The 3rd Annual SATN Conference aims to address the shortage of critical skills in South Africa through partnerships. Previous conferences focused on defining the role of universities of technology and showcasing their innovative work. This conference emphasizes strategic partnerships with skills development organizations, further education and training colleges, and businesses to help develop human capital and reduce unemployment. The keynote speaker outlines South Africa's challenges of high unemployment and skills shortages. Universities of technology seek to help through innovative training programs and international collaborations to build new "high speed trains" that can efficiently transport more students into the workforce. Partnerships will be important to address these issues and neutralize the "four-headed monster" of problems facing South
Chairman's welcoming address at the 3rd annual satn conferenceSATN
The 3rd annual SATN conference aims to address skills shortages and unemployment in South Africa through partnerships between universities of technology and other organizations. Previous SATN conferences defined the role of universities of technology and showcased their innovative research. This conference will focus on developing human resources and signing agreements to improve articulation between technical colleges and universities of technology. The goal is to establish strategic partnerships that can help address South Africa's "four-headed monster" of skills shortages, limited innovation, stagnant economy, and unemployment by improving education and training systems.
More Women in Informatics Research & Education, Oviedo July 2014Lynda Hardman
Why are there too few women in computer science?
What can we do about it?
Best practices based on Informatics Europe booklet
http://www.informatics-europe.org/images/documents/more-women-in-informatics-research-and-education_2013.pdf
Innovation Nation - Transformational Thinking about STEM, the Humanities, an...Jim "Brodie" Brazell
Innovation Nation - Transformational Thinking about STEM, the Humanities, and the Arts in the Community College
Del Mar Community College January 9, 2014
JIM BRAZELL
jimbrazell@ventureramp.com
Tunisian Minister of Foreign Affairs and Former Head of the UN Commission on...Wesley Schwalje
A key challenge to knowledge-based economic development faced by Arab countries is weak innovation systems. We are honored to have had our research on Arab innovation systems cited by Dr. Mongi Hamdi, former Head, Science, Technology, and ICT at UNCTAD and Head of the Secretariat of the United Nations Commission on Science and Technology for Development (now Tunisian Minister of Foreign Affairs) in his address to the Arab Forum for Scientific Research and Sustainable Development.
The Present Predicament of African Universities: Confronting the Burden of t...elegantbrain
An analysis of the historical antecedents of the present predicament of African universities. Key words: African higher education, African universities, colonial education, history of African universities
The document discusses the future of education in Europe. It argues that education systems must adapt to structural changes in the European economy to ensure employability and prosperity. A potential-oriented education system is proposed that focuses on developing individual talents and skills like social learning, criticism, creativity, and innovation. This system would help prepare children for a world of rapid knowledge growth, globalization, and changing job markets. The education system of the future is envisioned to focus more on developing social skills, leadership abilities, and a willingness to change, in addition to academic knowledge.
Chairman's welcoming address at the 3rd annual satn conferenceSATN
The 3rd annual SATN conference aims to address skills shortages and unemployment in South Africa through partnerships between universities of technology and other organizations. Previous SATN conferences defined the role of universities of technology and showcased their innovative research. This conference will focus on developing human resources and signing agreements to improve articulation between technical colleges and universities of technology. The goal is to establish strategic partnerships that can help address South Africa's "four-headed monster" of skills shortages, limited innovation, stagnant economy, and unemployment by improving education and training systems.
More Women in Informatics Research & Education, Oviedo July 2014Lynda Hardman
Why are there too few women in computer science?
What can we do about it?
Best practices based on Informatics Europe booklet
http://www.informatics-europe.org/images/documents/more-women-in-informatics-research-and-education_2013.pdf
Innovation Nation - Transformational Thinking about STEM, the Humanities, an...Jim "Brodie" Brazell
Innovation Nation - Transformational Thinking about STEM, the Humanities, and the Arts in the Community College
Del Mar Community College January 9, 2014
JIM BRAZELL
jimbrazell@ventureramp.com
Tunisian Minister of Foreign Affairs and Former Head of the UN Commission on...Wesley Schwalje
A key challenge to knowledge-based economic development faced by Arab countries is weak innovation systems. We are honored to have had our research on Arab innovation systems cited by Dr. Mongi Hamdi, former Head, Science, Technology, and ICT at UNCTAD and Head of the Secretariat of the United Nations Commission on Science and Technology for Development (now Tunisian Minister of Foreign Affairs) in his address to the Arab Forum for Scientific Research and Sustainable Development.
The Present Predicament of African Universities: Confronting the Burden of t...elegantbrain
An analysis of the historical antecedents of the present predicament of African universities. Key words: African higher education, African universities, colonial education, history of African universities
The document discusses the future of education in Europe. It argues that education systems must adapt to structural changes in the European economy to ensure employability and prosperity. A potential-oriented education system is proposed that focuses on developing individual talents and skills like social learning, criticism, creativity, and innovation. This system would help prepare children for a world of rapid knowledge growth, globalization, and changing job markets. The education system of the future is envisioned to focus more on developing social skills, leadership abilities, and a willingness to change, in addition to academic knowledge.
technology education a contemporary perspectiveThirah Dehearty
While the authors agree with some points made in a previous article, they want to emphasize key differences between industrial arts and contemporary technology education. Technology education has broadly replaced industrial arts with a curriculum aimed at all students learning about technology. It focuses on studying major technological sectors rather than narrowly training students for trades. The field has evolved from industrial arts to better reflect today's technological world and provide all students with technological literacy.
This document provides information about the Technical Youth Career Outreach Project (TYCOP) run by the Ontario First Nations Technical Services Corporation (OFNTSC). TYCOP aims to empower First Nation youth to pursue careers in science, technology, mining, and trades that help meet the needs of First Nation operations. It highlights 20 career role models and provides resources to guide students. Key careers discussed include engineering, infrastructure/housing, environment, emergency management/fire, water/wastewater, energy/fuel, operations/maintenance, communications/public relations, and mining. The document emphasizes that STEM careers are in high demand and offer benefits like higher earnings, better health outcomes, and more opportunities.
The document discusses potential implications of emerging human enhancement technologies for the future of work. Key points include:
1) Enhancement technologies over the next decade could significantly change how people work by improving learning, task performance, motivation, ability to work in extreme conditions or older age, and reducing work-related illness.
2) Implications will be complex with many social and political tensions, such as benefits to employees but risks of being seen as solutions to difficult working conditions with implications for well-being.
3) The distinction between enhancement and restoration is difficult but important to regulatory decisions, and use of restorative technologies could diminish lines between disabled and non-disabled.
4) Usefulness of enhance
1. Tunisia faces challenges of high unemployment, especially among university graduates, and a mismatch between the skills of graduates and labor market needs.
2. The presentation outlines reforms to the higher education system in Tunisia to enhance relevance and quality, including increasing enrollments in science and technology fields.
3. It proposes establishing a National Innovation System to better link universities, industry and government and promote research and innovation as drivers of economic development. The goal is to build internationally competitive strategic sectors.
The document discusses the changing landscape of 21st century teaching and learning. It summarizes that:
1) Forces like new technologies, demographic shifts, and economic changes are transforming how and what people learn.
2) Emerging technologies like 3D printing, robotics, and artificial intelligence will continue disrupting traditional education models.
3) Demographic trends like population aging and the rise of the global middle class will increase pressures on education systems.
4) This context requires reimagining teaching and learning models to focus on competency, personalization, flexibility and lifelong learning.
More than 20 metro Atlanta partners worked with Collaborative Economics to evaluate 15 indicators of innovation for the first-ever Metro Atlanta Innovation Indicators Project for the region. The project was commissioned to examine the diverse innovation activities within metro Atlanta's large and complex regional economy.
This presentation discusses how changes in technology, demographics, the economy, and society will shape the future and impact schools and learning. It outlines five forces driving change: governments and organizations, new models of work, technological advances like AI and robotics, environmental shifts, and demographic changes. The future will see more freelance and gig work, changes in what and how people work, and skills gaps between current skills and future needs. Schools must prepare adaptive, resilient learners and focus on student engagement, personalized learning, collaboration, and developing competencies over just transmitting information.
The Place and Role of Universities of Technology in the Higher Education Sect...SATN
Ms Judy Backhouse’s (Director: Monitoring and Advice, Council on Higher Education (CHE)) presentation at the SATN Annual Conference 2009.
Theme: “Technological innovation at Universities in South Africa: towards industrial and socio-economic development”
16 - 17 July 2009
Cape Peninsula University of Technology
Bellville Campus.
The NSTF is a representative body for science, engineering and technology organizations in South Africa. It aims to influence SET policy and promote socio-economic growth. Its 110 member organizations span both private and public sectors. The NSTF holds annual awards that recognize excellence in SET and has various projects to support youth engagement and awareness of SET. There was discussion on challenges with implementing policies around innovation and commercializing research, and the importance of partnerships between government, academia and industry to promote innovation.
The document summarizes the National Research Foundation of South Africa's role in supporting innovation and technology in the country. It discusses key drivers of economic competitiveness including human capital and technological change. It outlines the national system of innovation and key institutions. It also describes NRF's investment areas, funding patterns, strategic goals and relationship to the national R&D strategy and 10-year innovation plan's goals.
The document discusses the purpose and rationale for the Institute of Chemical and Biotechnology (ICBT) at the University of Technology. The ICBT aims to enhance commercialization of the university's chemical and biotechnological capabilities through partnerships. This will provide regional expertise to businesses, research input for academics, and opportunities for international exchange and student training. The ICBT plans to establish entrepreneurial incubators and partner with existing initiatives like Technological Transfer and Innovation. The organizational structure includes directors, managers of various departments, and external clients. The ICBT also aims to establish communities of students and projects as well as influence curriculum. Challenges mentioned include changing mindsets and establishing effective organizational structure, policies, and financial sustainability.
Technology plays an increasing role in education by being included as part of the curriculum, as an instructional delivery system, and as a tool to enhance learning. The advent of technology has changed education and training significantly. Some advantages of technology in education include improved student achievement, helping meet professional requirements, and aiding students with special needs. Web 2.0 technologies allow for teacher-generated online content, social networking as part of instruction, and online communication between teachers, students, and parents.
Technology plays an important role in education by allowing students to learn creatively and on their own, access a wide range of information, and improve communication between students, teachers, and parents. It also helps students develop skills, explore career opportunities, and socialize with others through social media.
SATN Conference 2010 - Welcome speech by Prof MoutlanaSATN
This document contains the welcome speech given by Prof. Irene Moutlana at the cocktail function for the 3rd Annual SATN Conference held at the Riverside Hotel on 29 September 2010. In her speech, Prof. Moutlana welcomed delegates and highlighted the local relevance of the Vaal University of Technology given its location near major industries. She discussed the challenges faced by Universities of Technology in South Africa and defined their key elements as applying technological knowledge, training technicians, engaging in applied research and industry partnerships. Prof. Moutlana provided an overview of VUT and thanked sponsors and exhibitors for their support of the conference.
This newsletter summarizes the activities of the Federation of African Engineering Organizations (FAEO). It introduces the organization, including its vision, mission, and philosophy of promoting engineering excellence across Africa. It provides details on FAEO's recent activities, including meetings held in Ghana, Tunisia, Kigali, and Hong Kong. It also lists upcoming events for FAEO members. The newsletter serves to inform members about FAEO's work and priorities, which include capacity building, international cooperation, and representing African voices on the global engineering stage. It aims to strengthen FAEO and better support engineering development across the continent.
The document discusses the Fourth Industrial Revolution and how Africa can benefit from it through STEM training. It summarizes the following key points:
- We are on the cusp of a Fourth Industrial Revolution driven by technology such as robotics, computing power, and expanding information technology.
- For Africa to meet the demands of this new market, STEM training is essential. AIMS is providing STEM training and teacher training programs in countries like Cameroon and South Africa to develop scientific and technical skills.
- AIMS launched a new Mathematics Teacher Training Program in Cameroon in partnership with the government and other organizations to strengthen STEM education.
This document provides a summary of recommendations from a report by the Pathways for Prosperity Commission on how developing countries can harness digital technologies for inclusive development. It recommends that countries craft a national "digital compact" to coordinate efforts across government, civil society, and the private sector. Other key recommendations include putting people at the center by ensuring they have relevant skills and a safe digital environment, building essential digital infrastructure and systems, reaching everyone with technologies through new business models and inclusive design, and governing technologies through improved government services and international coordination. The report argues that digital technologies can power new opportunities if countries actively manage technological change and ensure its benefits are widely shared.
Bruursema, Astrid (2016) Defining the FM market, Advisory ReportAstrid Bruursema
This document provides recommendations for the Facilities Management Association of New Zealand (FMANZ) on how to expand FM segments and membership in New Zealand. It compares overseas FM markets to identify trends that could benefit New Zealand. Service quality gaps are identified using the SERVQUAL model. Recommendations focus on leadership, education, knowledge, recognition and sustainability. Specific services and partnerships are recommended along with an 8-step implementation process and consideration of financial consequences. The recommendations aim to support continuous development of the FM industry in New Zealand.
Report of the e-skills workshop with global developmental agencies to outline e-skills development issues within the context of the South African e-skills agenda.
Magazine Skills for a Lifetime EU 2016 FebSage Lal
This document provides a summary of a conference called "Skills for a Lifetime - Towards a Future Proof VET" that was held in the Netherlands. The conference focused on three main themes: excellence in vocational education and training (VET) and flexible solutions for a changing labor market, lifelong learning for lifelong employability, and mobility in VET within and outside of Europe. Over 200 people participated in discussions and workshops on these themes. The outcomes of the conference will be used to provide input for EU education ministers on how to improve VET systems across Europe.
Magazine Skills for a Lifetime EU 2016 FebSage Lal
This document summarizes a conference focused on vocational education and training (VET) held in the Netherlands. The conference addressed three main themes: 1) excellence in VET through flexible solutions for a changing labor market, 2) lifelong learning for lifelong employability, and 3) mobility in VET within and outside of Europe. Over 200 people participated in discussions, workshops and presentations on these themes from different perspectives including education, business, government and students. The goal was to identify best practices and develop recommendations to create a future-proof VET system in Europe.
technology education a contemporary perspectiveThirah Dehearty
While the authors agree with some points made in a previous article, they want to emphasize key differences between industrial arts and contemporary technology education. Technology education has broadly replaced industrial arts with a curriculum aimed at all students learning about technology. It focuses on studying major technological sectors rather than narrowly training students for trades. The field has evolved from industrial arts to better reflect today's technological world and provide all students with technological literacy.
This document provides information about the Technical Youth Career Outreach Project (TYCOP) run by the Ontario First Nations Technical Services Corporation (OFNTSC). TYCOP aims to empower First Nation youth to pursue careers in science, technology, mining, and trades that help meet the needs of First Nation operations. It highlights 20 career role models and provides resources to guide students. Key careers discussed include engineering, infrastructure/housing, environment, emergency management/fire, water/wastewater, energy/fuel, operations/maintenance, communications/public relations, and mining. The document emphasizes that STEM careers are in high demand and offer benefits like higher earnings, better health outcomes, and more opportunities.
The document discusses potential implications of emerging human enhancement technologies for the future of work. Key points include:
1) Enhancement technologies over the next decade could significantly change how people work by improving learning, task performance, motivation, ability to work in extreme conditions or older age, and reducing work-related illness.
2) Implications will be complex with many social and political tensions, such as benefits to employees but risks of being seen as solutions to difficult working conditions with implications for well-being.
3) The distinction between enhancement and restoration is difficult but important to regulatory decisions, and use of restorative technologies could diminish lines between disabled and non-disabled.
4) Usefulness of enhance
1. Tunisia faces challenges of high unemployment, especially among university graduates, and a mismatch between the skills of graduates and labor market needs.
2. The presentation outlines reforms to the higher education system in Tunisia to enhance relevance and quality, including increasing enrollments in science and technology fields.
3. It proposes establishing a National Innovation System to better link universities, industry and government and promote research and innovation as drivers of economic development. The goal is to build internationally competitive strategic sectors.
The document discusses the changing landscape of 21st century teaching and learning. It summarizes that:
1) Forces like new technologies, demographic shifts, and economic changes are transforming how and what people learn.
2) Emerging technologies like 3D printing, robotics, and artificial intelligence will continue disrupting traditional education models.
3) Demographic trends like population aging and the rise of the global middle class will increase pressures on education systems.
4) This context requires reimagining teaching and learning models to focus on competency, personalization, flexibility and lifelong learning.
More than 20 metro Atlanta partners worked with Collaborative Economics to evaluate 15 indicators of innovation for the first-ever Metro Atlanta Innovation Indicators Project for the region. The project was commissioned to examine the diverse innovation activities within metro Atlanta's large and complex regional economy.
This presentation discusses how changes in technology, demographics, the economy, and society will shape the future and impact schools and learning. It outlines five forces driving change: governments and organizations, new models of work, technological advances like AI and robotics, environmental shifts, and demographic changes. The future will see more freelance and gig work, changes in what and how people work, and skills gaps between current skills and future needs. Schools must prepare adaptive, resilient learners and focus on student engagement, personalized learning, collaboration, and developing competencies over just transmitting information.
The Place and Role of Universities of Technology in the Higher Education Sect...SATN
Ms Judy Backhouse’s (Director: Monitoring and Advice, Council on Higher Education (CHE)) presentation at the SATN Annual Conference 2009.
Theme: “Technological innovation at Universities in South Africa: towards industrial and socio-economic development”
16 - 17 July 2009
Cape Peninsula University of Technology
Bellville Campus.
The NSTF is a representative body for science, engineering and technology organizations in South Africa. It aims to influence SET policy and promote socio-economic growth. Its 110 member organizations span both private and public sectors. The NSTF holds annual awards that recognize excellence in SET and has various projects to support youth engagement and awareness of SET. There was discussion on challenges with implementing policies around innovation and commercializing research, and the importance of partnerships between government, academia and industry to promote innovation.
The document summarizes the National Research Foundation of South Africa's role in supporting innovation and technology in the country. It discusses key drivers of economic competitiveness including human capital and technological change. It outlines the national system of innovation and key institutions. It also describes NRF's investment areas, funding patterns, strategic goals and relationship to the national R&D strategy and 10-year innovation plan's goals.
The document discusses the purpose and rationale for the Institute of Chemical and Biotechnology (ICBT) at the University of Technology. The ICBT aims to enhance commercialization of the university's chemical and biotechnological capabilities through partnerships. This will provide regional expertise to businesses, research input for academics, and opportunities for international exchange and student training. The ICBT plans to establish entrepreneurial incubators and partner with existing initiatives like Technological Transfer and Innovation. The organizational structure includes directors, managers of various departments, and external clients. The ICBT also aims to establish communities of students and projects as well as influence curriculum. Challenges mentioned include changing mindsets and establishing effective organizational structure, policies, and financial sustainability.
Technology plays an increasing role in education by being included as part of the curriculum, as an instructional delivery system, and as a tool to enhance learning. The advent of technology has changed education and training significantly. Some advantages of technology in education include improved student achievement, helping meet professional requirements, and aiding students with special needs. Web 2.0 technologies allow for teacher-generated online content, social networking as part of instruction, and online communication between teachers, students, and parents.
Technology plays an important role in education by allowing students to learn creatively and on their own, access a wide range of information, and improve communication between students, teachers, and parents. It also helps students develop skills, explore career opportunities, and socialize with others through social media.
SATN Conference 2010 - Welcome speech by Prof MoutlanaSATN
This document contains the welcome speech given by Prof. Irene Moutlana at the cocktail function for the 3rd Annual SATN Conference held at the Riverside Hotel on 29 September 2010. In her speech, Prof. Moutlana welcomed delegates and highlighted the local relevance of the Vaal University of Technology given its location near major industries. She discussed the challenges faced by Universities of Technology in South Africa and defined their key elements as applying technological knowledge, training technicians, engaging in applied research and industry partnerships. Prof. Moutlana provided an overview of VUT and thanked sponsors and exhibitors for their support of the conference.
This newsletter summarizes the activities of the Federation of African Engineering Organizations (FAEO). It introduces the organization, including its vision, mission, and philosophy of promoting engineering excellence across Africa. It provides details on FAEO's recent activities, including meetings held in Ghana, Tunisia, Kigali, and Hong Kong. It also lists upcoming events for FAEO members. The newsletter serves to inform members about FAEO's work and priorities, which include capacity building, international cooperation, and representing African voices on the global engineering stage. It aims to strengthen FAEO and better support engineering development across the continent.
The document discusses the Fourth Industrial Revolution and how Africa can benefit from it through STEM training. It summarizes the following key points:
- We are on the cusp of a Fourth Industrial Revolution driven by technology such as robotics, computing power, and expanding information technology.
- For Africa to meet the demands of this new market, STEM training is essential. AIMS is providing STEM training and teacher training programs in countries like Cameroon and South Africa to develop scientific and technical skills.
- AIMS launched a new Mathematics Teacher Training Program in Cameroon in partnership with the government and other organizations to strengthen STEM education.
This document provides a summary of recommendations from a report by the Pathways for Prosperity Commission on how developing countries can harness digital technologies for inclusive development. It recommends that countries craft a national "digital compact" to coordinate efforts across government, civil society, and the private sector. Other key recommendations include putting people at the center by ensuring they have relevant skills and a safe digital environment, building essential digital infrastructure and systems, reaching everyone with technologies through new business models and inclusive design, and governing technologies through improved government services and international coordination. The report argues that digital technologies can power new opportunities if countries actively manage technological change and ensure its benefits are widely shared.
Bruursema, Astrid (2016) Defining the FM market, Advisory ReportAstrid Bruursema
This document provides recommendations for the Facilities Management Association of New Zealand (FMANZ) on how to expand FM segments and membership in New Zealand. It compares overseas FM markets to identify trends that could benefit New Zealand. Service quality gaps are identified using the SERVQUAL model. Recommendations focus on leadership, education, knowledge, recognition and sustainability. Specific services and partnerships are recommended along with an 8-step implementation process and consideration of financial consequences. The recommendations aim to support continuous development of the FM industry in New Zealand.
Report of the e-skills workshop with global developmental agencies to outline e-skills development issues within the context of the South African e-skills agenda.
Magazine Skills for a Lifetime EU 2016 FebSage Lal
This document provides a summary of a conference called "Skills for a Lifetime - Towards a Future Proof VET" that was held in the Netherlands. The conference focused on three main themes: excellence in vocational education and training (VET) and flexible solutions for a changing labor market, lifelong learning for lifelong employability, and mobility in VET within and outside of Europe. Over 200 people participated in discussions and workshops on these themes. The outcomes of the conference will be used to provide input for EU education ministers on how to improve VET systems across Europe.
Magazine Skills for a Lifetime EU 2016 FebSage Lal
This document summarizes a conference focused on vocational education and training (VET) held in the Netherlands. The conference addressed three main themes: 1) excellence in VET through flexible solutions for a changing labor market, 2) lifelong learning for lifelong employability, and 3) mobility in VET within and outside of Europe. Over 200 people participated in discussions, workshops and presentations on these themes from different perspectives including education, business, government and students. The goal was to identify best practices and develop recommendations to create a future-proof VET system in Europe.
The document discusses the European Network for Universities of Applied Sciences (UASNET) and its EDUPROF project from 2008-2011. The goals of EDUPROF were to increase recognition of UAS and their research function, and to create a platform for UAS professionals. Key activities included research, conferences, expert meetings, and developing indicators to profile UAS research. Trends suggest growing recognition of UAS' role and a need to strengthen their position through influence on EU policy and financial support. Moving forward, UASNET aims to incorporate these trends, transition to a sustainable network, and better link UAS internationally to conduct research and education.
This document summarizes opportunities for South Africa to create income-generating digital work. It identifies three main pathways:
1. Exporting business services like call centers, coding, and finance support at scale globally, with a target of 500,000 new jobs by 2030. South Africa is well-positioned due to its people's skills.
2. Unlocking domestic demand through digital platforms for transport, food delivery, tourism, etc. This creates many low-skilled jobs, with estimates of over 20,000 jobs already in ride-hailing alone.
3. Establishing South Africa as a technology hub serving the region. Mechanisms like skills development and affordable internet access can promote inclusion across pathways
The opening address at the IAU Durban Conference in 2000 focused on three main topics:
1) Values in higher education - discussing the need to balance academic freedom with public accountability and prepare students for democratic citizenship.
2) Knowledge - noting the impact of technology and commercialization on knowledge production while emphasizing the need to maintain universities' critical functions.
3) Leadership - addressing the divide between academics and administrators and challenges to define universities' public role and bridge internal rifts through open communication.
The document is a report from the Expert Panel on Skills that was presented to the Prime Minister's Advisory Council on Science and Technology. It examines skills and opportunities in Canada's knowledge economy.
The report is divided into five parts. Part I describes the panel's mandate to investigate skills issues and its consultation approach. Part II defines key terms. Part III provides overviews of five sectors studied and observations on skills. Part IV presents a conceptual model of the relationship between skills and economic factors. Part V provides recommendations for various stakeholders to strengthen skills development.
The panel consulted hundreds of stakeholders across Canada and found widespread concern about Canada's future skills needs and a lack of strategic priority-setting and coordination to develop skills. The
The document summarizes the welcome speech given by Goolam Mohamedbhai, President of the International Association of Universities (IAU), at an experts seminar on higher education and education for all.
The speech provides background on IAU, its role in promoting higher education, and its work linking higher education to achieving Education for All goals. It also highlights three major obstacles to achieving Education for All goals: lack of information and communication technologies in developing countries, the ongoing HIV/AIDS pandemic in Africa, and inadequate funding for education.
Abstracts on First East Africa Finance SummitMeshesha Demie
This document provides information about the 1st Annual East Africa Finance Summit held on December 14-15, 2016 in Addis Ababa, Ethiopia. It was organized by five institutions: Addis Ababa University, Jimma University, The i-Capital Africa Institute, Addis Ababa University Business Enterprise, and Public Financial Enterprises Agency. The summit aimed to provide a platform for stakeholders in East Africa's financial sectors to discuss issues shaping the future of finance in the region. Over two days, the event included keynote speeches, panel discussions, and presentations on topics such as financial inclusion, regulations, emerging technologies, and cross-border banking.
First africa forum on science, technology and innovation for youth employment...Dr Lendy Spires
This document provides a concept note for the First Africa Forum on Science, Technology and Innovation for Youth Employment, Human Capital Development and Inclusive Growth. The forum will take place in Nairobi, Kenya in April 2012 and is organized by several African organizations and UN agencies. It aims to facilitate sharing of best practices in strengthening STI mechanisms to promote innovation, entrepreneurship and youth employment. The two-day expert meeting will include discussions on strengthening STEM education, scientific research, applying STI to challenges, and moving ideas from research to market. The one-day ministerial conference will address integrating STI policies into development agendas and financing STI investments.
Registro de minha participação no Mobility Shifts 2011
http://www.mobilityshifts.org/conference/participants/keynotes/marcelo-pimenta/
http://www.mobilityshifts.org/conference/program/program-saturday-october-15-2011/
Future of Learning, New School, NYC
Value co creation in entrepreneurship education - case aalto universityOlli-Pekka Mutanen
Experiences from teaching: Presenting a value co-creation model comprising students, firms and university in education.
Case: Growth Entrepreneurship Education in Aalto University.
A public talk proposing a new vision to the youth of Tunisia. After presenting what I call the Tunisian Paradox, I argue that we can make it unless we proceed systemically to restructure our industry and services while leveraging intelligently the remaining enabling sectors.
Similar to Chairman's welcoming address at the 3rd annual satn conference (20)
The document discusses the goals and challenges of universities of technology in South Africa. It notes that the central goal is to develop a skilled workforce to support economic growth. Specific goals mentioned include increasing graduates in priority sectors, access to higher education programs, research and innovation, and entrepreneurship. Challenges discussed include improving access, articulation between education levels, governance, quality, research funding, and developing academic leaders. The document debates how to create a coordinated yet differentiated post-secondary education and training system that enhances opportunities and outcomes for students.
This document discusses research ethics and proposes items for an agenda on the topic. It covers: 1) Traditional issues in research ethics like fabrication of data, falsification of data, and human subjects research. 2) A growing interest in ethics beyond just medicine. 3) The need to demonstrate ethical practices rather than just discussing them. 4) Applying these ideas to science and technology research regarding human impacts. 5) Conceptual issues around defining ethics, morality, and integrity. 6) Case studies on ethics challenges. 7) Teaching ethics in curricula and its importance. 8) Commonly accepted ethical values. 9) Items to include in an agenda related to the research cycle and ethics.
UoTs can play an important role in developing high-level skills in South Africa. Policies call for improving skills to support economic growth and address skills shortages. UoTs are well-positioned to develop skills through responsive career-focused programs, cooperative education with industry, and applied research. UoTs can offer certificates, diplomas, and degrees to broaden access and support applied knowledge production. Strategic partnerships with industry, FET colleges, and governments further skills development through curriculum collaboration, research, and work-based learning opportunities. UoTs face challenges in balancing qualifications, developing articulation pathways, promoting interdisciplinarity, and focusing on attributes like innovation and entrepreneurship.
The document discusses strategies for developing skills in South Africa, including reintroducing apprenticeship-style training pathways. It notes the "missing middle" of technical skills and proposes a stacked qualifications model beginning with short, practical programs leading to occupations like artisan or technician. Key questions are how to generate enough structured workplace learning opportunities through partnerships between industry, unions, government and training providers. The Qualifications, Curriculum and Assessment Authority (QCTO) could define occupational standards and qualifications to facilitate this type of skills development.
The document discusses Sasol Technology R&D's support for technological education through its role as an employer of technically qualified personnel, a partner in training through university collaborations and research partnerships, and other initiatives. It provides key facts about Sasol Technology R&D's budget, facilities, team of over 600 people from various disciplines, and areas of research including coal sciences, Fischer-Tropsch catalysis, and refinery technologies.
The document summarizes recent South African policy developments related to science, technology and innovation. It discusses the establishment of the Technology Innovation Agency to address the innovation gap, initiatives on intellectual property and the national space agency. It also outlines the implementation of the 10-year innovation plan, including illustrations of the advanced manufacturing and global change grand challenges.
Universities play a key role in developing skilled workers and driving innovation, both of which are important for economic competitiveness. Business leaders recognize the contributions of universities in providing competitive advantages. There are opportunities for mutually beneficial partnerships between industry and universities that can support technological education. Some examples include commissioned research, technology stations, dual appointments of staff between industry and universities, shared capital equipment, and structured training programs. For partnerships to be sustainable, there needs to be a return on investment and clear mutual benefits for both industry and universities.
The document summarizes the objectives and activities of the Technology Innovation Agency (TIA) in South Africa. TIA aims to stimulate technological innovation to improve economic growth and quality of life. It does this by supporting technology development, commercialization of local innovations, skills development, and technology transfer. TIA works closely with universities, research institutions, and small and medium enterprises to enhance South Africa's innovation ecosystem and bridge the gap between research and commercialization.
The document summarizes the Third Annual Science, Engineering, and Technology (SET) conference hosted by the Technology Innovation Agency (TIA) and Vaal University of Technology. It discusses TIA's mandate to support technological innovation in South Africa to improve economic growth and quality of life. TIA focuses on developing skills and partnerships with government departments, universities, and industry to support sectors like agro-processing, tooling, and renewable energy. Initiatives include Technology Stations, Institutes for Advanced Tooling, and collaborations between universities and the tooling industry to address skills shortages and develop a competitive tooling sector in South Africa.
The document discusses the creation of a database by the Technology Innovation Agency (TIA) to catalog technologies, services, and projects across South Africa. The database was created with input from knowledgeable personnel and includes pictures, locations, contact information, equipment details, and costs for items in the collection. The TIA aims to continuously update the database, hosted on the SATN website, and improve it over time with feedback.
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Cape Peninsula University of Technology
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Cape Peninsula University of Technology
Bellville Campus.
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Cape Peninsula University of Technology
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Theme: “Technological innovation at Universities in South Africa: towards industrial and socio-economic development”
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Cape Peninsula University of Technology
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Universities of Technology as Conduits for Innovation and Regional Economic D...SATN
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Theme: “Technological innovation at Universities in South Africa: towards industrial and socio-economic development”
16 - 17 July 2009
Cape Peninsula University of Technology
Bellville Campus.
Scientific incubation: The “Interim” as case study in scientific writing by P...SATN
Prof Lategan’s (Dean: Research and Development, Central University of Technology) presentation at the SATN Annual Conference 2009.
Theme: “Technological innovation at Universities in South Africa: towards industrial and socio-economic development”
16 - 17 July 2009
Cape Peninsula University of Technology
Bellville Campus.
Speech by Gerhard Pienaar From The European UnionSATN
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Theme: “Technological innovation at Universities in South Africa: towards industrial and socio-economic development”
16 - 17 July 2009
Cape Peninsula University of Technology
Bellville Campus.
Launching the SATN TLT Working Group: Collaboration and Technology by Dr St...SATN
Dr Steve Ehrmann’s (Vice-President, The TLT Group, Washington DC) presentation at the SATN Annual Conference 2009.
Theme: “Technological innovation at Universities in South Africa: towards industrial and socio-economic development”
16 - 17 July 2009
Cape Peninsula University of Technology
Bellville Campus.
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more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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land.
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to significant land degradation, adversely affecting the region's land cover.
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centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Chairman's welcoming address at the 3rd annual satn conference
1. 3rd ANNUAL SATN CONFERENCE 2010:
Universities of technology driving human resource development through
partnerships
Opening and Welcoming Address
By
Professor Thandwa Mthembu
Chairman of the Board of the SATN
30 September 2010
2. Honourable Minister of Higher Education and Training, Dr Blade Nzimande, Mphephethe; Chairperson of
TIA, Dr Mamphele Ramphele; CEO/President of Arcada UAS and Chairman of UASNET, Mr Henrik Wolff;
Directors-General of DHET and DST, Prof Mary Metcalfe and Dr Phil Mjwara; President of the NRF, Dr
Albert van Jaarsveld; CEO of ECSA, Dr Oswald Franks; Group Executive for Manufacturing and
Technology and Chairperson of the VUT Council, Dr David Phaho; representatives from business and
industry: Sasol: Mr Braam Erasmus, Chief Process Engineer; Executive Director for Knowledge Fields
Development at the NRF, Dr Andrew Kaniki; Executive Director of the National Science and Technology
Forum (NSTF), Ms Jansie Niehaus; Chairpersons of Council and members of Council present: Dr Sylvan
Seane, Chairman of the CUT Council; My leaders, Vice-Chancellors of UoTs and Board members of the
SATN (Bawa, Kgaphola, Moutlana, Mazwi-Tanga, Acting VC Molefe; Malaza, Phaho, Sibara); Vice-
Chancellor of the Polytechnic Namibia, a new associate member of the SATN; Vice-Chancellors from
other universities; College Principals from SACPO; Deputy Vice-Chancellors and senior staff of the SATN
member institutions and other universities; students and student leaders from our universities;
significantly importantly, sponsors of this conference: Sasol, the NRF and Bestmed without whom this
conference would not have been as grand as it looks; Ladies and gentlemen.
Welcome to the 3rd Annual Conference of the SATN since its inception in 2006. Just in case some of you
might think this is a continuation of the National General Council (NGC) of the ANC, which actually took
place last week: The only natural resources we have at a university are staff and students’ brains. This
conference is certainly not about nationalizing these natural resources; like the NGC, this conference will
draw the line about disrespect of university management by student leaders; and lastly, as Chairman of
the SATN, I can assure you that the SATN knows better what “generational mix” in its leadership is.
Even though this is not a mid-term review conference like the NGC, I believe the SATN has made some
strides over the last 4 short years. Thanks to my leaders, the Vice-Chancellors and all the innovative and
selfless members of staff at UoTs that actually do all the work Vice-Chancellors gloat about. I must also
thank my predecessor, Prof Roy du Pré, the SATN’s inaugural chairman until late 2009.
Some of the achievements of this sunrise organisation speak for themselves:
• In 2008, thanks to the South Africa Finland partnership, we published a report on Performance
Indicators for Research and Innovation. This report adds many other hitherto unacknowledged
CENTRAL UNIVERSITY OF TECHNOLOGY, Free State Page 2
3. innovations to the research and innovation indicators and outputs currently in use in South Africa.
• In 2009, we published a book entitled: “The Place and Role of Universities of Technology in South
Africa”. This book helps to define who we think we are or should be in the landscape of the
university system.
• In 2007, a Work Integrated Learning (WIL) Position Paper was written by a team on behalf of the
SATN. The position paper is important in that WIL as a teaching and learning methodology is most
misunderstood, underdone and unsupported in our system.
• All the years of our existence, we dealt with what we saw many years ago as anomalies and
unfairness of the HEQF promulgated in 2008 to the extent that the recent Joint HEQF Communiqué
4 of 30 August 2010 acknowledges thus: “In the light of the issues highlighted, it is clear that the
HEQF needs to be reviewed.” We did this with no support at all from our fellow universities
because the HEQF brought minimal change in the way their programmes and curricula are
designed.
• In April 2010, we produced a discussion paper entitled: “Councils and Managements of
Universities in the 21st Century”. This discussion paper was motivated mainly by an unfair share
of instability UoTs have experienced recently. It puts forward some measures to ensure that
governors govern and managers manage. I must acknowledge the CUT Council, now under the
leadership of Dr Seane, for having adopted almost all of the proposals in that paper.
Later, when I give the context of the last two SATN conferences and this one, I will put some of these
achievements in the right perspective.
I was at a conference of the Organisation for Economic Cooperation and Development (OECD) recently
where Charles Reed, Chancellor of the California State University, used the metaphor of a train to
describe the knowledge economy’s demand for higher education and limited resources to match it with
the requisite and relevant supply. And, I would add, relevant supply that leads to more innovation, job
CENTRAL UNIVERSITY OF TECHNOLOGY, Free State Page 3
4. creation and socio-economic development. He said higher education is like a train meant for 100 people
and where in the station there are 500 or more all jostling to board. We have invited the UASNET from
Europe to help us through this issue of trains. They have high speed trains across most parts of Europe.
Because Charles Reed was one of the first few speakers, a number of speakers caught on to the
metaphor about trains and added all sorts of dimensions to it:
• Could we build bigger trains or more coaches?
• Could we build high speed trains - like the Gautrain - and transport more people within a given
period?
• Could we design a completely new and more efficient mass transportation system, not just bigger
and more efficient trains?
In a sense, UoTs are part of the strategy to design new, bigger and perhaps more socio-economically
efficient higher education trains. Some old trains – some tired, dilapidated and under-performing given
large investments that have been made in their maintenance over decades - resent this new innovation
in our mass transportation system. But, like the Gautrain, the new train is here. This one is not so elitist,
only serving Sandton and the kugels who travel everyday between Pretoria and Johannesburg. This is a
new mbombela for so many of our youth and young adults out there who would otherwise have no
access to world-class trains, all of whom do not feature in the top 100 world rankings of trains.
In his keynote speech at the recent National Skills Summit of 9-10 September, the Minister of Higher
Education and Training, Dr Blade Nzimande, defined one of the acute problems of South Africa at this
beginning of the 21st century:
“South Africa now suffers from the twin scourges of high unemployment and a shortage of
critical skills needed to drive economic growth and social development”
As a keynote speaker at the 2nd Annual SATN Conference in July 2009, the Minister of Science and
Technology, Ms Naledi Pandor, introduced the Technology Innovation Agency (TIA) thus:
“The Technology Innovation Agency is part of our effort to address the challenges presented by
CENTRAL UNIVERSITY OF TECHNOLOGY, Free State Page 4
5. the “innovation chasm” or the gap between the local knowledge base and the productive
economy. Our innovation system is a repository of local knowledge, which could have a more
sustained impact on the real economy. Due to various impediments to productivity and
technological innovation, progress has been slow.
She also referred to some South African technologies like “the lithium battery technology used in
electric cars that we lost to the U.S.A about two decades ago” and “the thin-film solar-cell technology
we lost to Germany”. I know this personally because my institution CUT has also had to lose some
innovations in, amongst others, medical device and additive manufacturing technology to developed
countries.
To paraphrase what these two ministers have said; all in all, we have the following four-headed
monster:
• A seriously undermined local knowledge base that the “innovation chasm” renders not so
useful in the productive economy;
• An acute shortage of high level and critical skills to turn the local knowledge into social and
technological innovations;
• In the absence of those critical skills, a stagnant, underperforming and perhaps deteriorating
economy that, ideally, should help to drive economic growth and social development;
• And, in the absence of social and technological innovations that build our economy and foster
development, more and more of our people remaining unemployed.
How have the last 2 conferences of the SATN dealt with this monster and how will this one deal with it?
As I said earlier, it may be unfair to ask an organisation barely 4 years old and consisting of universities
that are barely 5 years old about these critical issues. The ANC, an organisation that is soon to be 100
years old and has been in government for the last 16 years, and has yet to get to grips with this four-
CENTRAL UNIVERSITY OF TECHNOLOGY, Free State Page 5
6. headed monster. So, we are just minnows in the broader scheme of things. But, like a little beetle
crawling on a critical stability point of a sand dune, I think we could cause an avalanche that will level
the playing field in higher education.
I need to give you a little bit of history in the right perspective so that you could understand what the
SATN does and will be doing over the next day and a half.
The inaugural conference of May 2008 had the theme: “The nature and characteristics of South African
UoTs. The 2009 book I referred to earlier entitled: “The Place and Role of Universities of Technology in
South Africa” is partly a result of this theme and the work of many years before. Because nobody had
actually tried to define what South African UoTs are about and what they could possibly achieve in the
higher education sector, this book is our humble way of making it clear who we are and what we are
about. You should not be surprised, though, to learn that there are those in the higher education system
who still ask: are UoTs legitimately universities or just the same old technikons.
In a sense, that inaugural conference aptly constituted our defining moment. Before the end of that
year, we published a report on performance indicators entitled: “Performance Indicators for Research
and Innovation in UoTs and CUs”. We made it clear then that we are prepared to be judged by these and
we duly submitted them to the then DoE in November 2008. This project was supported by the DoE
through its partnership with the Finnish government. CEPD was the project implementing agency for
this project. I am certain that the now Minister’s Advisor, Mr John Pampallis would have read this
important report.
The second conference of July 2009 had the theme: “Technological innovation at universities in South
Africa: towards industrial and economic development”. This conference was accompanied by a
wonderful exhibition of UoT-based technological innovations, prototypes and products from their
various centres and technology stations. These innovations were both high and low tech, just using the
available scientific research in the relevant areas to produce something that has the potential to grow
the economy and help to develop this country. What we hoped to showcase had been how universities
could be used not only to provide the knowledge base, but to produce critical and high level skills that
could be directly used to “drive economic growth and social development” as our minister demanded
CENTRAL UNIVERSITY OF TECHNOLOGY, Free State Page 6
7. earlier this month. This was, therefore, our attempt as UoTs to not only talk about who we are and what
we are about, but to actually show it in situ that we have potential for much more in the socio-economic
development arena.
However, there are those who think it is only universities with a long history in teaching and research
that could ever do anything to advance the economic growth and social development in this country.
Clearly, the 2009 conference was about dealing with the “innovation chasm”; was about how our
knowledge base could be exploited to make a direct impact in economic growth and social
development and in turn to make contributions towards reducing unemployment in this dear country.
This was a way of beginning to deal with three of the heads of our four-headed monster.
This year, we have chosen to tackle the fourth head of the South African four-headed monster: a lack of
critical and high level skills; and hence, our theme is: “UoTs driving Human Resource Development
through Partnerships”. What we are very conscious and sensitive about from the outset is that dealing
with all these monster heads cannot be achieved singularly. Thus, establishing strategic partnerships,
which was also very much what we fostered in 2009 with business and industry, is what we need to
foster to neutralize this monster head of the innovation chasm that leads to unemployment.
Instead of saying ‘neutralise the monster head’ I would have said to kill this monster or snake head. But,
as you know, killing things in order to usher in a new dispensation was very much criticized when
Malema raised it in 2007 or so; and, killing of snakes, or beating dead ones, rather was discouraged by
our President Zuma then.
It is no wonder, therefore, that part of this conference is about courting stronger ties with the Skills
Development system, the FET system and business/industry. For this reason, the whole session on
Friday, 1 October, is just about that. Having had the FET Summit of 3 September and the National Skills
Summit of 9-10 September, I hope we will use the session tomorrow to carve a niche for UoTs or
universities in general as we try to neutralize the monster head of a lack of high level and critical skills. In
particular, the SATN will be symbolically signing an MoU with the South African College Principals
Organisation (SACPO), and MoU that was sanctioned by the Department of Higher Education and
Training. This MoU is about, amongst others: assuring greater articulation for FET College students into
CENTRAL UNIVERSITY OF TECHNOLOGY, Free State Page 7
8. UoTs; introducing access programmes for students from the colleges who would otherwise not be able
to enrol for any university programme; helping to upgrade college lecturer qualifications especially in
areas of science, engineering and technology. There is also a session this afternoon dealing with
international partnerships and how they could be leveraged to produce relevant trains and an efficient
mass transportation system.
In conclusion, therefore, as we deliberate and engage over the next one and a half days, we should find
innovative ways of improving these new high speed trains we are; innovative ways of revolutionizing our
mass transportation system; innovative ways of neutralising the four-headed monster; innovative ways
of building strategic partnerships to be able to make substantial or maximal impact with the little
resources we have at our disposal.
We hope our partners in Skills Development, the FET sector, business/industry and our international
partners like the UASNET and the ATN will be the kind of strategic partners that will support us to the
hilt in this arduous journey.
..........oOo..........
CENTRAL UNIVERSITY OF TECHNOLOGY, Free State Page 8