Skills for a Changing World Project FSHEC and Mindset Livelihoods

1. Skills for a Changing World ProjectFSHEC and Mindset Livelihoods Orientation for Writers Workshop (14th – 17th July 2008)

2. Introduction to Skills for a Changing World Programme • FSHEC Tri-Campus Project (late 2005-early 2007) – planning process for three campuses incorporated with the UFS and CUT • Skills for a Changing World programme emerged from the Tri-Campus Project, in particular the need to: • Open up post-schooling educational opportunities to youth and adults currently excluded from such opportunities; • Prepare currently under-prepared school leavers for post-schooling education; • Increase partnerships and collaboration between and within education sectors, most notably between the Further Education and Training (FET) and Higher Education (HE) sectors; and • Tailor educational opportunities to the skills demands of region and the country such that students have better prospects of gaining employment. • Develop Skills for a Changing World programme within an action research framework – lessons on FET/HE collaboration and collaborative programme development.

3. Introduction to Skills for a Changing World Programme (cont.) • Provide an innovative solution to the challenges of student under preparedness for post schooling study and for generating sustainable livelihoods (formal employment or self employment) • It aims to provide its graduates with (amongst others): • A basis to make appropriate, informed, and responsible choices about the directions they wish to take; • Tools for success in the pathways that they decide to choose (e.g. time- and self-management skills); • Reflective practices for work and life in general; and • Practical experience requiring direct involvement in relevant real-life situations and problems. • Development of a series of core generic competencies (not subject specific) – specific focus still to be defined: • literacy and numeracy,reading and writing, higher order and critical thinking including applied problem solving skills, analytical skills, technology skills, creativity, complex communication skills, information management skills, personal management. • In addition, the programme will strive to develop students’ value of service in the community and their sense of engagement with their worlds

4. Skills for a Changing World Target Groups

5. Preparatory survey research conducted in the Free State Region during 2007 • Priority Skills Identified (FET and HE) • Language and literacy (including English reading, comprehension, writing skills) (73%) • Thinking skills (including: critical, creative and higher order thinking skills) (43%) • Numeracy (maths literacy) (36%) • Communication and presentation skills (verbal and written communication) (30%) • Study skills (includes managing study workload) (27%) • Computer skills and information management (27%) • Suitability of existing foundational materials: • Very little existing materials aligns exactly with Skills for a Changing World Programme • Need to develop new materials, drawing on elements of existing materials where relevant

6. Strategic possibilities identified during survey research • Need to support under-prepared students at Qwaqwa and Welkom campuses • HEI’s see potential for Skills for a Changing World programme to support foundational provision • FET Colleges – many learners unprepared for new level 2-4 courses, need for Skills for a Changing World at NQF 1-2 • FSSON – currently no foundational provision for nursing students • FSDoE – support province in addressing challenge of unsuccessful grade 11 and 12 learners • LGSETA – support municipal employees to upgrade current low levels of prior education – possibility of piloting with Xariep district • FSDoH – preparation of students who will take part in national 2-year Emergency Medical Care Practitioners Programme (currently employed emergency medical care workers – varying levels of prior learning)

7. Curriculum development workshop • Curriculum development workshop held in March 2008 • Preparation of the Skills for a Changing World Curriculum Framework Document • Main components of the Skills for a Changing World programme including approaches to teaching and learning, assessment, programme outcomes, modules, credits etc • Target learners/Minimum entry requirements: • NSC or NCV • Minimum score of 35% on the UFS Language Proficiency Test • RPL processes

8. Objectives of the Skills for a Changing World Programme • The Skills for a Changing World Programme aims to provide its graduates with: • A basis to make appropriate, informed, and responsible choices about the directions they wish to take; • Tools for success in the pathways that they decide to choose (e.g. time- and self-management skills); • Reflective practices for work and life in general; and • Practical experience requiring direct involvement in relevant real-life situations and problems. (See Curriculum Framework Document pages 14-16 for more details on programme purpose and outcomes)

9. Way forward – next steps • Hold Orientation for Writers Workshop • Develop materials • Accreditation process (initial submission made to UFS Programmes Committee during April 2008) • Discussions with Faculties focused on alignment of Skills for a Changing World with Faculty programmes and possible access routes • Further exploration of opportunities for developing the programme at NQF Level 1-2 • Ongoing negotiation to finalise strategic partnerships for piloting and implementation (aim to pilot with initial group of 200 learners)