Introducing VET Africa 4.0
- Lotz-Sisitka, Heila, McGrath, Simon
- Authors: Lotz-Sisitka, Heila , McGrath, Simon
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434930 , vital:73117 , ISBN 978-1529224634 , https://bristoluniversitypress.co.uk/transitioning-vocational-education-and-training-in-africa
- Description: This book is about vocational education and training (VET). It is concerned with how the current policy and practice orthodoxy is not working despite the efforts of educators and learners. It is driven by a realization that the futures for which VET is intended to prepare people are ever more precarious at the individual, societal and planetary levels. And it is motivated by a sense that while better futures are possible, VET is poorly positioned to respond to the new skilling needs these will require.
- Full Text:
- Date Issued: 2023
- Authors: Lotz-Sisitka, Heila , McGrath, Simon
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434930 , vital:73117 , ISBN 978-1529224634 , https://bristoluniversitypress.co.uk/transitioning-vocational-education-and-training-in-africa
- Description: This book is about vocational education and training (VET). It is concerned with how the current policy and practice orthodoxy is not working despite the efforts of educators and learners. It is driven by a realization that the futures for which VET is intended to prepare people are ever more precarious at the individual, societal and planetary levels. And it is motivated by a sense that while better futures are possible, VET is poorly positioned to respond to the new skilling needs these will require.
- Full Text:
- Date Issued: 2023
Supporting social learning and knowledge management withing the ecological infrastructure for water security project
- Lotz-Sisitka, Heila, Cockburn, Jessica J, Rosenberg, Eureta, le Roux, Liesl, Zwinkels, Marijn, Mbaniwa, Wenzile, Ward, Mike, Brownell, Faye, Sithole, Nkosigithandile, Makhaya, Zanele, Mponwana, Maletje, du Plessis, Pienaar
- Authors: Lotz-Sisitka, Heila , Cockburn, Jessica J , Rosenberg, Eureta , le Roux, Liesl , Zwinkels, Marijn , Mbaniwa, Wenzile , Ward, Mike , Brownell, Faye , Sithole, Nkosigithandile , Makhaya, Zanele , Mponwana, Maletje , du Plessis, Pienaar
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/425719 , vital:72278 , ISBN 978-0-6392-0553-3 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2988%20final.pdf
- Description: In this section, we outline processes relating to stakeholder engage-ment relevant to the SLKMM strategy, which include stakeholder analy-sis, a stakeholder tracking tool and a stakeholder database. These pro-cesses and products required on-going refinement during implementa-tion of the SLKMM strategy. The implications of the stakeholder analy-sis work in developing the SLKMM strategy are articulated further in CHAPTER 3: STRATEGY-AS-PRACTICE FOR SOCIAL LEARNING, KNOWLEDGE MANAGEMENT AND MEDIATION (SLKMM)
- Full Text:
- Date Issued: 2023
- Authors: Lotz-Sisitka, Heila , Cockburn, Jessica J , Rosenberg, Eureta , le Roux, Liesl , Zwinkels, Marijn , Mbaniwa, Wenzile , Ward, Mike , Brownell, Faye , Sithole, Nkosigithandile , Makhaya, Zanele , Mponwana, Maletje , du Plessis, Pienaar
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/425719 , vital:72278 , ISBN 978-0-6392-0553-3 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2988%20final.pdf
- Description: In this section, we outline processes relating to stakeholder engage-ment relevant to the SLKMM strategy, which include stakeholder analy-sis, a stakeholder tracking tool and a stakeholder database. These pro-cesses and products required on-going refinement during implementa-tion of the SLKMM strategy. The implications of the stakeholder analy-sis work in developing the SLKMM strategy are articulated further in CHAPTER 3: STRATEGY-AS-PRACTICE FOR SOCIAL LEARNING, KNOWLEDGE MANAGEMENT AND MEDIATION (SLKMM)
- Full Text:
- Date Issued: 2023
The Emancipatory Nature of Transformative Agency
- Lotz-Sisitka, Heila, Thifhulufhelwi, Reuben, Chikunda, Charles, Mponwana, Maletje
- Authors: Lotz-Sisitka, Heila , Thifhulufhelwi, Reuben , Chikunda, Charles , Mponwana, Maletje
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436175 , vital:73232 , ISBN 9781009153799 , https://doi.org/10.1017/9781009153799
- Description: Cultural-historical activity theory (CHAT) research has established an impressive body of scholarship that advances social understanding of human agency in the transformation of society, much of which is captured in contributions to this volume (cf. Hopwood (Chapter 15); Sannino (Chapter 2); Stetsenko (Chapter 3); Bal and Bird Bear (Chapter 8)). The main tenets of this work, building on the historical legacy of Vygotsky and Marx, affirm that humans are not passive recipients of external stimuli or influences but are active co-creators of the world (s) they inhabit. They are capable of using and producing cultural tools to take power over their own volitional action (s)(cf. Sannino, 2015, Chap-ter 2 of this volume; Hopwood and Gottshalk, 2017). Vygotsky’s major legacy in coming to understand transformative agency is that the cultural tools produced and used as mediational means are critical in the emergence of transformative agency (Sannino, 2015, 2020, Chapter 2 of this volume; Stetsenko, 2019; Hopwood, Chapter 15 of this volume) and thus in the transformation of human activity. As shown by Sannino (2015, 2020), such tools offer stimulus for volitional action that can break paralysis, especially when conflicts of motives are experienced.
- Full Text:
- Date Issued: 2023
- Authors: Lotz-Sisitka, Heila , Thifhulufhelwi, Reuben , Chikunda, Charles , Mponwana, Maletje
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436175 , vital:73232 , ISBN 9781009153799 , https://doi.org/10.1017/9781009153799
- Description: Cultural-historical activity theory (CHAT) research has established an impressive body of scholarship that advances social understanding of human agency in the transformation of society, much of which is captured in contributions to this volume (cf. Hopwood (Chapter 15); Sannino (Chapter 2); Stetsenko (Chapter 3); Bal and Bird Bear (Chapter 8)). The main tenets of this work, building on the historical legacy of Vygotsky and Marx, affirm that humans are not passive recipients of external stimuli or influences but are active co-creators of the world (s) they inhabit. They are capable of using and producing cultural tools to take power over their own volitional action (s)(cf. Sannino, 2015, Chap-ter 2 of this volume; Hopwood and Gottshalk, 2017). Vygotsky’s major legacy in coming to understand transformative agency is that the cultural tools produced and used as mediational means are critical in the emergence of transformative agency (Sannino, 2015, 2020, Chapter 2 of this volume; Stetsenko, 2019; Hopwood, Chapter 15 of this volume) and thus in the transformation of human activity. As shown by Sannino (2015, 2020), such tools offer stimulus for volitional action that can break paralysis, especially when conflicts of motives are experienced.
- Full Text:
- Date Issued: 2023
The Role of the University as Mediator in a Skills Ecosystem Approach to VET
- Lotz-Sisitka, Heila, Openjuru, George, Zeelen, Jacques
- Authors: Lotz-Sisitka, Heila , Openjuru, George , Zeelen, Jacques
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434907 , vital:73115 , ISBN 978-1529224634 , https://bristoluniversitypress.co.uk/transitioning-vocational-education-and-training-in-africa
- Description: In this chapter, we focus particularly on the mediating role of the university, in close connection with vocational institutions and informal community actors, in developing an inclusive approach to vocational education and training (VET) through an expanded social ecosystem for skills model. Here we draw upon lessons learnt from the Alice and Gulu cases on communitybased approaches to establishing an expanded skills ecosystem approach to VET in Africa. The main ques-tion guiding this chapter relates to the possible mediating role of the university to enhance a regional expanded ecosystem for supporting quality vocational education that is also rele-vant to its context, including emergent possibilities to build skills and livelihoods linked to just transitions. Universities are not VET centres as conventionally understood, but they can contribute to VET in various ways. Most often, universities are identified as contributing to the qualifications and training of VET educators. In this chapter, we take a different angle and consider the role of engaged research and community engagement as two approaches that can contribute to the advancement of an expanded social ecosystem model with positive benefits for VET institutions. Drawing on insights gained in the earlier chapters of this book requires us to take into account several important realities as previously dis-cussed, as well as key ingredients for the development of a regional skills ecosystem of vocational education, as demon-strated by the two cases considered in this chapter.
- Full Text:
- Date Issued: 2023
- Authors: Lotz-Sisitka, Heila , Openjuru, George , Zeelen, Jacques
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434907 , vital:73115 , ISBN 978-1529224634 , https://bristoluniversitypress.co.uk/transitioning-vocational-education-and-training-in-africa
- Description: In this chapter, we focus particularly on the mediating role of the university, in close connection with vocational institutions and informal community actors, in developing an inclusive approach to vocational education and training (VET) through an expanded social ecosystem for skills model. Here we draw upon lessons learnt from the Alice and Gulu cases on communitybased approaches to establishing an expanded skills ecosystem approach to VET in Africa. The main ques-tion guiding this chapter relates to the possible mediating role of the university to enhance a regional expanded ecosystem for supporting quality vocational education that is also rele-vant to its context, including emergent possibilities to build skills and livelihoods linked to just transitions. Universities are not VET centres as conventionally understood, but they can contribute to VET in various ways. Most often, universities are identified as contributing to the qualifications and training of VET educators. In this chapter, we take a different angle and consider the role of engaged research and community engagement as two approaches that can contribute to the advancement of an expanded social ecosystem model with positive benefits for VET institutions. Drawing on insights gained in the earlier chapters of this book requires us to take into account several important realities as previously dis-cussed, as well as key ingredients for the development of a regional skills ecosystem of vocational education, as demon-strated by the two cases considered in this chapter.
- Full Text:
- Date Issued: 2023
TVET SI: Evaluating Boundary Crossing Social Learning in Vocational Education and Training: A value creation approach
- Lotz-Sisitka, Heila, Sisitka, Lawrence, Chakona, Gamuchirai, Matiwane, Mandilive L, Matambo, Chamu
- Authors: Lotz-Sisitka, Heila , Sisitka, Lawrence , Chakona, Gamuchirai , Matiwane, Mandilive L , Matambo, Chamu
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389925 , vital:68495 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/238540"
- Description: This article focuses on the development and application of an evaluation model and approach for evaluating boundary crossing social learning in a Vocational Education and Training (VET) learning network in South Africa, with an emphasis on a Training of Trainers (ToT) course that helped to catalyse and strengthen this learning network via two iterations of the course over an eight-year period. The article shares how we adapted the value creation framework (VCF) of Wenger, Traynor and De Laat (2011; Wenger and Wenger-Traynor, 2020) in the evaluation of a VET Training of Trainers (ToT) programme and learning network that focussed on the uptake and circulation of rainwater harvesting and conservation (RWHandC) knowledge in a particular formal and informal VET context in the Eastern Cape, South Africa, where smallholder farmers were struggling to find water for producing food. The evaluated ToT course was catalytic in establishing a boundary crossing social learning network approach in a VET context that linked formal and informal VET (Lotz-Sisitka et al., 2016; Lotz-Sisitka et al., 2022; Pesanayi, 2019); hence we found it important to develop adequate tools for its evaluation. The focus of this article is to share how we developed an evaluation approach to this work. We share insights on the indicators developed for diff erent types of value created, and also insights gained into the use of this evaluation approach in a boundary crossing VET social learning project that took a ToT course as focus. In short, evaluation findings show that the boundary crossing ToT course off ers strong immediate, potential and applied value that can lead to realised and reframed value, especially if supported by ongoing learning network activities that follow the initial engagement in the boundary crossing ToT course. Th is leads, over time, to transformative value which is important in achieving the overall objective of such social learning, namely making knowledge more co-engaging, accessible and useful in the context where improved food security via better use of rainwater harvesting and conservation amongst smallholder farmers and household food producers is a necessary form of sustainable development. Orientation value, and enabling value were found to be vital for the emergence of other kinds of value. The evaluation model also allows for the lifting out of strategic value which points to wider uptake potential. All this creates the possibility for indicator development that can help inform iterative development of boundary crossing VET courses used to stimulate the co-construction of learning networks and ongoing social learning for sustainable development.
- Full Text:
- Date Issued: 2023
- Authors: Lotz-Sisitka, Heila , Sisitka, Lawrence , Chakona, Gamuchirai , Matiwane, Mandilive L , Matambo, Chamu
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389925 , vital:68495 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/238540"
- Description: This article focuses on the development and application of an evaluation model and approach for evaluating boundary crossing social learning in a Vocational Education and Training (VET) learning network in South Africa, with an emphasis on a Training of Trainers (ToT) course that helped to catalyse and strengthen this learning network via two iterations of the course over an eight-year period. The article shares how we adapted the value creation framework (VCF) of Wenger, Traynor and De Laat (2011; Wenger and Wenger-Traynor, 2020) in the evaluation of a VET Training of Trainers (ToT) programme and learning network that focussed on the uptake and circulation of rainwater harvesting and conservation (RWHandC) knowledge in a particular formal and informal VET context in the Eastern Cape, South Africa, where smallholder farmers were struggling to find water for producing food. The evaluated ToT course was catalytic in establishing a boundary crossing social learning network approach in a VET context that linked formal and informal VET (Lotz-Sisitka et al., 2016; Lotz-Sisitka et al., 2022; Pesanayi, 2019); hence we found it important to develop adequate tools for its evaluation. The focus of this article is to share how we developed an evaluation approach to this work. We share insights on the indicators developed for diff erent types of value created, and also insights gained into the use of this evaluation approach in a boundary crossing VET social learning project that took a ToT course as focus. In short, evaluation findings show that the boundary crossing ToT course off ers strong immediate, potential and applied value that can lead to realised and reframed value, especially if supported by ongoing learning network activities that follow the initial engagement in the boundary crossing ToT course. Th is leads, over time, to transformative value which is important in achieving the overall objective of such social learning, namely making knowledge more co-engaging, accessible and useful in the context where improved food security via better use of rainwater harvesting and conservation amongst smallholder farmers and household food producers is a necessary form of sustainable development. Orientation value, and enabling value were found to be vital for the emergence of other kinds of value. The evaluation model also allows for the lifting out of strategic value which points to wider uptake potential. All this creates the possibility for indicator development that can help inform iterative development of boundary crossing VET courses used to stimulate the co-construction of learning networks and ongoing social learning for sustainable development.
- Full Text:
- Date Issued: 2023
Water, Transport, Oil and Food: A Political–Economy–Ecology Lens on Changing Conceptions of Work, Learning and Skills Development in Africa
- Authors: Lotz-Sisitka, Heila
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434894 , vital:73114 , ISBN 978-1529224634 , https://bristoluniversitypress.co.uk/transitioning-vocational-education-and-training-in-africa
- Description: Not enough has been said about the kinds of skills develop-ment that are needed if we are to stem the rising tides and impacts of political economies that have been driving what some call ‘fossil capital’(Malm, 2016). In this book, we are producing an emerging argument that it is necessary to also rethink and reframe vocational education and training (VET) logics and approaches if we are to fully consider the implica-tions of a warming future. This chapter provides the context of why this is such an urgent challenge and some thinking tools for understanding where we have come from and where we need to go. The prognosis is that it is now almost impossible to stop global warming below 2oC. The 2021 In-tergovernmental Panel on Climate Change (IPCC) report is-sued a ‘red alert’for humanity, noting climate change to be one of the most severe challenges facing human societies for decades and potentially centuries to come. Scientists are warning that we have entered a new ‘geological epoch’, named the ‘Anthropocene’, in which human activity, especial-ly the release of carbon dioxide into the atmosphere through fossil-based pollution, is transforming the stability of the earth system and creating knock on effects such as ice melt and methane release, which exacerbate the impacts of pollutants on the stability of the earth system.
- Full Text:
- Date Issued: 2023
- Authors: Lotz-Sisitka, Heila
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434894 , vital:73114 , ISBN 978-1529224634 , https://bristoluniversitypress.co.uk/transitioning-vocational-education-and-training-in-africa
- Description: Not enough has been said about the kinds of skills develop-ment that are needed if we are to stem the rising tides and impacts of political economies that have been driving what some call ‘fossil capital’(Malm, 2016). In this book, we are producing an emerging argument that it is necessary to also rethink and reframe vocational education and training (VET) logics and approaches if we are to fully consider the implica-tions of a warming future. This chapter provides the context of why this is such an urgent challenge and some thinking tools for understanding where we have come from and where we need to go. The prognosis is that it is now almost impossible to stop global warming below 2oC. The 2021 In-tergovernmental Panel on Climate Change (IPCC) report is-sued a ‘red alert’for humanity, noting climate change to be one of the most severe challenges facing human societies for decades and potentially centuries to come. Scientists are warning that we have entered a new ‘geological epoch’, named the ‘Anthropocene’, in which human activity, especial-ly the release of carbon dioxide into the atmosphere through fossil-based pollution, is transforming the stability of the earth system and creating knock on effects such as ice melt and methane release, which exacerbate the impacts of pollutants on the stability of the earth system.
- Full Text:
- Date Issued: 2023
- «
- ‹
- 1
- ›
- »