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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: 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).

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).

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

NASCEE Collaboration Project Output 2

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

NASCEE Collaboration Project Output 3

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.

Infographic: Collaborative partnerships for collective impact on education outcomes

NASCEE Collaboration Project Output 4

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.

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.

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.