Within Higher Education, the skills debate has prompted an examination of how students manage their own learning, and skills development initiatives encourage learners to seek ways of filling gaps in their knowledge and experience.
Through the Techno Girl programme, young females are identified in underprivileged schools and placed in corporate mentorship and skills development initiatives.
But a dynamic programme – Techno Girls – is set to turn this around… Through the Techno Girls programme, young females are identified in underprivileged schools and are then placed in corporate mentorship and skills development initiatives.
In South Africa, to address a shortage of skills in science, technology and engineering, and to encourage girls to perform better in those fields, the Techno Girl programme identifies young females in underprivileged schools and places them in corporate mentorship and skills development initiatives.
The strategy paper to be released tomorrow calls for investment in programmes such as day centres, family counselling services, alternative family care packages, education, skills development, vocational training and income creation initiatives.
Examples include the Dearing Report of 1997 which provided a comprehensive review of higher education, and funding schemes, for example Roberts 'SET for success initiative, 2002' aimed at transferable skills development for postgraduates.
Phase I focused on i) Providing safe spaces; promoting skills development; ii) Providing life skills for adolescents; iii) Undertaking action research to support adolescent-led initiatives; and iv) Developing leaders who could mobilize other adolescents for community action.
Programme objectives The specific objectives for Phase I, which ran for a year, were to: provide safe spaces promoting skills development; provide appropriate life skills training for adolescents; undertake action research to support adolescent-led initiatives; and develop leaders who can mobilise other adolescents for community action.
The HEAR called upon students to record their participation in extra- and co-curricular activities, work experiences, voluntary work, enterprise initiatives, positions held within clubs and societies, etc., enabling them to articulate their skills development and capabilities.
The T.T. began as a development initiative.
