Learning for Life, Work and the Future Initial ... - Unesco-Unevoc

Learning for Life, Work and the Future Participants’ Papers Page 55
A project aimed at researching this area of vocational
training in the SADC region might find it useful to ask
the following initial questions:
• Where are we now?
• Where do we want to go?
• How do we get there?
• What do we want to avoid?
1. Phase 1 of the Research
Design a series of instruments to facilitate dialogue
between training institution staff and employers to
gather data on
• The views of employers on the current work
attitudes of graduates from the training centres.
• The kind of work attitudes valued by employers.
2. Phase 2
Analyse the data to identify generic clusters of valued
work attitudes.
3. Phase 3
Research the learning strategies that instructors/
teachers can employ during training programmes to
enhance the development of valued work attitudes.
4. Phase 4
Develop an induction programme for newly-appointed
employees that will highlight a selection of valued
work attitudes. Individual companies can select
specific attitudes they particularly value to include in
their own induction programmes.
To provide a background to the research of learning
strategies that can be used to facilitate the development
of good work attitudes, a brief review of the theories of
the development of attitudes should be conducted (e.g.
Krathwohl, Bloom, et al).
Reference to the five major categories in the affective
domain should also be supported by a brief review of
the theories of ‘attitude inventories’, leading to strategies
of self-evaluation and self-improvement.
5. Outcome of this Phase of the Study
Design and development of a profile of valued work
attitudes and a range of learning strategies from which
the individual instructor can choose those appropriate
for specific groups of trainees.
Example from a previous research study:
• Attitude/attribute
• Learning strategies
• Pride in work
• Small group work
• Student presentations
• Project work
• Case studies
• Student seminar
• Individual study
A version of this study has recently been applied in
Namibia as a pre-vocational part of the TVET component
of the HRD Programme.
This area of research is vital to the quality of provision
of TVET and is highly recommended as one of the
projects to be conducted across the SADC region.
12 LESPERANCE, John Thomas (Seychelles):
Access to TVET − The Future of TVET
1. Introduction
The education system in the Seychelles has often been
described as exemplary by many international organisations
and as one of the best in sub-Saharan Africa.
The education policy was driven by three fundamental
principles: education for all, education for life and
education for personal and national development.
This paper will explore TVET in the Seychelles with a
view to comparing how people were given access to
TVET programmes in the past, how they are at present,
and how they will be in the future. It will also provide
a brief understanding of the new concept adopted in
order to promote TVET, illustrating the ways in which
it is now more accessible to all age groups and provides
lifelong learning and training opportunities
through a progressive approach. The paper will
explore the strengths and weaknesses of the past and
present training system.
In January 1999, reform in the Seychelles education
system brought about major changes. The new education
policy, entitled “Education for a Learning
Society”, calls for a wide array of courses catering for
different levels of entry. It also provides a flexible
structure for progression on merit and more advanced
levels of training, together with the capacity for quick
response to the changing needs of employment and
industry. It should also offer wider opportunities for