The State of Play of Microcredentials: Ireland

The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).

Conversations about teachers: Summary of fourth conversation

The Education Sector Committee of the National Committee for UNESCO, in collaboration with the Faculty of Education at the University of Johannesburg (UJ), the Library at UJ, and JET Education Services (JET) launched a series of conversations about teachers, involving a variety of stakeholders. The fourth conversation took place on the 17th of May 2023 and looked at 'What does it mean/take to be a good teacher?'

Infographic: Collaborative partnerships for collective impact on education outcomes

NASCEE Collaboration Project Output 4

Statistics on Post-School Education and Training in South Africa: 2022.

The Department of Higher Education and Training recently released its report statistics on Post-School Education and Training in South Africa in 2022. The 13th in the series, this extensive report provides valuable statistical information on various aspects of the PSET landscape, including student enrollment and completion and other performance data. Additionally, the report contains detailed statistics on staffing levels at PSET institutions, Workplace-Based Learning and financial data. Stakeholders are encouraged to make use of this report for effective planning, budget allocation, and reporting within the PSET system. The report is a critical resource for informed decision-making, strategic planning, budgeting and continuous improvement within the higher education and training sector.

JET Exchanges: Access to internet connectivity – the rights of learners in the post-COVID-19 era in Africa

This paper argues that connectivity has become a means for learners to enjoy their right to education, and in the times of COVID-19, has proven to be one of the determinants of learners’ access to education. In light of this, our view is that the right to education should be expanded to include access to connectivity.

JET Exchanges 3/2021: Parental involvement for school improvement: A South African perspective

This paper gives a brief introduction and background to parental and caregiver2 involvement in schools, particularly in rural schools in South Africa, through reviewing some of the literature on the subject. It also presents some suggestions on what can be done to improve parental involvement in rural schools. The intention of this paper is to stimulate discussion on this important aspect of school improvement.

JET Exchanges 4/2021: Effects of the COVID-19 pandemic on children: Learning and other losses

Our 4th JET Exchanges for 2021 provides an overview of what is known about learning losses during the COVID-19 pandemic. We also provide an overview of other, non-academic losses related to absences from school. Finally, we suggest what additional knowledge is required to begin recovering.