Tackling the disconnect between colleges and communities
Tackling the disconnect between colleges and communities Mail and Guardian
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The Power of Technical Vocational Education and Training (TVET) Colleges in Achieving Sustainable Development Goals
The past two decades have seen a raft of policy plans seeking to alleviate the pressures of youth unemployment and respond to the refrain of skills development in this cohort.
Youth Unemployment and Skills Development
- Young black people remain largely unemployed at a rate of 62.1% in the 15 to 24 year age cohort and 40.7% in the 25 to 34 year age group.
- Alarmingly, 36.1% of the 15 to 24 year age cohort are not in education, training or employment.
Disconnect between TVET Colleges and Local Economies
- Many local formal economies and labour markets in district and local municipalities remain under-developed and under-resourced.
- There is a disconnect and misalignment between colleges and the needs of local economies.
Strengthening TVET Colleges for Sustainable Development
- Intrinsically connect the local TVET college to the local economic growth sectors identified in the Integrated Development Plans (IDPs) of the district municipality.
- Ensure TVET offerings are relevant to the needs and challenges of local and provincial informal and formal economies.
- Enable local industries identified in local IDPs to rely on TVET colleges to graduate labor into those industries.
- Establish a more legislated relationship between district municipalities and TVET colleges to support the vision of IDPs.
Policies and Their Misalignment
- White Paper for Post-school Education and Training (2012)
- National Development Plan 2030
- National Infrastructure Plan 2050
- Massification of Skills Development Programme
- Annual budget and programme allocations by provincial governments for youth skills development
Illustrations of Misalignment
West Coast Municipal District:
- Identified fire and rescue, coastal management, and climate change in its IDP 2022-27.
- West Coast College programs have no direct connection to these areas.
City of Cape Town:
- The film industry contributes about R5 billion to the local economy with 35,000 jobs created.
- None of the three TVET colleges in the city offer courses in film and television production.
Immediate Steps for TVET Colleges
- Incrementally devolve higher education TVET mandates to provinces and local governments.
- Re-imagine TVET courses to service the economic, environmental, and social demands of municipalities, local economies, and industries.
- Expand campuses and colleges to rural areas to provide post-schooling options for young people.
The TVET landscape has the potential to contribute to the achievement of Sustainable Development Goals by aligning education with the labor market and the needs of local economies. By strengthening the connection between TVET colleges and local economic growth sectors, relevant skills can be developed to support sustainable development at the local level. It is crucial to ensure that all young people have access to quality education and training that prepares them for active citizenship and employment in a just and fair labor market.
Author: Helga Jansen-Daugbjerg
Source: MG.co.za
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university | – Percentage of young people enrolled in technical vocational education and training (TVET) colleges – Relevance of TVET offerings to the needs and challenges of local and provincial economies |
| SDG 8: Decent Work and Economic Growth | 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training | – Percentage of young people in the 15 to 24 year age cohort not in education, training, or employment – Unemployment rates among young black people in the 15 to 24 year age cohort and 25 to 34 year age group |
| SDG 9: Industry, Innovation, and Infrastructure | 9.2: Promote inclusive and sustainable industrialization and, by 2030, significantly raise industry’s share of employment and gross domestic product, in line with national circumstances, and double its share in least developed countries | – Graduation of labor from TVET colleges into local industries identified in local Integrated Development Plans (IDPs) |
| SDG 11: Sustainable Cities and Communities | 11.3: By 2030, enhance inclusive and sustainable urbanization and capacity for participatory, integrated, and sustainable human settlement planning and management in all countries | – Alignment of TVET offerings with the needs and challenges of local and provincial informal and formal economies |
| SDG 13: Climate Action | 13.3: Improve education, awareness-raising, and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning | – Connection of TVET college offerings to climate change mitigation, disaster management, renewable energy transitions, biodiversity and coastal conservation management, oceans economy, and maritime trade |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
SDG 4: Quality Education
The article discusses the relevance of technical vocational education and training (TVET) colleges in addressing youth unemployment and skills development. This connects to SDG 4, which aims to ensure equal access to quality education for all.
SDG 8: Decent Work and Economic Growth
The article highlights the high rates of unemployment among young black people and the disconnect between education and labor markets. This aligns with SDG 8, which focuses on promoting decent work and economic growth.
SDG 9: Industry, Innovation, and Infrastructure
The article emphasizes the need for TVET colleges to align their offerings with the needs of local industries identified in Integrated Development Plans (IDPs). This relates to SDG 9, which aims to promote inclusive and sustainable industrialization.
SDG 11: Sustainable Cities and Communities
The article discusses the underdevelopment and under-resourcing of local economies and labor markets in district and local municipalities. This connects to SDG 11, which focuses on creating sustainable cities and communities.
SDG 13: Climate Action
The article mentions the disconnect between TVET college offerings and the needs of communities in addressing climate change and environmental degradation. This aligns with SDG 13, which aims to take urgent action to combat climate change and its impacts.
2. What specific targets under those SDGs can be identified based on the article’s content?
Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university
The article highlights the need for TVET colleges to provide relevant and affordable education to young people, addressing the issue of unequal access to quality education.
Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training
The article discusses the high rates of youth unemployment and the importance of connecting education with employment opportunities.
Target 9.2: Promote inclusive and sustainable industrialization and, by 2030, significantly raise industry’s share of employment and gross domestic product, in line with national circumstances, and double its share in least developed countries
The article emphasizes the need for TVET colleges to graduate labor into local industries identified in Integrated Development Plans (IDPs), promoting inclusive and sustainable industrialization.
Target 11.3: By 2030, enhance inclusive and sustainable urbanization and capacity for participatory, integrated, and sustainable human settlement planning and management in all countries
The article highlights the underdevelopment and under-resourcing of local economies and labor markets in district and local municipalities, emphasizing the need for inclusive and sustainable urbanization.
Target 13.3: Improve education, awareness-raising, and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning
The article mentions the disconnect between TVET college offerings and the needs of communities in addressing climate change and environmental degradation, highlighting the importance of improving education and awareness on climate action.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
The article mentions several indicators that can be used to measure progress towards the identified targets:
- Percentage of young people enrolled in technical vocational education and training (TVET) colleges
- Relevance of TVET offerings to the needs and challenges of local and provincial economies
- Percentage of young people in the 15 to 24 year age cohort not in education, training, or employment
- Unemployment rates among young black people in the 15 to 24 year age cohort and 25 to 34 year age group
- Graduation of labor from TVET colleges into local industries identified in Integrated Development Plans (IDPs)
- Alignment of TVET offerings with the needs and challenges of local and provincial informal and formal economies
- Connection of TVET college
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: mg.co.za
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