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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.

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.

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