1. 1 High Level Skills Development and the Role of UoTs 3rd SATN Annual Conference September 2010 Prof A.P Staak

2. Outline Broader Policy Context The need for High Level Skills Development UoT’s response to the need for High Level Skills Development Skills Development in the Context of the NQF The Role of UoTs Strategic Partnerships Curriculum Challenges for UoTs 2

3. Broader Policy Context Purposes of Higher Education (White Paper, 1997) To provide the labour market, in a knowledge-driven and knowledge-dependent society, with the ever-changing high-level competencies and expertise necessary for the growth and prosperity of a modern economy….. To contribute to the creation, sharing and evaluation of knowledge. Higher education engages in the pursuit of academic scholarship and intellectual inquiry…… To contribute to the socialization of enlightened, responsible and constructively critical citizens…… 3

4. Broader Policy Context Development of high-level skills for the labour market has been emphasized. To address critical skills shortage, to support economic growth, alleviate poverty and unemployment. ASGISA – identified skills shortage as largest impediment to achieving Millenium Goals JIPSA – outflow of ASGISA … to address the skills shortage. 4

5. Broader Policy Context Skills Development Act (1998); NSDS - National Skills Development Levy - SETAs and learnerships National R&D Strategy (2002) - highlights concerns regarding high level HR dev. in S&T - the need to support the National System of Innovation Skills Development Amendment Act (2008) - focuses on skills required for employment (OLS) - occupation the centre of qualifications development - makes provision for three sub-frameworks of the NQF (GFETQF, HEQF, OQF) 5

7. To support the growth and development needs of a modern economy and society at large

8. To support knowledge production .. that responds to societies needs .. that supports innovation .. that reflects a shift towards Mode2 knowledge production 6

9. The Need for High Level Skills Development Mode 2 Knowledge Production (Gibbons): Knowledge that is responsive to societies needs (greater social accountability) Knowledge produced in the context of application Knowledge production that is transdisciplinary Knowledge production increasingly distributed (increasingly being produced outside higher education) Shift towards reconfiguration of existing knowledge and applying it in different contexts 7

10. UoT’s Response to the Need for High Level Skills Development UoTs are well positioned to respond to high level skills needs. Curriculum Development Process is responsive to market demand (career focus) - Programme and Qualification Design Process requires a Situational Analysis (stakeholder engagement, needs analysis, skills profile, skills gaps) - Programme and Qualification Approval process (required to demonstrate the need for programme) 8

11. UoT's Response to the Need for High Level Skills Development Cooperative Education System involves active partners from industry/stakeholder community in programme delivery - Advisory Committee System - Moderators and Examiners from Industry - Placement/Monitoring/Assessment of Experiential Learning - Programme Review Process - Visiting Lecturers - Site Visits 9

12. UoT’s Response to the Need for High Level Skills Development UoTs are well positioned to support Mode 2 knowledge production: - focus on applied research directed at real world problems - no strong tradition of disciplinary research - project based approach promoted - research conducted in multidisciplinary units/centres - infrastructure to support innovation and technology transfer. - strong partnerships with industry - fairly adept at knowledge reconfiguration 10

13. UoT’s Response to the need for High Level Skills Development Provide Access through RPL mechanisms - recognize learning that occurs in the work place In a general sense UoTs are socially responsive by responding to the national need for more SET graduates ……PQM target of 50% SET 11

14. Skills Development in the Context of the NQF

15. The Role of UoTs Certificates, Diplomas or Degrees? We are well positioned to respond to market needs. We will have to offer diplomas - to the extent that market needs diplomas - to broaden access Yet if we are serious about Mode 2 knowledge production also have to offer degrees - to provide a feeder stream into research niche areas. - to satisfy the demand for professional workforce Ultimately the mission of the Institution will determine the mix of diplomas /degrees; UG/PG 13

16. Strategic Partnerships Partnerships have an important role to play in high-level skills development at UoTs. - For academic planning and curriculum development - Research and innovationin the context of mode 2 knowledge production - Collaboration in local or regional development - Work-based learning opportunities, as well as eventual employment opportunities for graduates - Staff development opportunities 14

17. Strategic Partnerships Industry, stakeholder community - to ensure curriculum responsiveness SETAs - sector skills plan, learnership opportunities FET Colleges - collaboration around Level 5 qualifications - access and articulation 15

18. Strategic Partnerships Provincial Governments, Municipalities - role of HE in regional development Knowledge Networks - establishing partnerships with other sites of knowledge production 16

19. Curriculum Challenges Determine the right PQM mix - mix of degrees, diplomas, UG,PG programmes Developing articulation pathways - diploma to degree - undergrad to postgrad - FET to HET - Occupational Qualifications to HET Promote interdisciplinarity - problem based approaches - faculty wide electives 17

20. Curriculum Challenges Focus on Graduate Attributes - employability, flexible workforce - broader contribution to society Provide leadership in technology - a broader focus is required Focus on innovation, entrepreneurship, technology transfer - provide an environment in which innovation, entrepreneurship can flourish 18

21. Thank You 19