Understanding interactive capabilities for skills development
OUTPUT TYPE: Conference or seminar papers
PUBLICATION YEAR: 2014
TITLE AUTHOR(S): G.Kruss
KEYWORDS: FURTHER EDUCATION & TRAINING (FET), HIGHER EDUCATION, SKILLS DEVELOPMENT
DEPARTMENT: Equitable Education and Economies (IED)
Intranet: HSRC Library: shelf number 8333
HANDLE: 20.500.11910/9011
URI: http://hdl.handle.net/20.500.11910/9011
PUBLICATION YEAR: 2014
TITLE AUTHOR(S): G.Kruss
KEYWORDS: FURTHER EDUCATION & TRAINING (FET), HIGHER EDUCATION, SKILLS DEVELOPMENT
DEPARTMENT: Equitable Education and Economies (IED)
Intranet: HSRC Library: shelf number 8333
HANDLE: 20.500.11910/9011
URI: http://hdl.handle.net/20.500.11910/9011
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Skills development is high on the South African policy agenda. There are many current interventions to improve the quantity and quality of skills produced at all levels, including universities, universities of technology and FET colleges. The priority is to facilitate a better match or, more effective interaction - between post school education and training organisations and the labour market. A typical starting point is to identify strategies and mechanisms that have been used in other countries, particularly in the advanced developed economies. Indeed, much of South Africa's skills policy and architecture has been borrowed from the experience of New Zealand, Australia, Great Britain and Scotland. However, if government identifies and adopts such strategies, a problem remains. How do we ensure that in the South African context, post-school education and training organisations have the will, matching expertise and capabilities to address firms 'skills demands'.-
Related Research Outputs:
- Monitoring and evaluation of DANIDA support to education and skills development (SESD) programme: second informative impact assessment: FET provincial directorates
- Monitoring and evaluation of DANIDA support to education and skills development (SESD) programme: second formative impact assessment, May
- Overall findings and recommendations
- For the purposes of assessing impact seven key variables or dimensions were identified in which improvements at the college level are likely to result in better education or better employability of learners
- Convergence of public and private provision at the further-higher education interface
- Education, training and development practices
- Socio-economic profile of further education & training colleges
- Community colleges in South Africa: towards an inclusive and vibrant further education and training
- Student's guide to higher and further education in South Africa: with study opportunities and bursaries
- Education in retrospect: policy and implementation since 1990
- Gauteng: labour market situational analysis
- Debates in skills development: linking work, skills and knowledge: paper 6
- Issues and challenges for the FET sector: conference on community colleges in South Africa
- A dual mandate for FET colleges in a future South Africa
- Human resources development review 2003: education, employment and skills in South Africa
- The state of the South African further education and training college sector
- A future curriculum mandate for further education and training colleges: recognising intermediate knowledge and skill
- Convergence of public and private provision at the further-higher education interface
- The World Bank study on skills development in sub-Saharan Africa: a South African perspective
- Employment experiences of graduates