Swiss South African Cooperation Initiative WACE Conference 2015, Kyoto Japan WIL in a General Vocational Curriculum ( The NCV) In South Africa Presented by Shanita Roopnarain
Overview Current Vocational Education and Training System in South Africa Issues and challenges Work Integrated Learning in General Vocational Education Curriculum
Factors Contributing to South Africa’s Economic Crisis Apartheid Legacy and social challenges. Apprenticeship training historically for a minority. State owned enterprises cut-back on training in the 90’s. South African Business’s don’t contribute to training the unemployed. 25% youth unemployment rate, more than 50% of youth not in Employment, Education or Training (NEETs). Economic growth (GDP) average of 2% in the last 5 years.
TVET Colleges tasked with skills development In 2009, Public TVET’s mandated to produce skills needed for the economy by the DHET Public TVET colleges – crisis mode: poor foundation skills; low pass/throughput rates; graduates not work ready; lecturers out of touch with industry; employers regard colleges as “risky” and prefer degreed graduates to TVET graduates Public TVET students don’t have the skills needed by industry
Current Vocational Education and Training System in South Africa Basic Education - Until Grade 9 Occupational ( Report 191) General Vocational School TVET COLLEGE Technical School C o m m u n i t y C o ll e g e s Apprenticeship s/ Learnerships Mainly Theoretical UoT JOBS DHETDHET BASICBASIC Universities/ Universities of Technology SCHOOLS (FET band)
SA Public TVET Colleges Colleges / Campuses ( ) students State expenditure TVET Colleges 2015/16 = R Average pass rate = 46% Three Curricular: Report 191 linked to apprenticeships NCV = vocational grade 12 can lead to an apprenticeship Learnerships – occupational programmes
SSACI Support through Work Integrated Learning Align the general vocational curriculum closer to the needs of industry Assist colleges to establish college- industry partnerships. Working at institutional level to embed it in the college system
Work Integrated Learning, a means to strengthen the Colleges and the NCV Improved pass, throughput and employability rates
Why WIL matters : Jobs Workplace behavioural skills Post- secondary education/ training Occupationa l skills as practised in the workplace Workplace connections
Application of WIL Work Integrated Learning Apprenticeships/ Learnerships Internships Workplace Based Experience ( WBE) Block Release Alternate Theory and work Post Theory 12 – 24 months in the workplace Short, on- course 5-15 days during studies
Workplace Based Experience in General Vocational Programme Structured workplace experience/ Workplace Experience Programme: Workplace induction General workplace activities Subject specific activities Daily activity log and journal Task book assessed by college lecturers
Progress of WBE in TVET Colleges
WBE as an assessed component of the NCV Programme
Obstacles to WIL Lack of employer participation is the single greatest constraint on WIL training in SA: a mind-set problem Colleges & employers find it difficult to engage with one another. Performance standards at colleges are generally unrelated to industry, especially for practical skills. Govmt. policies affecting WIL need to be more coherent & better aligned within & across ministries. Administration of WIL in colleges, companies & SETAs is alarmingly weak.
Learning from the Swiss Flexible pathways for education and training. Integration of TVET Colleges and workplaces. Strong employer and market driven system. Strong relationship between Universities of technology (tertiary TVET and TVET’s).
Where to now? WIL must be seen as essential for aligning TVET system to industry and to improving students’ employment prospects. Expanding WIL is therefore in the interests of the state, the economy, TVET institutions & students. To expand WIL, a mind-set change is required of industry &, therefore, the business case must be made. Organisation & funding of WIL must be built into public TVET programmes.
Thank You