SUB-THEMES

Role of Industry and Government in Technical And Vocational Education And Training.

Public Colleges and industry have been collaborating for over many years, but the rise of a global knowledge economy has intensified the need for strategic partnerships that go beyond the traditional funding of discrete college projects. Bold, visionary partnerships between industry and public colleges can accelerate innovation and help deliver solutions to pressing social challenges. Collaborating with industry should be interconnected to a redefinition of the role of the colleges for the 21st century. That role now extends beyond teaching to tackling key social challenges and helping drive economic growth. A new vision should include producing the highly skilled workforce for a globally competitive economy.

We welcome papers that will assist in answering the following
1. How to address the challenge of bridging the industry-college divide by highlighting what makes colleges attractive as industry partners, what structures make for excellent partnerships and what approach produces seamless interactions.
2. Do Funding incentives work: how can government policy reward, or at least not discourage, colleges and companies that form strong partnerships? What new government programmes, should be undertaken to entice others industry players to take the same steps of collaboration with colleges.
3. What makes for a seamless relationship between colleges and industry? Why do so many partnerships produce disappointing results or fail? Have some visionary companies/industries and their academic partners successfully overcome their inherent differences to forge a higher level of strategic partnership?
4. How can the college-industry partnership itself become a ground-breaking experiment in developing new skills for a next-generation workforce and a channel for future recruitment for college students?

Curriculum Relevance, Quality of Delivery and Assessment

Current education policy devolves more control over curriculum to public colleges, and renews emphasis on curriculum relevance and lecturer quality. At the same time, there are moves towards increasing localism across public services, and the idea of active citizenry is influencing the ways in which public services relate to the communities they operate within. These policies present an opportunity for the development of a form of lecturer professionalism that meets the complex and multiple needs of contemporary society, and a more localised and engaged education system through designing of relevant Curricula and the quality at which is delivered.

We welcome papers that offer insights on different political, social, economic, cultural, geographical and educational contexts; as well contributions which address the following:

1. What factors must be considered in reviewing the TVET curriculum per 3 year cycle to adapt to the changing industry sector requirements and the role of quality assurance bodies, organized labour, employers, universities in relevant curriculum development
2. What new skills and knowledge do lecturers need to deliver Education for Sustainable Development and how should lecturer education approaches change to support lecturers to develop relevant curriculum?
3. What are the experiences of lecturers/practitioners in meeting the challenges and pressures of implementing new curriculum?
4. What is the role of policymakers, college leaders, education officials, teacher educators, donors, I/NGOS, and researchers in developing, supporting and ensuring new curricul

Governance, Leadership and Management

Colleges in South Africa and across the globe thrive in the heart of their communities, serving the interests of those communities, students, employers, governments and their agencies and other stakeholders. They have an essential and valuable role in society. Colleges are also a major employer with thousands of staff directly employed. They receive substantial public funding and also operate in an increasingly commercial and enterprising way. They are expected to innovate, pursue new opportunities and take measured risks in delivering what is best for their stakeholders. In recent times, they have gone through major transformational change it is against this background that is it right and proper that the highest standards of governance and propriety are expected of our colleges and those individuals who serve them.

We will welcome papers that will offer insight on how governance, leadership and management affect the successful running of a Public and Private colleges by addressing the following:

1. Mechanisms on which one can build the capacity of all governance structures as well as development of guidelines for the assessment of those governance structures
2. How to improve the effectiveness and efficiency of controls and systems to support college governance and management
3. Will establiment of statutory forums for college councils, principals and students in terms of the education act have any impact on good governance. Case studies will be most appropriate.

Reality of Fourth Industrial Revolution in Technical and Vocational Education and Training

The rise of the fourth industrial revolution according to the World Economic Forum is adding intricacy to future economies and their employment outcomes and it is the single most important challenge facing humanity today. However it has the potential for providing new opportunities to create more jobs, review college curricula and better a society as it captures the idea of the convergence of new technologies and their aggregate impact in Africa.

We will welcome papers that will address the following:

1. How the fourth industrial revolution affects the courses of Public College
2. What are the potential risk for Higher Education in Africa, Particularly TVET Colleges with the emergence of the fourth industrial resoultion
3. The fourth industrial revolution and the future of TVET: How will the education industry be impacted by the 4th Industrial Revolution type shifts

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