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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.

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.

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.”

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

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

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

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.

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)

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)

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)