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Enhancing TVET through digital transformation in developing countries Enhancing TVET through digital transformation in developing countries

Digital transformation is a complex process that with varying impacts across economic sectors. In the education and training sector, digital transformation in TVET can involve TVET operational systems (administration, finance, human resources, building infrastructure and maintenance, student registration, etc.); classroom delivery (learning management, instructional delivery methods, etc.); and the actual knowledge and skill component of the curriculum, for example by integrating productivity software such as word processors or spreadsheets into students’ learning outcomes. The integration of digital skills in the TVET curriculum allows learners to acquire the changing skills and knowledge (tacit and explicit) required to function in a digitalizing society, economy and labour market. Digital transformation in TVET is also transforming the dominant modalities of traditional face-to-face learning and teaching to involve multiple configurations of actors (learners, teachers and technologies/apps) in space and time (when, where, who, how). This means that digital transformation in TVET offers opportunities for teachers to reconsider their pedagogical assumptions, behaviours and relationships with students.

Conversations about teachers: Summary of fourth conversation Conversations about teachers: Summary of fourth conversation

The Education Sector Committee of the National Committee for UNESCO, in collaboration with the Faculty of Education at the University of Johannesburg (UJ), the Library at UJ, and JET Education Services (JET) launched a series of conversations about teachers, involving a variety of stakeholders. The fourth conversation took place on the 17th of May 2023 and looked at 'What does it mean/take to be a good teacher?'

National Plan for Post-School Education and Training (NPPSET) National Plan for Post-School Education and Training (NPPSET)

The National Plan for Post-School Education and Training (NPPSET) 2021–2030 has been released. The NPPSET sets out a roadmap for implementing the policy vision of the White Paper for Post-School education and Training. The NPPSET sets out key system goals, objectives, outcomes and strategies aimed at achieving an integrated, coordinated, expanded, responsive, cooperative, quality, efficient, successful and articulated post-school education and training (PSET) system over the period 2021/2022 to 2029/2030.

Comparative Skills Profiling Surveys and Assessment of Skills Recognition Opportunities Facilitating Refugees and Asylum Seekers’ Access to the Labour Market in South Africa and Zambia Comparative Skills Profiling Surveys and Assessment of Skills Recognition Opportunities Facilitating Refugees and Asylum Seekers’ Access to the Labour Market in South Africa and Zambia

This report forms part of the consultancy Comparative skills profiling surveys and assessment of skills recognition opportunities facilitating refugees and asylum seekers’ access to the labour market in South Africa and Zambia. JET Education Services was commissioned by the ILO and the UNHCR to undertake this consultancy, which forms part of the Southern Africa Migration Management (SAMM) project. The SAMM Project is funded by the EU and implemented by the ILO, the IOM, the UNODC and the UNHCR. Its overall objective is to improve migration management in the Southern Africa and Indian Ocean region and to contribute to achieving the 2030 Development Agenda1

JET Exchanges 5/2023: The Grade R Mathematics and Language Improvement Programme JET Exchanges 5/2023: The Grade R Mathematics and Language Improvement Programme

The 5th JET Exchanges shares information about the Grade R Mathematics and Language Improvement Programme (MLIP) in which JET is a partner, describing the context in which the programme is being implemented before providing details on the programme itself. Foundational mathematics and literacy skills are premier issues in South African classrooms, both for learners as well as educators. South Africa has invested in several reading and mathematics interventions in the past years; however, setbacks like the COVID-19 pandemic rolled back progress that had been made. According to a background report by Spaull for the 2030 Reading Panel, If learning loss estimates are correct and SA does manage to get back onto the prepandemic improvement trajectory, it will still take 86 years from 2023 up to 2108 until all Grade 4 children can read for meaning in SA (Spaull, 2023, 8). Currently, 65% of learners lack the skills needed to progress in language and mathematics (Gauteng Education Development Trust, 2021, 7). Considering the challenging landscape for advancing effective mathematics and literacy interventions, the Grade R MLIP has led efforts toward improving outcomes in these areas for all schools in Gauteng Province offering Grade R from 2022 through 2024.

Using co-creation to address monitoring and evaluation challenges: The experience of South Africa’s evaluation hackathon Using co-creation to address monitoring and evaluation challenges: The experience of South Africa’s evaluation hackathon

In 2021, the South African Monitoring and Evaluation Association facilitated an evaluation hackathon that engaged diverse stakeholders in co-creation processes to develop practical solutions to address complex problems facing the monitoring and evaluation sector. The event catalysed broad-based ownership and enabled the South African Monitoring and Evaluation Association to coordinate the creative energy, commitment and resources of its members, government and other partners to achieve outcomes that would not be possible to achieve otherwise. The article analyses the co-creation approach adopted for the hackathon across four phases, namely initiation, process design/planning, co-design and development and application/follow-up. A retrospective analysis of the process and results identified eight key elements that enabled or impeded the successful completion of hackathon outputs and their conversion into useful products. These elements are facilitative leadership, purposive stakeholder selection, a well-delimited task, preparation, process facilitation, a valued product, voluntary contributions and further capacity. The lessons learnt provide useful insight for future efforts to generate localised, contextualised responses to evaluation problems.

Policy Insights: Models of Philanthropy in Education Policy Insights: Models of Philanthropy in Education

Unveiling diverse approaches and perspectives on Philanthropy in Education with a new Policy Insights publication: M𝗼𝗱𝗲𝗹𝘀 𝗼𝗳 𝗣𝗵𝗶𝗹𝗮𝗻𝘁𝗵𝗿𝗼𝗽𝘆 𝗶𝗻 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 which encapsulates critical research findings from 39 experts from around the globe who participated in NORRAG’s Philanthropy in Education symposium series. James Keevy, JET CEO contributed a paper titled: Philanthropy in education in Africa: a space for learning and new forms of collaboration

TICZA Implementation Compendium Issue 1 2024 TICZA Implementation Compendium Issue 1 2024

TICZA (the Teacher Internship Collaboration South Africa) is a collective impact project designed to support mutually-reinforcing activities among discrete actors in the education sector related to initial teacher education. Collective impact as a concept is designed to address complex problems through the collaborative efforts of multiple stakeholders. In a collective impact project, emphasis is on alignment and partnership between government, private and third sector organisations that work towards shared goals and measure the same things. In order to ensure that shared goals are mutually understood and consistently measured, reaching consensus on terminology is an essential starting point. Given the complex and dynamic nature of teacher education, it should not be surprising that terminology may need to be adapted. Critically, though, all stakeholders in the collective impact project ought to be abreast of policy terminology. Moreover, where contestation arises amongst stakeholders in the collective impact project regarding concepts, existing policy should be deferred to and aligned with.

DHET PSET Research Repository DHET PSET Research Repository

The Department of Higher Education and Training (the Department) and its entities undertake research to better understand their various sub-sectors, and identify challenges and opportunities in an effort to guide resource allocations.

Towards a performance management framework for TVET lecturers in South Africa Towards a performance management framework for TVET lecturers in South Africa

This research is focused on enhancing the relationship between performance appraisal (PA) and continuing professional development (CPD) within the wider performance management of South African technical and vocational education and training (TVET) lecturers. It aims to address the country’s challenges in job creation and skills development by contributing to a well-aligned performance management and CPD system. Emphasising the importance of TVET lecturers in national human resource development (HRD), the research underscores the critical role of lecturers in shaping skilled graduates, thus contributing to economic growth, and advocates for a fair accountability process through PA in TVET colleges’ performance management systems.

Conversations about teachers: Summary of the fifth conversation Conversations about teachers: Summary of the fifth conversation

Stakeholders in education met On the 28th of August 2023, the fifth series of conversations about teachers was hosted by the Education Sector Committee of the South African Commission (SA NATCOM) for UNESCO in collaboration with the faculty of education at the University of Johannesburg (UJ), the library at UJ and JET Education Services (JET). The discussion theme was, “Why are teachers important?”

2023 DHET Research Colloquium 2023 DHET Research Colloquium

On making technical and vocational education and training colleges institutions of choice: Recommendations from the DHET TVET Research Programme.

TICZA Implementation Compendium Issue 2 2024 TICZA Implementation Compendium Issue 2 2024

In 2015, various stakeholders joined efforts to design a pilot project that aimed to improve the quality of newly qualified teachers who studied through distance education. Save the Children South Africa (SCSA), in partnership with key stakeholders, designed and implemented the District Based Teacher Recruitment Strategy (DBTRS) project in the Thabo Mofutsanyana Education District (TMED) of the Free State.

Statistics on Post-School Education and Training in South Africa: 2022. Statistics on Post-School Education and Training in South Africa: 2022.

The Department of Higher Education and Training recently released its report statistics on Post-School Education and Training in South Africa in 2022. The 13th in the series, this extensive report provides valuable statistical information on various aspects of the PSET landscape, including student enrollment and completion and other performance data. Additionally, the report contains detailed statistics on staffing levels at PSET institutions, Workplace-Based Learning and financial data. Stakeholders are encouraged to make use of this report for effective planning, budget allocation, and reporting within the PSET system. The report is a critical resource for informed decision-making, strategic planning, budgeting and continuous improvement within the higher education and training sector.

ILO JLMP Priority study on Barriers to Labour Mobility in the African Leather Industry ILO JLMP Priority study on Barriers to Labour Mobility in the African Leather Industry

The research study on Barriers to Effective Labour Mobility in the African Leather Industry has been published. The study conducted by the International Labour Organization (ILO) Joint Labour Migration Programme (JLMP) Priority in 2021 and published by JLMP Action in 2024 aims to identify and analyse the barriers to effective labour mobility within the African leather industry. This report assesses the challenges faced by migrant workers and explores opportunities for enhancing labour mobility through recognition of prior learning (RPL) interventions. By examining case studies from various countries, including South Africa and Kenya, the study provides valuable insights and policy implications that seek to improve the employment conditions and rights of low-skilled migrant workers in the sector. This report was commissioned by the ILO and produced by JET Education Services researchers: Andrew Paterson, Hazel Mugo, Hoosen Rasool, Zaahedah Vally, Zahraa McDonald, Patrick Molokwane, Katherine Morris and James Keevy.

Conversations about teachers: Summary of sixth conversation Conversations about teachers: Summary of sixth conversation

In collaboration with the University of Johannesburg and JET Education Services, the Education Sector Committee of the National Commission for UNESCO in South Africa hosted the 6th Conversations About Teachers webinar focusing on “The type of school leadership and management that is enabling good teaching and professional growth.”

SDU UCT Annual Report 2023 SDU UCT Annual Report 2023

The Schools Development Unit has once again excelled in delivering its mandate of working with teachers and learners to improve teaching and learning within schools. The SDU has been responsible for implementing a diverse range of projects and programmes during 2023. Our teams have continued to work collaboratively with UCT’s School of Education staff, enabling expertise to be shared at the highest level. This has ensured that the Unit remains at the forefront of delivering quality training and support for teachers and learners. Our social responsiveness programmes, 100UP and the School Improvement Initiative (SII), continue to be beacons of hope for our learners and school communities. These programmes provide the best possible opportunities for schools to become centres of excellence, and, in the case of 100UP, for learners to be supported, academically and psychosocially, in accessing study opportunities at higher education institutions. Both programmes strengthen UCT’s commitment to transformation, diversity and community engagement. The Grade R Mathematics Project is currently being implemented in Gauteng, in which the SDU has been working in close collaboration with the Gauteng Department of Education and JET Education services. This project has placed the SDU at the forefront of delivering quality Early Childhood Development (ECD) training courses. As this sector becomes increasingly critical in the cognitive and psychosocial development of grade R-3 learners, the SDU is currently expanding this programme, in collaboration with various partners, to offer more innovative ways of training our ECD teachers. The theme for this Annual Report is Changing schools for good.

Towards a micro-credential country model for Uganda Towards a micro-credential country model for Uganda

Recognition of non-formal and informal skills for young people in Eastern and Southern Africa through the innovation of micro-credentials. Published by Unicef, Austrian Development Agency in collaboration with JET Education Services (D. Odongo and P. Molokwane)

Towards a micro-credential country model for Burundi Towards a micro-credential country model for Burundi

Recognition of non-formal and informal skills for young people in Eastern and Southern Africa through the innovation of micro-credentials. Published by Unicef, Austrian Development Agency in collaboration with JET Education Services (N.Niyiduhaye, A.Paterson, Z. Vally)

Towards a micro-credential country model for South Africa Towards a micro-credential country model for South Africa

Recognition of non-formal and informal skills for young people in Eastern and Southern Africa through the innovation of micro-credentials. Published by Unicef, Austrian Development Agency in collaboration with JET Education Services (J. Keevy and A. Paterson)

Enhancing Teacher Training through Innovative Distance and blended Learning Models: Insights, Collaborations, and Research Enhancing Teacher Training through Innovative Distance and blended Learning Models: Insights, Collaborations, and Research

Two higher education institutions (HEIs) shared their models for the B.Ed. programme in initial teacher education (ITE), with inputs on online/blended learning. The discussion then explored how providers of extended student teacher internships (ESTIs) who offer diverse forms of wrap-around support to distance education students could partner with HEIs through activities related to the work integrated learning (WIL) component of the B.Ed. or in other capacities. The focus was also on the type of evidence required to show the value of the ESTI model and the work of the non-government organisation Implementing Partners (NGO IPs) in order to motivate for these partnerships or service offerings. This report is a summary of the discussions during the TICZA Community of Practice (CoP) Series COP #15 Summary Report: 3 October.

TICZA Digest TICZA Digest

Practice & Research Digest: This compilation of short papers aims to present a reflective opportunity for the wide range of stakeholders and actors involved in TICZA as well as, more broadly, for the different actors involved in teacher internships in Africa and internationally. Editors: James Keevy, Judy Tate and Vanencia Chiloane

Conversations about teachers: Summary of the seventh conversation Conversations about teachers: Summary of the seventh conversation

In collaboration with the University of Johannesburg and JET Education Services, the Education Sector Committee of the National Commission for UNESCO in South Africa hosted the 7th Conversations About Teachers webinar focusing on “Factors that inhibit/support teacher wellness.”

Journal of Vocational, Adult and Continuing Education and Training Journal of Vocational, Adult and Continuing Education and Training

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

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