Index

Publication Date:
06 Jan 2023
Pages:
211–218
DOI:
https://doi.org/10.51952/9781529224658.bm002
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Conventional approaches to vocational education and training (VET) globally are inadequate to meet either present or future needs. They are based on assumptions about VET being inferior to academic education and that only those who cannot get into academic education would pursue vocational learning. They assume that formal vocational learning is the only or main form of vocational learning and that formal VET graduates will transition into formal sector jobs concentrated largely around metals, motors and manufacturing. None of this is true. In Africa, most people are working and learning in informal settings. Many have a powerful vocational impulse. Even many of the poorest are using digital technologies for their learning. Moreover, a focus on skills to produce more is pushing us further and further beyond the boundaries for the safe operating of this planet. In response, this book focuses on social skills ecosystems in which a range of actors come together to negotiate skills needs, including in informal and rural settings and in the production of skills for the maintenance and replenishing of the natural resource nexus. This focus highlights the complexity of interactions in local and horizontal relationships between actor-citizens in a place and the often top-down and disabling actions of states trying to do development to subject-recipients.

References to figures appear in italic type; those in bold type refer to tables and boxes.

45° politics 60–61

A

Academy of Science of South Africa 111
Acemoglu, D. 24
Achimota School 26
Acholi education 23
Acholi medical practice 149
Acholiland 15
actual domain 71
adaptive capacity 137
African traditional education 23–25
African Union 99
Agbedahin, A. 73
agency 73, 140–141
collective 90
relational 20, 90, 141, 142, 153–154, 155, 178
structure-agency relation 18
agricultural colleges 35, 104
agricultural education and training 46, 67
agricultural extension officers (AEOs) 124, 128
agricultural knowledge systems 53
agriculture 38, 40, 46, 49, 104
see also farming
Akoojee, S. 177
Alice (case study) 5, 12–15, 49
collaborative horizontalities 66–67
facilitating verticalities 64
informal learning 85–89, 90, 92–93, 94–95, 174
just research practices 186
mediation 70, 147–148, 155
private provision 176
public provision 170, 171
transition experiences 124
vocational teachers 102, 103–104, 110–112
Alla-Mensah, J. 24
Allais, S. 1, 9, 27, 30, 31, 32, 33, 34, 35, 76, 99, 159
Altvater, E. 47
‘Amanzi [Water] for Food’ programme 14–15, 127
Anderson, D. 36, 78
Anderson, P. 58
Angucia, M. 140, 146
Anthropocene 37
apartheid 8, 140
apprenticeships 23, 27, 29, 33, 36
appropriate technology movement 29
aquaculture 151
Archer, M. 73
artisanal artistry 141
aspirations 128–132
Austin, G. 24, 25, 26
Australia 57–58, 99
automation 159
Avis, J. 159

B

Baas, L. 57
backyard farming 82–85
Barnett, R. 100
Belay, M. 46
Bhaskar, R. 4, 17, 18, 73, 163
Bjornlund, V. 27
Blaak, M. 146
Black, S. 175
Blom, R. 99
Bond, P. 48
Boog, B. 146
Bos, J. 137
Botswana 29, 32
boundary crossing 94–95, 124, 143, 156, 186
Bourdieu, P. 143
Bourke, A. 144–146
Boyer, E. 149
Brown, P. 159
Brzinsky-Fay, C. 119
Buchanan, J. 57, 58, 99, 137, 159, 172
Buchmann, M. 120
Bunyoro Kitara Kingdom 10
Burawoy, M. 43
Burkitt, I. 154
Burns, E. 119, 121
Busemeyer, M. 2
Buthelezi, Z. 99
Bynner, J. 121

C

capacity to learn 137
capitalism 47
capitalist accumulation 41–42
Capitalocene 17, 47
carbon-centric development 41–42
case studies
Alice 5, 12–15, 49
collaborative horizontalities 66–67
facilitating verticalities 64
informal learning 85–89, 90, 92–93, 94–95, 174
just research practices 186
mediation 70, 147–148, 155
private provision 176
public provision 170, 171
transition experiences 124
vocational teachers 102, 103–104, 110–112
eThekwini 8–10, 41, 49
collaborative horizontalities 66, 161
facilitating verticalities 63
just research practices 185
public provision 170–171
transition experiences 124, 126, 131
vocational teachers 102–104, 106–107, 109–110
Gulu 15–16, 40, 49
collaborative horizontalities 67–68
facilitating verticalities 65
informal learning 78, 80–85, 90–91, 92–93, 173
just research practices 185–186
private provision 171–172
public provision 171–172
transition experiences 122, 124, 127–128, 129, 130, 131, 132
universities as mediators 149–152
vocational teachers 102, 103–104, 107–108
Hoima 10–12, 40, 49
collaborative horizontalities 68, 161
facilitating verticalities 65
just research practices 185
private provision 176
public provision 170
transition experiences 122, 126–127, 132, 133
vocational teachers 102, 103, 105–106, 109
catering 125, 127, 130–131, 132, 133
Cerceau, J. 59
Cheru, F. 45–46, 47, 48
Christensen, T. 91
churches 11, 32, 169–170, 176
civil society 43
civil war 15, 80, 122, 140
climate change 13, 37, 38–39, 39–41
Presidential Climate Change Commission (PCCC), South Africa 51
climate emergency 3
coal 41
Cold War 45
collaborative horizontalities 60, 66–69, 108–112, 161
see also horizontal connectivities
collective agency 90
colonialism 1, 8, 24, 25–27, 44–45
see also neocolonialism ; precolonial skills development
common mission 61
communities of practice 142
community-based networks 127–128, 135
community-engaged universities 145–146, 149–150, 155
community life 26
community transition 124
Cook, J. 52
Coombs, P. 29
Cooper, A. 78, 141
Cox, D. 100
crafts 27
craftsmanship 141
creative arts 126, 132
critical realism 17, 18, 71, 72, 163, 167
critical vocationalism 120–121, 125
cultural historical activity theory (CHAT) 146, 147
curriculum bending 114

D

De Jaeghere, J. 79, 95
decarbonization 51
demand 153, 156, 166
digital technologies 93
see also social media
digitalization 159, 174–175
domain of the real 71
dualisms 17–18
Dube Trade Port (DTP) 110
Durban 8, 9
Durban University of Technology 104
Durr, S. 148

E

Eakin, H. 137
East Africa 7
East London Industrial Development Zone 53
Ecclestone, K. 119
ecological time 61, 70, 162
ecology see political ecology ; political-economy-ecology
economy see extractive economy ; green economy ; informal economy/informal sector ; political-economy-ecology ; transnational political economy
ecosystem leadership 61
see also skills ecosystem leadership
ecosystem metaphor 168
educated unemployment 29, 30
education 26, 28, 29, 153
see also African traditional education ; higher education ; technical and vocational education and training (TVET) ; vocational education and training (VET)
Education for All 30
Edwards, A. 20, 90, 91, 94, 141, 142, 154
Elder, G. 120
emergence 53
empirical domain 71
employment 7, 27
enclaves 143
energy sector see oil and gas sector
Engeström, Y. 146, 147, 154
entrepreneurship education 76
environment-making 47
environmentalism of the poor 44
Essentials of Education, The (Jones) 26
eThekwini (case study) 8–10, 41, 49
collaborative horizontalities 66, 161
facilitating verticalities 63
just research practices 185
private provision 176–177
public provision 170–171
transition experiences 124, 126, 131
vocational teachers 102–104, 106–107, 109–110
Evetts, J. 118
exclusion 81–82
extractive economy 26

F

facilitating verticalities 6, 60, 62–66, 143–144, 152, 161–162
farming
Alice (case study) 13
learning networks 147–148
colonialism 26–27
Gulu (case study) 15–16
learning networks 82–85
vocational training 107–108
precolonial Africa 24
transition experiences 125, 129, 130, 132–133
VET Africa 2.0 28
see also agriculture
fashion design 129, 130, 132
Fenwick, T. 118, 119
Ferguson, J. 46, 48
Field, J. 118
field theory 143
FIFA World Cup 2010 9
Finegold, D. 56–57, 59, 160–162
combining Finegold and Spours models 60
first economy 2
Fitchett, J. 38
food sector 13
see also agriculture ; farming
forced turning points 120
foreign capital 46
Fort Cox Agriculture and Forestry Agricultural College (FCAFTI)
curriculum revision 104, 174
Imvothu Bubomi Learning Network (IBLN) 67, 86, 89, 111–112
university as mediator 147, 148
Fort Hare University 14, 67, 147, 148
fossil capital 17, 42, 46
fossil capitalism 37
Foster, P. 30
Frayne, B. 13
free market economic policies 46
Freire, P. 29, 146
Friedman, V. 143
friendships 92, 95

G

Gamble, J. 27, 100
gas see oil and gas sector
gender inequalities 133
gender injustices 125
gendered oppression 81
Ghana 26, 30, 32
Global Challenges Research Fund 21
global warming 37
Grainger, P. 69, 101, 153
green economy 53
green skills 50
Grindrod 10
Gulu (case study) 15–16, 40, 49
collaborative horizontalities 67–68
facilitating verticalities 65
informal learning 78, 80–85, 90–91, 92–93, 173
just research practices 185–186
private provision 176
public provision 171–172
transition experiences 122, 124, 127–128, 129, 130, 131, 132
universities as mediators 149–152
vocational teachers 102, 103–104, 107–108
Gulu University 16, 68, 81, 183
Hoima branch 11, 151
university as mediator 149–150
university as social ecosystem actor 177
Gupta, A. 19

H

Hall, B. 77
Hall, R. 58
Hardt, M. 47
Heckhausen, J. 120
higher education 28, 31, 33
see also universities
Hodgson, A. 4, 5, 6, 55, 61, 161
Hodkinson, R. 120
Hoima (case study) 10–12, 40, 49
collaborative horizontalities 68, 161
facilitating verticalities 65
just research practices 185
private provision 176
public provision 170
transition experiences 122, 126–127, 132, 133
vocational teachers 102, 103, 105–106, 109
Holocene 38
horizontal connectivities 6, 142, 148, 152
see also collaborative horizontalities
horizontal learning 91–94
humanitarian agencies 15–16
hustling 78, 141

I

immanent critique 4, 17
Imvothu Bubomi Learning Network (IBLN) 15, 67, 85–86, 176
collaborative horizontalities 110–112
course certificates 104
curriculum bending 114
network evolution 87–89
universities as mediators 147–148
inclusive development 19
independence 27–31, 45–50
independence movements 26
industrial districts 56–57
industrial education 26
industrialization 1, 28, 33, 36
informal economy/informal sector 2, 7, 19, 29, 75–76, 96, 164, 172–173
informal learning 77–79, 173–174
Alice (case study) 85–89, 90, 92–93, 94–95, 174
boundary crossing 94–95
Gulu (case study) 78, 80–85, 90–91, 92–93, 173
horizontal learning 91–94
relational capabilities 90–91
informal sector 96
infrastructure projects 9
innovation systems 154–155
Intergovernmental Panel on Climate Change (IPCC) 37
International Commission on the Futures of Education 3, 113, 165, 169, 174, 178, 180–181
International Labour Organization (ILO) 29, 76
international qualifications 32
Isenberg, D. 57

J

Jeanes Foundation 26
Jjuuko, R. 141, 142, 146
Johanson, R. 30
Jones, T.J. 26
Jordt Jørgensen, N. 78, 141
Joseph, J. 73
just research practices 182–187
just transitions 50–52, 159, 162, 163, 167
skills development for 52–54
Jütting, J. 76

K

Kallaway, P. 25, 29
Kampala 40
Kaneene, J. 76
Kenya 25, 29, 32
Ker Kwaro Acholi 16, 80, 169
Kilelu, C. 95
King, K. 25, 26, 29, 31, 75, 173, 177
Klerkx, L. 95
knowledge acquisition pathways 88
Kraak, A. 31, 34, 56, 57, 140

L

labour fundamentalism 52
labour market 26, 30
labour market projections 159
Land Act 1913, South Africa 12
Lauglo, J. 34
Lave, J. 29
leadership 5, 61, 114, 162
learning network evolution 89
learning networks 6, 19, 142–143, 150–151, 165–166
backyard farming 82–85
boundary crossing 94–95, 186
horizontal learning 91–94
Imvothu Bubomi Learning Network (IBLN) 15, 67, 85–86, 176
collaborative horizontalities 110–112
course certificates 104
curriculum bending 114
network evolution 87–89
universities as mediators 147–148
network facilitators 91
relational capabilities 90–91
and transitions 127–128, 135, 137–138
learning pathways 138
Leff, E. 41–42, 43, 45
Lehtonen, A. 154
Lewin, K. 143
life see politics of work and life
lifecourse perspective 124
lifecourse research 120
lifelong learning 76, 77
see also informal learning
Livingstone, D. 121, 134
local definition 114
Losch, B. 76
Lotz-Sisitka, H. 4, 5–6, 50, 53, 58, 111, 140, 142, 148, 162, 178, 179, 180, 186
Lovedale School 14
Lucas, W. 100

M

Mabase, A. 41
Makerere University 26
Malawi 28
Malm, A. 2, 17, 37, 41–42
Maqwelane, L. 132, 134
Maritime Academy, uMfolozi TVET College 10, 66, 102, 170, 171, 176–177
maritime sector 106–107, 109–110, 161
maritime transport 41
maritime VET students 124, 126, 131
market vendors 122, 128, 131, 133, 134
Marshall, A. 56
Martínez-Alier, J. 44
Marx, K. 47, 52
Marxism 43
McGrath, S. 1, 4, 11, 25, 27, 28, 30, 31, 34, 56, 57, 77, 78, 84, 161, 177
McIntyre, B. 53
McTaggart, R. 146
mediation 5–6, 60–61, 69–70, 73–74, 101, 162
by universities 20, 139, 144–146, 156–157, 166
Alice (case study) 147–148, 155
Gulu (case study) 149–152
by vocational teachers 112–115, 116
Metelerkamp, L. 6, 78, 91
migration 28–29
Millennium Development Goals 30
minerals 46
Ministry of Energy and Mineral Development (MEMD), Uganda 12
Mkwananzi, F. 90
Monk, D. 77, 81, 182, 184, 185–186
Moodie, G. 7, 33
Moore, J. 17, 42, 47, 52
multiscalarity 71, 163

N

Namibia 25, 32
National Christian Council, Kenya 29
national qualification frameworks (NQFs) 171–172, 173
natural fundamentalism 52
neocolonialism 44–50
neoliberal growth model 58
neoliberal transnational governmentality 46
neoliberalism 9, 30, 35, 45
networks see learning networks
Nguimkeu, P. 76
Norrie, A. 73
Nyerere, J. 29

O

Oceans Economy 102
Ocitti, J. 23
oil and gas sector 10–12, 41, 46, 48, 49, 103, 161
Oinas, E. 52, 136, 142
Oketch, M. 34
Openjuru, G. 140, 150
Operation Phakisa 49, 102
Operation Wealth Creation 149

P

Palmer, R. 35
Parenti, C. 47–48
participatory action research (PAR) 146, 150
Patel, S. 1
Pawson, R. 17
Payne, J. 58, 146
Pesanayi, T. 46, 101, 143, 147, 154, 167, 186
Phelps Stokes Foundation 25–26
Phuong, L. 137
political ecology 45, 163
political economies 46–47
political-economy-ecology 41–44, 48, 49, 50, 159
politics of work and life 52
‘poor White problem’ 27
Powell, L. 7, 122, 141, 167
power relations 44
precolonial skills development 23–25
Presidential Climate Change Commission (PCCC), South Africa 51
Price, L. 71
primary education 28, 30
private-for-profit education and training 32
private provision 175–177
productivity 156, 166
Psacharopolous, G. 98
public provision 170–172, 176
public sector employment 27

Q

qualifications 136, 171–172, 173

R

Raffe, D. 119
Rampedi, M. 140
Ramsarup, P. 118, 121, 138
Raworth, K. 43
real, domain of the 71
real utopias 43, 53
Reason, P. 146
recolonisation by invitation 46
refugees 149
relational agency 20, 90, 141, 142, 153–154, 155, 178
relationality 163
reliability 83
renewable energy 41
research practices 182–187
Rhodes University
‘Amanzi [Water] for Food’ programme 14
Imvothu Bubomi Learning Network (IBLN) 67, 86, 87, 89, 110
university as mediator 147, 148
university as social ecosystem actor 177
Rogers, A. 32
Rosenberg, E. 50, 142, 167, 178–179

S

Sachs, W. 39
Sampson, R. 120
Sannino, A. 178
Santos, B. 52
Santos, F. 91
Savage, I. 38
Sawchuk, P. 118, 120–121, 134
Schoon, I. 120
Scoones, I. 178
second economy see informal economy/informal sector
secondary education 28, 29, 31, 33
self-initiated turning points 120, 124
Senge, P. 61
Sennett, R. 141
Sheffield, J. 29
Shiva, V. 39
Silicon Valley 56, 57
skills demand see demand
skills development
for just transitions 52–54
precolonial 23–25
skills ecosystem leadership 5
skills ecosystems 4–8, 19, 55, 56–58, 160
see also social ecosystem for skills
Skills for Oil and Gas Africa (SOGA) 12, 49, 68, 105, 109, 185
slave trade 24
social ecosystem for skills 4–8, 16, 58–61, 160–162
collaborative horizontalities 60, 66–69, 108–112, 161
ecological time 61, 70, 162
expanded model 71–74, 142, 146, 152–154, 156, 162–166
implications for VET policy and practice 168–177
limitations 166–168
new language for VET policy and practice 178–181
facilitating verticalities 6, 60, 62–66, 143–144, 152, 161–162
informal learning 77–79
mediation 6, 60–61, 69–70, 73–74, 101, 162
by universities 20, 146, 147–157
by vocational teachers 112–115, 116
skills development for just transitions 52–54
vocational teachers in 98–101, 108–115, 116
social interactions 143
social learning 142–143
social media 77, 78, 82–84, 174, 175
social structures 73, 90
society-environment relations 44
South Africa
Academy of Science of South Africa 111
agriculture 38, 40
apartheid 8, 140
automotive and mining industries 159
climate change 38, 39–41
colonialism 25, 27
East London Industrial Development Zone 53
education and training authorities 32
energy policy 46
energy sector 41
higher education 31
informal learning 78
Land Act 1913 12
low-skills equilibria 57
Presidential Climate Change Commission (PCCC) 51
transition experiences 125, 128
transport 40–41, 46
unemployment 7
vocational teachers 99
Water Research Commission (WRC) 14, 85, 86, 87, 147
see also Alice (case study) ; eThekwini (case study)
South African Expanded Public Works Programme 5
Spar retail chain 148
Spielman, D. 78
Spours, K. 6, 57, 59, 60–61, 101, 114, 161
combining Finegold and Spours models 60
Standing, G. 46
state, role of 47–48
Steffen, W. 38
Stevenson, H. 109
structural adjustment 30, 31, 45
structural turning points 120
structure-agency relation 18
sustainable development goals (SDGs) 43, 48
Swartz, S. 142
Swilling, M. 41, 51, 52–53
system leadership 61
system thinking 168–169

T

tailoring 129, 131, 132
Tanzania 28, 32
Taylor, E. 77
teachers see vocational teachers
technical and vocational education and training (TVET) 7, 33–34, 80–81, 99
Tetrault, D. 39, 44
Thieme, A. 15, 78, 141
Tikly, L. 78
Tomaney, J. 42
top-down verticalities 65–66
training-of-trainers (ToT) courses 86–87, 148
transition experiences 121–125
enabling and constraining factors 125–128
improving transitions 132–134
individual aspirations 128–132
vignettes 123
transition system 119
transitioning 20, 118–119, 141, 165, 172
differentiated approach 134–137
just transitions 50–52, 159, 162, 163, 167
skills development for 52–54
transitioning literature 119–121, 136
transnational political economy 46
Transnet 10, 106–107, 110
transport 40–41, 46, 48, 49
trust 83, 114
Tshwane University of Technology 31
Tukundane, C. 146
Tullow 11
turning points 120, 124

U

Uganda
agriculture 38, 40
climate change 38, 39–41
colonialism 25, 26
Ministry of Energy and Mineral Development (MEMD) 12
oil and gas sector 41, 46
technical and vocational education and training (TVET) 7
transition experiences 125, 126, 132–133, 134
transport 40
see also Gulu (case study) ; Hoima (case study)
Uganda Petroleum Institute Kigumba (UPIK) 12, 103, 109, 170, 171
Ugandan Vocational Qualifications Framework 127
uMfolozi Maritime Academy 10, 66, 102, 170, 171, 176–177
unemployment 7, 29, 30, 32, 98
UNESCO 3, 16, 28, 77, 82, 153, 156–157, 169
United Kingdom Research and Innovation (UKRI) 183
United Kingdom (UK) 21, 56–57
universities 6
and expanded ecosystem development 152–154
as mediators 20, 139, 144–146, 156–157, 166
Alice (case study) 147–148, 155
Gulu (case study) 149–150
as social ecosystem actors 177
see also higher education
University of Dar Es Salaam 145
University of KwaZulu-Natal 104
University of Limpopo 145
University of Nottingham 183

V

Vaganova, O. 100
Van der Linden, J. 140
Van Rensburg, P. 29
Van Staden, W. 46
verticalities see facilitating verticalities
VET Africa 1.0 22, 28, 31
VET Africa 2.0 22, 28–30, 31, 32
VET Africa 3.0 22, 30–31, 33, 34, 35, 62
VET Africa 4.0 16–18, 19, 35–36, 48, 61–62, 149–150, 150–152, 180
VET Africa 4.0 Collective 182–187
virtual reality programmes 151
vocational education and training (VET) 1–4
contemporary African 31–35
current state 158–160
definition 7–8
entrepreneurship education 76
historical development in Africa 18–19
colonialism 25–27, 44–45
precolonial skills development 23–25
since independence 27–31, 45–50
implications for VET policy and practice 168–177
and just transitions 50–54
new language for VET policy and practice 178–181
purpose 169–170
reimagined 16–18
renewed approach to 140–144
see also technical and vocational education and training (TVET) ; VET Africa 4.0
vocational learning institutions 6–7
see also private provision ; public provision ; universities
vocational pedagogies 100, 113, 114
vocational school fallacy 30
vocational teachers 20, 97–101, 141–142, 164–165
and collaborative horizontalities 108–112
in conventional institutional settings 102–105
embedded in work contexts 106–108
expanded notion of 115–117
as external interventions in conventional system 105–106
impact of digitalization on 174–175
as mediators 112–115, 116
vulnerability 51

W

water
Alice (case study) 49
‘Amanzi [Water] for Food’ programme 14–15
Water Research Commission (WRC), South Africa 14, 85, 86, 87, 147
water resources 38
water scarcity 46, 85–86
water stress 40
Wedekind, V. 57, 99, 100, 101, 153, 161
Wenger, E. 142
Wenger-Trayner, E. 142–143
Wheelahan, L. 100, 169
Whitley, R. 155
Windsor, K. 153
Wise, T. 46
work 16, 33, 53, 141
work and life, politics of 52
World Bank 30, 39, 41, 46, 76, 143, 173
Wright, E. 43, 53

Y

Yesufu, T. 177
young people (youth) 15, 17, 52, 76, 78, 141
see also transition experiences ; transitioning
youth learning networks 82, 150–151
backyard farming 82–85
youth migration 29
youth unemployment 30, 32, 98

Z

Zeelen, J. 27, 33
Ziderman, A. 35
Zimbabwe 25

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