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Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand...
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With young people among the big losers of the recent financial crisis, vocational education and training (VET) is often seen as the silver bullet to the problem of youth joblessness. This paper provides a better understanding of VET around the world, dealing with three types of vocational systems: school-based education, a dual system in which school-based education is combined with firm-based training, and informal training. We first explore the motivation for these different types of...
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This paper is a follow-up of the paper ECER-presented in 2012, ‘A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda’ (Author & Co-author, 2012). This paper gave a description of research in the field of Vocational Education and Training (VET) in 2011. This new paper gives an overview of the field of VET research in 2012. In this article the VET research presented at the European Conference of Educational Research 2012 (Cádiz) is reviewed,...
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Introduction This volume is intended to develop and share knowledge within the southern African region regarding the challenges faced by vocational education and training (VET) systems and the responses to these challenges. Some of these challenges arise out of the history of VET in the region, whilst others relate to current international discourses about VET. The field of VET in southern Africa has been badly neglected. It is very difficult to find an article in the international journals...
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This article reviews the literature on trends and practices of recognition of prior learning (RPL) in Africa and internationally with specific reference to some of the key elements of the RPL system, including; purpose; assessment methods; quality assurance; and legislative and regulatory frameworks. In addition, a theoretical foundation of RPL is discussed underpinned by the experiential learning theory principles with a brief description of other learning theories related to RPL. The...
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The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration....
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To address the training needs of Further Education and Training college (FETC) lecturers, and in the absence of a full professional education qualification, several higher education institutions, FETCs, and other bodies in South Africa formed an alliance to develop a short programme towards a possible future full qualification. In 2010 a Vocational Education Orientation Programme (VEOP) was piloted. In line with the responsibility for quality assurance, and the need to inform further...
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The development of an innovative waste-to-energy plant in rural South Africa is now underway. A plan to construct a test unit that uses chicken droppings from a nearby chicken farm as a fuel source is presented. This waste-to-energy plant offers an opportunity to provide economic development and community empowerment. The system is based on two critical components: (1) a power generation plant which uses chicken droppings as a fuel source, and (2) a waste processing unit that is based on...
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Written in the twilight of the Mbeki Presidency, this paper considers the role that skills development has in the sustainability of the South African political-economic project. It explores some of the disarticulations of public policy and argues that these both undermine public sector delivery and open up opportunities for private provision to be, under certain circumstances, more responsive to the challenges of national development. We argue that there is a possibility that the state could...
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Since 1998, the "Learnership" model of workplace training has been promoted in South Africa as a creative vehicle for addressing high unemployment rates and a serious skills shortage. This is achieved through fast-tracking the acquisition of skills and increasing a learner's chances of employment. However, because learnerships are a recent innovation, the body of applied knowledge is small. This article aims to contribute to what is known through examining a series of pilot projects,...
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Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme...
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The world needs workers with more and better skills. Conventional apprenticeships and old methods of professional training are not providing enough skilled workers, so governments, companies and colleges are all using open and distance learning to fill these gaps. This unique international review of experience looks at the policies needed in both the private and the public sector for effective vocational education and training at all levels – from basic skills to continuing professional...
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© 2018 The Author(s). Background: Africa's health systems rely on services provided by mid-level health workers (MLWs). Investment in their training is worthwhile since they are more likely to be retained in underserved areas, require shorter training courses and are less dependent on technology and investigations in their clinical practice than physicians. Their training programs and curricula need up-dating to be relevant to their practice and to reflect advances in health professional...
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