Why solving ongoing problems with the NQF (National Qualifications Framework) matters -- The challenges unemployment imposes on youth -- The challenge of youth-to-work transitions: an international perspective -- A statistical overview of further education and training colleges -- Strengthening the capacity of FET Colleges to meet the needs of young people -- Higher education and an expanded post-school educational system -- Trends in training in South Africa -- Key issues in the assessment of South Africa's national skills development strategy -- Opening the doors of learning? Viewing the post-school education and training landscape from a youth perspective.

While sharing some characteristics with other middle-income countries, South Africa is a country with a unique economic history and distinctive economic features. It is a regional economic powerhouse that plays a significant role, not only in southern Africa and in the continent, but also as a member of BRICS. However, there has been a lack of structural transformation and weak economic growth, and South Africa faces the profound triple challenges of poverty, inequality, and unemployment. Any meaningful debate about economic policies to address these challenges needs to be informed by a deep understanding of historical developments, robust empirical evidence, and rigorous analysis of South Africa's complex economic landscape. This volume seeks to provide a wide-ranging set of original, detailed, and state-of-the-art analytical perspectives that contribute to scientific knowledge as well as to well-informed and productive discourse on the South African economy. While concentrating on the more recent economic issues facing South Africa, the handbook also provides historical and political context. It offers an in-depth examination of strategic issues in the country's key economic sectors, and brings together diverse analytical perspectives.

Active political engagement requires the youth of today to begin their journeys now to be leaders of tomorrow. Young individuals are instrumental in providing valuable insight into issues locally as well as on a national and international level. Participation of Young People in Governance Processes in Africa examines the role of young peoples’ involvement in governance processes in Africa and demonstrates how they are engaging in active citizenship. There is an intrinsic value in upholding their right to participate in decisions that affect their daily lives and their communities, and the content within this publication supports this by focusing on topics such as good citizenship, youth empowerment, democratic awareness, political climate, and socio-economic development. It is designed for researchers, academics, policymakers, government officials, and professionals whose interests center on the engagement of youth in active citizenship roles.

​This volume overlooks the distinct expressions and awareness of volunteering in the lived reality of people from different regions of the world. By casting the net widely this book not only expands the geographic reach of experiences, models and case studies but also transcends the conventional focus on formal volunteering. It highlights institutional forms of volunteering specific to developing nations and also describes volunteering that is more loosely institutionalized, informal, and a part of solidarity and collective spirit. As a result this book provides a different look at the values, meaning, acts and expressions of volunteering. The chapters in this book consist of essays and case studies that present recent academic research, thinking and practice on volunteering. Working from the premise that volunteering is universal this collection draws on experiences from Latin America, Africa including Egypt, and Asia. This book focuses on developing countries and countries in transition in order to provide a fresh set of experiences and perspectives on volunteering. While developing countries and countries in transition are in the spotlight for this volume, the developed country experience is not ignored. Rather the essays use it as a critical reference point for comparisons, allowing points of convergence, disconnect and intersection to emerge.

Past injustice against racial groups rings out throughout history and negatively affects today’s society. Not only do people hold onto negative perceptions, but government processes and laws have remnants of these past ideas that impact people today. To enact change and promote justice, it is essential to recognize the generational trauma experienced by these groups. The Research Anthology on Racial Equity, Identity, and Privilege analyzes the impact that past racial inequality has on society today. This book discusses the barriers that were created throughout history and the ways to overcome them and heal as a community. Covering topics such as critical race theory, transformative change, and intergenerational trauma, this three-volume comprehensive major reference work is a dynamic resource for sociologists, community leaders, government officials, policymakers, education administration, preservice teachers, students and professors of higher education, justice advocates, researchers, and academicians.

Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should ...

This open access book brings together leading international scholars and policy-makers to explore the challenges and dilemmas of globalization and governance in an era increasingly defined by economic crises, widespread populism, retreating internationalism, and a looming cold war between the United States and China. It provides the diversity of views on those widely concerned topics such as global governance, climate change, global health, migration, S&T revolution, financial market, and sustainable development. It is a truly unique book. Never before has such an authoritative group of essayists come together to develop deep new thinking about global governance that is relevant to current shared global challenges. They express deep concerns about the historically unprecedented upheavals in the world. They describe the unparalleled turbulence that mankind is facing in the form of multiple crises, any one of which has the potential to bring civilization to its knees. The most obvious of these is the threat posed by climate change. They spell out why these perils pose a stark choice for the human race. They stress how any path that leads to conflict increases the risk of catastrophe. In this context, the common thread is that a consensus must be reached about the future of our world. They have put forward many ideas and potential new policies, reflecting their vision of what this consensus should be and how it is the only way forward for the human race.

This book presents an overview of education technology and its use in schools, with a primary emphasis on best practices of technology enhanced learning; how new technologies such as mobile, augmented and wearable technologies affect instructional design strategies; and the content curriculum development process. Providing insights into the future of education and the upcoming pedagogies that will be applied in schools, it helps educators and other stakeholders make innovations for the new generations of learners in the 21st century. The use of emerging technologies such as mobile and ubiquitous technologies, context-aware technology, augment-reality, and virtual reality is contributing to making education adaptive and smarter. With the ever-changing technologies, how to equip teachers with these digital skills and transform their teaching style is also important to ensure that school education is more individualised and customised for students. Offering a global perspective with integrated practical cases, this timely book is of interest to educators, teachers, and education policymakers. And although most of the authors are from the academia, it provides non-experts with a novel view of what future schools will be like with the help of technology.

Aslam Fataar, one of South Africa's few educational sociologists working with ethnographic methods, captures the complex interactions and dynamics between social life, school processes and youth subjectivity in townships in the Western Cape. His work with concepts of mobilities and space is enormously generative, providing a way for teachers, principals, communities and policy makers to engage with the 'complex ecologies' of young people's learning in urban schools. As an astute policy analyst, he also well knows the systemic barriers in the way of achieving this. The last chapter, on possibilities for pedagogical justice at the site of the school, considers how disengaged students might re-engage through leveraging explicit pedagogic connections between their lifeworlds and school practices. Acknowledging that pedagogy cannot be the only means for revitalising schooling, the author nevertheless insists that marginalised young people's consent needs to be won by schools that make use of, rather than ignore, their strengths, knowledges and aspirations. The approach to the troubled question of youth and subjectivity is enlightening, and vital to understanding the post-apartheid city and school. The book fills a much-needed gap in educational sociology in South Africa.