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Introduction to VET - nust.na

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Donald Hlahla (Tutor)21and22August 2018
Introduction to VET
Programme
12–2
Tutorial letterStudy Guide/Prescribed Text/Reading/Other referencesApproach to learningTheory-key areasPractice-Namibian ContextAnalysis-Linking theory and PracticeLearning OutcomesPage 3 of the Study Guide (2016)
Programme cont--
12–3
AssignmentsUnderstanding the questionEvidence of wide readingPractical application to the contextPresentation
Learning Outcomes
Describehow to work effectively within the Namibian TVET policy frameworkPerformwork andpromoterelationships in a competency based training and assessment frameworkDemonstratea client-focused approach to workIdentifymethods to maintain the vocational education and training environmentDemonstrateandprovidelearning opportunities that promote personal initiative and enterprise.Discussthe role of the VET trainer in management of the environment.
12–5
About CBET
Meaning/definitionCharacteristicsCBET and Traditional methodsAdvantages and limitations
Definition of CBET
CBET: Competency-based education and Training is perceived by some astheanswerto the improvement of education and training for the complex contemporary world. Competency standards are propelled by a strongpoliticalimpetus as the way to prepare the work force for the competitive global economy. Proponents of CBET promote it as a way to improve the correspondence between education/training andworkplacerequirements (Harris et al. 1995). It is individualized, emphasizes outcomes (what individuals know andcan do), and allows flexible pathways for achieving the outcomes.
Further Definitions
Competences: These are training related competences that include knowledge, skills and attitudes.Competence assessment: Is an analysis of desired competences against existing competences.Continuing Professional Development/Life Long Learning: Is the means by which professionals maintain and enhance their knowledge and skills through formal and informal means at work and beyond any initial training.Trainer/Educator Professional Development: is a process along a continuum of learning and development that trainers undergo from initial pre-service training, induction and continuing professional development.Learning Outcomes: are statements of what a student or trainee is expected to know and/or do irrespective of the context of learning.
Further Definitions Cont---
Qualification: refers to a formal outcome of an assessment process conducted, whether it is a full qualification, credits or exemptions. It is also referred to as a certification. It is an official recognition of learning. A qualification confers official recognition by a recognized awarding body or authority.Technical Competencies: are defined as competences relating to a specific field or occupation such as ICT or Tourism and Hospitality.VET: means education and training which provides learners with occupational or work related knowledge and skills.VET Educator/Trainer Training Provider: is any entity/institution accredited by the NQA and NCHE that offer NQF-registered VET Educator/Trainer qualifications.VET Qualification: is a qualification obtained following training for a specific vocation or trade in industry e.g. welding.VET Technical Qualifications: are specific learned abilities, such as knowledge of software, processes, machinery and other work knowledge that apply specific tasks e.g. graphic design.Pedagogical Qualification: is a qualification obtained after studying the theory of education and putting the theory into practice.
TVET Environment
Driving Vision (V2030,Harambee, ETSIP)TVET Policy Framework and Management Structures (Roles)TVET Trainer and Management of the environment (Roles)
Effective TVET Programmes
Leadership and AccountabilityDemand driven designOpen accessPortable skillsContinuous improvementPublic Private PartnershipsSustainable financing, andEconomic and Social Impact
Objectives of the VET Act 2008
The Objectives are to;To achieve an effective and sustainable system of skills formation that-is aligned with the labour market;provides the skills that are needed for accelerated development;develops the competencies needed by young people for productivework and increased standards of living; andpromotes access, equity and quality in vocational education andtraining;To establish a stable organisation and management system that-clarifies roles in and responsibilities for vocational education andtraining; andis accountable to Parliament through the Minister;To establish and maintain a sustainable partnership between government, the private sector and civil society to resource the provision of vocational education and training.
HPP View of TVET
VET is steadily emerging as a global front runner in drivingnational developmentagendas and features prominently in the strategic and operational priorities of regional economic communities and multilateral organisations including the African Union (AU), International Labour Organisation (ILO) and United Nations Educational, Scientific and Cultural Organisation (UNESCO),The rationale to prioritise and invest in VET is strong and convincing and stems from the recognition ofVET as a source of skills, knowledge and technologyneeded to drive productivity in knowledge-based and transitional societies for the twenty-first century,VET is further accorded a high premium because of its potential toequip citizens with job/work-ready skillsand for its potential to deal with the global challenges of youth employment and unemployment,For Namibia to improve its global competitiveness, it is important that citizens have the requiredtechnical and vocational skills,Developed economies were not built by PHD holders, but bycraftsmen and artisansand that Namibia cannot expect to develop without these skills,Research shows that there is ahuge deficit in vocational skillsin the labour market,People with vocational skills tend to bemore entrepreneurialand through appropriate supportive interventions may even set up their own businesses, thereby employing others and contributing to job creation,Vocational Trainingis not meant for ‘dropouts’ or those that fail to get admitted to universities.VET is promoted because it is a vehicle and the backbone foreconomic development. It is not an inferior skill but one highly rated under HPP,VET willbe prioritisedin line with the core skills needs identified as per National Skills Development Plan.
HPP Strategies to achieve TVET Objectives
Develop aVET master planto have a footprint of Vocational Skills Development Centers in all 14 regions,Roll out therecognition of prior learningservices nationally to certify skills of citizens acquired through work experience in the informal sector,To improve the quality of VET provision by training 200instructors/trainersthat will also undergo compulsory attachments,Develop anational policy for VET practitioners, including assessors and moderators, verifiers and instructional designers,Enter intobilateral agreementsto source trainers from Cuba, Germany and Spain,Adopt TVET as the standardized internationaltraining convention,Toimprove the image of VET, rename VTCs as technical and vocational training colleges,Initiate moreapprenticeship opportunitiesfor VET graduates, andAssist graduates withgood business propositionsto a feasible extent to start their own businesses.
NDP5 Benefits of TVET
The benefits of TVET are;Increased self employment, thus reducing unemployment rates,Increased and improved Namibian goods and services, andIncreased economic activity.
How to achieve NDP5 TVET Objectives
Transformation, upgrading and expansion of TVET institutions and creating new training centers to create a pool of competent and skilled workers,Transformation and expansion of infrastructure, equipment and programs,Harmonizing TVET curricula,Rebranding of TVET to increase its attractiveness and to promote activities that highlight TVET as an attractive career choice,Re-modeling of some VTCs into TVET colleges,Re-introduction of pre-vocational subjects in schools,Attracting qualified artisans into TVET,Up skilling current trainers, andDouble the current enrolment at TVET institutions.
TVET Partnerships
Develop strategic institutional collaborations to deliver TVET programs and identify strategic partnership opportunities such as innovative teaching strategies,Analyse the policy framework and lead policy debates,Identify key bodies involved and Assess local players,Provide financial assistance for the development of TVET,Attract investment in skill development as part of capacity building,Establish linkages with industry to develop quality standards, curriculum, assessment and testing procedures for specific fields,Change the perception of TVET in Namibia,Provide advisory role on the NQF, andInitiate knowledge transfer.
The Learning Environment
Principles of Teaching and LearningIndividual and Group LearningLeaning strategies and methods

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Introduction to VET - nust.na