽  
Training System ◽  
School Education ◽  
Fourth Industrial Revolution ◽  
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 A Policy Agenda for Legal Education and Training and the Fourth Industrial Revolution: The Case of England and Wales

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Andra Le Roux-Kemp
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Industrial Revolution ◽  
Legal Education ◽  
Education And Training ◽  
Policy Agenda ◽  
England And Wales ◽  
Fourth Industrial Revolution ◽  
And Training

While the full impact of the Fourth Industrial Revolution remains uncertain, it is by now generally accepted that highly intelligent technologies and their applications – such as robotics, artificial intelligence (AI), machine learning, digitialisation, and big Data – will continue to fundamentally transform all aspects of our occupational and personal lives. Yet, in the realm of higher education policy and specifically with regard to non-STEM disciplines like law, thorough-going engagement with this most recent wave of technological development remains lacking. It is the aim of this article to set a policy agenda for legal education and training that is sensitive to the opportunities and potential negative outfall of the Fourth Industrial Revolution (now exacerbated by COVID-19), while also taking into consideration the distinctive nature of legal education and training in England and Wales. Set against the higher education policy landscape of England and Wales, a number of concrete recommendations are made for bringing legal education and training into the age of the Fourth Industrial Revolution. These include, for example, a call for the radical transformation of the traditional, linear, and monodisciplinary LLB degree, addressing current and projected skills gaps and skills shortages by way of, inter alia, curriculum reform, and working towards greater mobility of law graduates between different legal jurisdictions and also within one jurisdiction but amongst different roles. These changes are necessary as legal education and training in England and Wales currently leave law graduates ill-equipped for the future labour market and do not adequately value and build on the job-tasks that legal professionals uniquely supply.

scholarly journals Resistance, Critical Agency and Initiatives of Black Post-School Youth, Facilitators and Organisers in a Black Township in South Africa

2017 ◽  
Vol 6 (1) ◽  
pp. 97 ◽  
Author(s):  
Devika Naidoo
Keyword(s):  
Youth Development ◽  
Education And Training ◽  
Training System ◽  
School Education ◽  
Structural Constraints ◽  
Ethnographic Interviews ◽  
Structure And Agency ◽  
Precarious Situation ◽  
And Training ◽  
School Youth

The Post-school Education and Training (PSET) policy seeks to address the education and training needs ofpost-school youth not in education, employment nor training (NEET). The problem of youth NEET has beenresearched from many perspectives. However, there is a dearth of knowledge about the responses, views and actions ofpost-school youth NEET living in this precarious situation. This paper analyses the resistance, critical agency andinitiatives of youth; organisers; and facilitators at a youth development and organisation centre in a township inGauteng. The study is framed by the notion of ‘critical’ agency (Gramsci: 1971) and Bourdieu’s concept of 'strategies'that mediate structure and agency. These concepts enable a focus on critical agency that emerge withinseverely constraining social conditions. Data were collected through the following sources and methods: from a'youth dialogue' amongst engaged youth; ethnographic interviews with post-school youth themselves; interviews withkey individuals such as organisers, leaders and facilitators of programmes; and observations of literacy classes offeredat the centre. Data analysis revealed resistant counter discourses amongst the youth to school and current PSET;acceptance of education for employment; desire for higher quality education; and clear ideas of alternativepedagogies. In addition to these counter discourses the paper highlights the critical agency of key individuals in theface of debilitating structural constraints. Implications for the post school education and training system are raisedand some recommendations are made.

scholarly journals Trends of developing training in advanced countries and direction of the Army

2020 ◽  
Vol 3 (2) ◽  
pp. 1-15
Author(s):  
Heenam Lee
Keyword(s):  
Industrial Revolution ◽  
Low Cost ◽  
Effective Means ◽  
Three Dimensional ◽  
Developed Countries ◽  
Education And Training ◽  
Training System ◽  
Training Data ◽  
Training Environment ◽  
And Training

This study examines the history of LVCG training, which is attracting attention as the army’s education and training method in the era of the 4th industrial revolution, and the recent trends in advanced countries, and the direction of the army’s LVCG training development. LVCG training is an effective means for soldiers to improve their survival rate and combat skills by experiencing realistic virtual battles iteratively prior to actual deployment, thereby ultimately improving their readiness. The LVCG training system is classified into four categories: live, virtual training, war game training, and game, collectively referred to as LVCG. In the 1980s, advanced countries began to use the LVCG training system in various areas of education and training, and after the 1990s, they promoted a synthetic environment incorporating the LVCG training system. Recently, the synthetic training environment (STE) that integrates LVCG into a three-dimensional virtual environment. This is attracting attention and developed countries are rapidly transitioning to STE. The Army is also promoting education and training innovation based on big data and artificial intelligence by establishing a low-cost, highly efficient LVCG training environment with LVCG integrated around the synthetic training environment platform and securing education and training data using STE.

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGY EFFECTS APPLICATION IN TEACHING AT LOWER SECONDARY SCHOOLS IN RURAL, MIDLAND AND MOUNTAINOUS AREAS MEETING NEEDS FOR EDUCATION INNOVATION IN INDUSTRIAL REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Thi Le Hang
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Social Life ◽  
Industrial Revolution ◽  
Education And Training ◽  
Mountainous Areas ◽  
Information And Communication ◽  
And Training ◽  
Lower Secondary Schools

The development of ICTs has strongly influenced many different aspects of social life, including education and training. ICTs application and management of ICTs applications has become an indispensable trend and has a profound effect on improving the quality of education and training. The author has analyzed the current state of ICTs application management in teaching in lower secondary schools in rural, midland and mountainous areas from which 6 management solutions for applying information and communication technology in teaching in lower secondary schools in accordance with the school’s practice.

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