Electronic Theses and Dissertations (Masters)

Permanent URI for this collection

https://hdl.handle.net/10539/37987

Browse

Browsing Electronic Theses and Dissertations (Masters) by Author "Josopu, Thembinkosi Matthews"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    The Role of Sector Education and Training Authorities in South Africa’s transition to a just and green economy
    (University of the Witwatersrand, Johannesburg, 2023-10) Josopu, Thembinkosi Matthews; Vergotine, Glynnis; Ramsarup, Presha
    Sector Education and Training Authorities (SETAs) are South African organisations tasked through legislation to play a key role in developing skills through their Sector Skills Plans (SSPs). However, the country’s sustainable development pathways have not been sufficiently integrated into Sector Skills Plans. Hence, developing environmentally sustainable skills planning in South Africa is considered inept and fragmented. Planning related to environmental sustainability and associated skills has not been embarked upon on a substantial scale. This research explores the role of Sector Education and Training Authorities in relation to knowledge and skills for a just transition to a greener economy. In conducting the research, a qualitative methodology was employed, with documents collected and interviews used as data collection methods. The findings from the data analysis illustrate a lack of coordination in relation to integrating environmental sustainability into the Sector Skills Plan for improving knowledge and skills for just transition to a greener economy. Sector Education and Training Authorities continue to operate in silos as there is no central coordinating mechanism to ensure coherence and that national priorities are considered in skills planning for environmental sustainability. Some Sector Education and Training Authorities aim to adapt to changes presented by the transition to a green economy by developing new qualifications. However, the inability of regulatory bodies to respond timeously to qualifications submitted by SETAs for approval may be detrimental to those workers who will need upskilling and reskilling to support the just transition to greener economy. Implications of these findings are that the Department of Higher Education and Training should explore the establishment of a central coordinating body with a specific focus on knowledge and skills that will enhance environmental sustainability. Such a body should be empowered by legislation to direct and prescribe skills planning in SETAs. In addition, the capacity of the Quality Council for Trades and Occupations should be enhanced to improve turnaround time in relation to the approval of skills programmes submitted by Sector Education and Training Authorities.