Abstracts
63 Akoojee, S. (2010). Intermediate skills development in South Africa: Understanding the context – responding to the challenge! In O. Edigheji (Ed.), Constructing a democratic developmental state in South Africa: Potentials and challenges (pp. 261– 282) . HSRC Press. Akoojee, S. (2012). Recession, skills andnational development: The South African case. In K. Farmer (Ed.), Financial crises: Causes, management, and economic impacts (pp. 171–185). Nova Science Publishers. Department of Statistics South Africa. (2019). Quarterly labour force survey 2019, Quarter 1. Republic of South Africa. Eichhorst, W., Rodríguez-Planas, N., Schmidl, R., & Zimmermann, K.F. (2012). A roadmap to vocational education and training systems around the world (No. 7110) . IZA Discussion Paper. Federal Institute for Vocational Education and Training. (2018). VET data report, Germany 2016/2017 . Federal Republic of Germany. iMOVE. (2018). Education project in South Africa: Funding promise for training vocational school teachers . Ivan, M. & Albu, R.G. (2014). A new model of vocational education and training in Brasov County. Bulletin of the Transilvania University of Bra ş ov. Series V, 7 (56), 77. Kusin, S. (2015). Leadership style of lecturer influence on academic performance in TVET students . Journal of Resource Development and Management, 9 , 20–22. Maluleke, R. (2019). Higher education and skills in South Africa 2017 (Report 92-01-05) . Statistics South Africa, Republic of South Africa. National Planning Commission. (2012). National development plan 2030: Our future - make it work. Republic of South Africa. National Treasury. (2019). Economic transformation, inclusive growth, and competitiveness: Towards an economic strategy for South Africa. Republic of South Africa. Organisation for Economic Co-operation and Development. (2017). Getting skills right: South Africa . OECD Publishing. Qonde, G. F. (2019). Statistics on post-school education and training in South Africa: 2017. Department of Higher Education and Training, Republic of South Africa. Rauter, M. (2016, November 30). Porsche launches educational training project for young people. Porsche Press Release. Razak, N. A. B. B., Jaafar, S. N. B., Hamidon, N. I. B., & Zakaria, N. B. (2015). Leadership styles of lecturer’s technical and vocational in teaching and learning. Journal of Education and Practice, 6 (13), 154–158. Reddy, V., Rogan, M., Mncwango, B., & Chabane, S. (2017). Occupations in high demand in South Africa: A technical report. Department of Higher Education and Training, Labour Market Intelligence Partnership. Renold, U., Bolli, T., Caves, K., Bürgi, J., Egg, M. E., Kemper, J., & Rageth, L. (2018). Comparing international vocational education and training programs: The KOF education-employment linkage index . National Center on Education and the Economy. Solga, H., Protsch, P., Christian Ebner, C., & Brzinsky-Fay. C. (2014). The German vocational education and training system: Its institutional configuration, strengths, and challenges (SP I 2014–502). WZB Discussion Paper. Stumpf R., & Niebuhr, G. (2012). Vocational education in South Africa: strategies for improvement . Centre for Development and Enterprise. van der Bijl, A., & Taylor, V. (2016). Nature and dynamic of industry-based workplace learning for South African TVET lecturers. Industry and Higher Education , 30 (2), 98–108. Viljoen, C. (2019, May 29). Personal communication. Wieland, C. (2015). Germany’s dual vocational-training system: Possibilities for and limitations to transferability. Local Economy 30 (5), 577–583. Youth unemployment rate. (2019). Trading Economics. References education programming. Specifically, the Departments of Employment and Labour and of Higher Education and Training should work together to resolve the issues through raising the awareness of government officials, industry leaders, and educators of the need to implement a dual system of education and training. Advocating the positive impact of such a reformation to students, parents, and companies by starting publicity campaigns, designing more training projects for teachers, and establishing proper regulations and legal standards will contribute directly not only to the issues of high levels of unemployment, especially among the youth of South Africa, and specific skills shortages in select areas but also to the enhancement of the economy more generally, a goal all South Africans will readily embrace with an eye toward helping to resolve longtime inequity issues.
Made with FlippingBook
RkJQdWJsaXNoZXIy MTA0OTQ5OA==