THE KEY REC­OM­MEN­DA­TIONS FROM THE CON­FER­ENCE ARE SUMMED UP AC­CORD­ING TO THE CON­FER­ENCE SUB-THEMES:

Public Sector Manager - - FEATURE -

IN­FOR­MA­TION FOR A CHANG­ING WORLD

• Ca­reer in­for­ma­tion should be con­tex­tual and ad­dress

sys­temic is­sues of un­em­ploy­ment and em­ploy­a­bil­ity. • Tech­nol­ogy should be seen as an en­abler to max­imise

ac­cess to in­for­ma­tion by cit­i­zens with dis­abil­i­ties.

• The pro­vi­sion of ca­reer de­vel­op­ment ser­vices to learn­ers and stu­dents should be cen­tred on “who they are” and cre­ate aware­ness of ca­reers in a chang­ing world.

• A multi-modal ap­proach to ca­reer de­vel­op­ment ser­vices that in­te­grates cur­ricu­lum-based counselling should be con­sid­ered.

• Core skills will al­ways be crit­i­cal as tech­nol­ogy is driven by

hu­man be­ings.

• Ca­reer de­vel­op­ment ser­vices and en­trepreneur­ship ed­u­ca­tion are not mu­tu­ally ex­clu­sive from one another and should be in­te­grated into cur­ricu­lum.

GOVERN­MENT SHIELD­ING THE WORLD OF WORK

• Uni­ver­si­ties may not be ap­pro­pri­ate in­sti­tu­tions to meet some of the ed­u­ca­tion and train­ing de­mands of ca­reers in a chang­ing world. TVET col­leges have a crit­i­cal role to play and should be pre­pared for the re­sul­tant in­creased en­rol­ments from cit­i­zens that re­quire up­skilling in re­sponse to the Fourth In­dus­trial Revo­lu­tion.

• Al­ter­na­tive cer­ti­fi­ca­tion will have a big role in ed­u­ca­tion and train­ing for a chang­ing world.

• As a de­vel­op­ing coun­try with high lev­els of poverty, South Africa must en­sure that adapt­ing to the de­mands of the

chang­ing world of work does not leave the poor ne­glected.

• The Broad-Based Black Eco­nomic Em­pow­er­ment (BBBEE) Act (No. 53 of 2003) should con­sider award­ing points for

com­pa­nies in­vest­ing in tech­nol­ogy in poor com­mu­ni­ties.

• It has been ob­served that skills de­vel­op­ment in the pri­vate sec­tor is more cen­tred on scor­ing BBBEE points and as a re­sult qual­ity is not given at­ten­tion; there­fore, it is rec­om­mended that points should be awarded based on im­pact made rather than num­bers trained.

• There is a need for govern­ment to part­ner with the pri­vate sec­tor.

• As part of ad­dress­ing youth un­em­ploy­ment, the Free State Prov­ince strat­egy of a cen­tral data­base of un­em­ployed

youth and grad­u­ates should be con­sid­ered as it fa­cil­i­tates col­lab­o­ra­tive ef­forts and co­op­er­a­tion by all stake­hold­ers.

CA­REER DE­VEL­OP­MENT PRAC­TI­TION­ERS (CDPS) AS CHANGE AGENTS

• De­vel­op­ment of home-brewed ca­reer de­vel­op­ment

the­o­ries fo­cus­ing on ca­reer con­struc­tion is crit­i­cal.

• In build­ing in­te­grated ca­reer de­vel­op­ment ser­vices sys­tems for the coun­try, it is crit­i­cal to en­gage aca­demics. Protean and bound­ary­less ca­reers need to be un­packed. • Ed­u­ca­tors and other CDPs should be ad­e­quately

equipped to de­liver ca­reer de­vel­op­ment ser­vices. • Ed­u­ca­tors should be fur­ther equipped to meet the

needs of learn­ers with dis­abil­i­ties.

• Pro­fes­sion­al­i­sa­tion of ca­reer de­vel­op­ment ser­vices is crit­i­cal. Defin­ing ca­reers as any­thing that peo­ple do for a liv­ing and are happy with con­tex­tu­alises the need to build CDPs at lev­els be­low those of prac­ti­tion­ers reg­is­tered with the Health Pro­fes­sions Coun­cil of South Africa. • Un­der­stand­ing of and em­pha­sis on ca­reer de­vel­op­ment as life­long learn­ing would ad­dress chal­lenges ex­pe­ri­enced by first-year stu­dents at uni­ver­si­ties.

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