Skills for a Changing World Project FSHEC and Mindset Livelihoods Orientation for Writers Workshop (14 th – 17 th July 2008)

2 Introduction to Skills for a Changing World Programme FSHEC Tri-Campus Project (late 2005-early 2007) – planning process for three campuses incorporated with the UFS and CUT Skills for a Changing World programme emerged from the Tri-Campus Project, in particular the need to:  Open up post-schooling educational opportunities to youth and adults currently excluded from such opportunities;  Prepare currently under-prepared school leavers for post-schooling education;  Increase partnerships and collaboration between and within education sectors, most notably between the Further Education and Training (FET) and Higher Education (HE) sectors; and  Tailor educational opportunities to the skills demands of region and the country such that students have better prospects of gaining employment. Develop Skills for a Changing World programme within an action research framework – lessons on FET/HE collaboration and collaborative programme development.

3 Introduction to Skills for a Changing World Programme (cont.) Provide an innovative solution to the challenges of student under preparedness for post schooling study and for generating sustainable livelihoods (formal employment or self employment) It aims to provide its graduates with (amongst others):  A basis to make appropriate, informed, and responsible choices about the directions they wish to take;  Tools for success in the pathways that they decide to choose (e.g. time- and self- management skills);  Reflective practices for work and life in general; and  Practical experience requiring direct involvement in relevant real-life situations and problems. Development of a series of core generic competencies (not subject specific) – specific focus still to be defined:  literacy and numeracy,reading and writing, higher order and critical thinking including applied problem solving skills, analytical skills, technology skills, creativity, complex communication skills, information management skills, personal management. In addition, the programme will strive to develop students’ value of service in the community and their sense of engagement with their worlds

4 Skills for a Changing World Target Groups Priority Type of offeringTarget group 1 Skills for a Changing World as foundation programme components in extended degrees at NQF level 5. Learners unable to automatically gain access into HE mainstream programmes who should enrol for extended HE degrees. Skills for a Changing World Certificate at NQF level 5. Learners wishing to obtain skills with which to exit into the world of work or who later wish to seek possible access into HE. 2 Skills for a Changing World as fundamental course components in sub- field courses at NQF levels 1/2. Learners unable to automatically gain access into FET mainstream programmes or learners poorly prepared for FET study. Skills for a Changing World Certificate at NQF level 1/2 Learners wishing to obtain skills with which to exit into the world of work or who later wish to seek possible access into FET.

5 Preparatory survey research conducted in the Free State Region during 2007 Priority Skills Identified (FET and HE)  Language and literacy (including English reading, comprehension, writing skills) (73%)  Thinking skills (including: critical, creative and higher order thinking skills) (43%)  Numeracy (maths literacy) (36%)  Communication and presentation skills (verbal and written communication) (30%)  Study skills (includes managing study workload) (27%)  Computer skills and information management (27%) Suitability of existing foundational materials:  Very little existing materials aligns exactly with Skills for a Changing World Programme  Need to develop new materials, drawing on elements of existing materials where relevant

6 Strategic possibilities identified during survey research Need to support under-prepared students at Qwaqwa and Welkom campuses HEI’s see potential for Skills for a Changing World programme to support foundational provision FET Colleges – many learners unprepared for new level 2-4 courses, need for Skills for a Changing World at NQF 1-2 FSSON – currently no foundational provision for nursing students FSDoE – support province in addressing challenge of unsuccessful grade 11 and 12 learners LGSETA – support municipal employees to upgrade current low levels of prior education – possibility of piloting with Xariep district FSDoH – preparation of students who will take part in national 2-year Emergency Medical Care Practitioners Programme (currently employed emergency medical care workers – varying levels of prior learning)

7 Curriculum development workshop Curriculum development workshop held in March 2008  Preparation of the Skills for a Changing World Curriculum Framework Document  Main components of the Skills for a Changing World programme including approaches to teaching and learning, assessment, programme outcomes, modules, credits etc  Target learners/Minimum entry requirements:  NSC or NCV  Minimum score of 35% on the UFS Language Proficiency Test  RPL processes

8 Objectives of the Skills for a Changing World Programme The Skills for a Changing World Programme aims to provide its graduates with:  A basis to make appropriate, informed, and responsible choices about the directions they wish to take;  Tools for success in the pathways that they decide to choose (e.g. time- and self-management skills);  Reflective practices for work and life in general; and  Practical experience requiring direct involvement in relevant real-life situations and problems. (See Curriculum Framework Document pages for more details on programme purpose and outcomes)

9 Way forward – next steps Hold Orientation for Writers Workshop Develop materials Accreditation process (initial submission made to UFS Programmes Committee during April 2008) Discussions with Faculties focused on alignment of Skills for a Changing World with Faculty programmes and possible access routes Further exploration of opportunities for developing the programme at NQF Level 1-2 Ongoing negotiation to finalise strategic partnerships for piloting and implementation (aim to pilot with initial group of 200 learners)