Introduction to VET

1. Introduction to VET Donald Hlahla (Tutor) 21 and 22 August 2018

2. Programme • Tutorial letter • Study Guide/Prescribed Text/Reading/Other references • Approach to learning • Theory-key areas • Practice-Namibian Context • Analysis-Linking theory and Practice • Learning Outcomes Page 3 of the Study Guide (2016)

3. Programme cont-- • Assignments • Understanding the question • Evidence of wide reading • Practical application to the context • Presentation

4. Learning Outcomes Describe how to work effectively within the Namibian TVET policy framework Perform work and promote relationships in a competency based training and assessment framework Demonstrate a client-focused approach to work Identify methods to maintain the vocational education and training environment Demonstrate and provide learning opportunities that promote personal initiative and enterprise. Discuss the role of the VET trainer in management of the environment.

5. DiscussThis implies insight and discretion when applying and assessing knowledge. The different aspects of the matter or statement are examined or stated analytically. EvaluateAssess a matter on the basis of certain criteria. Make a value judgment about the matter and give reasons for your views. ExplainState the matter simply so that the reader will understand it. Use illustrations, descriptions and examples and provide reasons for decisions or results. Give an overviewPresent a summary (abridged version) of data in a logical and systematic manner. List / nameWrite down only the information required, no discussion is necessary. SummarizeIdentify the key aspects of the whole, while retaining the essence of the matter. Give information without criticising or discussing it. StateGive information without criticising or discussing it. Comment Spoken or written statement that expresses and opinion about someone or something-a personal view of. Outline General description or plan showing essential features of something without giving details.

6. About CBET Meaning/definition Characteristics CBET and Traditional methods Advantages and limitations

7. Definition of CBET CBET: Competency-based education and Training is perceived by some as theanswer to the improvement of education and training for the complex contemporary world. Competency standards are propelled by a strong political impetus 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 and workplace requirements (Harris et al. 1995). It is individualized, emphasizes outcomes (what individuals know and can do), and allows flexible pathways for achieving the outcomes.

8. 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.

9. 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.

10. TVET Environment Driving Vision (V2030, Harambee, ETSIP) TVET Policy Framework and Management Structures (Roles) TVET Trainer and Management of the environment (Roles)

11. Effective TVET Programmes • Leadership and Accountability • Demand driven design • Open access • Portable skills • Continuous improvement • Public Private Partnerships • Sustainable financing, and • Economic and Social Impact

12. 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 productive • work and increased standards of living; and • promotes access, equity and quality in vocational education and • training; • To establish a stable organisation and management system that - • clarifies roles in and responsibilities for vocational education and • training; and • is 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.

13. HPP View of TVET • VET is steadily emerging as a global front runner in driving national development agendas 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 of VET as a source of skills, knowledge and technology needed 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 to equip citizens with job/work-ready skills and 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 required technical and vocational skills, • Developed economies were not built by PHD holders, but by craftsmen and artisans and that Namibia cannot expect to develop without these skills, • Research shows that there is a huge deficit in vocational skills in the labour market, • People with vocational skills tend to be more entrepreneurial and through appropriate supportive interventions may even set up their own businesses, thereby employing others and contributing to job creation, • Vocational Training is not meant for ‘dropouts’ or those that fail to get admitted to universities. • VET is promoted because it is a vehicle and the backbone for economic development. It is not an inferior skill but one highly rated under HPP, • VET will be prioritised in line with the core skills needs identified as per National Skills Development Plan.

14. HPP Strategies to achieve TVET Objectives • Develop a VET master plan to have a footprint of Vocational Skills Development Centers in all 14 regions, • Roll out the recognition of prior learning services nationally to certify skills of citizens acquired through work experience in the informal sector, • To improve the quality of VET provision by training 200 instructors/trainers that will also undergo compulsory attachments, • Develop a national policy for VET practitioners, including assessors and moderators, verifiers and instructional designers, • Enter into bilateral agreements to source trainers from Cuba, Germany and Spain, • Adopt TVET as the standardized international training convention, • To improve the image of VET, rename VTCs as technical and vocational training colleges, • Initiate more apprenticeship opportunities for VET graduates, and • Assist graduates with good business propositions to a feasible extent to start their own businesses.

15. NDP5 Benefits of TVET The benefits of TVET are; • Increased self employment, thus reducing unemployment rates, • Increased and improved Namibian goods and services, and • Increased economic activity.

16. 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, and • Double the current enrolment at TVET institutions.

17. 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, and • Initiate knowledge transfer.

18. The Learning Environment Principles of Teaching and Learning Individual and Group Learning Leaning strategies and methods