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06 Jan 2023
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https://doi.org/10.51952/9781529224658.fm001
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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.

Bristol Studies in Comparative and International Education

Series Editors: Michael Crossley, Emeritus Professor of Comparative and International Education, University of Bristol, UK, Leon Tikly, UNESCO Chair in Inclusive, Good Quality Education, University of Bristol, UK, Angeline M. Barrett, Reader in Education, University of Bristol, UK, and Julia Paulson, Reader in Education, Peace and Conflict, University of Bristol, UK

The series critically engages with education and international development from a comparative and interdisciplinary perspective. It emphasises work that bridges theory, policy and practice, supporting early career researchers and the publication of studies led by researchers in and from the Global South.

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Decolonizing Education for Sustainable Futures

Edited by Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson and Leon Tikly

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Understanding Education Policy Through Mobility and Desire

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Higher Education in Small Islands

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Maria Jose Bermeo, Universidad de los Andes, Colombia

Mark Bray, The University of Hong Kong (from original Symposium series Board)

Leanne Cameron, University of Bristol, UK

Fatuma Chege, Kenyatta University, Kenya

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Tigist Grieve, University of Bristol, UK

Eric Herring, University of Bristol, UK

Frances Koya-Vakuata, Human Rights and Social Development Division (HRSD), Pacific Community (SPC), Fiji

Mark Mason, The Education University of Hong Kong (from original Symposium series Board)

Simon McGrath, University of Glasgow, UK

Rafael Mitchell, University of Bristol, UK

Zibah A. Nwako, University of Bristol, UK

Nkobi Pansiri, University of Botswana

Marcela Ramos Arellano, University of Glasgow, UK

Tania Saeed, Lahore University, Pakistan

Robin Shields, University of Bristol, UK

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Lorraine P Symaco, Zhejiang University, China

Gita Steiner Khamsi, Teachers College, Columbia University, US (from original Symposium series Board)

Tony Welch, The University of Sydney, Australia

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TRANSITIONING VOCATIONAL EDUCATION AND TRAINING IN AFRICA

A Social Skills Ecosystem Perspective

VET Africa 4.0 Collective

First published in Great Britain in 2023 by

Bristol University Press

University of Bristol

1–9 Old Park Hill

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t: +44 (0)117 374 6645

e: bup-info@bristol.ac.uk

Details of international sales and distribution partners are available at bristoluniversitypress.co.uk

© 2021 McGrath, Openjuru, Lotz-Sisitka, Allais, Zeelen, Wedekind, Ramsarup, Monk, Metelerkamp, Russon, Kyaligonja, Robbins, Adrupio, Ocan, Nyeko, Adoye, Molebatsi, Tshabalala, Muhangi, Openjuru

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

The digital PDF and EPUB versions of this title are available Open Access and distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence (https://creativecommons.org/licenses/by-nc-nd/4.0/) which permits reproduction and distribution for non-commercial use without further permission provided the original work is attributed.

ISBN 978-1-5292-2463-4 paperback

ISBN 978-1-5292-2464-1 ePub

ISBN 978-1-5292-2465-8 OA Pdf

The right of the VET Africa 4.0 Collective to be identified as author of this work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

All rights reserved: no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior permission of Bristol University Press.

Every reasonable effort has been made to obtain permission to reproduce copyrighted material. If, however, anyone knows of an oversight, please contact the publisher.

The statements and opinions contained within this publication are solely those of the author and not of the University of Bristol or Bristol University Press. The University of Bristol and Bristol University Press disclaim responsibility for any injury to persons or property resulting from any material published in this publication.

Bristol University Press works to counter discrimination on grounds of gender, race, disability, age and sexuality.

Cover design: Nicky Borowiec

Front cover image: Adobe Stock/Diversity Studio

Bristol University Press use environmentally responsible print partners.

Printed and bound in Great Britain by CMP, Poole

Contents

  • Series Editor’s Preface vi

  • List of Figures, Tables and Boxes viii

  • List of Abbreviations ix

  • Acknowledgements and Authorship xi

  1. 1Introducing VET Africa 4.0

    Heila Lotz-Sisitka and Simon McGrath 1

  2. 2VET and Skills in Africa: A Historical Sociology

    Simon McGrath 22

  3. 3Water, Transport, Oil and Food: A Political–Economy–Ecology Lens on Changing Conceptions of Work, Learning and Skills Development in Africa

    Heila Lotz-Sisitka 37

  4. 4Towards an Expanded Notion of Skills Ecosystems

    Presha Ramsarup and Jo-Anna Russon 55

  5. 5Social Ecosystem for Skills Research: Inclusivity, Relationality and Informality

    Luke Metelerkamp and David Monk 75

  6. 6Vocational Teachers as Mediators in Complex Ecosystems

    Jo-Anna Russon and Volker Wedekind 97

  7. 7Challenges in Transitioning Processes

    Presha Ramsarup and Jo-Anna Russon 118

  8. 8The Role of the University as Mediator in a Skills Ecosystem Approach to VET

    Heila Lotz-Sisitka, George Openjuru and Jacques Zeelen 139

  9. 9Implications for VET Research, Policy and Practice

    Simon McGrath 158

  10. Afterword: Towards a More Just and Sustainable Research Practice

    VET Africa 4.0 Collective 182

Series Editor’s Preface

This is the first volume for the Bristol Studies in Comparative and International Education (building upon the former Bristol Papers series) and one that clearly demonstrates our commitment to ‘critically engage with education and international development from a comparative and interdisciplinary perspective’. In content, the book is ground-breaking for the ways in which it challenges traditional, and often northern, conceptualizations of vocational education and training (VET); insists upon analysing both VET and work in broad, relational and inclusive ways; develops and applies original theoretical contributions drawn from political ecology; and moves beyond ‘extractive’ modalities of research in this important arena. In terms of ‘process’, the book has further distinction and originality due to the innovative ways in which the 20 core authors/researchers have combined to form the VET Africa 4.0 Collective and wrestled with the decolonial challenges and dynamics of coproduction and joint authorship within the context of an externally funded international Global Challenges Research Fund (GCRF) partnership. For those interested in learning from, and advancing, more equitable international research partnerships, this book has much to offer readers across multiple fields and disciplines.

The book is structured around three sections, the first of which establishes the historical and theoretical context (Chapters 1–4) while introducing the ‘social ecosystems for skills’ model that underpins the overall framework for the analysis. Section 2 (Chapters 5–8) develops and expands this model through a detailed and critically reflexive examination of the empirical data embedded within four contextually grounded South African and Ugandan VET case studies. Section 3 (Chapter 9) reflects upon the implications of the overall study for future research, policy and practice; and an important and insightful ‘Afterword’ reflects on the collaborative, multilevel research and writing process in ways that deserve close attention.

This is a complex and sophisticated analysis with theoretical and empirical depth that provides an invaluable resource for all concerned with the future of VET policy, practice and research worldwide. It is a collective book that reimagines more democratic and relational futures for VET, challenges dominant orthodoxies, engages with the implications of both decolonization and climate resilience for the future of skills development, and interrogates the multiple power dynamics involved in advancing innovative international research partnerships within, and beyond, the VET arena. To cite the authors own words: ‘As university researchers, we must find ways of balancing the immediacy of the funded project and the need for stronger and longer-lasting bonds in the locations in which we research, while also forming new, oftentimes nontraditional, relations across our institutions and our related partner networks’ (afterword).

For these reasons, it is hard to imagine a more appropriate volume for the launch of our renewed book series with Bristol University Press. I am, therefore, more than pleased to recommend this work to readers interested in the contemporary challenges faced by VET in Africa and worldwide; and, most importantly, to all engaged with the theoretical and epistemological implications of decolonization for interdisciplinary research, comparative studies and international development.

Michael Crossley

Professor of Comparative and International Education

University of Bristol

List of Figures, Tables and Boxes

Figures

  1. 4.1Combining the Finegold and Spours models 60
  2. 4.2Expanded social ecosystem for skills model 72
  3. 5.1Two farmers’ knowledge acquisition pathways 88
  4. 5.2Four phases of learning network evolution 89
  5. 9.1VET 4.0’s ontological, epistemic, social and normative dynamics 180

Table

  1. 7.1Transition vignettes 123

Boxes

  1. 3.1The need for a political–economy–ecology lens for VET: views of work, life and learning realities and skills development needs found in our cases 49
  2. 7.1Crop farmer, Eastern Cape, South Africa 125
  3. 7.2The creative arts, Uganda 126
  4. 7.3AEOs and community learning transition, South Africa 128
  5. 7.4Tailoring/fashion design, Gulu 129
  6. 7.5Small-scale farmers, Gulu, Uganda 130
  7. 7.6Maritime VET students, eThekwini 131
  8. 7.7Catering sector, Hoima 133
  9. 7.8Market vendors, Uganda 134

List of Abbreviations

AEO

agricultural extension officer

CHAT

cultural historical activity theory

CoE

centre of excellence

DHET

Department of Higher Education and Training (South Africa)

DTP

Dube Trade Port

FCAFTI

Fort Cox Agricultural and Forestry Training Institute

GCRF

Global Challenges Research Fund (UK)

IBLN

Imvothu Bubomi Learning Network

ICT

information and communications technology

ILO

International Labour Organization/Office

INGO

international nongovernmental organization

IOC

international oil company

IPCC

Intergovernmental Panel on Climate Change

KZN

KwaZulu-Natal

LED

local economic development

MEMD

Ministry of Energy and Mineral Development (Uganda)

NGO

nongovernmental organization

NQF

national qualifications framework

PAR

participatory action research

PI

principal investigator

SDGs

sustainable development goals

SEZ

Special Economic Zone

SIP

Strategic Integrated Project

SoE

school of excellence

SOGA

Skills for Oil and Gas in Africa programme

ToT

training-of-trainers

TVET

technical and vocational education and training

VET

vocational education and training

UK

United Kingdom

UKRI

United Kingdom Research and Innovation

UNESCO

United Nations Educational, Scientific and Cultural Organization

UPIK

Uganda Petroleum Institute, Kigumba

US

United States of America

US$

United States Dollars

WRC

Water Research Commission (South Africa)

Acknowledgements and Authorship

Much of the research on which this book is based took place in the context of pandemic and lockdowns. The conventional acknowledgements of all those who gave of their time and knowledge to share with us therefore must be even more heartfelt. We absolutely could not have done this work without the cooperation of hundreds of youth activists, vocational education and training (VET) teachers and administrators, small business owners, farmers, representatives of traditional authorities, and staff of large corporations, development agencies, NGOs and government ministries and agencies. As well as the core writing team, we benefitted hugely also from the support of university administrators, without whom the project could not have made the many adjustments to respond to radically changing circumstances over its lifespan. We benefitted also from the participation of research scholars in our various institutions who attended team meetings and shared insights from their own work, and from the comments of the many external colleagues who attended our presentations along the way, online and in several countries. In particular, we acknowledge Lwande Maqwelane and Phindile Sithole, who provided vignettes for Chapter 7. We also recognize the pioneering work of the late Tich Pesanayi, who established the boundary-crossing foundations of the social skills for ecosystem approach in the Alice case in collaboration with partners from the local economic development office, especially Passmore Dongi, and the Fort Cox Agricultural and Forestry Training Institute, especially but not limited to Chamu Matambo and Louise Madikiza, whose contributions are also acknowledged.

This book would not exist without the financial support of UK Research and Innovation and specifically the funding of the Global Challenges Research Fund (GCRF). As well as the initial funding, GCRF also provided additional support for the UK team in response to COVID-19. All three African chair teams also supported the project financially to cover staffing beyond the GCRF commitment, particularly to extend work on the project and then the book. We should acknowledge the role there of the UNESCO chair at Gulu, and the two South African Research Chairs Initiative chairs, at Rhodes and Wits, funded by the South African National Research Foundation. There were also a number of points where the project benefitted from additional support – for instance, around workshop organization, additional student support and conference attendance – from the partner chairs and centres. In addition, the Water Research Commission of South Africa contributed substantive funding that allowed for the work in the Alice case to develop over a six-year period. The Journal of Vocational Education and Training also provided funding that allowed us to cosponsor a conference in Gulu (discussed in Chapter 8) at which members of all the teams presented. Making the book open access was funded by the University of Nottingham, and we acknowledge Professor Robert Mokaya, Pro Vice Chancellor for Global Engagement, for facilitating this.

We have taken the conscious decision to author this book collectively. This was part of a deliberate attempt to move beyond research as extraction. While this was inevitably fallible as still located within the uneven political economy of the global knowledge production system, and our own human frailties, we committed to maximizing the ownership of the project by the wider team. We made early career researcher capacity development an explicit project goal while seeking to grow the whole team. A total of 20 team members were involved centrally in the project and form the collective authorship of this book. All 20 participated in design and case discussion workshops. Most visited both case countries, Uganda and South Africa (although COVID limited some planned travel), and about half of the African team visited England to present at conferences and attend workshops. Several of the less experienced members of the team have gone on to write journal articles based on parts of the project in which they were particularly involved, with support from more experienced colleagues.

Inevitably, contributions varied, as some had far more time to commit to the project, another hard to shift inequality. Eleven of the team were centrally involved as (co)leads of chapter writing and/or as editors. Nonetheless, we have written this as a monograph rather than an edited book as all chapters were extensively worked on by multiple members of the team and edited to cohere. Due to performativity pressures, however, we have named authors for each chapter. These are the team members who were most involved in drafting the chapters, although all have been read and edited collectively. We will return to a reflection on our process in an afterword.

Here, in alphabetical order, we acknowledge our co-authors:

  • Primo Adoye, Gulu University

  • Scovia Adrupio, Gulu University

  • Stephanie Allais, University of the Witwatersrand

  • Bonaventure Kyaligonja, Gulu University

  • Heila Lotz-Sisitka, Rhodes University

  • Simon McGrath, University of Nottingham and Nelson Mandela University (University of Glasgow from January 2022)

  • Luke Metelerkamp, Rhodes University

  • Palesa Molebatsi, University of the Witwatersrand

  • David Monk, Gulu University

  • Sidney Muhangi, Rhodes University

  • Kenneth Nyeko, Gulu University

  • David Ocan, Gulu University

  • George Openjuru, Gulu University

  • Maxwell Openjuru, Gulu University

  • Presha Ramsarup, University of the Witwatersrand and University of Nottingham

  • Glen Robbins, Toyota Wessels Institute of Manufacturing Studies

  • Jo-Anna Russon, University of Nottingham

  • Themba Tshabalala, University of the Witwatersrand

  • Volker Wedekind, University of Nottingham and University of the Witwatersrand

  • Jacques Zeelen, Gulu University and University of Groningen

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