Johnathan Paoli
IN an address at the TVET Curriculum Transformation and Innovation Summit held at the Vodaworld Dome in Midrand on Monday, the Minister of Higher Education, Science and Innovation, Dr Blade Nzimande set out the envisaged goal the department has for aligning TVET skills to the needs of the economy.
Nzimande highlighted the strides the department has made in recent years, from the introduction of the Centres of Specialisation in 2018 as part of significant interventions in curriculum transformation and repositioning the TVET college sector as a key provider of mid-level skills; to introducing the ‘Decade of the Artisan’ as part of enhancing relevant TVET college curriculum.
The Ministry said currently South Africa is producing on average 20 000 qualified artisans per year, and the department’s plan was to ensure that the number increased significantly to meet the National Development Plan (NDP) target to produce 30 000 qualified artisans per year by 2030.
In addition, Nzimande said that the department expanded their Centres of Specialisation to 34 at 27 TVET Colleges, to enhance workplace linked training of artisans and related occupations, with a further investment of R68 million in 16 Colleges who currently have 33 Trade Test Centres
He said that the Department has opened up 14 954 TVET placement opportunities to the value of R726 Million and also committed to achieve a target of 20 000 placements of TVET graduates work placements as per the President’s commitment at this year’s State of the Nation Address.
And, he placed TVET education at the centre of the developmental agenda of governments, supporting initiatives and interventions to revive and enhance the economy, and illustrated how TVET curriculum transformation is a crucial step towards unlocking skills development for the modern economy.
“As industries evolve and technology advances at an unprecedented rate, it becomes essential for technical and vocational education and training (TVET) institutions to adapt their curricula to meet the changing needs of the job market.
“The traditional approach to TVET education, which focused solely on providing students with specific trade skills, is no longer sufficient in today’s dynamic and globalized economy,” Nzimande said.
To bridge the skills gap and equip individuals with the competencies required for the modern workforce, a comprehensive curriculum transformation was necessary, one that would involve a shift from a narrow focus on technical skills to 21st century skills which advocates for a broader emphasis on critical thinking, problem solving, creativity and adaptability, he said.
“By integrating these 21st century skills into TV ET curricula, students will be better prepared to navigate the complexities of the modern economy, where job roles are constantly evolving, and cross-disciplinary expertise is highly valued”.
The inclusion of emerging technologies, such as artificial intelligence, robotics, and data analytics in TVET curricula, will also equip students with the necessary digital skills.
Nzimande said that the TVET transformation is expected to simultaneously more efficiently equip the youth in skills that are required by the job market as well as assisting in the economic recovery of the country as a whole.
“This transformation will not only enhance the employability of TVET graduates but also contribute to the overall economic growth and social development of South Africa,” Nzimande said while concluding with a caution to policy makers as well as other stakeholders about the potential of the TVET sector to become a key driver of innovation, productivity and inclusive growth within the country.
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