Faculty of Humanities/School of Education Technology and Vocational Education HEDS: Teaching and Learning with Technology Faculty of Humanities/School of Education Technology and Vocational Education Role of universities in supporting a demand-led skills system:a case of cet colleges vocational programmes 4/7/2019 DIP ACET

Outline BACKGROUND TUT DEVELOPMENT OF CET COLLEGE QUALIFICATION Faculty of Humanities/School of Education Technology and Vocational Education Outline Faculty of Humanities/School of Education Technology and Vocational Education BACKGROUND TUT DEVELOPMENT OF CET COLLEGE QUALIFICATION ADV DIP ACETT SUBJECTS /MODULES PROGRAMME DESIGN ANDCREDIT STRUCTURE GAPS IDENTIFIED CONCLUSION AND RECOMMENDATIONS 4/7/2019 ADV DIP:TVT

Background Technological advancement is a major driver of the economic growth and has raised living standards enormously (though unevenly) across the globe. Digital technologies radically transform the structure of organisations and employment models Technological changes challenges educational systems to embrace and adopt TVET to provide occupational skills for employability. Trends towards employer demands and entrepreneual opportunity Failure to focus on skills at colleges = Inequality 4IR changes skills demand WBL accelerate economic recovery 4/7/2019 ADV DIP:TVT

New jobs, requiring new skills, are created in all skills subsectors e New jobs, requiring new skills, are created in all skills subsectors e.g manufacturing, mining, service sector industries. Governments, industries and society continue failing, as in the past to make, important choices about how to re-skill and transition workforces into the future. In the knowledge economy, employability is directly related to relevant TVET Skills mismatches and misallignement hinder the return to full employment and slow economic recovery (Puri, 2012). 4/7/2019 ADV DIP:TVT

The supply of sustainable occupational skills is central to economic growth and development in South Africa. “it is what teachers know, do and care about which is very powerful in [the] learning equation”. The principle of teaching and learning by doing and making enable learners and students to know and apply the knowledge in various context including workplaces (Moghamsi, 2016) 4/7/2019 ADV DIP:TVT

Tut development of cet college qualification Adv Dip ACETT entry-level initial professional preparation of CET college educators/lecturers Assumes specific depth of knowledge/skills, WIL experience in vocational subjects Vocational pedagogy and didactics/Methods Dip ACET professionally and academically competent educators and lecturers specific depth and specialization of knowledge of occupation, practical skills and workplace learning Vocational pedagogy /didacics and Occupational skills development 4/7/2019 ADV DIP:TVT

Adv dip acett : subjects/modules SUBJECT METHODOLOGY – ONE OF THE FOLLOWING FORMAL SPECIALISATION Accounting Afrikaans Agricultural Management Practice Agricultural Sciences Agricultural Technology Business Management Economics & Management Sciences Engineering Graphics and Design English Geography History IsiXhosa 4/7/2019 ADV DIP:TVT

Adv dip modules SUBJECT METHODOLOGY – ONE OF THE FOLLOWING informal specialization Arts and Crafts Automotive Repair and Maintenance Building construction Civil services Clothing and Textiles Construction carpentry and Roof work Cosmetology Decor and Catering Electrical infrastructure and construction Small scale manufacturing 4/7/2019 ADV DIP:TVT

PROGRAMME DESIGN CREDIT STRUCTURE FOR THE ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL TEACHING AT TUT: 2018 MODULE CESM NQF Compulsory / Elective SAQA CREDITS Academic Literacy and Life Skills 071401 5 C 10 Adult and Community Education Management 4 071101 7 15 Adult and Community Education Studies 4A 070107 Adult and Community Education Studies 4B College Based Learning WIL 4A (4 weeks) 071003 8 College Based Learning WIL 4B (4 weeks) Curriculum and Instruction 4: Formal ACET Subject specialization* (choose one subject specialization) 070101 E 12 Curriculum and Instruction 4: Informal ACET Subject specialization* (choose one subject specialization) ICT literacy 714401 2 Inclusive Education 071409 Industry Based Learning WIL 4 (2 weeks) Language of Learning and Teaching: English 071411 3 LoCC: (Choose one of the following: Afrikaans / IsiXhosa / IsiZulu / / Sepedi / Sesotho / Setswana / Tshivenda / Xitsonga) Teaching, Leading and Researching in Adult and Community Education and Training Teaching: Formal ACET Subject specialization *: 4 (choose one subject specialization) 0707 Teaching, Leading and Researching in Adult and Community Education and Training Teaching: Informal ACET Subject specialization *: 4 (choose one subject specialization) TOTAL CREDITS ON NQF LEVEL 5 17 TOTAL CREDITS ON NQF LEVEL 7 120 TOTAL CREDITS OF AdvDip (Adult and Community Education and Training Teaching) 137 4/7/2019 ADV DIP:TVT

Gaps identified Majority of CET educators are from ABET centres Lack vocational knowledge and skills, no WIL experience Poor digital technological literacy 4/7/2019 ADV DIP:TVT

Conclusion and recommendations Informal occupational skills development for CLC educators CLC educators are ready to be reskilled and upskilled in vocational subjects 4/7/2019 ADV DIP:TVT

Thank you Ke a leboga Dankie Conclusion Faculty of Humanities/School of Education Technology and Vocational Education Faculty of Humanities/School of Education Technology and Vocational Education Conclusion Thank you Ke a leboga Dankie 4/7/2019 ADV DIP:TVT