About TVET conference
The African Union’s Agenda 2063 is Africa’s blueprint and master plan for transforming Africa into the global powerhouse of the future. It is the continent’s strategic framework that aims to deliver on its goal for inclusive and sustainable development and is a concrete manifestation of the pan-African drive for unity, self-determination, freedom, progress and collective prosperity (African Union’s Agenda 2063). It reflects the desire of the continental body for shared prosperity and well-being, for unity and integration, for a continent of free citizens and expanded horizons.
To be a knowledge-based and industrialised society, there is a need for a sustainable TVET sector that is able to respond to the dynamics of society and the economy. Technical and Vocational Education and Training (TVET) is recognised as a source of knowledge, skills and attitudes needed to drive productivity in knowledge-based societies of the 21st century.
Emerging research and innovation practices in TVET
Innovation plays a major role in presenting opportunities to inspire transformational changes with many opportunities introduced by emerging practices supported by research. Emerging research should serve as the driving force of TVET to bring about new practices aligned with the changing society. This will enable TVET organizations to apply new practices to transform teaching and learning to a new generation.
Promoting Inclusivity in TVET
According to the International Labour Organization (ILO, 2017) people with disabilities comprise 15 per cent of the global population and an estimated 785 million persons of working age. They represent a marginalized group in the labour market in all countries around the world, being far more likely than persons without disabilities to be unemployed, underemployed, or economically inactive. Where they have participated in vocational training, it is often in segregated settings where courses are frequently not linked to labour market requirements or at a standard lower than that required by employers. And where they are employed, workers with disabilities are more likely to be in low-paid jobs with poor promotional prospects.
Promote employability of graduates through Work Integrated Learning (WIL)
WIL in TVET promotes the view that learning experiences in workplaces are legitimate, worthwhile, and a key element of preparation for working life (UNESCO, 2021). WIL is however complex to manage in training systems and TVET is no exception. With improved WIL practice, the current gap between TVET graduates and industry would significantly improve. Therefore, it is imperative to redirect our efforts towards shrinking the gap between TVET training institutions and industries through a highly effective and competitive WIL system. There is strong evidence from international experience that combining centre-based with workplace-based training improves the labour market outcomes of young people (ILO, 2010; ETF, 2014; UNESCO, 2015; OECD, 2016). Namibia would thus benefit from a policy of incentives for firms to take in trainees, as pointed out by NTA, and from the introduction of a formalized process for job placements.
Supporting lifelong learning in the TVET
WIL in TVET promotes the view that learning experiences in workplaces are legitimate, worthwhile, and a key element of preparation for working life (UNESCO, 2021). WIL is however complex to manage in training systems and TVET is no exception. With improved WIL practice, the current gap between TVET graduates and industry would significantly improve. Therefore, it is imperative to redirect our efforts towards shrinking the gap between TVET training institutions and industries through a highly effective and competitive WIL system. There is strong evidence from international experience that combining centre-based with workplace-based training improves the labour market outcomes of young people (ILO, 2010; ETF, 2014; UNESCO, 2015; OECD, 2016). Namibia would thus benefit from a policy of incentives for firms to take in trainees, as pointed out by NTA, and from the introduction of a formalized process for job placements.
Discussion points
- Formal and informal learning in TVET systems
- The role of formal and non-formal TVET sectors in TVET training
- Skills needed in TVET for lifelong learning
- The role of TVET in the future world of work
- Recognition of prior learning in TVET education
- Addressing the negative connotation towards TVET education
Greening TVET for sustainable development
UNESCO (2017) defines Greening as the process of pursuing knowledge and practices with the intention of becoming more environmentally friendly, enhancing decision-making and lifestyle in more ecologically responsible manner, that can lead to environmental protection and sustainability of natural resources for current and future generations. It is therefore imperative that the Namibian TVET sector align itself with the proposed UNESCO agenda on greening the Namibian TVET industry.
Leveraging digitalisation to transform TVET
Employers’ expectations of their workforce have been directly influenced by digitisation (Rifkin, 1995; Dobrydina, 2019). In today’s world, the use of digital tools in the workplace plays a significant role in helping an organization improve productivity in a changing world of work. Therefore, leveraging digitalization for sustainability in TVET requires major transformation. This can be done by replacing outdated tools, updating internal systems, and capacity-building on best practices for utilizing emerging technology