Browsing by Author "Marock, Carmel"

Now showing 1 - 4 of 4
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    Educating for work in the time of Covid-19: moving beyond simplistic ideas of supply and demand
    (South African Comparative and History of Education Society (SACHES), 2016) Allais, Stephanie; Marock, Carmel
    This article describes how the Covid-19 pandemic has been particularly negative for skill formation in South Africa but, at same time, there are high expectations for the technical and vocational education and training system to support economic recovery and individual livelihoods. We argue that many policy recommendations for how education can meet these expectations are trapped in a narrow and mechanistic notion of supply and demand. The knowledge and skills required to do work are not developed somewhere outside of the economy, and then ‘supplied’ to meet labour market ‘demand.’ Skill formation is embedded in a range of different economic, social, and political arrangements and systems. Policy notions of ‘supply and demand’ of skills also underestimate how the ability of education to prepare for work is shaped by the ways in which work is organised. We argue that both researchers and policymakers need to think about vocational skills development programmes within industry sector master plans that drive economic recovery. We provide ideas of how policymakers can think about education and work more holistically, and argue that the key move is away from market-based regulatory models and towards models focused on building institutional capacity.
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    The Alignment of Black Economic Empowerment and Skills Policies in South Africa
    (Southern Centre for Inequality Studies (SCIS), 2021-04) Kgalema, Victor; Marock, Carmel; Stephanie, Allais
    This paper explores the relationship between the goals of broad-based black economic empowerment (BBBEE) and those of the skills development policy in South Africa. We review the relationship between the policy tools that have been developed for each of these policies. The paper finds that while the high-level goals of the two sets of strategy seem to be well-aligned, there are many challenges in practice. The first relates to National Skills Development Strategy (NSDS), whose key purpose is improving the effectiveness and efficiency of the country’s skills development system. The strategy represents an explicit commitment by government to encourage the linking of skills development to career paths and career development as well as to promote sustainable employment and in-work progression. However, the strategy lacks a tightly defined set of priorities, making it open to manipulation in terms of the achievement of targets. The second challenge relates to a host of implementation problems with skills policy in South Africa. At the same time, the monitoring mechanisms of the BBBEE code focus on whether skills training takes place, the numbers of people who access workplace experience and levels of expenditure, rather than on the extent to which the skills development activities result in the intended outcomes of the policies (either the BBBEE policy or the NSDS). This reinforces the first problem – a focus on measurable targets, rather than fundamental policy goals in both policies.
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    The Alignment of Black Economic Empowerment and Skills Policies in South Africa
    (2021-04-16) Kgalema, Victor; Marock, Carmel; Allais, Stephanie
    This paper explores the relationship between the goals of broad-based black economic empowerment (BBBEE) and those of the skills development policy in South Africa. We review the relationship between the policy tools that have been developed for each of these policies. We start from the premise that South Africa has developed a complex set of policies, many of which have not been aligned well with each other. In some instances, policies duplicate or contradict one another. The policies require multiple company reports that have tightly specified targets. Reporting requirements do not consistently support the achievement of the broader goals of the policy interventions and do not always work together. A second starting assumption is that empowerment is not just a matter of income and wealth – it is also about access to skills, resources and knowledge.
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    What problem should skills solve? interrogating theories of change underpinning strategies and interventions in Vocational Education and skills in LMICs
    (2023) Allais, Stephanie; Marock, Carmel
    The aim of this paper is to understand the ‘theory of change’ underlying interventions to support vocationalisation of general education as well as vocational education and training (VET) and skills development. The focus is on interventions supported by development agencies and donors, although national policies are also considered, as the agencies work with governments and are both guided by, and influence, their priorities. The first aim is to interrogate what problem VET is seen as the answer to, and how VET is seen to solve that problem (their theory of change). The second aim is to understand the extent to which, and ways in which, vocationalising education is supported and VET favoured, as compared to other components of the education system such as early childhood development, early primary education, or university expansion, as an educational intervention. We found that while some organisations have explicit theories of change—generally multiple theories of change addressing different aspects of the overarching system—many are currently in the process of developing these theories of change. A few state that they do not have a theory of change but rather focus on the development of targets for different components of the system.