Theme: Global Employability and Internationalization

Botho University International Research Conference 2013 Report Theme: Global Employability and Internationalization

Gaborone, Botswana 25th -26th November, 2013

Contents 1. Acknowledgments ...... 3 2. Executive Summary: ...... 4 3. Introduction: ...... 6 4. Background:...... 6 i. Challenges and Opportunities ...... 6 ii. Internationalisation of Higher Education ...... 7 iii. Transnationalisation of Higher Education ...... 7 5. Conference Theme: ...... 8 1. Subtheme ...... 8 6. Objectives of the conference: ...... 8 7. SUMMARY OF CONFERENCE PROCEEDINGS: ...... 9 8. GENERAL OBSERVATIONS FROM THE CONFERENCE: ...... 11 9. Conclusions:...... 12 10. Lessons and Recommendations ...... 14 11. Conference Structure: ...... 14 12. British Council Conference Workshop: ...... 14 13. Teeside University Student Project Competition: ...... 14 14. Outstanding Challenges: ...... 15 15. Annexes ...... 16 i. The Programme:...... 16 ii. List of Participants ...... 24 iii. Opening Statements, Key Note Speeches and Concluding Remarks: ...... 26

Delegates sharing a light moment during the conference

Delegates singing the National Anthem

1. Acknowledgments

This report is based on a number of documents including the following: welcome Remarks made by the Vice Chancellor of Booth University, Ms. Sheela Ram, official Opening Remarks made by the High Commissioner, UK Embassy, Key Note Addresses by the Executive Secretary of the Tertiary education Council, Dr Patrick Molutsi and Mr. Lucky Mohai, Coordinator of the Botswana Education Hub, remarks made during panel sessions, the workshop organized by the British Council, parallel sessions and concluding remarks made by the Pro Vice Chancellor of Botho University, Mr Ravi Srinivasan.

I want to thank the Steering Committee of BUIRC 2013, conference participants and, particularly, the presenters, delegates, related Committees of the Conference, the Marketing Department and the Registration Team for their unwavering support, attendance, and contributions to this report. A note of appreciation is in order to thank the British Council, Botswana Education Hub, Teesside University, and all sponsors who contributed financially towards this conference.

Finally we are most grateful to Botho University staff members for the role they played to make this conference a reality. The content of this report, interpretations, conclusions, and recommendations do not necessarily represent those of any of the aforementioned individuals, or the positions of any of the aforementioned organisations. Minor changes have been made to the electronic version of the report since its publication.

2. Executive Summary:

Botho University Research Department organized and facilitated the Botho University International Research Conference 2013, which was held at Botho University Gaborone Campus on the 25ht and 26th November, 2013. The conference was designed to provide academics, professionals, research scholars, policy implementers and other stakeholders a special opportunity to deliberate on issues relating to global employability of graduates coming out of tertiary institutions and suggest practical feasible strategic decisions that higher education institutions must make to addressthis issue comprehensively. The conference also explored and established a platform for dialogue in relation toi ssues of relevance to the current curriculum being implemented by many higher education institutions internationally and some of issues that r3main unresolved relating to global employability of graduates. The conference addressed the importance of making a paradigm shift in terms of moving from “employee-oriented” curriculum to an “employer-oriented” curriculum

The two days conference was a historic event, as it was the first to be conducted on a wide-scale with representation from ten countries – USA, UK, Zambia, Canada, Mauritius, Nigeria, Liberia, South Africa, Finland and Zimbabwe. Participants exchanged ideas and challenged the current mindset of academics, administrators and policy makers to move away from the traditional university curriculum that was shaped and structured with the intentions and constraints of colonial administrations that wanted to establish very limited developmental universities that would serve the needs of colonial governments. The atmosphereduring the conference promoted positive ideas, while at the sametime acknowledged and addressed the obstacles for further success in the field of global employability.

Plenary Session chaired by Mrs. Kupe (L) from the Tertiary Education Council

Conference delegates posing for a photograph during the conference

3. Introduction:

In 2013 Botho University celebrated 16 years of supporting the Botswana economy by transforming the education scenario of Botswana as a multidisciplinary education provider through its faculties of business, education, computing, accounting and finance. The Tertiary Education Council awarded Botho University its “university status” in 2013 and with this recognition, Botho University became Botswana’s first home-grown private University. On the 17 June 2013, Botho University was awarded the BOS ISO 9001:2008 certification

Last year, the University has successfully hosted Botho University International Research Conferences, drawing together internationally-acclaimed academics, researchers and captains of industry, to deliberate on crucial and topical issues relating to the inescapable role of tertiary education plays in providing sustainable, practical and most viable alternatives that governments, employers, students and policy advisors worldwide should consider in their search and pursuance for relevant, dynamic and vibrant socio-economic development strategies, policies and options to keep up with the inevitable and growing demands of the global economy and community.

The Conference presented a special forum for the same audience that has traditionally graced its corridors to amalgamate and share thought-provoking ideas surrounding global employability and the internationalization of education. The Report summarises key points raised during the deliberations of the conference.

4. Background to the Conference:

The issue of graduate employability has taken center stage in higher education institutions because of the impact of globalization on higher education globally. “Employability is not the same as gaining a graduate job; rather it implies something about the necessary attributes and capacity of the graduate to function and be successful in a job and be able to move between jobs, thus remaining employable throughout their life.” Globalisationcan simply be defined as “…the flow of technology, economy, knowledge, people, values, ideas…across borders (Knight 1999 p.14).” Graduates and employers are searching for ways and means to take full advantage of the globalisation process. Many businesses view the “globalisation’ as a key driver for achieving business success, whether through achieving shareholder value, building sustainability or entering new markets.

i. Challenges and Opportunities The market for high-skilled graduates is increasingly global, presenting challenges and opportunities for both the potential employers and employees. Economic and technological changes are facilitating “internationalisation” and “de-territorialisation” of business, with many companies, large and small, moving aggressively into international operations and international personnel recruitment patterns. Global political leaders and chief executives of large corporations are challenging national expectations for the graduate workforce that is coming from higher education institutions throughout the world. As

6 employers’ requirements for their global workforce change, graduates and providers of higher education must adapt to prosper and remain relevant. Graduates must build global competence, through the efforts of their University, colleges and employers. What is clear also is the need for graduates to raise their academic aspirations for the global competencies that potential employers will invariably demand. If graduates cannot fulfill these expectations employers can and will recruit from outside their countries.

ii. Internationalisation of Higher Education Internationalisation is a key trend in higher education and opportunities to work or study abroad are certainly an important way to build global competence. Internationalisation of higher education refers to institutional arrangements set up by governments, universities and education agents that involve the delivery of higher education services in two or more countries. Universities enhance the international content of their programmes and course offerings and may require students to learn foreign languages so that they will be equipped to work in corporations, government agencies and other institutions that have transnational operations. Institutions may have Study Abroad programmes that take the form of:

iii. Transnationalisation of Higher Education Transnational education means educational services that extend beyond the borders of a single country. According to UNESCO, transnational education is broadly defined as education “in which the learners are located in a country different from that where the awarding institution is based” (UNESCO-CEPES, 2000). Following this, Huang (2007: 422) defines transnational higher education as involving “any cross-border or inter-regional higher education activities or services in a broad sense”, and where “its major form refers to the movement of educational programs and institutions from one country or region to another country or region either physically or virtually”. Many private and non- state sectors are venturing into higher education provision, thereby contributing to the proliferation of education institutions leading to various foreign degrees and academic credentials. Transnationalisation can take the form of franchised overseas academic programs (including online and distance-learning) or degrees, branch campuses, or private institutions modeled after overseas academic models. Ms. Sheela Ram Vice Chancellor, Botho University and the British High Commissioner during the Official opening of the BUIRC 2103

Delegates listening to presenters during plenary sessions

5. Conference Theme: Global Employability and Internationalisation

i. Subtheme  Subtheme1: Challenges and Opportunities of Global Employability  Subtheme2: Internationalisation and Transnationalisation of Higher Education  Subtheme3: Internationalisation and Transnationalisation in Multinational Businesses

6. Objectives of the conference:

The conference was a platform for delegates to: 1. Express their understanding and perspectives concerning the theme and sub-themes of the conference. 2. Discuss relevant academic and professional aspects of global employability. 3. Demonstrate their academic dexterity towards identifying viable solutions to the conference theme through the conference panel discussions, workshop, parallel sessions and personal dialogue. 4. Develop a better understanding of the role that the higher education institutions can play in the development of a university that produces a globally-employable graduate. 5. Explore options for further engagement in this theme with other likeminded stakeholders. 6. Demonstrate the importance of the conference theme to the global community. 7. Achieve a better understanding of the complexity and dynamics of this theme. 8. Enhance further engagement with policy makers and other academics internationally.

7. SUMMARY OF CONFERENCE PROCEEDINGS:

1. Botho University in collaboration with the British Council, Botswana held its 2nd International Research Conference on the theme “Global Employability and Internationalisation” on the 25th and 26thNovember, 2013 at Botho University, Gaborone, Botswana. 2. The Conference takes place annually to provide a special and unique forum for those responsible for policy formulation, research, curriculum development and implementation, academics, higher education administrators and board members of tertiary institutions to deliberate, debate, dialogue and interrogate issues relating to the mandate of their institutions which by and large is providing quality tertiary education and producing globally employable graduates. 3. The Conference was attended by about 350 delegates from African countries including: Botswana, Liberia, Mauritius, Nigeria, South Africa, Tanzania, Zambia and Zimbabwe. Canada and USA. 4. In addition to the presence of the above, the following tertiary institutions in Botswana were also represented: Ba Isago, Limkwoking, Institute of Development Studies, and sponsor who included the British Council, Teesside University (UK), Botswana Education Hub, 5. The main objective of the General Conference was to deliberate and scrutinize the alarming issue of graduate employability which is confronting African countries and to develop strategies for higher education institutions that will facilitate self-reforms needed to tackle this growing menace. 6. Another objective was to dialogue with each other in order to share knowledge and collaboratively negotiate and proffer models and solutions to stem the rising tide of graduate employability on the continent of Africa. 7. The official opening of the General Conference was performed by Executive Secretary of the Tertiary Education Council, Dr Patrick Molutsi. The Executive Secretary charged African tertiary institutions to ensure they produce graduates that are not good for employment by others only but who are ready and able to create employment themselves. 8. The Conference had two keynote speakers, four panel discussions and 24 parallel sessions. Other presentations were held to focus on the theme of the conference through the following three sub-themes:

Plenary session presenters, Rory Daly, Lancaster University, UK, Dr Bathsheba Mbongwe, Director, Internship Department, Ministry of Home Affairs and Priya, Lye Pro -Vice Chancellor, Development, Botho University

Prof Mbetu, Vice Chancellor, Venda University making his presentation during a plenary session.

Delegates listening to a presentation

8. GENERAL OBSERVATIONS FROM THE CONFERENCE:

All the 15 presentations comprising of 6 key note speeches and 9 plenary session speeches harnessing experiences and scenarios from over 12 different countries averred the following facts:

1. Education is a key engine of change and the prime mover of development in any society;

2. As knowledge becomes the intangible global currency, education would become the bedrock of economic and technological advancement of any nation.

3. That the quality of education, translating to acquisition of relevant skills, knowledge, abilities, work ethics, moral characters, and etiquettes is a major determinant of both local and global employability.

4. Higher education must therefore be able to equip graduates with skills, attitude and knowledge needed for graduate employability in all sectors of the economy, as well as being able to groom the students in entrepreneurial skills so that the graduates can become self- employed and also become employers of labor.

5. That in order to infuse relevant skills in students acceptable and required by specific companies, there would be need for collaboration and partnership, between institutions of higher learning, and industries, the Organized Private Sectors and International Development Partners. That students should undergo internships, industrial training in the specific industries to impact experiential knowledge in them even before graduation.

Prof Rodney Nelson from Carleton University, Canada making opening remarks on his plenary session contribution.

9. Conclusions:

1. The number of unemployed graduates in Africa is growing at an alarming rate and must be attended as a matter of urgency. 2. The industrial and commercial local and international that have traditional provided employment to graduates are shrinking rapidly and cannot be relied upon any more, demanding a major paradigm shift in the role of the universities as they prepare graduates for the world of work. 3. A definite disconnect exists between required skills and available skill as some of the acquired skills are not locally adoptable and utilizable as the skills were not developed with the local job content in perspective. 4. Higher education curricula appear not to be in resonance and consonance with the prevailing requirements of the 21st century technological, social and psychological requirements. 5. There is an increasing need for more committed, competent, motivated, teachers who are prepared to shift their mindset and pedagogy so that they prioritise entrepreneurial skills 6. There is an abysmallypoor funding situation of some African universities comparatively, to be able to acquire the appropriate infrastructure. 7. Some universities are giving the issue of global employability very low attention and are not ready to confront this issue with its requisite demands.

8. The social, political, educational and financial reforms are needed to substantially improve employability of graduates and creation of more jobs.

Delegates listening to a presenter during the BUIRC 2103

Delegates listening to a presentation during BUIRC 2013

10. Lessons and Recommendations

 The need for aggressive community engagements by higher education Institutions to be able to harvest indigenous knowledge which can be commercialized to create job positions.  Create synergy between the universities, and the industries in the regular review of the curricula to respond to changes in the job market.  The African higher education for graduate employability should be a collaborative effort amongst universities, governments and the Organized Private Sector.  Higher education must equip graduates with skills; attitude and knowledge needed for graduate employability by various agencies and organization and for graduates becoming self- employed and also as employers of labor themselves.

11. Conference Structure:

 Official opening  Key Note addresses  Panel discussions  Parallel presentations  Concluding remarks  Networking dinner

12. British Council Conference Workshop:

The British Council Representative from South Africa Mr. Remo Chipatiso presented a highly informative and instructive workshop which focused on the shortage of skilled labour in South Africa. Apparently the skills development challenges South Africa faces are complex and span across numerous industries and skill levels. The South African Government in partnership with the British Council had undertaken a number of initiatives, accompanied by relevant policy changes to address this issue and from the presentation, the results have been remarkable. The contents of the workshop have been included in the appendices.

13. Teeside University Student Project Competition:

There were twenty students from the Teesside final year students who had a chance of showing their projects during the conference. These twenty students were selected as having best projects from the total of 503 students who were doing the final year project. The delegates and the panelists managed to vote for the best three students during the two days of the conference and the first students will be going to UK in January 2014, to participate in the Expo Tees and Teesside University, UK.

14. Outstanding Challenges:

 It is evident that higher education institutions the world over face the mammoth task for producing globally employable graduates without the requisite technical, financial, material and infrastructural resources.  The current emphasis being placed on the need for soft skills by graduates to accompany their technical qualifications must of necessity be augmented with networking skills to enhance graduate employability  Higher education institutions are being challenged undoubtedly more than ever before to consider as a matter of urgency community engagement initiatives also in the process of seeking solutions to graduate employability.  Universities must convince policy makers in their quest to move the education curriculum into an “employer-focused” agenda because the shift in policies that must accompany that process.

15. Annexes

i. The Programme:

Botho University International Research Conference 2013

Skills for Employability Workshop in

Collaboration with British Council, Botswana

25th & 26th November 2013

Botho Education Park, Botho University, Botswana

2nd Annual Conference

Draft Program

Theme: Global Employability and Internationalisation

Sunday 24th Novermber 2013 13:00-19:30 International delegate arrivals DAY 1 Monday 25th November 2013 7:30-8:30 Registration

8:30-9:00 Welcome Remarks Sheela Raja Ram(Mrs.), Vice-Chancellor, Botho University Official Opening H. E. Nick Pyle, British High Commissioner, Gaborone 9:00-9:30 Keynote Dr. Patrick Molutsi, Executive Secretary, Tertiary Education Council, Botswana Panel Discussion Theme: Employability and Internationalization 9:30-10:30 Panelists:

Prof. Peter Mbati , Vice Chancellor, University of Venda, South Africa

Dr. Bathsheba Mbongwe , Director, Department of National Internship Programme, Ministry of Labour and Home Affairs, Botswana.

Mr. Rory Daly,Placements, Intership and Projects officer, The Management School, Lancaster University, UK

Mrs. Priya Iyer, Pro-Vice-Chancellor(Employability and Development),Botho University, Botswana

Moderator Mr. Ananth Ram, Pro-Vice Chancellor(Education and Quality), Botho University 10:30-10:45 Tea/ Coffee Break

10:45-13:15 Plenary Presentations

Prof. Samson A Ayanlaja, Vice-Chancellor , Crawford University, OGUN State, Nigeria Topic: Government Funding, Infrastructural Development And Effective Teaching As Determinants Of Global Employability: The Nigeria Situation

Dr. Evelyn Chiyevo Garwe, Deputy Chief Executive Officer, Zimbabwe Council for Higher Education, Harare, Zimbabwe Topic: Holistic Initiatives for Enhancing Graduate Employability – the Zimbabwean experience

Dr. Mark Lejk, Education Consultant, UK. Topic: “Meta-teaching”: How to prepare tutors to prepare students for global 17

employability

Prof. Idowu Biao, Professor of Lifelong learning, University of Botswana, Botswana Topic: Higher Education and Employment Creation through Community Engagement within the African space

Moderator(s): Mrs. Helen B Kupe, TEC/Mr. G D Ramaraju, Botho University 13:00-14:00 Lunch Break

14:00-17:00 Skills for Employability Workshop Facilitor: Mr. Remo Chipatiso, Head of Education and Society, British Council, South Africa

Moderator: Ms. Nobantu Kalake, British Council, Botswana 17:00-17:30 Tea/Coffee Break and Day two announcements by BUIRC2013 Steering Committee

19:00-21:00 Network Event & Dinner

DAY 2 Tuesday 26th November 2013

8:00-8:30 Keynote Mr. Lucky Moahi, Coordinator, Botswana Education Hub, Ministry of Education and Skills Development, Botswana

8:30-10:30 Plenary Presentations

Dr Gabriel Faimau, Lecturer, Department of Sociology, University of Botswana, Botswan Topic: EDUCATION, LABOUR MARKET AND THE “USEM” MODEL OF EMPLOYABILITY

Prof. Jethro W.Brooks Jr., VicePresident Academic Affairs, Stella Marris Polytechnic, Liberia Topic: Harnessing Quality Education and Opportunities for Graduate Employability

Dr.Fomba Emmanuel Mbebeb, Senior Lecturer,University of Dschang, Cameroon Topic: Advancing a psychology of Global employability: developing psychological capital as a positive strenghth in employability enhancement.

Prof. Rodney Nelson, Professor, Faculty of Social Science, Carleton University, Canada Topic: Education and Economic Development: A Canadian Perspective

Dr. Peter Nkala, Director, Institute of Development Studies (IDS),National University of Science and Technology (NUST), Bulawayo, Zimbabwe Topic: An assessment of the impact of de-industrialisation on livelihood options in Bulawayo, Zimbabwe

Moderator(s): Prof. Samson A Ayanlaja, Crawford University/Dr. Morgen Chawawa, Botho University

10:30-10:45 Tea/Coffee Break 10:45-12:45 Parallel Sessions 1 12:45-13:45 Lunch Break 13:45-15:45 Parallel Sessions 2 15:45-16:00 Tea/Coffee Break 16:00-17:00 Traditional Dance/ Entertainment Show by Botho University Students

Conference closing remarks

Mr. Ravi Srinivasan, BUIRC2013 Steering Committee Chair

Botho University International Research Conference 2013 & Skills for Employability Workshop in Collaboration with British Council, Botswana 25th & 26th November 2013 Botho Education Park, Botho Theme: Global Employability and Internationalisation University, Botswana

2nd Annual Conference Draft Program-Parallel Sessions

DAY 2 Tuesday 26th November 2013 Parallel Session 1 Hall – 2 Hall – 1 Hall – 3 Moderator: Mr. Rajesh Moderator: Dr. Suresh S Moderator: Mr. Subramanian Botho University Dino Rajah Botho University Botho University

Internationalisati on of the Curriculum in Private Higher An Incorporation of Education Self-Assessment into Institutions in The Role of MOOCs in Transnational the Final Module Mark Botswana as a Higher Education in Enhancing Deeper Tool for Learning and Increasing Global 10:45-11:15 Dr. Eldonna L. May Employability Graduate Wayne State University Employability: A USA Mr. Sumburani Sigauke Case of Botho Mrs. Teressa Chikohora University Botho University

Francistown Mr. Norman Rudhumbu Botho University Gaborone Urban Youth The Social Networking Services: An Internationalisati Unemployment In Empirical Study On The Effects Of on of Higher Tanzania: Nature, Social Networks And Their Third Education And Challenges And Party Applications To User Security The Actualisation Consequences. And Privacy:A Socio-Technical Of Self Reliance

Perspective On Privacy And Security in Botswana’s 11:15- 11:45 Mr. Simon Peter Education Ngalomba Mr. Brighton Banda Philosophy University of Dar es Botho University Salaam Gaborone Dr. Jane Iloanya Tanzania Botho University

Gaborone

The Pivotal Role of Educational The role of blackboard Tertiary Institutions, Industry and in enhancing Education

Governments In Education For employability skills Curricula

Sustainable Development, Internationalisati 11:45-12:15 Challenges and Benefits. Ms. Tinny Tebogo on in Southern Baletlwa Africa: Its Impact 20

Mr. Simon Chirambira Ms. Randine Tjiriange on Global Botho University (Student) Employment Gaborone Botho University Opportunities/ Gaborone The Employability of Persons Living with Disabilities in Southern Africa: A Case of Zimbabwe.

Mr. Milton Gwakwa Reformed Church University Zimbabwe

The Case of Higher Education In Coaching for Post State Collapse Global Research into Cryptography and the Somalia: Experiences Employability: Academic Curriculum and Training And Trends Proposing Needs of Graduates for Global Workable Models Employability. Dr. Abdalla Ali Duh of Strategy and 12:15-12:45 University of Helsinki Coaching Mrs. Roselyn Kaondera-Shava Finland Botho University Puntland State Mr. V.S Nanduri Maun University, Garowe, PSYCOM

Puntland, Somalia Coaching Services & Research Gaborone 12:45-13:45 Lunch

Parallel Session 2 Hall – 2 Hall – 1 Hall – 3 Moderator: Moderator: Shiv Pal Moderator: Dr. Sammuel Chigoiro Botho University Jane Iloanya Botho University Botho University

Strenghtening the Higher Education The Importance of An Iterative Sector in an Era of Globalisation – the Students’ Self – Recap – 14:00-14:30 case of Mauritius Assessment and Evaluation Mrs. Shamim Ajaheb Peer – Assessment Coevolution. A

University of Mauritius Modern Teaching Mauritius Mr. Robert P Methodology In Machera Supporting Botho University Computer Gaborone Science Graduate Employability.

Mr. Ranganai Turugare Mrs. Mukai Turugare Botho University Francistown The Stakeholder Approach to Curriculum Globalization Of Development and Higher Education In its Role in Study of Perceptions among Botswana Zambia: Local Producing Accounting University Students and their Versus Globally Ability to Create Employment in the New International Needs Employable Global Economic Environment 14:30-15:00 Graduates for the

Mrs. Velenasi Financial Sector Mr.Clever Gumbo Mwale Munsanje In Botswana Botho University Evelyn Hone Gaborone College Mr. George Zambia Mukwapuna Botho University Maun

In insight into Interconnecting Leaning barriers Higher Education that impact on the and Employability Graduates’ in the Small The Impact of Entrepreneurship training Employability. Island Economy at Botho University Botswana of Mauritius Mrs. Teressa 15:00-15:30 Dr. Stanley Thuku Waithaka Chikohora Ms. Deepa Botho University Mrs. Arundhathi Golulsing Gaborone Thangeda University of Ms. Olebogeng Mauritius Gaonathebe(Stude Mauritius nt)

Botho University

Francistown

Implementing Double-Loop Learning Enhancing Strategies to Employability Create Through Sustainable Assessment And Online Classroom Delivery Attracting, Admitting And Teaching Learning At Higher International Students: The Case Of Environments Education University Of Dar Es Salaam, Tanzania , Foster Institutions In Critical 15:30-16:00 Botswana Mr. Simon Peter Ngalomba Thinking, and

University of Dar es Salaam Develop Mr. Sumburani Tanzania Entrepreneuri Sigauke al Initiatives Mrs. Shynet

Chivasa Dr. Eldonna L. Botho University May Francistown Wayne State

University USA

ii. List of Participants Name Surname/title

Delegate 240 Botswana 277 BOCODOL 1 Presenter 43 Cameroon 1 Botho University 215 Organiser 11 Canada 1 Botswana Education Hub 5 Liberia 1 British Council 4 294 Mauritius 2 British Council (SA) 1 Nigeria 1 British High commission 2 Botho University SA 1 Career Diversity 1 Reg. Stats Count Carleton University Somalia 1 1 (Canada) Crawford University BU Gaborone 193 Tanzania 1 1 (Nigeria) BU Evelyn Hone College 14 UK 2 1 Francistown (Zambia) BU 8 USA 1 FCTVE 2 Maun FM Radio KCR 106.2 Zambia 1 1 (Zimbabwe) Gabrone Technical Zimbabwe 4 2 215 College Grant Thornton 1 Conference (13 higher Education 1 Pass Count Countries) 294 Consultant (UK) IDM 1 Free Pass 286 IHS Lobatse 2 To be paid - 6 IHS Gaborone 2 Pula 2750 Paid Pula 2 IHS Serowe 2 2750 Lancaster University (UK) 1 Limkokwing University 14 294 Lusaka Close 1 Ministry of Labour& 1 Home Affairs Invites Count NIUST (Zimbabwe) 1 Phakalane Estates 1 PSYCOM Coaching Invited Guest 50 1 Services & Research Reformed Church 1

University (Zimbabwe) REWA 1 StellMarris Polytechnic 1 #REF!:circular (Leberia) TEC 8 TlowengColledge of 2 Education University of Botswana 5 University of Dar es 1 Salam (Tanzania) University of Dschang 1 (Cameroon) University of Helsinki 1 (Finland) University of Mauritius 2 (Mauritius) University of Venda (SA) 1 Wayne State Universuty 1 (USA) Wildlife Training 2 Institute Zimbabwe Council for Higher Education 1 (Zimbabwe) 294

iii. Opening Statements, Key Note Speeches and Concluding Remarks:

The Vice Chancellor of Botho University, Ms. Sheela Ram

A warm welcome to all of you to Botho University and a special welcome for our international visitors to Botswana. I am pleased to welcome you to the Botho University International Research Conference BUIRC-2013. This is the second international conference hosted by Botho University. BUIRC-2013 is hosted in collaboration with the British Council and we are indeed grateful to them for their generous support. We are also grateful to all our sponsors for supporting our endeavours. We are delighted with the overwhelming response to BUIRC-2013 with over 300 participants from 10 countries.

Ms. Sheela Ram, Vice Chancellor, Botho University welcoming delegates to BUIRC 2013

The BUIRC-2013 theme of Global Employability and Internationalisation has a great deal of relevance both in the global and national context. On the national front a lively discussion on this theme is timely as Botswana aspires to become a regional education hub. The global context is changing rapidly as emerging economies stake their claim on the international stage and there is a distinctive shift in where the jobs are actually being created. Africa is awakening as a continent as many of our nations join the list of emerging African economies.

The connected nature of global enterprises calls for increased cross border graduate mobility and these phenomena needs to be exploited by ensuring that university graduates have the requisite employability skills to deliver in an international arena. This gives rise to many questions:

 What are global employability skills?  Does internationalisation of university faculty, student body and curriculum support the development of global employability skills among graduates?  What role do policy makers and employers play?

Ms. Gotru Avanthi receiving a token of appreciation on behalf of the British High Commissioner, from the Ms. Aravinda Ram, the Deputy Pro Vice Chancellor, Administration and Stakeholder Relations, Botho University

Hopefully this conference will help us understand some of these issues and also create a community of scholars who could take this discussion forward towards implementation. We will also have the opportunity to hear some learner voices to build a better appreciation of student needs.

Please do get actively involved in the proceedings, as your contributions are important to find urgent solutions to the multi-faceted issue of global employability and internationalisation. I thank all our local and international presenters, panelists, moderators and members of the organising committees for making BUIRC-2013 a reality.

Best wishes

Sheela Raja Ram (Mrs.)

Vice-Chancellor, Botho University

RESEARCH FOR DEVELOPMENT AND CITIZEN EMPOWERMENT: THE DILEMMA OF THE AFRICAN UNIVERSITY - KEYNOTE ADDRESS FOR THE BOTHO UNIVERSITY INTERNATIONAL RESEARCH CONFERENCE (BUIRC) 2013 RESEARCH CONFERENCE By Patrick D. Molutsi, Ph.D., Executive Secretary, Tertiary Education Council, Gaborone, Botswana, November 25th 2013

“One of the commonest questions which the colonial education asked early primary school children were: What do you want to do when you grow up?” It was never:”What do you want to be when you grow up?” Not surprisingly the answers to the loaded question all pointed towards servitude – When I grow up I want to be a driver, a teacher, a messenger, and so on.” – All positions of subornation as “employees” never as “employers”. (Augustine MaruvaTirivangana, 2013). 1. It is my singular honour and privilege to deliver this keynote address to you distinguished delegates attending the 2013 Botho University International Research Annual Conference. Your presence at this auspicious event is an epic honour and will be highly cherished by all of us here at Botho University and Botswana as a whole. May I also express our most sincere appreciation for the time you have taken out of your busy schedules to attend our conference? 2. Distinguished delegates a Conference of this magnitude is a very important activity in the calendar of any university, as it affords all stakeholders a rare opportunity to deliberate on research mission which is one of the cornerstone function of any serious university. The

conference facilitates convergence of minds amongst scholars, researchers, academics, professionals, Government leaders, and other critical stakeholders. As members of the academic fraternity, we are humbled by the support you have rendered us with respect to this stupendous event. Through your attendance and wise contributions, you have not only proffered this annual event the appropriate profile, but we are confident you will also ensure that deliberations are accorded befitting priority by recipients of your proceedings and recommendations including by the organizers that is, Botho University management and all critical stakeholders in Botswana’s tertiary education system. 3. Ladies and gentlemen, we are very grateful to you, for the audios and resolute manner in which you will propel the Conference agenda for the inevitable benefit of the generality of the world community. Your visionary contributions are bound to enrich and elevate the academia in Botswana, the African continent and the world at large. We view this conference as our heritage and legacy to posterity to the extent that its proceedings will be kept as a record to be used in resolving some important issues that are bound to confront our universities, tertiary educations and our Nation in future. 4. Ladies and gentlemen we are gathered here for the next two days to reflect and discuss solutions to our development challenges in Africa. There is now a general consensus in all countries and regions of the world that “research” and properly designed research outputs are a critical factor in a nation’s development. It is further agreed in the case of the African continent, that we need to build into our research and development agenda some rich indigenous knowledge and skills of our people across the continent. African leaders have all come around through the New Partnership for Africa’s Development (NEPAD) that African society has some unique features that without their inclusion in the world of research and knowledge development, the world would not be complete.

5. It is further agreed that universities are critical in the success of both research for development and for the desired solutions for our development challenges. This is the basis of the concept of “Triple Helix” which speaks to the required strategic linkage between university-industry and government in development. However, there is a dilemma, in Africa, both the universities and African political leadership has failed to form a partnership for development.

6. The African university which was a frontline partner in the liberation struggle has been marginalized, starved of research funding and policy advice to African governments. African governments have a soft spot for foreign advisers and ignore or reject advice from the very

institutions which annually consume up to 25% of their annual budgets in higher education expenditures. As a result, Africa has become consumers of foreign knowledge which is generally oblivious of indigenous knowledge and skills. 7. The African university is also a failure in development. Not only is the African university failing to produce quality and relevant research and proffer required policy advice, but it has also turned itself into a political power centre of partisan politics. University professors have in many African countries ceased to be a community of ethical and professional scholars and scholarship but have become active members of ruling party and opposition parties opposing policies. Our professors have therefore little time for serious empirical and ethical research as they have resorted to journalist type research and radio/television commentaries. 8. As Tiringana so aptly points out in the opening quotation, our institutions of higher learning are continuing the colonial education of servitude- of employee mentality and not employer mentality among the learners. This is a failure of greater magnitude as we can no longer justify increasing tertiary learners who after graduation cannot contribute to advancement of their society.

9. I must complement Botho University for organizing this Conference on the theme of graduate skills and employability. This theme is most appropriate and its tabling can only improve on the teaching and learning at our universities and as well as helping universities to re-create their mandates. The African university needs to wake up to the new clarion call to go become its traditional role mission of teaching, research and community service. It needs to recognize that its mission is to be a “developmental university” providing not only its traditional role but serving governments, development agenda and solving problems which confront modern society. Below I attach a map of new roles expected of institutions of higher learning as well as the one should how little Africa is contributing to web information and knowledge compared to other continents. These two pieces of information should put us all to shame as African scholars and policy makers. 10. In conclusion, at the end of this conference, we have a sacred responsibility to ruminate over the recommendations and its proposed research strategies; move swiftly with vigor to implement and deploy the essential expertise that will facilitate the realization of our goals from our efforts and resources as would contribute to the National agenda as enshrined in Vision 2016. 11. It is evident from the conference programme that this conference has depicted a high skew in favor of international research scholars this time. This was done deliberately to enrich the 30

discourse, and take advantage of our international academicians whose collective experiences and insights will enrich our debates and hopefully yield a fruitful synthesis of recommendations for a future credible global employability agenda to be adopted by tertiary institutions the world over.

I thank you.

PULA! PULA! PULA!

Skills for Employability (South Africa) by Remo Chipatiso This presentation and paper was presented in the subtheme 1: Challenges and Opportunities of Global Employability 1. Introduction I would like to kick of this paper by capturing a couple of quotes from various institutions involved in skills development. Here is what some of them have said:

The McKinsey Global Institute June 2012 report, The world at work: Jobs, pay, and skills for 3.5 billion people, predicts a potential global shortage of 38 to 40 million high-skills workers in 2020 (13 percent of the demand for such workers) and 45 million middle-skills workers (15 percent of the demand). Low-skills workers will be in least demand at 10 percent, a shortage of 90 to 95 million1.

Ms Nobantu kalake – Country Representative of the British Council, Moderating the British Council Workshop on Skills for Employability (South Africa) - Workshop of Challenges and Opportunities of Global Employability

1American Society for Training and Development (2012). 32

Today, the strains on this market are becoming increasingly apparent. In advanced economies, demand for high-skill labor is now growing faster than supply, while demand for low-skill labor remains weak. Labor’s overall share of income, or the share of national income that goes to worker compensation, has fallen, and income inequality is growing as lower-skill workers — including 75 million young people —experience unemployment, underemployment, and stagnating wages2.

The shortage of skilled labour in South Africa is one of the most challenging socio-economic issues which need to be addressed. The skills development challenges South Africa faces are complex and span across numerous industries and skill levels3.

When one reads into the above there is clear evidence that there is a current Global, African as well as South African challenge which has the potential to become even worse as the years pass by if there is no appropriate response. There is an impending skills gap, however the question is what is skills gaps? It is important to comprehend what skills gap is without which no solution will be found. This is a challenge I leave with you as I try to tackle skills gap through British Council’s (BC) Skills for Employability (SfE) Project in South Africa (SA).

Remo Chipatiso - British Council Representative from South Africa making a presentation on Skills for Employability (South Africa) Challenges and

2 McKinsey Global Institute (June 2012). 3Deloitte: Skills Development, developing people for the future of Business

Opportunities of Global Employability

2. South African Context The South African government is giving skills shortages considerable attention however; skill shortages are still very real in South Africa today4. There have been a number of policy developments in South Africa pre and post 2009. The pre 2009 period is important because there was just one education department which was responsible for the whole system from basic education to tertiary education. The post 2009 period is also equally significant with the birth of two education departments, the Department for Basic Education (DBE) and the Department for Higher Education and Training. This response demonstrates that despite the efforts pre 2009 there were still lots of challenges and more big changes were necessary.

Despite a number of education reforms, like changes to the school curricula, the country still faces considerable skills shortages. The media highlight this regularly and it causes criticism from social partners like employer bodies, trade unions and the government. According to Bhorat, Meyer and Mlatsheni (2002), the Centre for Development and Enterprise (2007b) and Kraak (2008), there seems to be consensus that skills shortages are major obstacles to economic growth and job creation in South Africa5.

Pre and post 2009, key policy developments to date including the National Development Plan (NDP), the New Growth Path (NGP), Industrial Policy Action Plan (IPAP), Human Resource Development Strategy (HRDS), the National Skills Development Strategy (NSDS) III, National Skills Accord (NSA) and Green Paper on Post-school Education and Training (PSET) are looking to Further Education and Training (FET) colleges to spearhead a skills revolution in South Africa.

2.1 Pre 2009 The promulgation of the Skills Development Act (No. 98 of 1999) created an enabling institutional and regulatory framework for expanding strategic investment in education and

4Rasool, F., & Botha, C.J. SA Journal of Human Resource Management (July 2011) 5Rasool, F., & Botha, C.J. SA Journal of Human Resource Management (July 2011) 34

training across all economic sectors. This act led to the establishment of Sector Education and Training Authorities (SETAs), which representatives of organised labour and business manage, to promote skills development. The South African Qualifications Authority Act (No. 58 of 1995) created a national qualifications framework (NQF) to increase accessibility and portability to learners to improve their qualifications. The National Qualifications Framework Act (No. 67 of 2008) repealed this act. 2.2 Post 2009 The creation of the DHET presented new possibilities for a coherent and integrated education and training system through meaningful partnerships between FET colleges, universities, private providers, employers and SETAs. Most importantly, the establishment of DHET provides a common platform to build a shared vision of the new post school system and develop a coordinated response to the skills challenges facing South Africa. As mentioned earlier a number of policy developments are looking to FET colleges to spearhead a skills revolution in South Africa. The NGP recognises the need to expand access to FET colleges for one million students by 2014. This must be matched with improved placements into workplace training and enhanced responsiveness to labour market demand.

FET colleges are seen as playing a vital role in providing relevant post-school education and training to the youth aged between 18 and 24, of which there are currently about 3 million who are not in education, employment or training of any kind. It is critically important that this sector functions effectively and efficiently to meet critical skills shortages and that it is responsive to labour market needs. Yet arguably this sector remains fragile despite huge investments such as the recent recapitalisation programme. Post-school transition to employment for most young South African school leavers is difficult. Insufficient foundational skills, resulting from poor schooling and limited opportunities for post-school learning mean that the labour market is inaccessible for many African youth unable to compete for jobs. This situation is exacerbated by the lack of effective networks to provide access to workplaces. The

youth unemployment rate is 51%, more than twice the national unemployment rate of 25%, with 57% African youths unemployed6.

Youth unemployment requires urgent attention through innovative multipronged strategies such as direct state involvement (through the involvement of a number of government departments), public private partnerships, as well as the mobilisation of civil society. Creating a strong post school system that offers training opportunities to the youth by increasing their employability both in the formal and informal sectors could be one such strategy. DHET is putting great effort into strengthening and consolidating the post school education and training sector and in building the confidence of industry and the public in the capacity of FET colleges. DHET has initiated the development of a planning, performance, monitoring, evaluation and support system to FET colleges and SETAs. The Department has also prioritised: provision of quality programmes that are responsive to labour market needs; and the development of strong partnerships with public providers, employers and other social partners. Central to the success of this effort is the leadership role of DHET in providing strategic direction and ensuring coordination of efforts towards an integrated education and training system.

Despite these efforts, a lot still remains to be done if South Africa is to achieve inclusive economic growth and reduce unemployment and inequality. A joint effort between the United Kingdom and South Africa would provide an opportunity to address youth unemployment through sharing of experiences, drawing on local, regional and international best practice to find innovative solutions.

3. United Kingdom and South Africa 3.1 Background The United Kingdom (UK) and South Africa (SA) enjoy long standing cultural and historical relationships. A Joint Communiqué was signed at the 9th Ministerial bilateral forum between

6South African Institute of Race Relations (February, 2011).

the UK and SA in June 2011, following a State Visit by President Zuma to the UK in 2010 and also a visit by Minister Nzimande (Minister for DHET), in 2010. The communiqué proposed enhancements to the existing relationship between the two countries, set out ways to build sustainable and inclusive economies7. British Council’s Skills for Employability project was identified as a possible avenue to explore that.

3.2 Skills for Employability in South Africa SfE was borne out of the bilateral relationships between these two countries and set to build sustainable and inclusive economies recognized; “...the importance of education and skills to continuing prosperity and development of both their countries. Ministers agreed that the British Council and the South African Department of Higher Education and Training would collaborate on a project to address youth unemployment by developing skills for employability8.” The envisaged project would focus upon organizational links, strategic planning and policy dialogues, and include an international dimension to draw upon best practice from other emerging economies. The project would align with existing policies, strategies and initiatives led by DHET.

The approach will be underpinned by: . a vision of a skilled and capable workforce taking into account policies, strategies and initiatives already in place; . improving the quality of provision and enhancing responsiveness to the labour market; and . initiating and maintaining meaningful partnerships amongst public and private providers, employers, and other social partners.

7Skills for Employability Concept Note (October 2012)

89th Ministerial Bilateral Forum Joint Communique (June 2011)

Within this approach, the partners also identified areas to be implemented in the first year of the agreement. Over the lifetime of the programme the collaboration will move from dialogue and the sharing of experience to intervention which will result in demonstrable change. 3.3 Skills for Employability (SfE) Global Framework There are 7 outcomes that SfE seeks to achieve. This framework is loosely implemented by various countries and they hardly focus on all the outcomes. The global goal of SfE is to enhance UK leadership of, and shared learning from international education. This will be achieved through higher quality skills development including vocational and higher technical education and training, professional education and enterprise skills training that meets industry needs and helps young people prosper. Its purpose is to enhance quality of skills systemsby encouraging closer links between education, employers and policy makers in the UK and worldwide

The 7 outcomes are; . Active network of local and global employers, employer representative organisations and other skills stakeholders established . Improved knowledge and understanding of effective approaches to skills development . Young people better prepared for the world of work and enterprise . Increased understanding and recognition of the benefits of working internationally and how to do this effectively . New approaches to skills development implemented at institution/organisation level . Policy changes and/or new approaches to skills development implemented at national and/or system level . Higher quality skills development that meets industry needs

3.4 Alignment of UK and SA There are areas of wide commonality where South Africa’s vision of a skilled and capable workforce can be supported by the SfE project. Both SA and UK have a track record in addressing FET college reform at system and operational levels. From 2000-2004 the British Council collaborated with SA on the Tirisano Fellowship Programme which developed middle 38

management capacity in FET colleges. A number of today’s senior FET college managers in SA are products of this initiative. Several colleges have maintained links with the UK FE colleges that hosted the Fellows.

Both the similarities and differences in approaches to addressing post school challenges in the UK and in SA offer a unique platform for a combined effort to: . address the pressing challenge of youth unemployment where young people will have the skills needed, not just to support economic and social prosperity, but to tackle future international challenges; . create an effective and efficient FET college system that is responsive to the labour market where employers are actively involved in skills development; and . develop a common vision of an integrated post school system.

These elements provide another opportunity for both countries to share experiences and expertise and find sustainable solutions for achieving inclusive and stable economies. In addition the collaborative effort creates space for local, regional and international links in particular with emerging economies such as the BRICS countries.

3.5 Project Areas Identified The nature of the SfE response involved identification of key initial action areas, and the agreed ones spoke to commitment 2 and 8 of the National Skills Accord. Commitment 2 and 8 speaks of internship and placement opportunities in industry; and improving role and performance of FETs respectively. The identified approaches were as follows:

3.5.1 Association of Colleges South Africa (AoCSA) The first intervention, identified by Minister Nzimande, is the establishment of an Association of Colleges for South Africa (AoCSA). This would promote the effectiveness of South African FET colleges by creating an organisation to support the sector’s approaches to: teaching and learning; curriculum design and delivery; quality; working with employers; and engaging with local communities. Most importantly, the strategic thrust of the AoCSA will be to contribute to 39

building communities of trust amongst key role players, to help to develop a coherent and integrated post-school system. DHET’s efforts to create a college association in SA that can help deliver these objectives enlisted the support of the South African College Principals Organisation (SACPO) and the Further Education and Training (FETCEO), while the British Council would engage the interest of the Association of Colleges UK (AoCUK) in supporting this initiative.

3.5.2 Ministerial Roundtable Ministerial Roundtable with UK companies operating in South Africa was to be led by Minister Nzimande in order to engage UK companies in a discussion on how to align FE provision with the skills shortages experienced in the workplace. UK Trade and Investment (UKTI) had indicated their willingness to participate in this part of the project. Discussion with SA and UK companies operating in SA. Business to College engagement would include placement of FET learners in work place learning opportunities as well as workplace exposure of FET lecturers

3.5.3 Skills for Employability Dialogue for Joint Action The SfE Policy Dialogue for Joint Action in the first quarter of 2012 would be the first of a series of policy dialogue fora for policy makers, experts and a wider group of stakeholders to share knowledge and best practice, and to agree on effective further activity in the programme. The first policy dialogue will explore possible innovative interventions and identify priority themes of engagement for the future between the UK and SA, within the overall aim of combating youth unemployment and establishing an integrated post school education sector in line with DHET’s vision.

4. Critical Analysis for SfE in South Africa This section dwells into more details on what the initial plan was in relation to what was implemented. It also captures the processes that were followed in the development and implementation of project.

4.1 Partnerships 40

Getting the right people involved in this project was important for BC to ensure success of SfE. This was a realisation that BC made after a year struggling to get the project off the ground despite the fact that the project had been mentioned in the 9th UK-SA Ministerial Bilateral Forum. The first step was bringing National Business Initiative (NBI) as a consultant/partner in order to get access to other partners we needed on board. NBI has a strong reputation in the Skills sector and has strong links with companies, DHET as well as FET colleges so they were the right partner to have on board. With assistance of NBI key documents were developed and signed off by DHET notably the Concept Note. After this process the project then saw the establishment of a Project Steering Committee (PSC) chaired by BC which involves all the current major players in the project like DHET, NBI, BC and Mechanical Engineering and Related Services SETA (MerSETA). The PSC meets minimum once a month, however there have been more meetings in the earlier stages of project development.

4.1.1 DHET They are the custodians of the project and it wasn’t an easy process dealing with them. It took almost 2 years for the relationships to be developed even though naturally we knew we had to work together, as the joint communique had indicated. There are various reasons as to why BC this relationship took time to be developed and this can be a result of the following reasons . DHET was a fairly new department and putting policies and plans in place . Slow responsiveness by DHET . Political dynamics between the two countries in as much as there are bilateral relations can be a stumbling block as at times SA doesn’t seem to want to be noticed to be dealing with UK 4.1.2 National Business Initiative (NBI) NBI came on board to the project as consultants and partners. Since BC had not worked in this area before it involved NBI in the development of a concept note for this project. This concept note was then approved and signed off by DHET. NBI are quite experienced and have developed relationships in the post schooling sector in South Africa and that made life easier for SfE project. The nurturing of the BC and DHET relationships improved enormously with the involvement of NBI. The only challenge with the relationship with NBI was at times the difficulty 41

in classifying in one category. NBI’s involvement has been quite strong even in BC staff capacity development.

4.1.3 MerSETA MerSETA came on board and this has made a huge contribution to the project as they bring a number of important players on the table. They bring government, employers and colleges and it made sense for a SETA to be involved in the SfE project. MerSETA’s role has been growing as the project has progressed; they started off as the link to the colleges but have since developed an MOU with British Council and are currently co-funding on some elements of SfE. Involving MerSETA is critical as this gives the project sustainability, should BC pull out of the project. SETAs are able to distribute mandatory and discretionary funds that can support the skills development agenda of which SfE is part of.

4.1.4 United Kingdom Trade and Investment (UKTI) As members of the UK family in South Africa, it would make perfect sense to involve UKTI in this project as they are the link to the UK businesses in South Africa. This relationship hasn’t been successful mostly because of what BC and what UKTI’s agenda is. BC is interested in connecting the people of UK and overseas and creating opportunities for them while UKTI pursues hard core business interests. Despite the cultural approach a number of project by BC have ultimately led to business opportunities for the people of UK and overseas.

4.2 Project Areas Implemented so far This section captures what the project has achieved and implemented thus far.

4.2.1 Ministerial Round Table After the development of the Concept Note BC and UKTI organised a round table, where various players from DHET, FET colleges, SETAs and Industry were invited. This saw the sign off of the concept note involving a UK Secretary of State Dr. Vince Cable. This process was very important as it marked an agreed official road map. After this process the project delivery areas had been identified and agreed. 42

4.2.2 AoCSA The AoCSA was officially launched by the DHET Minister Dr Blade Nzimande on the 28th of April 2013. DHET enlisted the support of the South African College Principals Organisation (SACPO) and the Further Education and Training (FETCEO), while the British Council engaged the interest of the Association of Colleges UK (AoCUK) in supporting this initiative. AoCUK made available senior staff who gave input in the development of AoCSA. The founding documents were developed and parallels were also drawn for other countries around the world. DHET Minister Dr Blade Nzimande at the launch of AoCSA described

AoCSA provides an opportunity for an authoritative voice of FET colleges, based on credible analysis, research, advocacy and consultation on matters affecting the sector. BC has kept itself away from the day to day running of the AoCSA however is willing to engage with the organisation for possible links with AoCUK.

4.2.3 International Skills Partnerships The model of the international skills partnerships (ISP) looks at developing relationship centred on a college or consortium in UK and a college in the host country. These two partners will come up with a project proposal and then develop relationships with various players in the industry to support it. These are not college to college links but broader partnerships involving major players in the sector.

Currently the ISP in SA is being implemented in collaboration with MerSETA with a focus on the Automotive and Rail Infrastructure sectors. The initiative aims to create mutually beneficial projects including the following areas but not exclusively; employer engagement and apprenticeships, whole institution improvement strategies, exchanges between colleges, vocational teacher training and skills competitions. BC and MerSETA identified 5 SA FET Colleges which have existing contracts with the MerSETA for participation in this initiative. Six Expressions of Interest were received from UK College consortiums and after the selection process the SA and UK Colleges were matched as follows: 43

4.2.3.1 Eastcape Midlands College and Walsall College and Black County The partnership aims to develop a Bridging Programme’ to increase the progression of learners from level 2 to level 3 NCV and to support the development of Eastcape Midland College’s ‘Learning Company’ model. The Eastcape Midlands (ECM) has been progressing well as they have been pursuing a Memorandum of Understanding with Transnet and a Service Level agreement with the Energy and Water SETA. They already have a working relationship with VW who will be involved in this project. Walsall College visited EMC from 24th to 31st August to discuss the Learning Company Model and scope the Bridging Programme. They have already started working on the abridging course and they will explore the Learning Company Model when EMC visits UK. They are looking at implementing the abridging pilot course in January 2014.

4.2.3.2 GertSibandeand Highbury andNorth Hertfordshire College The partnership aims to develop and utilize appropriate information technology systems for both learning and management performance monitoring, which builds on a system already developed by the college to monitor teaching and learning practices. This partnership raised concerns in the beginning and was slightly behind in comparison to the others mentioned in this document. The implementation has now been finalised and the partnership is improving. The relationship between Highbury College, the British Council and the intermediary Sisonke Partnership appointed by Highbury required close attention in recent months in order to make the partnership work. Sisonke partnership’s involvement was complicating the ISP because they saw themselves as the overseers of the project yet they are supposed to be involved at the invitation of colleges as a partner. Sisonke was hired by the UK to assist with developing a relationship however, that compromised its role in the ISP. It was a difficult process to manage however we have managed to find a working solution by making sure the colleges in UK and SA lead while other partners come to support the partnership.

4.2.3.3 Northlinkand Gwent and LlandrilloMenai College The project aims to develop skills relating to Renewable Energy technologies by developing relevant curriculum, delivery methodology and resource capability. The focus will be on awareness of renewable energy, solar heating and Gas. The college has undertaken exploratory discussions with industry players that are going to be involved in the project. In addition the college is linking up with some of the already existing projects on renewable energy with organizations such asKhaya Gas, GIZ and Tech Africa. Northlink has already travelled to UK for the exchange visit in September. This particular project is of great significance to SA, Africa and the rest of the world because renewable energy is currently one of the most significant areas with increasing environmentally friendly technology demands. Developing a curriculum will be important in giving learners who are interested to get strong foundation background in renewable energy.

4.2.3.4 Orbit and Harrow, Dudley and Belfast Metropolitan College The project aims to focus on Curriculum design; lecturer development; employer engagement and quality assurance in the automotive sector. The college is in the process of developing a service level agreement with BMW and Ford. Plans are afoot to approach Nissan as well to provide opportunities for lecturer and student placements. Orbit has already travelled for the exchange visit to UK in early October. Student and lecture placement speaks to outcome 2 of the National Skills Accord and this is of great importance as it will give the learners the required experience in order to be employable. This model is also important in that the college works closely with industry players and that goes a long way in preparing learners for work readiness as well as exposing lecturers to industry. Lectures have to stay in touch with industry developments because that knowledge of current trends is important in influencing curriculum developments.

4.2.3.5 Sedibeng and Harrow, Dudley and Belfast Metropolitan College The partnership focuses on Curriculum design; lecturer development; employer engagement and quality assurance in the automotive sector only. Sedibeng college is developing a Memorandum of Understanding with Imperial Automotive Retails Sedibeng has already visited 45

their UK partners in September. They are also exploring relationships with Toyota SA, Mercedes Benz and BMW who are located close to you. Developing strong relationships will industry players is important for this college as well as it enables student readiness for work. The development of lecturers is also important because the quality of lecturers has a strong influence on the quality of students produced. They travelled to UK for the college visit and a lot of what will be done is the areas for interest will come out of that their visit report.

5.0 Further Project Developments The future is an exciting one and there are some elements we are exploring in South Africa. There are lots of opportunities to develop this project further and potential areas will be highlighted in the following section. Some of these have already been confirmed, at advanced stages while some still have a lot of work to do.

5.1 Policy Level Engagements This is one area we are keen on developing as it offers an opportunity to get by-in from policy makers. Currently there has been a seminar series organised and run in the UK where policy makers and invited to engage on various topics. BC has circulated the invitation to DHET, FET Colleges and SETAs. The SA colleges will also be participating at the British Council organised Bringing the Learning Home (BTLH) Conference which is scheduled for the 27th and 28th of November 2013 in Morocco. In South Africa we are looking at organising a Skills Conference based on the SfE model in July 2014.

5.1.1 Principals’ Exchange Programme (PEP) The PEP falls within the International Skills Partnerships (ISP) and it seeks to enhance working relationships between college Principals in SA and UK. The exchange programme was proposed by the SA DHET Minister during the visit of UK Secretary of State Dr Vince Cable in October 2012 and therefore has strong backing from the SA government Department. A similar pilot visit organised by UKTI and MerSETA, took one college to the UK in 2012, proving the feasibility and benefit of the idea. Minister Nzimande further expressed his interest in the programme at the AoCSA launch in April 2013. BC has a similar programme running in China and drew up 46

guidance from how the China model was developed and implemented. This programme in partnerships with MerSETA, NBI and UKTI involves Principals who are involved in the ISP as well as those outside the current partnerships that we intend to work with in future. MerSETA, who are also a partner in the whole SfE project, have committed £15k in match-funding in addition to the £15k already secured from the Foreign Commonwealth Office’s (FCO) cultural diplomacy fund.

5.1.2 World Skills British Council supported the re-launch of World Skills South Africa. The event was hosted in Cape Town and World Skills international was involved in the programme at the request of World Skills South Africa. British Council attended the 42nd World Skills in Germany and this is an area that British Council is keen to explore and develop with DHET and World Skills South Africa.

5.1.3 Enterprise BC centrally is in the process of revising this strand in the Skills offer. In SA we once ran this competent and the South African winner won the global virtual challenge the same year.

6 Conclusion The proposed series of interventions under Skills for Employability will serve as a rallying point for various players like colleges, employers and government. Policy level engagements creates a platform for all SA stakeholders, policy and decision makers in government, education and industry to work together to set the agenda at the highest level to address the skills challenges, with inputs from UK counterparts and other SfE participating countries as appropriate. These will also provide partnership and knowledge sharing opportunities to support skills development, promote innovation, build trust and mutuality, and identify new opportunities within a wider global perspective. In SA vibrant stakeholder participation has shown how much can be achieved if stakeholders rally around a common purpose. A case in point is the FET Task Team Process of 2010 characterised by wide-ranging stakeholder participation which culminated in an FET College Summit held in September of the same year. 47

Skills for Employability will ultimately benefit those not in employment or training as it focuses on employer engagement, entrepreneurship and developing the critical skills needed to enable social and economic development in SA. In some instances, a consolidation of existing projects may be necessary. Emerging from the stakeholder consultation process, the project activities will support the government’s continuing drive to improve and empower the FET sector, to place quality teaching and learning at the heart of all practices, and to provide alternative pathways and second chances to reduce inequalities and create opportunities for social mobility. References 1. American Society for Training & Development. 2012. Bridging the Skills Gap, Help wanted, Skills lacking: Why the mismatch in today’s economy. American Society for Training & Development. 2. American Society for Training & Development. 2012. American Society for Training & Development.

Ravi Srinivan, The Pro Vice Chancellor, Administration and Stakeholder Relations, Botho University, making closing remarks on BUIRC 2013

Prof Rodney Nelson for Carleton University, Canada receiving his token of appreciation form Ramaraju Gavarraju, Dean of Office of Research and Quality Management

Satish Apalla and Kathiresan Subburaj sharing a moment during the conference