Resources

Microcredentials for youth and work

This report examines the value of alternative learning opportunities that lead to microcredentials, with a focus on youth, as a flexible and cost-effective way of acquiring skills and validating competencies to enhance signalling mechanisms among jobseekers and workers. It provides an analysis of the current global debate on microcredentials, including their benefits, challenges and potential impact on the labour market. Based on four illustrative cases — from a national system in India to sectoral use in health, private sector engagement by Microsoft and a platform-led approach through UNICEF’s Yoma — the report highlights the usage of microcredentials by governments, companies, international organisations and non-profit actors. The report offers policy recommendations aimed at improving the design, implementation and governance of microcredentials to better support youth transitions into decent work. This report is the culmination of a collective effort by the ILO and UNICEF, supported by the multi-stakeholder initiatives Decent Jobs for Youth and Generation Unlimited. The study benefited greatly from the experience and contributions of various governments, businesses, international organisations, and civil society organisations. JET's James Keevy, Kelly Shiohira, Patrick Molokwane, Lungelo Mthembu-Slater, Zaahedah Vally, Wamweni Shamambo, and Carla Pereira contributed to the report.

The State of Play of Microcredentials: Namibia

The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).

The State of Play of Microcredentials: Lesotho

The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).

JET Exchanges 5/2023: The Grade R Mathematics and Language Improvement Programme

The 5th JET Exchanges shares information about the Grade R Mathematics and Language Improvement Programme (MLIP) in which JET is a partner, describing the context in which the programme is being implemented before providing details on the programme itself. Foundational mathematics and literacy skills are premier issues in South African classrooms, both for learners as well as educators. South Africa has invested in several reading and mathematics interventions in the past years; however, setbacks like the COVID-19 pandemic rolled back progress that had been made. According to a background report by Spaull for the 2030 Reading Panel, If learning loss estimates are correct and SA does manage to get back onto the prepandemic improvement trajectory, it will still take 86 years from 2023 up to 2108 until all Grade 4 children can read for meaning in SA (Spaull, 2023, 8). Currently, 65% of learners lack the skills needed to progress in language and mathematics (Gauteng Education Development Trust, 2021, 7). Considering the challenging landscape for advancing effective mathematics and literacy interventions, the Grade R MLIP has led efforts toward improving outcomes in these areas for all schools in Gauteng Province offering Grade R from 2022 through 2024.

Ópinion Piece: The Bana Pele 2030 Roadmap ECD Leadership Summit

A response: Towards the Realisation of ECD in South Africa South Africa's ECD sector faces several significant challenges despite ongoing investments such as the DBE 2030 Strategy for ECD programmes and the Bana Pele ECD Registration Drive. Despite these efforts, high levels of child poverty are a pressing issue: As stated in the South African Early Childhood Review 2024, there are nearly 7 million children under the age of 6 years in South Africa, 70% of whom live below the poverty line, emphasising the need for affordable and accessible ECD services to support children’s development. An opinion piece by JET ECD Research Officer, Nkhensani Baloyi.

Unlocking High-Quality Teaching

In an era defined by rapid innovation and constant change, it is tempting to focus on the latest trends or technologies that promise transformative change. However, refining existing teaching practices by closely examining the current realities of classrooms can be a powerful – and even potentially safer – approach to addressing stagnating student achievement, as seen across PISA participating countries. Further understanding the nature of teaching is critical, as no other factor within schools has a greater impact on students' academic success and overall achievement than the quality of teaching.

TICZA Community of Practice (CoPs) 2024: Integrated Report

The TICZA Community of Practice (CoP) is a programme element in the TICZA workstream ‘Sector- Wide Collaboration’. The purpose of this stream is to (i) deepen collaboration and knowledge sharing amongst stakeholders and implementing partners (IPs), leading to shared lessons and improved network relationships and partnerships among TICZA members; and (ii) develop shared resources that can be adapted and integrated into programme delivery to enhance system alignment. TICZA CoPs are a collaborative mechanism through which stakeholders share knowledge and practice, discuss key initial teacher education (ITE) issues and expand the evidence base on student- teacher internship models. CoP reports capture a range of inputs and shared insights which feed into the TICZA project; TICZA partners are expected to leverage and integrate these views into TICZA plans and workstreams.

Elisabeth Henning, Lyn Teixeira, Roelien Herholdt, Nozipho Motolo, Hanrie de Villiers. Presented at the South African Research Association for Early Childhood Education Conference, 2014.

Validation Report prepared by JET Education Services

Invitation: Parental Involvement

Reos Partners and JET Education Services are embarking on a process to combine their expertise to address systemic challenges in the education sector. Together, they have identified the potential lever of parental (or caregiver involvement)1 in education as an opportunity to significantly improve educational outcomes, particularly in the Foundation Phase of the child’s development.

Roelien Herholdt

PIRLS 2021 SA Preliminary highlights report

The Progress in International Reading Literacy study 2021 South African Preliminary highlights report

As the adoption of technologies like the IoT and other digital tools becomes widespread, the field of QA looks to be more challenged than it was in this new fascinating yet frightening world. Read more on how digital transformation is creating challenges in quality assurance and testing operations and what could be done:

The Politics of Improving Learning Outcomes in South Africa

Political economy and ideology are important determinants of educational development. The authors examine this in the South African context, using an approach which is in part dialogical, while paying special attention to the acquisition of foundational skills in the early grades. South Africa’s apartheid legacy, and the predominance of the upper secondary school-leaving certificate, shaped the policy discourse in ways that often marginalised the question of foundational skills.

Celebrating 30 years of thought leadership and quality services in the education sector in South Africa and on the continent. The JET 2022 Annual Meeting will showcase JET’s unique contribution to education research, implementation, and monitoring and evaluation over the past 30 years. Cheryl Carolus, a one-time JET Board member, will deliver the keynote address. Programme for the 6th October 2022 JET Annual meeting.

PSET CLOUD Digital Governance Advisory Note

The post-secondary education and training (PSET) sector is complex and involves a diverse range of role-players and stakeholders. JET Education Services and the Manufacturing, Engineering and Related Services Sector Education and Training Authority (merSETA), have published a Governance Advisory Note.

Reimagining our futures together: a new social contract for education

A UNESCO REPORT FROM THE INTERNATIONAL COMMISSION ON THE FUTURES OF EDUCATION

Research Bulletin on Post-School Education and Training (PSET)

The 10th edition of the Department of Higher Education and Training’s (DHET’s) annual Research Bulletin on Post-School Education and Training (PSET)

The objective of the Research Bulletin is to promote and share research findings on PSET. The Research Bulletin contains the following kinds of information: abstracts, summaries, and excerpts of completed or current research and evaluations; summaries of event proceedings; summaries of research practice; and statistics on post-school learning. The theme if this year’s Research Bulletin was on the Fourth Industrial Revolution (4IR); as linked to the 2019 DHET Research Colloquium on the 4IR and its implications for PSET.

Theme 7 Research Report: Putting the individual at the centre: The role of digital identity during the time of COVID-19

The purpose of this project has been to identify and understand examples of the use of self-sovereign identity (SSI) in education internationally, and to identify instances in which data ownership and control have been successfully decentralised.

Research Report Theme 4: COVID-19 lockdowns: can they help to govern the pandemic in Africa?

Education Researchers Respond to The COVID-19 Pandemic. The aim of analysis in this report is to develop a framework that helps to understand how governments have been responding to the COVID-19 attack on human societies. In the wake of the attack, government responses have become referred to as ‘lockdown’ strategies. A means of describing the intention of these lockdown strategies is through identifying what functions governments have been obliged to mobilise to meet the needs emerging from the COVID-19 attack on the health of citizens. The severity of the COVID-19 attack on health and government responses have impacted on almost all facets of the daily lives of citizens: in particular work, education, recreation and freedom of association.

Webinar on education for sustainable development (ESD) and COVID-19 in southern africa. Intersecting perspectives on why water, food, and livelihoods matter in transforming education for sustainable futures took place on the 20th May 2021, 10h00-12h00 SAST. Please download the webinar resources below.

REQUEST FOR PROPOSALS (RFP) to conduct a longitudinal developmental evaluation of the National Digital Ecosystem for Post -School Education and Training Programme. JET and the merSETA invite well-experienced independent service providers to submit proposals in line with the Terms of Reference below.

Researchers in Pursuit Compendium report: South Africa report on COVID-19’s impact on education offers key lessons

South Africa report on COVID-19’s impact on education offers key lessons. The Commonwealth Secretariat partnered with JET Education Services on the Commonwealth #ResearchersinPursuit Bootcamp. Findings and recommendations from the study have been published in a compendium report highlighting challenges such as gaps in early childhood development services, and disparities in digital literacy and access to internet and internet-enabled devices, which are key considerations in lockdown learning.

Research in a time of COVID-19: Lessons from Southern Africa

Synthesis Report of the #Openupyourthinking Researchers’ Challenge

SADC Researchers Challenge: Theme 1 report: ESD and COVID-19 in Southern Africa

Education for Sustainable Development and COVID-19 in Southern Africa: Intersecting perspectives on why water, food and livelihoods matter in transforming education for sustainable futures

Fake news about COVID-19: The impact on high school learners in southern Africa

SADC Researchers Challenges THEME 6: Curbing the spread of fake news in Southern Africa - what we can and cannot do: Final report

School Curriculum Mapping Report

Mapping curriculum frameworks and practices in Africa: creating baseline evidence (2022)

Towards a South African Teacher Induction Framework

The many challenges experienced by NQTs include assignment to poorly-disciplined, lowperforming and/or large classes, additional responsibilities, high teaching loads, and difficulty in accessing the staffroom culture (Tahir et al., 2014). As a result, many leave teaching after a few years for other jobs. Accordingly, in June 2018, JET Education Services (JET) was contracted by the Flemish Association for Development Cooperation and Technical Assistance (VVOB) and the DBE to undertake the research to develop a draft concept document on teacher induction.

The State of Play of Microcredentials: Mauritius

The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).

The State of Play of Microcredentials: Estonia

The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).

The State of Play of Microcredentials: Ireland

The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).

Conversations about teachers: Summary of fourth conversation

The Education Sector Committee of the National Committee for UNESCO, in collaboration with the Faculty of Education at the University of Johannesburg (UJ), the Library at UJ, and JET Education Services (JET) launched a series of conversations about teachers, involving a variety of stakeholders. The fourth conversation took place on the 17th of May 2023 and looked at 'What does it mean/take to be a good teacher?'

Infographic: Collaborative partnerships for collective impact on education outcomes

NASCEE Collaboration Project Output 4

Statistics on Post-School Education and Training in South Africa: 2022.

The Department of Higher Education and Training recently released its report statistics on Post-School Education and Training in South Africa in 2022. The 13th in the series, this extensive report provides valuable statistical information on various aspects of the PSET landscape, including student enrollment and completion and other performance data. Additionally, the report contains detailed statistics on staffing levels at PSET institutions, Workplace-Based Learning and financial data. Stakeholders are encouraged to make use of this report for effective planning, budget allocation, and reporting within the PSET system. The report is a critical resource for informed decision-making, strategic planning, budgeting and continuous improvement within the higher education and training sector.

JET Exchanges: Access to internet connectivity – the rights of learners in the post-COVID-19 era in Africa

This paper argues that connectivity has become a means for learners to enjoy their right to education, and in the times of COVID-19, has proven to be one of the determinants of learners’ access to education. In light of this, our view is that the right to education should be expanded to include access to connectivity.

JET Exchanges 3/2021: Parental involvement for school improvement: A South African perspective

This paper gives a brief introduction and background to parental and caregiver2 involvement in schools, particularly in rural schools in South Africa, through reviewing some of the literature on the subject. It also presents some suggestions on what can be done to improve parental involvement in rural schools. The intention of this paper is to stimulate discussion on this important aspect of school improvement.

JET Exchanges 4/2021: Effects of the COVID-19 pandemic on children: Learning and other losses

Our 4th JET Exchanges for 2021 provides an overview of what is known about learning losses during the COVID-19 pandemic. We also provide an overview of other, non-academic losses related to absences from school. Finally, we suggest what additional knowledge is required to begin recovering.

Agile Credentialing in a Post COVID-19 World

JET Education Services are delighted to announce their partnership with PrivySeal in providing Agile Credentialing Services.

PSET SCENARIOS 2021-2030

Reos Partners, in partnership with JET Education Services and the  Manufacturing, Engineering and Related Services Sector Education and Training Authority (merSETA), have published a guide on scenarios to align skills supply and demand through interoperable data platforms. The four scenarios offer alternative possible trajectories into the future as a provocation, inviting you to expand your ideas about how the current situation might evolve. We hope that doing so will help you discern what you may need to anticipate.

JET Education Services JETStreaming research capacity building programme for young graduates

Building social change agents in education research that contribute to the development and application of 21st century models for education that seek to reduce poverty and promote sustainable development.

Systemic School Improvement Interventions in South Africa: Some Practical Lessons from Development Practitioners

Some practical lessons from development practitioners

Exploring a Work-Based Values Approach in South African TVET Colleges to Improve Employability of Youth: Literature review

A literature review in which we consider an opportunity for systemic change from a perspective that, in our view, is largely under researched in South Africa as well as internationally: that of student, lecturer and employer values, specifically values related to working and workplaces.

Launching of the new qualifications for future-oriented TVET publications

K-12 AI curricula: a mapping of government-endorsed AI curricula

K-12 AI curricula: a mapping of government-endorsed AI curricula has been published

Kakuma field report

Education Interventions in Kakuma Refugee Camp: A place for modern technology? Field Report:

Presentation to the QQI conference The Digitalisation Agenda: Rethinking the role of qualifications and skills. Dublin, 24 October, 2017

JET Education Services (JET), in collaboration with the Manufacturing, Engineering, and Related Services Sector Education and Training Authority (merSETA), has initiated a programme (PSET CLOUD) that seeks to address the development of an integrated national digital ecosystem that is interoperable and can be used for effective skills planning and provisioning.

Leadership for Literacy: Exploring leadership practices in township and rural primary schools serving poor communities in South Africa

Final Report on the Case Study Schools, 9 April 2018

Learning and building back better

Learning and ‘Building Back Better’: An Early Research Response to the Impact of COVID-19 on South Africa’s Education System. by James Keevy, Zaahedah Vally, Andrew Paterson, Milisa Janda and Amina Osman

Lessons for Education from COVID‑19

A policy maker's handbook for more resilient systems by OECD

Save the Children South Africa: Levers of Change report

Bridging the Gap: Levers of Change scoping report. Breadth of skills and teacher development

Minding the data: protecting learners’ privacy and security

A new UNESCO publication has been released: Protecting learners' privacy and security

mzansi.citizensdatamatter

Reclaiming self-sovereignty for all South African citizens’ data by 2030 This paper consists of eight vignettes, followed by a concluding section. Each vignette has been contributed independently and they do not necessarily link to each other in a logical sequence. Four key questions do however run across the contributions: - How can the South African education and training system be reset in a way that allows it to leapfrog many of its contemporaries? - How can the key ideals of open, fair, and self-sovereignty be realised? - What developments are already in place that can be strengthened and combined? - What new governance models exist, and how can they be realised in the South African context? As authors we invite robust engagements with our contributions and trust that this paper will provide an important anchor point for discussions addressing unemployment in South Africa through the development of digital platforms. We strongly advocate that these discussions are underpinned by an awareness of and respect for individual data privacy rights, enhanced interoperability across data systems, and new thinking on the recognition of learning through digital credentialing.

Newsletter of the National Association of Social Change Entities in Education (NASCEE) @WORK

On 22 April 2020, a virtual meeting involving over 80 individuals gathered to hear first-hand from the Department of Basic Education the plans being put in place to support learners and teachers during the COVID-19 pandemic period.

New Publication: Widening Access to Higher Education

'Widening Access to Higher Education' has now published, our CEO James Keevy has co-authored a chapter titled: Credit and recognition in a more interoperable global context: Implications for data privacy, certification and the recognition of prior learning

UNEVOC

New Philanthropy and the Disruption of Global Education

The fourth edition of NORRAG Special Issue (NSI), published in April 2020, is entitled “New Philanthropy and the Disruption of Global Education.” NSI 04 aims to analyse the disruptive nature of “new philanthropy” and its role in the changing landscape of global education and development. Dr Rooksana Rajab contributed to the NSI 04 publication consisting of 31 articles which aim to highlight global and national experiences, as well as diverse perspectives on the role and function of new philanthropy in education. It seeks to expand the debate and foster dialogue, bridge the gap between theory and practice, as well as stimulate new research, advocacy and policy innovation in international education development.

Article for National Nutrition Week 9-16 October 2021

South African experience building capacity and supporting rapid evaluation

Due to the need for rapid evidence during the COVID19 pandemic, work on rapid evaluation was initiated in South Africa by a collaboration between the Western Cape Government (WCG) and the National Department of Planning, Monitoring, and Evaluation (DPME), which introduced rapid evaluation guidelines and training. This article presents two cases conducted by the government and highlights an initiative taken by the South African Monitoring and Evaluation Association (SAMEA) to support rapid evaluations for non-profit organizations (NPOs). Authored by: Moses Mashingaidze, Data Innovators; Ian Goldman, Nelson Mandela Scholl of Public Governance; and Eleanor Hazell, JET Education Services.

Fact Sheet: Why 21st Century Skills Matter? Rethinking Education for a Dynamic World

Education systems have long been positioned to provide individuals with the skills, knowledge and competencies society needs. However, as society in the 21st century is characterised by sweeping change happening every day, there is a need to rethink (1) the type of knowledge and competencies learners are leaving school with and (2) whether the schooling system is preparing learners with the tools they need to thrive in an ever-changing world.

BRIDGE Repository

A range of insights and best practices built up over Bridge Innovation in Learning's 14-year history, collated, and shared on the National Association of Social Change Entities in Education (NASCEE) website to support innovation and capacity building.

Conversations about teachers: Summary of sixth conversation

In collaboration with the University of Johannesburg and JET Education Services, the Education Sector Committee of the National Commission for UNESCO in South Africa hosted the 6th Conversations About Teachers webinar focusing on “The type of school leadership and management that is enabling good teaching and professional growth.”

All you need to know about ADHD

Attention-deficit hyperactive disorder (ADHD) is a pattern of behaviour in which a child shows levels of inattention, impulsivity or hyperactivity that are higher than in other children of the same age, setting and culture.

Amanuel Garza

Artificial Intelligence and Inclusion: Compendium of Promising Initiatives - prepared for Mobile Learning Week 2020 #MLW2020

"Kelly Shiohira, Gill Scott, James Keevy, Tadiwanashe Murahwi, with support from Tolika Sibiya and Teboho Makhoabenyane, from JET Education Services, a UNEVOC Centre based in South Africa, prepared the compendium of initiatives based on a selection of initiatives received as applicants to Mobile Learning Week (MLW) 2020".

In order to establish whether the integration of technology and the resulting "blended learning" approach is, in fact, resulting in instructional model change, the Clayton Christensen Institute undertook a survey study among a small sample of schools in Brazil, Malaysia and South Africa. The findings have been released in a report, “Blended beyond borders”.

Inequality remains pervasive in the South African education system. The COVID-19 pandemic has not only shown the fault lines, but is deepening them at an alarming rate, and in a manner that may take many more years to undo. In this contribution, based on findings fro our Researchers Bootcamp, we talk to the need to provide basic rights, as set out in the Freedom Charter, such as health, safety and nutrition, while we cast the net wider to consider aspects of data privacy, online learning and governance.

JET Bulletin May 2018: Standardised learner assessments in ‘affordable’ independent schools – perspectives from research and practice

JET Education Services (JET), in collaboration with four school operators and Old Mutual Alternative Investments’ Schools Fund, has been involved in the assessment of educational quality in affordable independent schools using standardised assessments. This work has led to a more developmental use of assessment, with some school operators using detailed analysis of the assessment data to inform their teaching practices.

Bulletin on the Colleges Improvement Project

Bulletin December 2018

Focus on school food gardens

Bulletin on the theme of teacher education and professionalisation.

Call for proposals: Rights@Work 4 Youth Guide

International Labour Organization (ILO) consultancy_Rights@Work 4 Youth Guide

Career guidance policy and practice in the pandemic

Results of a joint international survey June to August 2020

Change Management in TVET Colleges: Lessons Learnt from the Field of Practice

Lessons learnt from the field of practice

Accountability, capacity and trust to improve learning outcomes in South Africa

A Comparative case study report by Ehren, M.C.M., Paterson, A. and Baxter, J.

Consolidating research and comparing practice: What funders need to know for meaningful engagement with literacy in South Africa

Research Brief Kelly Shiohira

Conversations about teachers: Summary of second conversation

What type of pre-service teacher education do we need in South Africa and why? (04 Aug 2022). The Education Sector Committee of the National Committee for UNESCO, in collaboration with the Faculty of Education at the University of Johannesburg (UJ), the Library at UJ, and JET Education Services (JET) launched a series of conversations about teachers, involving a variety of stakeholders.

Conversations about teachers: Summary of third conversation

What type of development and support do teachers need across their lifespan as teachers? (01 Nov 2022) The Education Sector Committee of the National Committee for UNESCO, in collaboration with the Faculty of Education at the University of Johannesburg (UJ), the Library at UJ, and JET Education Services (JET) launched a series of conversations about teachers, involving a variety of stakeholders.

Uwase, J and Taylor, N. (2019). Paper prepared for the Mastercard Foundation Report: Secondary Education in Africa: Preparing Youth for the Future of Work.

Arinaitwe, JM, Taylor, N, Broadbent, E and Oloya, C. (2019). Paper prepared for the Mastercard Foundation Report: Secondary Education in Africa: Preparing Youth for the Future of Work.

Taylor, N and Robinson, N. (2019). Paper prepared for the Mastercard Foundation Report: Secondary Education in Africa: Preparing Youth for the Future of Work.

September J and Sedibe K. (1997). Johannesburg: Joint Education Trust.

Simkins C and Pereira C. (2005). Johannesburg: JET Education Services.

Taylor N. (2007). Also published as Chapter 29 IN: International Handbook of School Effectiveness and Improvement . Springer International Handbooks of Education , Vol. 17. Townsend, Tony (Ed.). Dordrecht: Springer.

Taylor N, Prinsloo C. (2005). Presentation to the Consortium for Research On School Quality seminar, April 2005

Infographic: Jala Peo A Collective Impact Initiative in South Africa

Output 1: This thought piece focuses on a successfully implemented collective impact initiative in South Africa, the Jala Peo Initiative.

TICZA Annual Report 2023

Teacher Internship Collaboration South Africa's (TICZA) Annual Report, December 2023

TICZA Community of Practice (CoP) series #14 Summary Report 5 June 2024

Mentorship in the context of Extended Student Teacher Internships (ESTIs)

TICZA Implementation Compendium Issue 2 2024

In 2015, various stakeholders joined efforts to design a pilot project that aimed to improve the quality of newly qualified teachers who studied through distance education. Save the Children South Africa (SCSA), in partnership with key stakeholders, designed and implemented the District Based Teacher Recruitment Strategy (DBTRS) project in the Thabo Mofutsanyana Education District (TMED) of the Free State.

TICZA Digest

Practice & Research Digest: This compilation of short papers aims to present a reflective opportunity for the wide range of stakeholders and actors involved in TICZA as well as, more broadly, for the different actors involved in teacher internships in Africa and internationally. Editors: James Keevy, Judy Tate and Vanencia Chiloane

NSI 08 : The Education-Training-Work Continuums: Pathways to Socio-Professional Inclusion for Youth and Adults

New Publication NSI 08 : The Education-Training-Work Continuums: Pathways to Socio-Professional Inclusion for Youth and Adults

Comparative Skills Profiling Surveys and Assessment of Skills Recognition Opportunities Facilitating Refugees and Asylum Seekers’ Access to the Labour Market in South Africa and Zambia

This report forms part of the consultancy Comparative skills profiling surveys and assessment of skills recognition opportunities facilitating refugees and asylum seekers’ access to the labour market in South Africa and Zambia. JET Education Services was commissioned by the ILO and the UNHCR to undertake this consultancy, which forms part of the Southern Africa Migration Management (SAMM) project. The SAMM Project is funded by the EU and implemented by the ILO, the IOM, the UNODC and the UNHCR. Its overall objective is to improve migration management in the Southern Africa and Indian Ocean region and to contribute to achieving the 2030 Development Agenda1

Using co-creation to address monitoring and evaluation challenges: The experience of South Africa’s evaluation hackathon

In 2021, the South African Monitoring and Evaluation Association facilitated an evaluation hackathon that engaged diverse stakeholders in co-creation processes to develop practical solutions to address complex problems facing the monitoring and evaluation sector. The event catalysed broad-based ownership and enabled the South African Monitoring and Evaluation Association to coordinate the creative energy, commitment and resources of its members, government and other partners to achieve outcomes that would not be possible to achieve otherwise. The article analyses the co-creation approach adopted for the hackathon across four phases, namely initiation, process design/planning, co-design and development and application/follow-up. A retrospective analysis of the process and results identified eight key elements that enabled or impeded the successful completion of hackathon outputs and their conversion into useful products. These elements are facilitative leadership, purposive stakeholder selection, a well-delimited task, preparation, process facilitation, a valued product, voluntary contributions and further capacity. The lessons learnt provide useful insight for future efforts to generate localised, contextualised responses to evaluation problems.

ILO JLMP Priority study on Barriers to Labour Mobility in the African Leather Industry

The research study on Barriers to Effective Labour Mobility in the African Leather Industry has been published. The study conducted by the International Labour Organization (ILO) Joint Labour Migration Programme (JLMP) Priority in 2021 and published by JLMP Action in 2024 aims to identify and analyse the barriers to effective labour mobility within the African leather industry. This report assesses the challenges faced by migrant workers and explores opportunities for enhancing labour mobility through recognition of prior learning (RPL) interventions. By examining case studies from various countries, including South Africa and Kenya, the study provides valuable insights and policy implications that seek to improve the employment conditions and rights of low-skilled migrant workers in the sector. This report was commissioned by the ILO and produced by JET Education Services researchers: Andrew Paterson, Hazel Mugo, Hoosen Rasool, Zaahedah Vally, Zahraa McDonald, Patrick Molokwane, Katherine Morris and James Keevy.

Dynamics of middle tier support in the South African education system: contextual and institutional influences

This research, undertaken by JET Education Services, forms part of broader work being conducted by the Learning Generation Initiative (LGI) to help address the gaps in evidence on how a stronger middle tier can positively influence education outcomes, including teaching and learning. This research seeks to address the specific gaps outlined above by providing new evidence and insights from the South African education system. The research explored the challenges and innovations in middle-tier professional’s practices in education management and instructional leadership as well as the institutional factors that frame how the middle tier undertake these responsibilities. Contextual factors were explicitly investigated to better understand how they interact with institutional issues to impact middle-tier effectiveness.

Youth and changing realities: rethinking post-basic education in sub-Saharan Africa

Publication on youth and changing realities: rethinking post-basic education in sub-Saharan Africa has been released by UNESCO.

SDU UCT Annual Report 2023

The Schools Development Unit has once again excelled in delivering its mandate of working with teachers and learners to improve teaching and learning within schools. The SDU has been responsible for implementing a diverse range of projects and programmes during 2023. Our teams have continued to work collaboratively with UCT’s School of Education staff, enabling expertise to be shared at the highest level. This has ensured that the Unit remains at the forefront of delivering quality training and support for teachers and learners. Our social responsiveness programmes, 100UP and the School Improvement Initiative (SII), continue to be beacons of hope for our learners and school communities. These programmes provide the best possible opportunities for schools to become centres of excellence, and, in the case of 100UP, for learners to be supported, academically and psychosocially, in accessing study opportunities at higher education institutions. Both programmes strengthen UCT’s commitment to transformation, diversity and community engagement. The Grade R Mathematics Project is currently being implemented in Gauteng, in which the SDU has been working in close collaboration with the Gauteng Department of Education and JET Education services. This project has placed the SDU at the forefront of delivering quality Early Childhood Development (ECD) training courses. As this sector becomes increasingly critical in the cognitive and psychosocial development of grade R-3 learners, the SDU is currently expanding this programme, in collaboration with various partners, to offer more innovative ways of training our ECD teachers. The theme for this Annual Report is Changing schools for good.

Programme for the Workshop on Accountability and Trust on the 24 October 2022, 13h00-14h30

TVET delivery: providing innovative solutions

by James Keevy, KellyShiohira, Raymond Matlala and Patrick Molokwane. Volume 3 of 'New qualifications and competencies for future-oriented TVET'

Understanding the impact of artificial intelligence on skills development

Artificial intelligence has produced new teaching and learning solutions that are now undergoing testing in different contexts. In addition to its impact on the education sector, AI is substantially altering labour markets, industrial services, agriculture processes, value chains and the organization of workplaces in particular. Technical and vocational education and training (TVET) contributes to sustainable development by fostering employment, decent work and lifelong learning. However, the effectiveness of a TVET system depends on its links and relevance to the labour market. As one of the major drivers of change, there is a need to better understand the impact of AI on labour markets, and consequently on TVET systems. In certain middle- and higher-income societies, artificial intelligence is already deeply immersed in legislation and governance, policy, state expenditure, the private sector and national economies. In these cases, TVET institutions are presiding over the ‘hollowing out’ of intermediate level skills and the direct integration of AI into education and training. Contrastingly, many TVET institutions have yet to form meaningful or robust responses to technological shifts. Regardless of context, all TVET institutions should develop an understanding of the current and future importance of AI and begin to incorporate its use into their planning. Forward thinking and, where possible, pre-emptive action, will put TVET institutions and their graduates in a position to thrive in the era of AI and contribute positively to economic, social, and individual development.

Unlocking the Power of Data

A review of the state of readiness of the post-school education and training sector in South Africa for enhanced data interoperability.

Grade R Mathematics and Language Improvement Programme Partners

Grade R Mathematics and Language Improvement Programme Partners

An op-ed by Zaahedah Vally

UNESCO-UNEVOC virtual conference: Artificial Intelligence in education and training

A considerable amount of attention has been placed on Artificial Intelligence, its impact on innovations in various sectors, and its implications for the transformation of the workforce and the labour market. Many of the professions that will most likely be affected by labour market transformations brought about by AI are linked with technical and vocational education and training. These changes mean that institutions must offer a changing set of skills – including digital and transversal skills – to students in order to ensure students’ continued employability. An education system which is responsive to labour market demands will incorporate AI both in its own systems and in the education and training provided to students. This report captures the outcomes of the virtual conference on the future of TVET teaching and learning that took place from 11 to 15 November 2019.

Visual perception worksheet vol 2

The visual perception worksheet vol 2 booklet is more difficult than the vol 1 visual perception worksheets.

The Evolving Role of 21st Century Education NGOs in South Africa - Challenges and Opportunities

Paper commissioned by the National Education Collaboration Trust (NECT) following the Education NGO Leadership Summit convened by the NECT in March 2016.

Skills recognition mechanisms for selected occupational profiles of migrant workers in Ethiopia, Kenya and South Africa

The ILO Country Office for Ethiopia, Djibouti, Somalia, Sudan and South Sudan, and for the Special Representative to the AU and the ECA, through its “Better Regional Migration Management” project financed by the United Kingdom’s Foreign, Commonwealth and Development Office (FCDO) carried out a feasibility study on skills recognition mechanisms for selected occupational profiles, namely, domestic work and welding. The analysis of the study focused on different economic contexts and labour migration governance mechanisms, namely the intra-regional migration corridor: Ethiopia-South Africa, and the free mobility within a regional economic community (IGAD), with emphasis on the Ethiopia-Kenya migration corridor.

Policy Insights: Models of Philanthropy in Education

Unveiling diverse approaches and perspectives on Philanthropy in Education with a new Policy Insights publication: M𝗼𝗱𝗲𝗹𝘀 𝗼𝗳 𝗣𝗵𝗶𝗹𝗮𝗻𝘁𝗵𝗿𝗼𝗽𝘆 𝗶𝗻 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 which encapsulates critical research findings from 39 experts from around the globe who participated in NORRAG’s Philanthropy in Education symposium series. James Keevy, JET CEO contributed a paper titled: Philanthropy in education in Africa: a space for learning and new forms of collaboration

Report by Nick Taylor, Thabo Mabogoane and Binaben Akoobhai on a research study commissioned by the Office of the Presidency and funded by GTZ. The purpose of the research was to investigate the link between school level learning and institutional practice. The study focused on school level practices in high schools, and measured learning outcomes by school mean performance on the annual national Senior Certificate examinations.

JET Education Services summarises some key points from President Cyril Ramaphosa's State of the Nation Address on 13 February 2020, Parliament South Africa.

Nick Taylor (August 2011)

Request for proposal (RFP): The development of a foundational taxonomy, coding schema and opportunities matching framework for MVP2 of the PSET CLOUD

Teacher professional standards for South Africa: The road to better performance, development and accountability?

Report based on two research papers written by Nick Taylor, Natasha Robinson and Jane Hofmeyr for JET Education Services.

This book chapter outlines the preparation and utilization of teachers in Sub-Saharan Africa. It occurs against the background of two related developments in schooling. First, regarding progress toward universal primary schooling, the United Nations has reported that the net enrolment rate in the developing regions of the world had reached 91% in 2015. In parallel with the expansion of access, there is a general disappointment in learning attainment. The argument that follows starts from the position that in order to optimize teacher capacity – a key determinant of school performance – the entire life cycle of the teacher should be considered, and the specificities of key nodes in the cycle elucidated in order to customize appropriate policies for each domain.

Osman, A & Keevy, J, eds. (2021). The impact of COVID-19 on education systems in the Commonwealth. Commonwealth Secretariat.

The Learning Passport: Research and Recommendations Report Making progress

Making progress possible: Improving the quality of education for vulnerable children everywhere

The potential of skills development and recognition for regulated labour mobility in the IGAD Region

Report published by the international Labour Organization

Research Infographic Theme 1: Education at Home

Researchers Bootcamp Theme 1: To study the home educational experiences of families during the lockdown in South Africa precipitated by the onset of COVID-19.

Research Report Theme 1: Education at Home

Education Researchers Respond to The COVID-19 Pandemic The main purpose of Theme 1 was to study the home educational experiences of families during the lockdown in South Africa precipitated by the onset of COVID-19. A subsidiary purpose was to provide young researchers with experience in conducting a qualitative investigation and to develop their skills in the relevant techniques.

Researchers Challenge: Theme 1 Infographic

Education for Sustainable Development and COVID-19 in Southern Africa. Intersecting perspectives on why water, food and livelihoods matter in transforming education for sustainable futures.

Theme 10 Research Infographic: Lessons on How Countries Manage Schooling During and After Disasters

Lessons on How Countries Manage Schooling During and After Disasters: A Study of Four Cases

Theme 10 Research Report: Lessons on How Countries Manage Schooling During and After Disasters

The study involves a review of literature on how education systems were managed during and after a disaster. Four cases were examined: natural disasters (tsunami and earthquake) in Indonesia and Haiti; civil conflicts in Rwanda, Sierra Leone and Libya and the Vuwani district in Limpopo, South Africa; a health pandemic (Ebola) in West Africa; and the COVID-19 education response globally and in South Africa. All four cases offer valuable insights and lessons for the education sector in South Africa when it comes to strategy, policy, planning and programming of responses for education continuity, preparation to exit the lockdown and for curriculum recovery.

Research Infographic Theme 11: Building Back Better- Teacher Choices in Action: A module to supplement "Teaching Practice' arrangements for 2020 and beyond

The purpose is to consider the impact of the the COVID-19 pandemic on Teaching Practice arrangements for pre-service teachers

Research Model Theme 11: Building Back Better- Teacher choices in action

Teacher choices in action: An enriching supplementary module for ‘Teaching Practice’ in 2020 and beyond

Research Report Theme 11: Building Back Better- Teacher choices in action: An enriching supplementary module for ‘Teaching Practice’ in 2020 and beyond

A group of teacher educators, drawn from a range of HEIs, have formulated a practice-focused module that can be used towards a partial fulfilment of Teaching Practice requirements. The module, called “Teacher Choices in Action” draws attention to an essential but often ignored dimension of student learning during their school-based placements. The module presents to students sets of choices that teachers need to make in every lesson they design and teach. These choices revolve around how teachers conceptualise and work with knowledge, how teachers work inclusively with learners and how teachers support learner engagement with the content.

Research Infographic Theme 12: Innovative finance for education during and after COVID-19

To make the case for introducing innovative finance mechanisms to support and fund the education sector during this crisis, and beyond.

Research Report Theme 12: Innovative finance for education during and after COVID-19

The COVID-19 pandemic has created an urgency for the development and use of innovative finance mechanisms to support the education sector. Innovative financing is an “approach to funding organisations, businesses and projects that optimises positive social, environmental and financial impact”

Theme 2 Research Infographic: A comparative study on the response of NPOs in education to the COVID-19 pandemic

To investigate how education non-profit organisations (NPOs), particularly but not only in South Africa, are responding to the COVID-19 crisis.

Theme 2 Research Report: A comparative study on the response of NPOs in education to the COVID-19 pandemic

Education Researchers Respond to The COVID-19 Pandemic. The main purpose of the research was to investigate how NPOs in education, as a valuable stakeholder group in the education ecosystem, were responding to the worldwide COVID-19 crisis, with an emphasis on those operating in South Africa. A secondary purpose was to make recommendations for long term changes essential for the future sustainability of NPOs.

Research Infographic Theme 3: The role of culture in alleviating the spread of COVID-19

As part of this research, we are interested in understanding the following: What role has culture played in affecting responses to the crisis by both governments and the governed? How have cultural practices been adapted in response to the spread of the pandemic? What means and avenues were leveraged to initiate social responses?

Research Report Theme 3: The role of culture in alleviating the spread of COVID-19

In the context of this research, culture is defined as the way of life, including the customs, beliefs, and traditions, of a particular group of people at a particular time. Culture also encompasses religion, food, art, fashion, language, patterns of work and leisure and social habits all learned through socialisation. Importantly, the education system in a country is representative of the prevailing culture in a specific context and entrenches a certain culture within society. Education systems are one of the crucial venues through which individuals engage society, and schools form avenues for cultural engagement as community institutions. Given the interconnected world that we live in, culture is a fluid concept that changes as our interactions progress.

Research Infographic Theme 4: COVID-19 lockdowns: can they help to govern the pandemic in Africa?

The study uses two frameworks to analyse the responses of a limited number of African and non-African countries, focusing on a few themes and lessons that may assist African governments. It develops a Government Counter COVID Intervention Framework and refers to the Oxford COVID-19 Government Response Tracker.

Theme 5 Research Infographic: Unlocking the Lockdown mindset and its untapped possibilities

To contribute to finding solutions to the pressures placed on education systems during times of crisis, by investigating the best mega-, meta- and micro-level education strategies.

Theme 5 Research Report: Unlocking the Lockdown mindset and its untapped possibilities

Education Researchers Respond to The COVID-19 Pandemic. This document reports the findings of (1) a desktop review on Grade R–12 and early childhood development (ECD) teaching and learning resources available for teachers, learners and parents; and (2) an online survey researching levels of access and engagement of teachers, learners and parents. This review forms part of a larger research project which aims to contribute meaningfully to finding solutions to the pressures being placed on education systems, by investigating the best mega-, meta- and microlevel education strategies that can be used during times of crisis.

Theme 6 Research Infographic: Ameliorating the Impact of Fake News on High School Learners during COVID-19

To investigate South African high school learners’ awareness of fake/false news during the COVID-19 lockdown, types of fake news, and the skills needed for distinguishing between false news and real news.

Theme 6 Research Report: Ameliorating the Impact of Fake News on High School Learners during COVID-19

Education Researchers Respond to The COVID-19 Pandemic. The primary purpose of Theme 6 (Fake news impacting school-age children [or targeting school-age children]: impacts on behaviour, risk, anxiety, and how to ameliorate) was to investigate high school learners’ awareness of fake or false news during the COVID-19 lockdown period in South Africa. A secondary purpose was to examine the types of fake news that exist and how each of these variously impacts on society. We also look at the skills needed in order to distinguish false news from real news. This document is a work in progress, and we hope that other contributions and further research will be undertaken in this field.

IS IT FAKE NEWS? Containing the spread of COVID-19 fake news and misinformation: A guide for South African high-schoolers

Theme 7 Infographic: Putting the individual at the centre: The role of digital identity during the time of COVID-19

Identify and understand examples of the use of self-sovereign identity (SSI) in education internationally, and instances in which data ownership and control have been successfully decentralised.

Research Infographic Theme 8: Governance & Management in Higher Education

Researchers Bootcamp Theme 8: To investigate how higher education institutions are managing the risks and impact of COVID-19.

Research Report Theme 8: Governance & Management in Higher Education

Education Researchers Respond to The COVID-19 Pandemic. The main purpose of this research project is to allow praxis to inform policy by outlining the courses of action that institutions are implementing in South Africa. While it is understood that the reality of each institution is unique, it is hoped that this project will highlight issues of governance and management during these times as we all continue to learn while the COVID-19 situation unfolds.

Theme 9 Research Report: Education, inequality and innovation in the time of COVID-19

In this paper we examine the effects of school closures amidst the pandemic, the effectiveness of remote learning and the possibility of remaking schooling in the South African context.

Teacher Internship Collaboration South Africa's (TICZA) Annual Report, December 2021

The Teacher Internship Collaboration South Africa (TICZA) stakeholder map

The Teacher Internship Collaboration South Africa (TICZA) Theory of Change (TOC)

A call for proposals for a service provider to developm a platform

JET and the merSETA seek to appoint a qualified and expert service provider to (i) develop an appropriate and up-to-date Enterprise Architecture (EA) within and for the merSETA that will provide reliable architecture information; and (ii) develop a realistic roadmap as well as a detailed and costed implementation and mitigation plan.

JET Education Services (JET) and the Manufacturing, Engineering and Related Services Sector Education and Training Authority (merSETA), have initiated a collaborative programme titled Post School Education and Training Collaboration and Learning Opportunities and Utilisation of Data (PSET CLOUD).

JET Theory of Change 2021

Towards a theory of change

Trialogue Business in Society Handbook 2020

The Trialogue Business in Society Handbook 2020 (23rd edition) looks at the effect of the pandemic and examines what the private sector and civil society are doing to augment the public sector’s response.

Towards a performance management framework for TVET lecturers in South Africa

This research is focused on enhancing the relationship between performance appraisal (PA) and continuing professional development (CPD) within the wider performance management of South African technical and vocational education and training (TVET) lecturers. It aims to address the country’s challenges in job creation and skills development by contributing to a well-aligned performance management and CPD system. Emphasising the importance of TVET lecturers in national human resource development (HRD), the research underscores the critical role of lecturers in shaping skilled graduates, thus contributing to economic growth, and advocates for a fair accountability process through PA in TVET colleges’ performance management systems.

The State of Play of Microcredentials: South Africa

The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).

The State of Play of Microcredentials: Belgium / Flanders

The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).

TICZA Implementation Compendium Issue 1 2024

TICZA (the Teacher Internship Collaboration South Africa) is a collective impact project designed to support mutually-reinforcing activities among discrete actors in the education sector related to initial teacher education. Collective impact as a concept is designed to address complex problems through the collaborative efforts of multiple stakeholders. In a collective impact project, emphasis is on alignment and partnership between government, private and third sector organisations that work towards shared goals and measure the same things. In order to ensure that shared goals are mutually understood and consistently measured, reaching consensus on terminology is an essential starting point. Given the complex and dynamic nature of teacher education, it should not be surprising that terminology may need to be adapted. Critically, though, all stakeholders in the collective impact project ought to be abreast of policy terminology. Moreover, where contestation arises amongst stakeholders in the collective impact project regarding concepts, existing policy should be deferred to and aligned with.

The TICZA Community of Practice (CoP) Series # 13 Summary Report: 20 February 2024

Sustainability and Scale in the Context of Extended-teacher Internships (ESTIs): Perspectives of Funders and Implementers.

A deep dive into governance mechanisms for interoperable digital platforms for work and learning

A PSET CLOUD publication, authored by: Rooksana Rajab and Simphiwe Ntuli

Adotevi, J and Taylor, N. (2019). Paper prepared for the Mastercard Foundation Report: Secondary Education in Africa: Preparing Youth for the Future of Work.

Creating Effective Schools

This book is the culmination of six years of work on the National School Effectiveness Study, a longitudinal research project that collected and analysed relevant school and home background data from 300 primary schools selected from all provinces except Gauteng.

DHET COS Evaluation - Workshop Final

Presented by Zulaika Brey from Trialogue at the Midterm Evaluation of the Centres of Specialisation (COS) Programme workshop, 15 October 2021

The PSET CLOUD DigiTrans 2022 conference report

The PSET CLOUD Digitrans 2022 Conference Report brought to you by the merSETA and its project partner, JET Education Services.

Employability and Learning Pathways in the Green Economy

In separate initiatives to test new models for increasing employability and skills in the Green Economy, the J.P. Morgan Foundation, Harambee Youth Employment Accelerator, along with, the Nedbank Foundation, National Business Initiative (NBI), Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), and the Institute of Plumbing South Africa, undertook interventions to leverage employment opportunities for young people and labour market mobility for those who were already working. This paper presents lessons from three of those interventions that can contribute towards developing a framework for entry and mobility within the Green Economy. Two of these programmes targeted unemployed youth, and one targeted employees in the plumbing sector, who did not have a formal sector-specific qualification. All three programmes used a combination of knowledge training and practical learning, with two of them offering a workplace learning component. Of the three programmes, the one without the workplace learning component showed the least desirable outcomes, with only 5 out of 25 being employed, according to a tracer study 6 months after the programme ended. Skills programmes that have a workplace learning component optimise the candidates readiness, and also the match between the candidates capacity, and occupational roles. It creates the opportunity for the industry itself to identify what skills are in demand. This kind of responsive and demand-driven training can enhance employability and entry into the labour market.

Keynote address delivered at Rhodes University PhD Symposium, July 2015 by Yvonne Reed, School of Education, University of the Witwatersrand. Presents an overview of findings from several research studies, including the Initial Teacher Education Research Project (ITERP).

Examining Successful Numeracy Programs: Evaluating learner mathematics outcomes in an RCT in South Africa

Presented at the Comparative and International Education Society (CIES) Washington on February 21, 2023. The Marko-D test is based on an empirically validated model of children’s progressive understanding of numerical concepts. The model was developed in Germany, based on theoretical suppositions and empirical data (Fritz, Ehlert & Leutner, 2018).In the model, the number concept is viewed as a requirement for the construction of arithmetical skills. These concepts gradually build upon each other, creating a continuum (or a pathway of learning progression) of increasing complexity (Henning, Ehlert, Balzer, Ragpot, Herholdt, & Fritz, 2019). This is in line with the South African school curriculum for the foundation phase (elementary school) which requires the development of basic number concepts. The Marko-D is a story-based, individually administered oral test, which provides diagnostic information regarding the child's number concept development (Herholdt, 2017), which in turn can be used to inform re-teaching, interventions and remediation. In 2022 JET, in collaboration with Bala Wande set out to expand the existing South African version of the Marko-D from the four language versions (English, Afrikaans, isiZulu and Sesotho) validated by the University of Johannesburg and published in 2019 (Henning, Ehlert, Balzer, Ragpot, Herholdt, & Fritz, 2019) include a Sepedi version. A second round of piloting was completed in the third term of 2022 in a sample of in excess of 1800 grade 1 learners. A Rasch analysis was carried out and the results were reported at the CIES conference in Washington DC on 21 February 2023 by Dr Ingrid Sapire who is the Head of Maths at Funda Wande, based at WITS University. A final pilot of the Sepedi version is planned for 2023 as well as expanding the validation process to include concurrent validation with the Hybrid EGMA used in the Bala Wande initiative.

Fact sheet of findings and recommendations

Injini commissioned JET Education Services to conduct an external evaluation of the Injini Africa’s EdTech Incubator programme. The goal of Injini is to improve education outcomes across Africa through supporting EdTech entrepreneurs with solutions that are evidenced-based, effective and scalable, and can address challenges of access and quality. This report presents the results of the external evaluation of Injini Africa’s EdTech Incubator programme, which was conducted from January to March 2019.

Joint Report by SSACI, JET Education Services and the NBI, March 2016

Joint Report by SSACI, JET Education Services and the NBI, March 2016

All you need to know about Fine Motor Development

The latest installment in the "All you need to know" series is the Fine motor development booklet which underlies and is correlated to many everyday and academic skills.

Paper Presented at the Wits School of Education Research Seminar, Staff Lounge

From eMpela to Project DROID: a review of two ICT4E initiatives in South Africa

Summary paper prepared for the UNESCO & ITU Mobile Learning Week: Skills for a connected world, 26-30 March 2018, Paris.

Getting schools working: Research and systemic school reform in South Africa

Taylor N., Muller, J., and Vinjevold, P. 2003. Getting schools working: Research and systemic school reform in South Africa. Pearson South Africa.

Global Trends 2040

Welcome to the 7th edition of the National Intelligence Council’s Global Trends report. Published every four years since 1997, Global Trends assesses the key trends and uncertainties that will shape the strategic environment during the next two decades.

ACQF Guideline 7: Monitoring and evaluation in the context of national qualifications frameworks and ACQF

This M&E Guideline is fundamental for development, implementation and review of NQFs and RQFs including the ACQF. The M&E Guideline is intended as a pragmatic conceptual reference and methodological guidance for NQF and Regional Qualifications Frameworks (RQF) implementers helping them develop and establish functional M&E systems.

ACQF Guideline 9: Innovation and technology in the context of national qualifications frameworks and ACQF

The key message of this document is that innovations and technology have a range of applications related to national and regional qualifications frameworks, credentials, and the recognition of learning, which can be leveraged to enhance government service delivery to constituents.

We present the impact on learner outcomes of a province-wide Grade R mathematics intervention (termed RMaths) in relation to theoretical frameworks established from a meta-evaluation of evaluations of education interventions in South Africa and a review of other meta-evaluation and synthesis studies. We compare the changes in Mathematics performance from baseline to end line, of learners in the intervention group (taught by R-Maths-trained teachers/practitioners) to the comparison group (learners in schools in the same districts, but whose teachers/practitioners had not yet received the R-Maths intervention). The intervention group performed 2.9 percentage points better than the comparison group over the whole Marko-D test of mathematical competencies, with a small effect size. The greatest effects on performance were from language of learning and teaching, and district. The R-Maths case indicates that a modified cascade model which includes some elements of Fleisch’s “educational triple cocktail” (structured learning materials, teacher training, and support) may be successful by working with, and through, department of education structures. Whether the effects are retained over time and if these effects can be replicated in different contexts is not yet known.

JET Exchanges: How can PISA for Schools be of use to South Africa?

On 5 November 2020, JET Education Services (JET) and the Organisation for Economic Co-operation and Development (OECD) co-hosted a seminar to explore the potential which the PISA for Schools project (OECD, 2020a) may hold for South Africa. The Programme for International Student Assessment (PISA), a programme of the OECD, is an internationally-benchmarked assessment which measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges. While PISA allows countries to measure the performance of a representative sample of schools against objective benchmarks and against those of other participating countries, PISA for Schools (PFS) enables individual schools to assess the strengths and weaknesses of their students in these subjects.

Hands on learning brief written by Roelien Herholdt.

ILO New Research reports on Apprenticeship

International Labour Organization (ILO) has releases new research reports on Apprenticeships under the Apprenticeship Development for Universal Lifelong Learning and Training (ADULT) project

Improving Grade R mathematics teaching in South Africa: Evidence from an impact evaluation of a province-wide intervention

Congratulations to Eleanor Hazell (JET Education), Garth Spencer-Smith (Kelello) and Nicky Roberts (Centre for Education Practice Research) on the publication of their article: Improving Grade R mathematics teaching in South Africa: Evidence from an impact evaluation of a province-wide intervention in the SAERA 2018 Conference Special Edition of the Journal of Education.

Fleisch B, Shindler J, Perry H. (2012). Who is out of school? Evidence from the Statistics South Africa Community Survey. International Journal of Educational Development 32 (2012) 529–536. (An earlier version of this paper was presented at the 10th UKFIET International Conference on Education and Development, 15–17 September 2009, New College, Oxford. Funding for the research project was provided by the National Research Foundation and CREATE, University of Sussex. The authors are exclusively responsible for the research presented in this paper).

A literature review funded by the Zenex Foundation and published by JET

Jala Peo "Plant a Seed" Newsletter: Issue 6 Term 1, 2021

The Jala Peo (“Plant the Seed”) Initiative is a vehicle for the promotion of nutrition education and school food and nutrition gardens active in 67 schools across three Provinces: the Free State, Limpopo and the Western Cape. The Initiative seeks to make sure every school has a thriving school food and nutrition garden and that all learners in South Africa understand how to produce and consume nutritious food. To do this, the Initiative has created Forums – multistakeholder partnerships of government departments, private sector, academia and NGOs to increase and direct investment and resources towards more effective agriculture and nutrition education.

Jala Peo "Plant a Seed" Newsletter: Issue 3 Term 1 2020

The Jala Peo (“Plant the Seed”) Initiative is a vehicle for the promotion of nutrition education and school food and nutrition gardens active in 67 schools across three Provinces: the Free State, Limpopo and the Western Cape. The Initiative seeks to make sure every school has a thriving school food and nutrition garden and that all learners in South Africa understand how to produce and consume nutritious food. To do this, the Initiative has created Forums – multistakeholder partnerships of government departments, private sector, academia and NGOs to increase and direct investment and resources towards more effective agriculture and nutrition education.

Jala Peo "Plant a Seed" Newsletter: Issue 4 Term 3 2020

The Jala Peo (“Plant the Seed”) Initiative is a vehicle for the promotion of nutrition education and school food and nutrition gardens active in 67 schools across three Provinces: the Free State, Limpopo and the Western Cape. The Initiative seeks to make sure every school has a thriving school food and nutrition garden and that all learners in South Africa understand how to produce and consume nutritious food. To do this, the Initiative has created Forums – multistakeholder partnerships of government departments, private sector, academia and NGOs to increase and direct investment and resources towards more effective agriculture and nutrition education.

The Jala Peo (“Plant the Seed”) Initiative is a vehicle for the promotion of nutrition education and school food and nutrition gardens active in 67 schools across three Provinces: the Free State, Limpopo and the Western Cape. Your school food and nutrition garden is a living thing. And just like you and me, it needs to be nurtured for it to grow. It needs to be planned for.

The Jala Peo (“Plant the Seed”) Initiative is a vehicle for the promotion of nutrition education and school food and nutrition gardens active in 67 schools across three Provinces: the Free State, Limpopo and the Western Cape. The Initiative seeks to make sure every school has a thriving school food and nutrition garden and that all learners in South Africa understand how to produce and consume nutritious food. To do this, the Initiative has created Forums – multistakeholder partnerships of government departments, private sector, academia and NGOs to increase and direct investment and resources towards more effective agriculture and nutrition education.

JET: 30 Years on a story of vision, courage and partnership Speech by Cheryl Carolus 6 October 2022

JET ANNUAL MEETING AND 30TH ANNIVERSARY CELEBRATION: 30 years behind us and looking towards the future

Bulletin March 2020

Capacity of government and communities to save lives: The role of education systems in responding to COVID-19 and other threats

Tracer Study of the Transition of Students from TVET Colleges to the Labour Market. South Africa

The supply of sustainable skills is central to economic growth and development in South Africa. The post-schooling sector is critical for the supply of these skills.

Enhancing Teacher Training through Innovative Distance and blended Learning Models: Insights, Collaborations, and Research

Two higher education institutions (HEIs) shared their models for the B.Ed. programme in initial teacher education (ITE), with inputs on online/blended learning. The discussion then explored how providers of extended student teacher internships (ESTIs) who offer diverse forms of wrap-around support to distance education students could partner with HEIs through activities related to the work integrated learning (WIL) component of the B.Ed. or in other capacities. The focus was also on the type of evidence required to show the value of the ESTI model and the work of the non-government organisation Implementing Partners (NGO IPs) in order to motivate for these partnerships or service offerings. This report is a summary of the discussions during the TICZA Community of Practice (CoP) Series COP #15 Summary Report: 3 October.

This contribution draws on a study visit to a number of American Community Colleges in the US in September 2014 as part of JET’s aim to contribute to the national and international debate on skills development and youth unemployment.

Change Management in TVET Colleges: Lessons Learnt from the Field of Practice

Published by JET Education Services edited by Andre Kraak, Andrew Paterson and Kedibone Boka

Exploring a Work-Based Values Approach in South African TVET Colleges to Improve Employability of Youth: Literature Review

Paterson, A., Keevy, J. & Boka, K. Johannesburg: JET Education Services. October 2017.

JET Bulletin August 2015: FOCUS: Improving students’ performance in TVET colleges

DHET PSET Research Repository

The Department of Higher Education and Training (the Department) and its entities undertake research to better understand their various sub-sectors, and identify challenges and opportunities in an effort to guide resource allocations.

Global report on teachers: addressing teacher shortages and transforming the profession

The 14th Policy Dialogue highlights the global teacher shortage and discusses ways to improve the attractiveness of the profession.

2023 DHET Research Colloquium

On making technical and vocational education and training colleges institutions of choice: Recommendations from the DHET TVET Research Programme.

Enhancing TVET through digital transformation in developing countries

Digital transformation is a complex process that with varying impacts across economic sectors. In the education and training sector, digital transformation in TVET can involve TVET operational systems (administration, finance, human resources, building infrastructure and maintenance, student registration, etc.); classroom delivery (learning management, instructional delivery methods, etc.); and the actual knowledge and skill component of the curriculum, for example by integrating productivity software such as word processors or spreadsheets into students’ learning outcomes. The integration of digital skills in the TVET curriculum allows learners to acquire the changing skills and knowledge (tacit and explicit) required to function in a digitalizing society, economy and labour market. Digital transformation in TVET is also transforming the dominant modalities of traditional face-to-face learning and teaching to involve multiple configurations of actors (learners, teachers and technologies/apps) in space and time (when, where, who, how). This means that digital transformation in TVET offers opportunities for teachers to reconsider their pedagogical assumptions, behaviours and relationships with students.

TICZA Annual Report 2022

TICZA Annual Report 2022

Journal of Vocational, Adult and Continuing Education and Training

The Journal of Vocational, Adult and Continuing Education and Training (JOVACET) recognises the need for critical engagement through studies in technical and vocational education and training (TVET) and adult and continuing education and training, and for encouraging critical scrutiny of this expansive knowledge area on the African continent.

Thought piece 2: Jala Peo – A collective impact initiative in South Africa

NASCEE Collaboration Project Output 3

Thought piece 1: Collaborative partnerships for collective impact on education outcomes

NASCEE Collaboration Project Output 2

National Plan for Post-School Education and Training (NPPSET)

The National Plan for Post-School Education and Training (NPPSET) 2021–2030 has been released. The NPPSET sets out a roadmap for implementing the policy vision of the White Paper for Post-School education and Training. The NPPSET sets out key system goals, objectives, outcomes and strategies aimed at achieving an integrated, coordinated, expanded, responsive, cooperative, quality, efficient, successful and articulated post-school education and training (PSET) system over the period 2021/2022 to 2029/2030.

CLOUD Connecting Leaders Online for University Digital Transformation - Issue 07

Transforming higher education for lifelong learning: How are micro-credentials evolving?

Teacher Demographics Policy Dialogue

How many teachers will retire by 2030?

Diphofa M. (1997). Johannesburg: Joint Education Trust.

Trialogue recently hosted a CSI forum which explored some of the ways to support teacher development. Attached, please find presentation from Dr. Nick Taylor representing JET Education titled Priorities for teacher development - What can corporate donors do? Trialogue publications, including the current edition of the Trialogue Business in Society Handbook, are available for complimentary download from ther website: https://trialogue.co.za/publications/

Nick Taylor writes: Obsession with pass rates a national folly

Bloch G, Darrell L, eds. (1995). Johannesburg: Joint Education Trust.

Buchler M and Ralphs A. (2000). Johannesburg: Joint Education Trust.

Bulletin No.11 June 2004

Focus on Workforce Development

Bulletin No.13 July 2005

Focus on Linking Learning to the World of Work

Bulletin No.14 April 2006

Focus on Improving Schooling

Bulletin No.15 September 2006

Focus on Challenges Across the Education Spectrum

Bulletin No.16 December 2006

An update on lead projects

Bulletin No.17 April 2007

Focus on Quality education for all

Bulletin No.18 December 2007

Focus on Improving Schooling

Bulletin No.19 April 2008

Focus on Whole school development and report on the Conference, “What works in School Development?”

Bulletin No.01 June 1995

Youth Development

Bulletin No.10 September 1999

Community-Higher Education Service Partnerships

Bulletin No.02 November 1995

Teacher Development

Bulletin No. 20 July 2008

Celebrating fifteen years

Bulletin No. 21 November 2008

Project overviews and common task assessments

Bulletin No.03 June 1996

Early Childhood Development

Bulletin No.04 September 1996

Adult Basic Education and Training

Bulletin No.05 November 1996

New Partnership Projects

Bulletin No.06 June 1997

New Partnership Projects in Progress

Bulletin No.07 October 1997

The Education Debate: Curriculum

Bulletin No.08 July 1998

Higher Education, Job Creation & Workforce Development

Bulletin No.09 November 1998

Educator Development & Support

Community Agency for Social Enquiry (CASE). and JET Education Services. (2007).

Roelien du Toit and Carla Pereira

Joint Education Trust (1995). Johannesburg: Joint Education Trust.

Jansen, J and Taylor, N. (2003). Geneva: World Bank.

December 2010

Presented at the BRIDGE Monitoring & Evaluation Colloquium, October 2013. Pat Sullivan.

Perold H. (1998). Johannesburg: Joint Education Trust.

Perold H and Omar R. (1997). Johannesburg: Joint Education Trust.

Roelien Herholdt Presented at the University of Johannesburg

Roberts J and Muller J, eds. (2002). Johannesburg: JET Education Services.

Roberts J. (2001). Johannesburg: JET Education Services.

Roberts J. (2002). Johannesburg: JET Education Services.

Sehoole, MT. (1996). Johannesburg: Joint Education Trust.

Taylor N. (2008). Boksburg, February 2008. Presentation to the JET conference What works in school development?

Paper presented to the 4th Sub-regional Conference on Assessment in Eduction, 26-30 June 2006 Taylor N. (2006). Hosted by UMALUSI.

Taylor N, Fleisch B, Shindler J. (2008). Background paper for the Fifteen Year Review of government business, commissioned by the Policy Unit, Office of the Presidency

Taylor N, Fleisch B, Shindler J. (2007).

Taylor N. (2007). Presentation to the Imbewu Programme Review Conference, Port Elizabeth, 25-28 June 2007

A Review commissioned by the National Planning Commission. Johannesburg: JET Education Services.

Keynote presentation on the occasion of the launch of the RESEP reports: “Binding Constraints in Education” and “Laying Firm Foundations: Getting Reading Right”, Stellenbosch Institute for Advanced Study, Stellenbosch University, 24 May 2016.

Presentation to the CSR in Education Conference, TSiBA Education, Cape Town, 21 November 2008

Taylor N, Pereira C. (2004). Johannesburg: JET Education Services.

Taylor N. (2009). Presentation to Governing Body Foundation, May 2009.

Taylor N. (2002). Johannesburg: JET Education Services. Paper presented to the National Consultation on School Development, Department of Education, 29 January 2002

Taylor N. (2001). Paper first presented to the international conference “Designing Education for the Learning Society”, SLO, Enschede, Netherlands, 5-8 November 2000, and repeated at the curriculum dialogue seminar, “What counts as worthwhile knowledge for the 21st century South African citizen?”, GICD, Johannesburg 14 February 2001. Johannesburg: JET Education Services.

Taylor N. (2001). Johannesburg: JET Education Services. Presentation to the New Millenium Business conference, Wits University Business School, 15 May 2001

Commisioned by JET Education Services. Johannesburg: JET

Roelien Herholdt, JET Education Services and Prof Elbie Henning, University of Johannesburg. Presented at the South African Research Association for Early Childhood Education Conference, 2014

Valla V. (1996). Johannesburg: Joint Education Trust

Vinjevold P. ed. (1996). Johannesburg: Joint Education Trust.

Vinjevold P, Roberts J. (1999). Johannesburg: Joint Education Trust.

A report commissioned by the National Planning Commission

Request for Proposal (RFP): The provision of a four-year (2023-2026) Early Childhood Development (ECD) project to be run in approximately 84 ECD sites participating in Phase 2 of the AASA Education Programme.

Request for Proposal (RFP): The provision of a four-year (2023-2026) Early Childhood Development (ECD) project to be run in approximately 84 ECD sites participating in Phase 2 of the AASA Education Programme.

African Continental Qualifications Framework (ACQF)

Skills and qualifications of the people in Africa are at the heart of African renaissance. Therefore, the African Continental Qualifications Framework (ACQF) is a vital policy of the African Union. Development of the ACQF is underway (2019-2022). The African Union Commission (AUC) is partnering with the European Union (EU), the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) and the European Training Foundation (ETF), in developing the African Continental Qualifications Framework (ACQF), a key output of the “Skills for Youth Employability Project” (SYEP). JET Education Services (JET), was appointed to undertake the first part of the AQCF development process, namely the mapping study of qualifications frameworks in Africa aligned to the African Union’s (AU) “Agenda 2063: The Africa We Want”. See the ACQF factsheet infographic.

Nick Taylor coauthored this article published in Research in Comparative and International Education

Towards the professionalisation of TVET lecturers

This report on the professionalisation of technical and vocational education and training (TVET) lecturers is the result of research undertaken by JET Education Services (JET) in 2021 and 2022 as part of a five-year TVET programme. In 2019, JET was appointed as part of a consortium of the University of the Western Cape (UWC) involved in the five-year TVET programme commissioned by the Department of Higher Education and Training (DHET) and the National Skills Fund (NSF).

Conversations about teachers: Summary of the fifth conversation

Stakeholders in education met On the 28th of August 2023, the fifth series of conversations about teachers was hosted by the Education Sector Committee of the South African Commission (SA NATCOM) for UNESCO in collaboration with the faculty of education at the University of Johannesburg (UJ), the library at UJ and JET Education Services (JET). The discussion theme was, “Why are teachers important?”

Landscape analysis of the role of Language in Early Grades Mathematics teaching and learning in South Africa

y Anthony A Essien (Wits), Ingrid Sapire (Funda Wande, Wits), Nick Taylor (JET Education Services)

Towards a micro-credential country model for South Africa

Recognition of non-formal and informal skills for young people in Eastern and Southern Africa through the innovation of micro-credentials. Published by Unicef, Austrian Development Agency in collaboration with JET Education Services (J. Keevy and A. Paterson)

The innovation of micro-credentials

Enhancing the recognition of non-formal skills for young people in Eastern and Southern Africa

Towards a micro-credential country model for Uganda

Recognition of non-formal and informal skills for young people in Eastern and Southern Africa through the innovation of micro-credentials. Published by Unicef, Austrian Development Agency in collaboration with JET Education Services (D. Odongo and P. Molokwane)

Towards a micro-credential country model for Burundi

Recognition of non-formal and informal skills for young people in Eastern and Southern Africa through the innovation of micro-credentials. Published by Unicef, Austrian Development Agency in collaboration with JET Education Services (N.Niyiduhaye, A.Paterson, Z. Vally)

Conversations about teachers: Summary of the seventh conversation

In collaboration with the University of Johannesburg and JET Education Services, the Education Sector Committee of the National Commission for UNESCO in South Africa hosted the 7th Conversations About Teachers webinar focusing on “Factors that inhibit/support teacher wellness.”