1<br />High Level Skills Development and the Role of UoTs<br />3rd SATN Annual Conference <br />September 2010<br />Prof A...
Outline<br />Broader Policy Context<br />The need for High Level Skills Development<br />UoT’s response to the need for Hi...
Broader Policy Context<br />Purposes of Higher Education (White Paper, 1997)<br />To provide the labour market, in a knowl...
Broader Policy Context<br />Development of high-level skills for the labour market has been emphasized. <br />To address c...
Broader Policy Context<br />Skills Development Act (1998); NSDS<br />- National Skills Development Levy<br />	- SETAs and ...
The Need for High Level Skills Development<br />Policies and Strategies Guided thinking on HL skills development and defin...
To support the growth and development needs of a modern economy and society at large
To support knowledge production</li></ul>		.. that responds to societies needs<br />		.. that supports innovation <br />		...
The Need for High Level Skills Development<br />Mode 2 Knowledge Production (Gibbons):<br />Knowledge that is responsive t...
UoT’s Response to the Need for High Level Skills Development<br />UoTs are well positioned to respond to high level skills...
UoT's Response to the Need for High Level Skills Development<br />Cooperative Education System involves  active partners f...
UoT’s Response to the Need for High Level Skills Development<br />UoTs are well positioned to support Mode 2 knowledge pro...
UoT’s Response to the need for High Level Skills Development<br />Provide Access through RPL mechanisms<br />- recognize l...
Skills Development in the Context of the NQF<br />
The Role of UoTs<br />Certificates, Diplomas or Degrees?<br />We are well positioned to respond to market needs.<br />We w...
Strategic Partnerships<br />Partnerships have an important role to play in high-level skills development at UoTs.<br />	- ...
Strategic Partnerships<br />Industry, stakeholder community<br />	- to ensure curriculum responsiveness<br />SETAs<br />	-...
Strategic Partnerships<br />Provincial Governments, Municipalities<br />	- role of HE in regional development<br />Knowled...
Curriculum Challenges<br />Determine the right PQM mix<br />- mix of degrees, diplomas, UG,PG programmes<br />Developing a...
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SATN Conference 2010 - Prof Anthony Staak

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SATN Conference 2010 - Prof Anthony Staak

  1. 1. 1<br />High Level Skills Development and the Role of UoTs<br />3rd SATN Annual Conference <br />September 2010<br />Prof A.P Staak<br />
  2. 2. Outline<br />Broader Policy Context<br />The need for High Level Skills Development<br />UoT’s response to the need for High Level Skills Development<br />Skills Development in the Context of the NQF<br />The Role of UoTs<br />Strategic Partnerships<br />Curriculum Challenges for UoTs<br />2<br />
  3. 3. Broader Policy Context<br />Purposes of Higher Education (White Paper, 1997)<br />To provide the labour market, in a knowledge-driven and knowledge-dependent society, with the ever-changing high-level competencies and expertise necessary for the growth and prosperity of a modern economy…..<br />To contribute to the creation, sharing and evaluation of knowledge. Higher education engages in the pursuit of academic scholarship and intellectual inquiry……<br />To contribute to the socialization of enlightened, responsible and constructively critical citizens……<br />3<br />
  4. 4. Broader Policy Context<br />Development of high-level skills for the labour market has been emphasized. <br />To address critical skills shortage, to support economic growth, alleviate poverty and unemployment.<br />ASGISA – identified skills shortage as largest impediment to achieving Millenium Goals<br />JIPSA – outflow of ASGISA … to address the skills shortage.<br />4<br />
  5. 5. Broader Policy Context<br />Skills Development Act (1998); NSDS<br />- National Skills Development Levy<br /> - SETAs and learnerships<br />National R&D Strategy (2002) <br /> - highlights concerns regarding high level HR dev. in S&T<br /> - the need to support the National System of Innovation<br />Skills Development Amendment Act (2008) <br /> - focuses on skills required for employment (OLS)<br />- occupation the centre of qualifications development<br /> - makes provision for three sub-frameworks of the NQF (GFETQF, HEQF, OQF)<br />5<br />
  6. 6. The Need for High Level Skills Development<br />Policies and Strategies Guided thinking on HL skills development and defined the need.<br /><ul><li>To respond to labour market needs, focusing specifically on scarce skills areas
  7. 7. To support the growth and development needs of a modern economy and society at large
  8. 8. To support knowledge production</li></ul> .. that responds to societies needs<br /> .. that supports innovation <br /> .. that reflects a shift towards Mode2 <br /> knowledge production<br />6<br />
  9. 9. The Need for High Level Skills Development<br />Mode 2 Knowledge Production (Gibbons):<br />Knowledge that is responsive to societies needs (greater social accountability)<br />Knowledge produced in the context of application<br />Knowledge production that is transdisciplinary<br />Knowledge production increasingly distributed <br />(increasingly being produced outside higher education)<br />Shift towards reconfiguration of existing knowledge and applying it in different contexts<br />7<br />
  10. 10. UoT’s Response to the Need for High Level Skills Development<br />UoTs are well positioned to respond to high level skills needs. <br />Curriculum Development Process is responsive to market demand (career focus)<br />- Programme and Qualification Design Process requires a Situational Analysis <br />(stakeholder engagement, needs analysis, skills profile, skills gaps)<br /> - Programme and Qualification Approval process<br />(required to demonstrate the need for programme)<br />8<br />
  11. 11. UoT's Response to the Need for High Level Skills Development<br />Cooperative Education System involves active partners from industry/stakeholder community in programme delivery<br />- Advisory Committee System <br /> - Moderators and Examiners from Industry<br /> - Placement/Monitoring/Assessment of Experiential Learning<br /> - Programme Review Process<br /> - Visiting Lecturers<br /> - Site Visits <br />9<br />
  12. 12. UoT’s Response to the Need for High Level Skills Development<br />UoTs are well positioned to support Mode 2 knowledge production:<br />- focus on applied research directed at real world problems<br /> - no strong tradition of disciplinary research<br /> - project based approach promoted<br /> - research conducted in multidisciplinary units/centres<br /> - infrastructure to support innovation and technology transfer.<br /> - strong partnerships with industry<br /> - fairly adept at knowledge reconfiguration<br />10<br />
  13. 13. UoT’s Response to the need for High Level Skills Development<br />Provide Access through RPL mechanisms<br />- recognize learning that occurs in the work place<br />In a general sense UoTs are socially responsive by responding to the national need for more SET graduates<br /> ……PQM target of 50% SET <br />11<br />
  14. 14. Skills Development in the Context of the NQF<br />
  15. 15. The Role of UoTs<br />Certificates, Diplomas or Degrees?<br />We are well positioned to respond to market needs.<br />We will have to offer diplomas <br />- to the extent that market needs diplomas<br /> - to broaden access<br />Yet if we are serious about Mode 2 knowledge production also have to offer degrees <br />- to provide a feeder stream into research niche areas. <br /> - to satisfy the demand for professional workforce<br />Ultimately the mission of the Institution will determine the mix of diplomas /degrees; UG/PG<br />13<br />
  16. 16. Strategic Partnerships<br />Partnerships have an important role to play in high-level skills development at UoTs.<br /> - For academic planning and curriculum development<br /> - Research and innovationin the context of mode 2 knowledge production<br /> - Collaboration in local or regional development<br /> - Work-based learning opportunities, as well as eventual employment opportunities for graduates<br /> - Staff development opportunities <br />14<br />
  17. 17. Strategic Partnerships<br />Industry, stakeholder community<br /> - to ensure curriculum responsiveness<br />SETAs<br /> - sector skills plan, learnership opportunities<br />FET Colleges<br /> - collaboration around Level 5 qualifications<br /> - access and articulation<br />15<br />
  18. 18. Strategic Partnerships<br />Provincial Governments, Municipalities<br /> - role of HE in regional development<br />Knowledge Networks<br /> - establishing partnerships with other sites of knowledge production<br />16<br />
  19. 19. Curriculum Challenges<br />Determine the right PQM mix<br />- mix of degrees, diplomas, UG,PG programmes<br />Developing articulation pathways<br />- diploma to degree<br /> - undergrad to postgrad<br /> - FET to HET<br /> - Occupational Qualifications to HET<br />Promote interdisciplinarity<br /> - problem based approaches<br /> - faculty wide electives<br />17<br />
  20. 20. Curriculum Challenges<br />Focus on Graduate Attributes<br />- employability, flexible workforce<br /> - broader contribution to society<br />Provide leadership in technology<br /> - a broader focus is required<br />Focus on innovation, entrepreneurship, technology transfer<br />- provide an environment in which innovation, entrepreneurship can flourish<br />18<br />
  21. 21. Thank You<br />19<br />
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