By Anne Hamby, Eric Jankowski, Krishna Palaka and Patrick R. Lowenthal

Stories of self-doubt are common among engineering students. That was a key finding of a study conducted recently at Boise State University by a team of researchers.

Students surveyed questioned their abilities. They were sure everyone else understood the material. They said they didn’t fit in. They wondered whether they should quit engineering and find a different major.

Many students who possess the aptitude to become engineers choose not to persist in their major because of the stories they tell themselves – about not belonging, about not being the “type” of person who can become an engineer. This is not just a problem for students and engineering or STEM culture. Because of the need to fill a growing number of STEM-related jobs, it affects society at large.

We – an interdisciplinary team of researchers with backgrounds in materials science, engineering education, educational technology and consumer psychology – are conducting research on a new approach to support students who question whether they fit in engineering.

With the aid of National Science Foundation funding, we are two years into testing a simple idea. We started with the assumption that the stories students tell themselves about whether they belong in engineering are related to their negative
beliefs about their abilities. And then we asked educators at Boise State University to try a novel approach to changing those stories. While our research is still under review, preliminary findings suggest storytelling could be a game changer.

New assignment: Tell a story

Through a partnership with The Story Collider, a nonprofit that helps people learn the art of storytelling, engineering faculty at BSU have begun giving engineering students a new assignment: Tell stories about how they overcame a problem.

Students write their stories, receive feedback to help them better develop their ideas, then record themselves narrating their work.

Toward the end of the semester, a few students present their stories in a professionally produced storytelling show. Recent shows, available online, featured stories about realizing potential, starting over and being volunteered for unwanted work.

We conducted before-and-after surveys with 113 students and in-depth interviews with 22 students over the first two years – or four semesters – of the program. The students who participated in the storytelling project identified more strongly as
engineers, had a stronger sense of belonging in an engineering community and were more likely to state they intend to continue in their major. The research team is still gathering data to discover whether more students actually stay with their
majors and finish engineering degrees.

One student said writing about a time she “freaked out” in a research lab allowed her to validate herself as an engineer. “Yeah, mistakes can happen. But that’s OK.”

Positive effects of creating the narrative

The storytelling exercise resulted in more than one benefit. By telling a story about overcoming a challenge, students’ perception of their abilities – as measured on empirically validated self-report scales – improved.

Research shows that the lack of diverse representations of scientists fosters a stereotypical view of engineers. Hearing the students read their stories also reduced listeners’ stereotypes of engineers as competent but nerdy and lacking empathy.

Audience members surveyed after the presentations said they viewed engineers as more likable and trustworthy.

Like many stories, this project also has a moral: The change in students’ self-image after telling their stories, as shown by our research, highlights the ability of something as simple as sharing a story to effect change. When educators recognize
this ability and encourage students to take control of their personal narrative, they can ultimately help more students find success.

This article was first published in The Conversation

By Buti Manamela

I welcome and appreciate the opportunity to providereflections on the Department of Higher and Training’s (DHET’s) strategic thinking around the theme of the dialogue today: ‘Reimagining Education for a Better Future’. 

The guiding theme is fundamental to the department’smandate and mission, and foundational to the vision of the future articulated in the National Development Plan (NDP) 2030.

NDP: Education and Skills

In every pillar and strategic goal of the NDP, successful implementation depends on good quality education and skills. High-quality education and skills are the differentiators between economic inclusion and exclusion, as well as gainful employment and unemployment.

The NDP proposes expanding the country’s skills basethrough quality education and vocational training. This includes early childhood education, a well-functioning schooling system and Further Education and Training(FET) geared towards enabling our people to fulfil theirhighest potential. 

The ultimate goal, and the measure of our collective success, is preparing young people to participate in and contribute meaningfully and productively within society. 

The NDP concludes that there must be clear linkages between schools, FET Colleges, Universities of Technology, Universities and other providers of education and training.

By 2030, the Department wants 2.6 million students to walk through the corridors and hallways of Technical and Vocational Education and Training (TVET) Collegesin pursuit of better future work prospects.

As a proud product of a TVET College, I have a positive perception of these institutions as viable options where young people can engage in further training to acquirethe skills necessary for the world of work.  

TVET Colleges: Centres of Excellence

As the focus of the dialogue today is on embedding skills-based education at the basic phase, I would like to highlight the training aspect of the Department of Higher Education and Training’s mandate and the relevant associated initiatives.

In March this year (2024), I attended the Basic Education Lekgotla, where we collectively shared and exchanged ideas about ‘Equipping learners with the knowledge and skills for a changing world’. I will expand more on the Department of Higher Education and Training’s programmes which promote skills-based learning at the basic level later on. 

The education ecosystem resides at the nexus of theinclusive society and globally competitive economy we are attempting to co-create as a government collectivewith key partners and stakeholders. 

A capable, well-capacitated and credible post-school education and training landscape across the board has the potential to catalyse economic growth, drive job creation and foster inclusion. It is, therefore, essential to collaborate with partners and stakeholders. 

Addressing the plight of young people is front and centre to the attainment and achievement of a prosperous and productive future wherein education outcomes, skills and employment are well aligned. 

The role of TVET Colleges in equipping the youth through training with the practical skills that are suitable and relevant for the workplace cannot be overstated. 

In September, we observed Community Education and Training (CET) Month, which creates awareness aboutCET Colleges. Young people who are not in employment, education or training live and walk among us in our communities. 

The CET Month initiative encourages a community approach to get young people back into the fold of Further Education and Training.

We are in the midst of rolling out the Fourth Industrial Revolution (4IR) Centres of Excellence at 16 TVET Colleges around the country. The first beneficiary was Maluti TVET College in the Free State and the second Ekurhuleni East TVET College.  

The Department is next targeting Lovedale in the Eastern Cape; Majuba in KwaZulu-Natal; West Coast in the Western Cape; Northern Cape Urban in the Northern Cape; Taletso in the North West; Waterberg in Limpopo; and Ehlanzeni in Mpumalanga.  

The Centres of Excellence concept and programme is a flagship partnership and collaboration which brings together at the skills training table the Department, selected Sector Education and Training Authorities (SETAs) and TVET Colleges. 

The Centres of Excellence model is a pragmaticexample of how the Department is ‘Reimagining Education for a Better Future’ by focusing on imparting TVET College lecturers and students with the requisite advanced skills for the age of the 4IR.

Youth who are not in employment, education or training are part of the intended beneficiaries of the 4IR Centres of Excellence initiative. The Department wants young people to improve their chances of employability and participating productively in our economy.

The Centres of Excellence form part of continuing efforts to create a capable and component citizenry which is equipped to cope with the demands of a changing world and innovate. 

Policy Perspective

Allow me to venture into the past in order to demonstrate how the future we are preparing for now,has long been imagined.

In June 2018, the Department gazetted the Draft National Artisan Development Strategy and Implementation Plan 2017. 

A few years earlier, in June 2014, the Department published the White Paper for Post-School Education and Training. Consider also that there exists theNational Plan for Post-School Education and Training 2021-2030.

The Department’s work is enabled by legislation, including the Skills Development Act. The Artisan Development Strategy reflects the content of Chapter 2 of the National Skills Development Act. 

In the Draft National Artisan Development Strategy and Implementation Plan 2017, the Department recognised that: “Education is generally good insurance against unemployment and for an individual to stay in employment.”  However, “too few [people] work”. 

The Artisan Development Strategy forms part of the Department of Higher Education and Training mission to develop capable, well-educated and skilled citizens through relevant and appropriate training. 

The Department of Basic Education is a co-partner inthe Department of Higher Education 

and Training’s efforts to train artisans in South Africa’s 50 TVET Colleges. The NDP envisages that South Africa will by 2030 train 30,000 (Thirty Thousand) artisans.

The overriding view in the Department of Higher Education and Training, as expressed in official policy proposals and positions, is that the Department of Basic Education is critical to the success of intended initiatives. 

In the Artisan Development Strategy, the Department of Higher Education and Training identifies the Department of Basic Education as a key partner and collaborator. 

That is so because the Department of Basic Educationis the custodian of technical high schools, schools of skill and academic schools which create the pipeline of learners who feed into the artisan development system. 

In the Artisan Development Strategy, the Department of Higher Education underscores the need for greater clarity between the technical, vocational and occupational offerings in the Department of Basic Education’s CAPS curriculum and artisan training without further onerous requirements. 

In the Draft Plan, the Department of Higher Education and Training dispels the misconception that career guidance begins in high school. In fact, the policy calls for an earlier introduction of career options to primary school children, who are exposed to more information in the modern world.  

The Department suggests in the Draft Plan that, starting at Grade 6 level, learners must be invited to attend career-related events. 

Decade of the Artisan

In addition to 30 years of democracy, 2024 also marks the 10-year anniversary of the Decade of the Artisan, a collaboration between the Department of Higher Education and Training and the Department of Basic Education.

When the Department of Higher Education and Training embarked on the Decade of the Artisan, we also established TVET College Open Week.

The Draft Plan had the foresight to include primary school children, starting in Grade 4, as attendees to Decade of the Artisan initiatives and World Skills South Africa festivities for early exposure to skills-based careers and training options. 

Part of the Draft Plan features a proposal to include youngsters in basic education in the Try a Skill programme, which enables the young to “touch and feel” certain occupations.

The Department of Higher Education and Training acknowledges in the Draft Plan that more work isneeded to expand the partnership with the Department of Basic Education to include the SETAs, school governing bodies, NGOs and community-based organisations.

Furthermore, the Draft Plan highlights the need to spotlight and better publicise the Department’s work in this space. Greater effort is required to inform partners, prospective participants and stakeholders. 

I believe I have successfully and persuasively shown that the Department of Higher Education and Training has been ‘Reimagining Education for a Better Future’. Equally important to note is the Draft Plan’sconsideration and inclusion of skills-based education and training in basic education. 

The work is being done in the background, but few seem aware about what is taking place. This is an area we need to strengthen as a Department to ensure wider reach of our programmes and deeper collaboration.

In the Draft Plan, the Department estimates the cost of training an artisan at R400,000 (Four Hundred Thousand Rand). Hence the emphasis on the importance of collaborating with partners and stakeholders. This requires collective effort.

Training and Employability

It remains my conviction that TVET Colleges are the best-placed institutions to train artisans, who are in constant and consistent demand in the labour market. This was my position when I entered into the post-school education and training landscape, it is unchanged today.

I have previously referenced the Swiss-South Africa Cooperation Initiative’s (SSACI’s) study on the employability of graduates possessing artisanal skills – in other words, trained artisans. The Swiss-South Africa Cooperation Initiative’s research reflected that 76% of trained artisans found work while another 6% became entrepreneurs.

Considering that the youth are overrepresented in the category of individuals who are not in employment, education or training, it is imperative that they are exposed to training programmes which enhance participation in the labour market.    

It truly is cool to be an artisan in the 21st Century, and TVET Colleges are the appropriately placed institutions to get the requisite training. This is a mantra I communicate often to learners who are still forming ideas about which career paths to follow post-schooling. 

Future of Education, Skills and Work

In 2022, the Cabinet adopted the Decadal Plan, which aims to resolve the societal grand challenge on the future of education, skills and work. Although no longer in direct line of sight of the Department of Higher Education and Training, we are a critical part of the Decadal Plan’s goals coming into fruition. 

It also bears repeating that every pillar and strategic goal of the NDP requires a capable and competent education and training sector. Without appropriate education and skills, there can be no growth, inclusivity or greater chances of employability.  

The Department of Higher Education and Training’s mandate and mission render it integral to the successful attainment of the NDP’s strategic goals.

The Department not only concerns itself with the immediate challenges of the day, but also casts its imagination beyond the horizon of the limitations of today to reimagine alternative possibilities and opportunities. 

The dialogue today correctly poses the question about the benefits of the early introduction of skills-based education and training in basic education. 

The Draft National Artisan Development Strategy and Implementation Plan 2017 provides a conclusive answer: Yes, we have partnered and collaborated with the Department of Basic Education on skills-based education. This is a flagship programme, which serves as an example of successful inter-departmental collaboration and partnership. 

It is pleasing for the Department to note that partners and stakeholders are equally consumed about the task of equipping the youth with the relevant and appropriate education and skills for a fast-changing world. 

Every facet and corner of the South African economy relies upon an educated and skilled labour force to thrive and innovate. The Department has shown itself prepared and ready to deliver on its mandate and mission to ensure improvements and continued success.

I end on the NPD’s vision, which reads: “Young people deserve better educational and economic opportunities.The 21st Century presents humankind with exceptional opportunities and unprecedented risks.”

Higher Education and Training Deputy Minister Buti Manamela was addressing the Skills Development Dialogue hosted by Inside Education and Sibanye Stillwater on Thursday.

INSIDE EDUCATION

By Johnathan Paoli

This week, Higher Education and Training Minister Nobuhle Nkabane expressed confidence in the government’s commitment to enhancing educational support and quality within the sector.

In an update during a social cluster question and answer session in the National Council of Provinces (NCOP), Nkabane outlined the government’s progress on various initiatives aimed at improving access to higher education and addressing key challenges in the sector.

She confirmed that the government had begun implementing recommendations from recent reviews, including the introduction of the income contingent loan system and full funding for TVET students.

This move is part of a broader strategy to ensure that students from low-income backgrounds can access higher education without financial barriers.

Addressing concerns about rising tuition fees, Nkabane noted that the Higher Education Act of 1999 did not grant the department the authority to regulate these fees directly.

However, she announced that workshops and consultations were underway to reach a consensus on the appropriate tuition fee increases for the 2025 academic year.

“Our goal is to keep university tuition affordable while ensuring that quality education is not compromised,” she said.

The minister highlighted plans to focus on upskilling and reskilling educators within higher learning institutions, which aimed to enhance the quality of education and better prepare graduates for the evolving job market.

On the assessment front, Nkabane reported significant progress in the National Examinations and Assessment system for TVET colleges.

She emphasised that the Chief Directorate has made strides to eliminate any backlog in certificate issuance, thus further supporting students in their educational and career pathways.

In alignment with the National Development Plan, the department has established the Centre of Specialisation Programme to enhance vocational education and training.

Nkabane revealed that several skills development centres have been built across various provinces, including KwaZulu-Natal, the Eastern Cape and Mpumalanga, with additional centres planned.

On the topic of the National Student Financial Aid Scheme (NSFAS), Nkabane provided an update on measures taken to stabilise the entity.

She emphasised the need to fix the NSFAS, which has been under scrutiny in recent years due to funding challenges and administrative issues.

“Our goal is to ensure that every deserving student has access to financial aid to pursue their educational aspirations. We are working diligently to rectify the systemic issues within NSFAS to provide reliable and efficient support,” she stated.

She mentioned the establishment of regular meetings with NSFAS administrator Freeman Nomvalo and relevant stakeholders, as well as efforts to appoint a new board.

“We are committed to ensuring that we enhance governance and accountability within NSFAS,” she said.

In response to concerns raised about governance issues at the University of Fort Hare, the minister confirmed that the institution was actively addressing the challenges highlighted by the former higher education minister Blade Nzimande in 2023.

The university council is reportedly working on comprehensive plans to improve its governance structure and restore its reputation.

Nkabane said by implementing financial aid reforms, addressing tuition fees and focusing on quality education, the government aimed to ensure that all students, regardless of their socioeconomic status, had the opportunity to succeed in higher education.

As initiatives roll out, stakeholders will be closely monitoring the impact on students and institutions alike.

INSIDE EDUCATION

By Johnathan Paoli

A skills development dialogue organised by Sibanye-Stillwater in partnership with Inside Education saw panellists calling for a frank consideration of ways to expand educational development in the country.

The event, at the University of Johannesburg, brought together educators, policymakers, and industry leaders during the week to discuss critical issues surrounding early childhood development (ECD), basic education, and the transformation of the Technical and Vocational Education and Training (TVET) sector.

The first panel focused on the essential role of ECD centres in fostering a skills-oriented culture from a young age.

Panellists emphasised that these centres were more than just daycare facilities; they served as foundational blocks for lifelong learning.

Shamiso Chideme from Tshikululu Investments highlighted the urgent need to support under-resourced ECD centres, advocating for their evolution into vibrant hubs of learning and development.

“We must capacitate these centres to ensure they can provide quality education and care,” Chideme said.

Sibusiso Khumalo from education platform iCAN4IR reinforced the significance of early intervention, noting that “anything that ends wrong starts wrong”.

He explained that systemic challenges observed in later grades often have roots in early childhood experiences.

Tsakani Baloyi from the Gauteng education department added that while a set ECD curriculum existed, its effective implementation remained a challenge, especially in centres managed by local community members.

Baloyi observed that resource allocation for ECD centres need not be exorbitant, as children thrived through imaginative and creative learning experiences.

“Proper planning and execution can make a world of difference,” she said.

The second panel delved into the state of basic education and its readiness for a skills-based approach.

A key issue raised was the country’s low child literacy rates.

Basic Education deputy director-general Barney Mthembu explained that while learners could read, the materials often failed to engage their interest.

“We must ask ourselves if we are producing content that resonates with our students,” he said.

Ernest Rangaka from the Tlou Institute echoed this sentiment, highlighting the importance of engaging learners with materials relevant to their ever-changing environments.

Oupa Bodibe from the Gauteng education department raised concerns about the recent shift in teacher training from colleges to universities, suggesting that training colleges provided a more appropriate setting for developing practical teaching skills.

The panel also tackled the challenge of fostering a culture of reading among children.

Bodibe noted that promoting early reading was almost impossible when parents themselves do not model a reading habit.

Rangaka further pointed out that students often struggled to translate their skills into entrepreneurial ventures, highlighting the need for a more integrated approach to education that allowed learners to leverage their abilities effectively.

The final panel focused on the transformation of the TVET sector to create an optimal environment for a new calibre of students.

Pule Mashele from the Higher Education Department stressed the need for TVET colleges to equip students not only for employment, but also for entrepreneurship.

“We must prepare our students to explore the possibility of being employers themselves,” he said.

Zuko Mbolekwa from Ekurhuleni East TVET College acknowledged the diverse age range of students, which could sometimes create apprehension among parents.

He assured attendees that TVET lecturers were trained to address the academic and social needs of all students, ensuring a supportive learning environment.

The dialogue highlighted the importance of understanding the unique challenges faced by young learners, particularly in mixed-age classrooms.

Mbolekwa emphasised the sensitivity and training of TVET staff in catering to the varied needs of students, ultimately fostering a nurturing educational space.

The dialogue served as a crucial platform for discussing the interconnectedness of ECD, basic education and TVET, with panellists sharing valuable insights on how to cultivate a skills culture in the country, stressing the need for investment in resources, training and engaging educational content.

INSIDE EDUCATION

By Lungile Ntimba

University of Johannesburg Prof. Basie von Solms, who has been at the forefront of global cybersecurity research for 50 years, has been awarded the Isaac L. Auerbach Award by the International Federation for Information Processing (IFIP).

It is only the eighth time that the award, which is named after the federation’s founding president and early computing pioneer Isaac L. Auerbach, has been given in the IFIP’s 64-year history.

“This award is the pinnacle of my long-standing relationship with IFIP. I am honoured to have represented South Africa for so many years and to contribute to the advancement of information processing on a global scale,” Von Solms said in a statement this week.

Earlier this year, he was ranked 5th in the world for lifetime contributions to cybersecurity research by ScholarGPS, highlighting his immense impact in a field that has never been more critical. 

Cybersecurity has become one of the most serious concerns for individuals, businesses and governments.

According to the university, Von Solms’ work has been pivotal in shaping how the world understood and combated digital threats.

“Cybersecurity is more critical than ever in today’s world of evolving digital threats. Ongoing research and collaboration are essential to staying ahead of these challenges,” he said.

According to security firm Check Point, South African business alone faced an average of 1000 attacks a week.

Von Solms has contributed to the transformation of information security since the early 1980s. Over the years, he rose to prominent leadership roles, including serving as the first African IFIP president from 2007 to 2010.

UJ said that alongside his research advancements, he has mentored over 30 doctoral students and numerous master’s students, many of whom focused their studies on information and cybersecurity.

His also serves as an Associate Director at the University of Oxford’s Global Cybersecurity Capacity Centre and as a board member of the Centre for Cybersecurity Capacity Centre of Southern Africa.

Von Solms dedicated the award to key institutions that have supported him throughout his journey – the Institute for IT Professionals of South Africa and UJ.

“I am incredibly thankful for the time and freedom UJ has granted me to participate in IFIP over the years.

“This award is a recognition not just of my work, but of the support from my colleagues, students and UJ. It has been an honour to contribute to the advancement of this field, and I look forward to seeing how the next generation builds on this legacy,” he said.

Prof. Annah Moteetee, who is the Dean of the Faculty of Science, said: “We are immensely proud of Prof. Von Solms’ contributions to both UJ and the global community. His work has been nothing short of groundbreaking and we celebrate him for this extraordinary recognition.”

INSIDE EDUCATION

By Thapelo Molefe

Basic Education Minister Siviwe Gwarube has revealed that she has received briefings from provinces regarding food poisonings, and the incidents appear to be isolated.

This comes after five children died after eating food that was allegedly expired and sold from a local spaza shop in Soweto, and 70 Grade 12 learners from various schools in the West Rand were treated in hospital following a suspected food poisoning incident that happened during a matric camp.

They have been discharged.

The minister expressed her deepest condolences to the affected families, saying: “One learner is a learner too many in our system, and it breaks my heart to have to look at the faces of parents and tell them that their loved ones are gone.”

Gwarube assured that preliminary investigations indicated that the incidents were unrelated to the National School Nutrition Programme (NSNP), a R10 billion initiative providing daily meals to 9.7 million learners. 

She emphasised her commitment to protecting the programme, citing its critical role in ensuring learners receive at least one nutritious meal daily.

“So that is why I seek to protect that line item in our budget at all costs, even in the face of budget cuts, because we want to make sure that the food is of quality. Number two, that learners never suffer food poisoning from the hands of the government,” she said.

On Thursday, Minister in The Presidency Khumbudzo Ntshavheni called on South Africans to stop supporting spaza shops owned illegally by foreigners who she accused of selling poisonous food that claimed the lives of innocent children.

However, Gwarube said provincial authorities were currently investigating the source of the food poisoning, with one incident linked to the matric camp and another occurring separately in Limpopo.

“It’s unclear whether or not these learners’ bought food from a particular shop,” Gwarube said.

The minister wished the learners a speedy recovery and assured that her department was  working closely with provinces to prevent similar incidents.

“When they have had such a bright future, it’s an absolute tragedy. And this is why, again, my obsession with looking after this National School Nutrition Programme is something that I’m unwavering on,” Gwarube said.

She said that they would leave no stone unturned to make sure the money for the programme was not stolen or squandered.

INSIDE EDUCATION

By Johannah Malogadihlare

The University of Cape Town’s (UCT) Centre for Bioprocess Engineering Research is working on a five-year project that will convert waste disposals into energy source and water.

The project is led by Dr Thanos Kotsiopoulos. It includes leading research, feasibility studies and proof-concept living labs on campus and forms part of UCT’s Vision 2020 that focuses on environmental sustainability.

Its aim is to expand the anaerobic digestion (AD) process that uses anaerobic bacteria to breakdown waste.

Energy source produced can be used for cooking or to produce water that can later be used to irrigate on-campus vegetable gardens.

“The project aims to address certain environmental challenges we face. These include increasing food waste volumes, the costs associated with disposing this waste, as well as the significant carbon and water footprints that emanate from landfill disposal,” said
Kotsiopoulos.

The project would allow the practice of growing plants in an air or mist environment (vertical farm) and solids generated through AD could also be used as fertiliser.

“The constructed arrangements of the vertical farms have the potential to contribute to UCT’s interior and exterior landscaping design while also functioning as prospective low-cost climate control arrays that offset building cooling requirements and electricity costs,” he said.

UCT is currently facing significant sustainability challenges like climate change, waste management and resource depletion.

“By using organic waste as a feedstock to produce biogas, the project demonstrates how we can decrease fossil fuel resilience and conserve water. This approach advocates for utilising available resources and reduces those environmental impacts associated with traditional practices,” said Kotsiopoulos.

Additionally, he said that a group of fourth-year students were involved in developing a heat transfer model to simulate the energy balance across the green wall system.

“This model demonstrated that vertical green walls can significantly reduce energy usage to maintain a stable internal environment,” said Kotsiopoulos.

UCT emphasised that the project’s success would change the way it viewed waste and its potential as a resource.

INSIDE EDUCATION

By Johnathan Paoli

Sibanye-Stillwater has underscored the urgent need for the country to prioritise skills development as a cornerstone for economic growth.

The company’s stakeholder relations executive vice president Thabisile Phumo highlighted the stark contrast between South Africa and countries like China, where vocational training was often seen as a first choice rather than a fallback option.

She was speaking at the Skills Development Dialogue under the theme: “Reimagining Education for a Better Future”, hosted by Sibanye-Stillwater and Inside Education at the University of Johannesburg on Thursday.

“In China, people become artisans not as a plan B, but as a first option because they understand the value of skills. We have to know that economies are built by skills,” she said.

Phumo stressed the need of Technical and Vocational Education and Training (TVET) colleges in addressing this crisis.

“There is space for university education, but there is an even bigger space for TVET education because we are a country in crisis,” she said.

Phumo proposed the implementation of quotas for gifted learners from matric to enrol in TVET colleges, emphasising that this approach could significantly alleviate the skills shortage that plagued various sectors, including engineering, healthcare and information technology.

“May our children aspire to be artisans. May they see the value of skills that can be used here and beyond,” she said.

The event, which aimed to explore the integration of skills-based learning into the education system from early childhood, reflected a broader government initiative to prioritise TVET education.

With limited access to traditional university pathways for many South Africans, TVET colleges represented a viable alternative for skills development, fostering pathways to gainful employment and economic stability.

Phumo noted the potential benefits of a more skilled workforce, and said the positive ripple effects of an approach focused on skills extended beyond economic benefits; they empowered individuals to pursue new opportunities and personal success.

“By making training and skills development accessible, we can help people upskill themselves and stand a better chance of escaping poverty.”

The dialogue also called for collaboration among students, educational institutions, and public-private partnerships to bridge the skills gap effectively.

Phumo urged students to align their educational choices with market demands and pursue internships and apprenticeships to enhance employability.

As the nation faces the dual challenges of economic stagnation and high unemployment, the call for a renewed focus on skills development resonates deeply.

Phumo’s vision for a South Africa built on a foundation of skilled artisans and professionals presents a pathway to not only combat poverty, but also drives innovation and economic growth. The dialogue served as a vital platform for discussing the importance of skills-based education as South Africa seeks to navigate its current crisis and build a more prosperous future for its citizens

INSIDE EDUCATION

By Johnathan Paoli

The country’s education system must urgently be reshaped to better equip young people for the challenges of the modern economy, according to Higher Education and Training Deputy Minister Buti Manamela.

“The measure of our collective success is preparing young people to participate meaningfully in society,” he told an Inside Education and Sibanye Stillwater skills development dialogue on Thursday.

The event held under the theme “Reimagining Education for a Better Future” was held at the University of Johannesburg. It brought together prominent figures and stakeholders from the education sector.

Manamela underscored the integral role of education and vocational training in the National Development Plan (NDP), stating that quality education was the cornerstone of economic inclusion and employment opportunities.

Highlighting the importance of Technical and Vocational Education and Training (TVET) Colleges, Manamela expressed his personal commitment to these institutions, which he believed could play a pivotal role in addressing the skills gap in the labour market.

“By 2030, we aim for 2.6 million students to benefit from TVET Colleges, engaging in skills training that aligns with the demands of the economy,” he said.

The deputy minister discussed ongoing initiatives, including the rollout of Fourth Industrial Revolution (4IR) Centres of Excellence across 16 TVET Colleges, aimed at providing students with advanced skills relevant to a rapidly evolving job market.

“These centres will serve as crucial platforms for collaboration among various stakeholders, including Sector Education and Training Authorities and TVET institutions,” he told the gathering.

As part of the discussion on embedding skills-based education from the foundational phase, Manamela reflected on the recent basic education lekgotla, where strategies were shared on equipping learners with essential skills for the future.

He acknowledged the need for early exposure to career options.

“Career guidance should begin as early as primary school, fostering awareness of vocational pathways among young learners,” he said.

In recognising the challenges faced by youth who were not in employment, education or training, Manamela urged communities to rally together to reintegrate them into educational and training frameworks.

He emphasised the importance of community-driven initiatives, such as the recently observed Community Education and Training month, which aimed to reconnect young people with educational opportunities.

The dialogue also celebrated the Decade of the Artisan, marking 10 years of collaboration between the Department of Higher Education and Training and the Basic Education Department.

This initiative has expanded access to skills-based training and awareness of artisan careers for young people.

Manamela reiterated the NDP’s vision for improved educational and economic opportunities for youth, saying: “In the 21st Century, young people deserve a chance to thrive amidst both unprecedented opportunities and risks.”

The event served as a call to action for all stakeholders in the education sector to work together towards a future where quality education was accessible to all, ultimately paving the way for a more inclusive and productive society.

INSIDE EDUCATION

By Johnathan Paoli

Higher Education and Training Deputy Minister Buti Manamela will deliver the keynote address at an upcoming skills development dialogue hosted by Inside Education, in collaboration with Sibanye Stillwater and the University of Johannesburg (UJ).

The event, themed “Reimagining Education for a Better Future”, aims to explore the integration of skills-based learning within the country’s education system.

Scheduled for Thursday, the dialogue will examine how skills-focused education can be introduced early in the learning journey, starting from Early Childhood Development and foundational phases.

This initiative is crucial as the country grapples with high unemployment rates, particularly among the youth.

The Technical and Vocational Education and Training (TVET) sector has emerged as a key player in addressing this issue, providing pathways to employment and economic stability.

Manamela said that by embedding skills-based learning into the education framework from an early age, the country could equip its students for the demands of the job market and unlock socioeconomic opportunities.

He emphasised the importance of collaboration among various educational stakeholders to foster a system that prioritised practical skills and competencies.

The dialogue will feature three expert panels comprising curriculum developers, ECD specialists, education policymakers and representatives from TVET institutions.

Together, these experts will engage in discussions aimed at formulating actionable strategies to enhance skills education in South Africa.

In addition to Manamela, the event will also be attended by Basic Education Deputy Minister Reginah Mhaule, Gauteng Premier Panyaza Lesufi, and UJ Vice-Chancellor Letlhokwa Mpedi.

INSIDE EDUCATION