02 SES 01 A, Internationalization of VET
In South Africa’s current technical vocational education and training (TVET) system, local research, though dedicated, reflects not only a lack of professional practice at the country’s TVET colleges but also the potential to expand cooperation throughout the TVET sector to meet the needs of the labour market (Needham, 2019). In response, the current challenges and needs facing TVET lecturers have to be identified in order to strengthen TVET and to design study programmes for the long term. This contribution is an impulse of the project “Professionalization of TVET Lecturer in South Africa (CAPE-VET)” funded by the German Federal Ministry of Education and Research (BMBF). The binational, multidisciplinary team from South Africa’s Centre for Community Engagement and Work-Oriented Learning at the Cape Peninsula University of Technology (CPUT) and from Germany’s Institute of Vocational Education, Work and Technology (biat) at the Europe University of Flensburg (EUF) examines the TVET sector in South Africa. Due to the COVID-19 pandemic, however, it became impossible to execute the originally planned method: to accompany TVET lecturers within situational participatory observations of their authentic work life. As an alternative, the method was adapted to allow the team members to meet and collaborate in online colloquia to explore their personal perspectives as part of a qualitative, esteem-oriented participatory approach to characterizing current challenges and needs based on insights of the TVET staff (Becker & Spöttl, 2008; Bless et al., 2006; Kawulich, 2005; Marshall & Rossman, 1989). Results will be implemented into recommendations for the design of academic study programmes for the professionalization of TVET lecturers. Moreover, the recommendations, emerging against the influence of developments on global TVET, will help to accommodate internationalization and the digital transformation, all of which impact demands for the education of TVET lecturers in South Africa.
Becker, M., & Spöttl, G. (2008). Berufswissenschaftliche Forschung. Ein Arbeitsbuch für Studium und Praxis. Frankfurt: Lang. Bless, C. Higson-Smith, C., & Kagee, A. (2006). Fundamentals of social research methods: An African perspective. Cape Town: Juta. Kawulich, B. B. (2005). Participant observation as a data collection method. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(2), Article 43. Marshall, C., & Rossman, G. B. (1989). Designing qualitative research. Newbury Park: Sage. Needham, S. (2019). TVET policy in South Africa: Caught between neo-liberalism and privatisation? Journal of Vocational and Continuing Education and Training, 2(2).
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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