Challenges in PostPrimary Education in Africa: Academic versus vocational relevance to the needs in

1
Challenges in Post-Primary Education in Africa
Academic versus vocational relevance to the
needs in society

• Mr E Surty, MP
• Deputy Minister of Education
• Republic of South Africa

2
Overview of presentation

• Education for all (EFA)
• Challenges faced by African countries
• Academic and vocational education South African
  perspective

3
Enrolment in public education institutions-SA
4
Enrolment in public FET Colleges 2004
5
Challenges of African Countries

• Youth unemployment
• High skills shortage
• Economic growth
• Poverty challenges

6
Addressing skills challenges

• Competency and skill in reading, speaking,
  writing and computing are basic to most vocations
• Communicating ideas, making sound judgements,
  analysing relationships between elements,
  predicting consequences of actions such
  abilities are far more valuable than specific
  manipulative skills

7
Policy Choices

• Curriculum design (General vs Vocational)
• Funding mechanisms
• Expansion strategies

8
General At schools

• Nationally set curriculum
• Internationally benchmarked
• Modern 21st Century skills
• Focus on Africa and South Africa
• Grades R-9 8 Learning Areas
• Grounding for Grades 10-12
• Grades 10-12 29 Subjects
• Introduction of NCS Grades 10-12 20062008
• All 29 subjects nationally examined in 2008
• Exit with a National Senior Certificate

9
Design Features of the NSC

• Qualification at levels 2 4 of the NQF
• 4 fundamental subjects
• 3 optional subjects (from a group of 29 subjects)
• 130 credit qualification

10
Example of qualification at schools
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Vocational Levels 2-4

• Compulsory components that promote and expand
  learning and earning opportunities
• Sectoral emphasis and coherence
• Horizontal coherence
• Vertical progression
• Theory/knowledge practical/applied knowledge in
  appropriate mix work place experience as is
  relevant and possible

12
Design Features National Certificate (Vocational)

• Qualification at each level of level 2, 3 and 4
• 3 fundamental subjects
• 4 vocational subjects
• 130 credit qualification
• Offered at FET colleges

13
Example of Qualification Civil Engineering and
Building Construction
14
Expansion of Vocational Education in South Africa

• Determine what employers want, that is relevant
  skills/vocational programmes high and
  intermediary level skills including artisans
• Determine sectors for programmes according to
  ASGI-SA
• Determine modalities for offering programmes
  full-time part-time flexible
• Differentiated provision

15
Conclusion

• First decade of democracy universal access at
  primary school level
• Gross enrolment ratio of 15 17 year olds in FET
  schools 79 5 in FET Colleges
• Maintain and improve quality in general education
  and expand vocational education