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Comparing Vocational Skills Development and Workplace Learning in Botswana, South Africa, and Zimbabwe, Which Way to Go?
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Author(s): Jerald Hondonga (Francistown College of Technical and Vocational Education, Botswana)and Tawanda Chinengundu (Kabela Technical High School, Polokwane, South Africa)
Copyright: 2021
Pages: 31
Source title:
New Models for Technical and Vocational Education and Training
Source Author(s)/Editor(s): Moses Makgato (Tshwane University of Technology, South Africa)and George Afeti (Skills Initiative for Africa, Ghana)
DOI: 10.4018/978-1-7998-2607-1.ch010
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Abstract
Provision of vocational skills development (VSD) and workplace learning (WPL) have become paramount in solving socio-economic problems of learner skills-job mismatch, inequality, access, unemployment, and poverty. Workplace learning enhances smooth transition from school to the world of work. The chapter compares vocational skills development and workplace learning provision in Botswana, South Africa, and Zimbabwe. Literature study indicates that the three countries have different models of VSD and policies but have a common vision of imparting skills that can be used for personal and national economic gains. To achieve quality training standards, quality assurance bodies are in place in the three countries responsible to oversee training standards and regulating practices. This is done through registration and accreditation of training institutions, workplaces, programmes, assessors, and moderators and assessment processes up to certification of successful learners. Based on the literature review findings, recommendations are that there is need for cooperation and sharing of best practices between countries to strengthen the provision of vocational skills development and workplace learning. There is need to ensure there is adequately qualified lecturing cadre with both technical and professional qualifications, for school-based training, and trained workplace-based mentors and coaches.
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