Formative interventionist research generating iterative mediation processes in a vocational education and training learning network
- Lotz-Sisitka, Heila, Pesanayi, Tichaona V
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona V
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/370575 , vital:66356 , ISBN 9780429279362 , https://doi.org/10.4324/9780429279362
- Description: This chapter addresses a research problem identified in the vocational agricultural learning system where there was a gap in vocational education and training knowledge flow from research institutions to knowledge users. The chapter develops a theoretical framework for dealing with the problem of ‘knowledge flow’ in vocational education and training settings. The problem emerges around the uptake and use of relevant research-based knowledge resources on rainwater harvesting and conservation practices for agricultural education and training focused on small-scale farmers and household food producers in South Africa. These resources, despite their contemporary relevance, were not being used in agricultural colleges or in the related agricultural learning support system. Drawing on a social ecosystemic approach to knowledge flow and mediation, the chapter surfaces five iterative mediation processes developed via a generative, formative interventionist research process over a five year period (Lotz-Sisitka et al. 2016; Pesanayi, 2019; cf. Chapter 8) that facilitated the development of a regional learning network which enabled vertical facilitatory processes and horizontal connectivities that impacted on farmers’ food production system, as well as the agricultural learning system. We illuminate key features of these as important for supporting knowledge flow within a regional social ecosystemic framework for skills development.
- Full Text:
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona V
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/370575 , vital:66356 , ISBN 9780429279362 , https://doi.org/10.4324/9780429279362
- Description: This chapter addresses a research problem identified in the vocational agricultural learning system where there was a gap in vocational education and training knowledge flow from research institutions to knowledge users. The chapter develops a theoretical framework for dealing with the problem of ‘knowledge flow’ in vocational education and training settings. The problem emerges around the uptake and use of relevant research-based knowledge resources on rainwater harvesting and conservation practices for agricultural education and training focused on small-scale farmers and household food producers in South Africa. These resources, despite their contemporary relevance, were not being used in agricultural colleges or in the related agricultural learning support system. Drawing on a social ecosystemic approach to knowledge flow and mediation, the chapter surfaces five iterative mediation processes developed via a generative, formative interventionist research process over a five year period (Lotz-Sisitka et al. 2016; Pesanayi, 2019; cf. Chapter 8) that facilitated the development of a regional learning network which enabled vertical facilitatory processes and horizontal connectivities that impacted on farmers’ food production system, as well as the agricultural learning system. We illuminate key features of these as important for supporting knowledge flow within a regional social ecosystemic framework for skills development.
- Full Text:
Formative interventionist research generating iterative mediation processes in a vocational education and training learning network
- Lotz-Sisitka, Heila, Pesanayi, Tichaona
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435998 , vital:73219 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter addresses a research problem identified in the vocational agricultural learning system where there was a gap in vocational education and training knowledge flow from research institutions to knowledge users. The chapter develops a theoretical framework for dealing with the problem of ‘knowledge flow’ in vocational education and training settings. The problem emerges around the uptake and use of relevant research-based knowledge resources on rainwater harvesting and conservation practices for agricultural education and training focused on small-scale farmers and household food producers in South Africa. These resources, despite their con-temporary relevance, were not being used in agricultural col-leges or in the related agricultural learning support system. Drawing on a social ecosystemic approach to knowledge flow and mediation, the chapter surfaces five iterative mediation processes developed via a generative, formative interventionist research process over a five year period (Lotz-Sisitka et al. 2016; Pesanayi, 2019; cf. Chapter 8) that facilitated the development of a regional learning network which enabled vertical facilitatory processes and horizontal connectivities that impact-ed on farmers’ food production system, as well as the agricultural learning system. We illuminate key features of these as important for supporting knowledge flow within a regional social ecosystemic framework for skills development.
- Full Text:
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435998 , vital:73219 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter addresses a research problem identified in the vocational agricultural learning system where there was a gap in vocational education and training knowledge flow from research institutions to knowledge users. The chapter develops a theoretical framework for dealing with the problem of ‘knowledge flow’ in vocational education and training settings. The problem emerges around the uptake and use of relevant research-based knowledge resources on rainwater harvesting and conservation practices for agricultural education and training focused on small-scale farmers and household food producers in South Africa. These resources, despite their con-temporary relevance, were not being used in agricultural col-leges or in the related agricultural learning support system. Drawing on a social ecosystemic approach to knowledge flow and mediation, the chapter surfaces five iterative mediation processes developed via a generative, formative interventionist research process over a five year period (Lotz-Sisitka et al. 2016; Pesanayi, 2019; cf. Chapter 8) that facilitated the development of a regional learning network which enabled vertical facilitatory processes and horizontal connectivities that impact-ed on farmers’ food production system, as well as the agricultural learning system. We illuminate key features of these as important for supporting knowledge flow within a regional social ecosystemic framework for skills development.
- Full Text:
Framing learning needs assessments for sustainability policy practices
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436016 , vital:73220 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: A common (green) skills planning objective is to identify the learning needs of workers in particular sectors, programmes or organisations, in order to provide them with appropriate learn-ing opportunities. This chapter describes a design and concep-tual framing for learning needs assessments focused on sus-tainability or green economy policy practitioners. Measures for achieving credible results include design features for building consensus around the findings, but also a sound conceptual framing of learning needs. The chapter provides pointers for working critically with the notion of competencies, exploring both the value and the limitations of the concept, and framing it as relational transformational agency entailing technical, rela-tional and ethical affordances among collectives involved in sustainability policy-practice. The chapter draws on the Green Economy Learning Assessment for South Africa, which exlored the learning needs of sustainability practitioners in pol-icy contexts related to sustainable transport, renewable energy procurement and water resource management, among others. The chapter shares examples of competencies identified in these contexts, and concludes with a few curriculum pointers, in anticipation of the next chapter’s focus on the educational provider’s perspective. A common (green) skills planning objective is to identify the learning needs of workers in particular sectors, programmes or organisations, in order to provide them with appropriate learn-ing opportunities. This chapter describes a design and concep-tual framing for learning needs assessments focused on sus-tainability or green economy policy practitioners. Measures for achieving credible results include design features for building consensus around the findings, but also a sound conceptual framing of learning needs. The chapter provides pointers for working critically with the notion of competencies, exploring both the value and the limitations of the concept, and framing it as relational transformational agency entailing technical, rela-tional and ethical affordances among collectives involved in sustainability policy-practice. The chapter draws on the Green Economy Learning Assessment for South Africa, which exlored the learning needs of sustainability practitioners in pol-icy contexts related to sustainable transport, renewable energy procurement and water resource management, among others. The chapter shares examples of competencies identified in these contexts, and concludes with a few curriculum pointers, in anticipation of the next chapter’s focus on the educational provider’s perspective.
- Full Text:
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436016 , vital:73220 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: A common (green) skills planning objective is to identify the learning needs of workers in particular sectors, programmes or organisations, in order to provide them with appropriate learn-ing opportunities. This chapter describes a design and concep-tual framing for learning needs assessments focused on sus-tainability or green economy policy practitioners. Measures for achieving credible results include design features for building consensus around the findings, but also a sound conceptual framing of learning needs. The chapter provides pointers for working critically with the notion of competencies, exploring both the value and the limitations of the concept, and framing it as relational transformational agency entailing technical, rela-tional and ethical affordances among collectives involved in sustainability policy-practice. The chapter draws on the Green Economy Learning Assessment for South Africa, which exlored the learning needs of sustainability practitioners in pol-icy contexts related to sustainable transport, renewable energy procurement and water resource management, among others. The chapter shares examples of competencies identified in these contexts, and concludes with a few curriculum pointers, in anticipation of the next chapter’s focus on the educational provider’s perspective. A common (green) skills planning objective is to identify the learning needs of workers in particular sectors, programmes or organisations, in order to provide them with appropriate learn-ing opportunities. This chapter describes a design and concep-tual framing for learning needs assessments focused on sus-tainability or green economy policy practitioners. Measures for achieving credible results include design features for building consensus around the findings, but also a sound conceptual framing of learning needs. The chapter provides pointers for working critically with the notion of competencies, exploring both the value and the limitations of the concept, and framing it as relational transformational agency entailing technical, rela-tional and ethical affordances among collectives involved in sustainability policy-practice. The chapter draws on the Green Economy Learning Assessment for South Africa, which exlored the learning needs of sustainability practitioners in pol-icy contexts related to sustainable transport, renewable energy procurement and water resource management, among others. The chapter shares examples of competencies identified in these contexts, and concludes with a few curriculum pointers, in anticipation of the next chapter’s focus on the educational provider’s perspective.
- Full Text:
Green skills for agriculture A method for focusing demand analysis and prioritisation
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436026 , vital:73221 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter is the second of the occupational demand studies that share insights about a methodology for determining green skills demand with a laminated approach and value chain anal-ysis. Based on research into skills for Climate Smart Agriculture (Cobban and Visser, 2017), it provides insight into the history and features of agriculture in South Africa that shape current skills needs. Drawing on one component of Cobban and Visser’s study, and employing a critical revision of the ‘climate smart’ framing, it shares findings about what green skills are needed for more sustainable poultry farming in which occupations to contextualise the discussion on methodology. This chapter contrasts the layered, in-depth green skills studies with approaches aiming for broader coverage and representivity, and illustrates the use of multi-criterion ‘hotspotting’ to prioritise among skills needs at strategic leverage points for social-ecological trans-formation. The case of the agricultural study illustrates the val-ue of smaller scale, in-depth studies that provide the occupa-tion level insights to inform skills planning and investment that is needed if agriculture is to sustain itself and all those it could – and should – benefit.
- Full Text:
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436026 , vital:73221 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter is the second of the occupational demand studies that share insights about a methodology for determining green skills demand with a laminated approach and value chain anal-ysis. Based on research into skills for Climate Smart Agriculture (Cobban and Visser, 2017), it provides insight into the history and features of agriculture in South Africa that shape current skills needs. Drawing on one component of Cobban and Visser’s study, and employing a critical revision of the ‘climate smart’ framing, it shares findings about what green skills are needed for more sustainable poultry farming in which occupations to contextualise the discussion on methodology. This chapter contrasts the layered, in-depth green skills studies with approaches aiming for broader coverage and representivity, and illustrates the use of multi-criterion ‘hotspotting’ to prioritise among skills needs at strategic leverage points for social-ecological trans-formation. The case of the agricultural study illustrates the val-ue of smaller scale, in-depth studies that provide the occupa-tion level insights to inform skills planning and investment that is needed if agriculture is to sustain itself and all those it could – and should – benefit.
- Full Text:
Green skills research in South Africa
- Rosenberg, Eureta, Ramsarup, Preesha, Lotz-Sisitka, Heila
- Authors: Rosenberg, Eureta , Ramsarup, Preesha , Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436040 , vital:73222 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This book brings the diverse contributions offered in the different sections of this book together into a pathway for new policy development research, new forms of critical skills research and ongoing engagement with education and training system development. The chapter first provides a meta-reflection on the different types of green skills research that are needed to, in combination, make a stronger impact on the national system of skills research and planning. Secondly, the chapter makes a strong argument for aligning green skills research to the Sustainable Development Goals, and their critical and contextual articulation at national level, with emphasis on working with the cross-cutting Sustainable Development Goal (SDG) 4, Target 4.7 that motivates for governments to include a focus on education and sustainable development across the lifelong learning system in order to enable and support learning and skills for enabling the other SDGs to be realised in practice. Lastly, the chapter considers the shift in the way that work is considered when political economy meets political ecology, and we argue that work transforms towards not only a productive focus, or a social focus, but also an ontologically grounded regenerative focus, much needed at the start of the twenty-first century.
- Full Text:
- Authors: Rosenberg, Eureta , Ramsarup, Preesha , Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436040 , vital:73222 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This book brings the diverse contributions offered in the different sections of this book together into a pathway for new policy development research, new forms of critical skills research and ongoing engagement with education and training system development. The chapter first provides a meta-reflection on the different types of green skills research that are needed to, in combination, make a stronger impact on the national system of skills research and planning. Secondly, the chapter makes a strong argument for aligning green skills research to the Sustainable Development Goals, and their critical and contextual articulation at national level, with emphasis on working with the cross-cutting Sustainable Development Goal (SDG) 4, Target 4.7 that motivates for governments to include a focus on education and sustainable development across the lifelong learning system in order to enable and support learning and skills for enabling the other SDGs to be realised in practice. Lastly, the chapter considers the shift in the way that work is considered when political economy meets political ecology, and we argue that work transforms towards not only a productive focus, or a social focus, but also an ontologically grounded regenerative focus, much needed at the start of the twenty-first century.
- Full Text:
Green skills research: Implications for systems, policy, work and learning
- Lotz-Sisitka, Heila, Ramsarup, Presha
- Authors: Lotz-Sisitka, Heila , Ramsarup, Presha
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/392875 , vital:68808 , ISBN 9780429279362 , https://doi.org/10.4324/9780429279362
- Description: This chapter brings the diverse contributions offered in the different sections of this book together into a pathway for new policy development research, new forms of critical skills research and ongoing engagement with education and training system development. The chapter first provides a meta-reflection on the different types of green skills research that are needed to, in combination, make a stronger impact on the national system of skills research and planning. Secondly, the chapter makes a strong argument for aligning green skills research to the Sustainable Development Goals, and their critical and contextual articulation at national level, with emphasis on working with the cross-cutting Sustainable Development Goal (SDG) 4, Target 4.7 that motivates for governments to include a focus on education and sustainable development across the lifelong learning system in order to enable and support learning and skills for enabling the other SDGs to be realised in practice. Lastly, the chapter considers the shift in the way that work is considered when political economy meets political ecology, and we argue that work transforms towards not only a productive focus, or a social focus, but also an ontologically grounded regenerative focus, much needed at the start of the twenty-first century.
- Full Text:
- Authors: Lotz-Sisitka, Heila , Ramsarup, Presha
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/392875 , vital:68808 , ISBN 9780429279362 , https://doi.org/10.4324/9780429279362
- Description: This chapter brings the diverse contributions offered in the different sections of this book together into a pathway for new policy development research, new forms of critical skills research and ongoing engagement with education and training system development. The chapter first provides a meta-reflection on the different types of green skills research that are needed to, in combination, make a stronger impact on the national system of skills research and planning. Secondly, the chapter makes a strong argument for aligning green skills research to the Sustainable Development Goals, and their critical and contextual articulation at national level, with emphasis on working with the cross-cutting Sustainable Development Goal (SDG) 4, Target 4.7 that motivates for governments to include a focus on education and sustainable development across the lifelong learning system in order to enable and support learning and skills for enabling the other SDGs to be realised in practice. Lastly, the chapter considers the shift in the way that work is considered when political economy meets political ecology, and we argue that work transforms towards not only a productive focus, or a social focus, but also an ontologically grounded regenerative focus, much needed at the start of the twenty-first century.
- Full Text:
Green skills supply: Research from providers’ vantage point (s)
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436051 , vital:73223 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter emerges from a need to consider the dynamics of supply side research for green skills from a providers’ vantage point. The chapter starts with the argument that environment and sustainability skills are cross institutional, cross sectoral and also inter- and transdisciplinary. The chapter notes that there are a wide variety and diversity of supply side studies that can offer perspective on the many dynamics of green skills supply and provisioning. Four cases have been selected and brought into view to illuminate the influence of context and history on designing curricula and the importance of reflexive curriculum review studies, whole institution approaches and transformative, transgressive forms of learning that move beyond the boundaries of single institutions. These studies are also brought into view to indicate the scope and depth of contextual, systemic and engaged research that is required to develop transformative orientations and perspectives on green skills supply, taking skills system supply beyond the traditional training needs analysis. The chapter argues that this is an important dimension of green skills research, if conceptualised within just transitions and transformations to sustainability.
- Full Text:
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436051 , vital:73223 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter emerges from a need to consider the dynamics of supply side research for green skills from a providers’ vantage point. The chapter starts with the argument that environment and sustainability skills are cross institutional, cross sectoral and also inter- and transdisciplinary. The chapter notes that there are a wide variety and diversity of supply side studies that can offer perspective on the many dynamics of green skills supply and provisioning. Four cases have been selected and brought into view to illuminate the influence of context and history on designing curricula and the importance of reflexive curriculum review studies, whole institution approaches and transformative, transgressive forms of learning that move beyond the boundaries of single institutions. These studies are also brought into view to indicate the scope and depth of contextual, systemic and engaged research that is required to develop transformative orientations and perspectives on green skills supply, taking skills system supply beyond the traditional training needs analysis. The chapter argues that this is an important dimension of green skills research, if conceptualised within just transitions and transformations to sustainability.
- Full Text:
Green skills supply: Research from providers’ vantage point(s)
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/392895 , vital:68810 , ISBN 9780429279362 , https://doi.org/10.4324/9780429279362
- Description: This chapter emerges from a need to consider the dynamics of supply side research for green skills from a providers’ vantage point. The chapter starts with the argument that environment and sustainability skills are cross institutional, cross sectoral and also inter- and transdisciplinary. The chapter notes that there are a wide variety and diversity of supply side studies that can offer perspective on the many dynamics of green skills supply and provisioning. Four cases have been selected and brought into view to illuminate the influence of context and history on designing curricula and the importance of reflexive curriculum review studies, whole institution approaches and transformative, transgressive forms of learning that move beyond the boundaries of single institutions. These studies are also brought into view to indicate the scope and depth of contextual, systemic and engaged research that is required to develop transformative orientations and perspectives on green skills supply, taking skills system supply beyond the traditional training needs analysis. The chapter argues that this is an important dimension of green skills research, if conceptualised within just transitions and transformations to sustainability.
- Full Text:
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/392895 , vital:68810 , ISBN 9780429279362 , https://doi.org/10.4324/9780429279362
- Description: This chapter emerges from a need to consider the dynamics of supply side research for green skills from a providers’ vantage point. The chapter starts with the argument that environment and sustainability skills are cross institutional, cross sectoral and also inter- and transdisciplinary. The chapter notes that there are a wide variety and diversity of supply side studies that can offer perspective on the many dynamics of green skills supply and provisioning. Four cases have been selected and brought into view to illuminate the influence of context and history on designing curricula and the importance of reflexive curriculum review studies, whole institution approaches and transformative, transgressive forms of learning that move beyond the boundaries of single institutions. These studies are also brought into view to indicate the scope and depth of contextual, systemic and engaged research that is required to develop transformative orientations and perspectives on green skills supply, taking skills system supply beyond the traditional training needs analysis. The chapter argues that this is an important dimension of green skills research, if conceptualised within just transitions and transformations to sustainability.
- Full Text:
Mining: A laminated, dialectic methodology for identifying not-yet-obvious green skills demand
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436077 , vital:73225 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter shares insights about green skills demand research in South Africa, based on a 2015 study in coal mining. One purpose of that study was to develop methodology for green skills demand determination, and the chapter shares selected features of the multi-layered and multi-method research process used, including an extended contextual driver analysis and a value chain analysis. Some findings about what green skills are needed in coal mining are shared to contextualise and illustrate methodological insights. This chapter highlights the fact that whether or not a skill is scarce can be contested, and demonstrates how a laminated methodology can guide credible conclusions in such cases. It also introduces the value of ‘absenting absences’, a dialectic process that surfaced skills needs that are not-yet-obvious, but essential if mining is to achieve transformation towards sustainability.
- Full Text:
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436077 , vital:73225 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter shares insights about green skills demand research in South Africa, based on a 2015 study in coal mining. One purpose of that study was to develop methodology for green skills demand determination, and the chapter shares selected features of the multi-layered and multi-method research process used, including an extended contextual driver analysis and a value chain analysis. Some findings about what green skills are needed in coal mining are shared to contextualise and illustrate methodological insights. This chapter highlights the fact that whether or not a skill is scarce can be contested, and demonstrates how a laminated methodology can guide credible conclusions in such cases. It also introduces the value of ‘absenting absences’, a dialectic process that surfaced skills needs that are not-yet-obvious, but essential if mining is to achieve transformation towards sustainability.
- Full Text:
Probing the potential of social ecosystemic skills approaches for green skills planning: Perspectives from Expanded Public Works Programme studies
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/392924 , vital:68812 , ISBN 9780429279362 , https://doi.org/10.4324/9780429279362
- Description: The Expanded Public Works Programme (EPWP) in South Africa is an extensive governmental intervention to provide work opportunities. The EPWP context is a significant site of green skills emergence in South Africa, especially at the elementary occupation level. The training associated with these programmes has, to date, been largely top down, and little nuanced understanding exists on the training and learning pathways potential development for these green skills. There is a paradox between the top down approach to training, and the primarily regional implementation platforms of EPWP job opportunities and their developmental intent. To reconcile this paradox, I draw on social ecosystemic skills research to probe the potential for such a conceptual and theoretical framework for guiding green skills research for the EPWP. I share some methodologies and insights developed in EPWP green skills research projects that offer potential for providing insight into a social ecosystemic model for green skills research in EPWP programmes. Social ecosystemic models in skills research seek to develop skills development approaches that forge stronger connections between working, living and learning, foregrounding regional, place-based models for skills planning that require interfacing with vertical facilitatory mechanisms and horizontal connectivities.
- Full Text:
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/392924 , vital:68812 , ISBN 9780429279362 , https://doi.org/10.4324/9780429279362
- Description: The Expanded Public Works Programme (EPWP) in South Africa is an extensive governmental intervention to provide work opportunities. The EPWP context is a significant site of green skills emergence in South Africa, especially at the elementary occupation level. The training associated with these programmes has, to date, been largely top down, and little nuanced understanding exists on the training and learning pathways potential development for these green skills. There is a paradox between the top down approach to training, and the primarily regional implementation platforms of EPWP job opportunities and their developmental intent. To reconcile this paradox, I draw on social ecosystemic skills research to probe the potential for such a conceptual and theoretical framework for guiding green skills research for the EPWP. I share some methodologies and insights developed in EPWP green skills research projects that offer potential for providing insight into a social ecosystemic model for green skills research in EPWP programmes. Social ecosystemic models in skills research seek to develop skills development approaches that forge stronger connections between working, living and learning, foregrounding regional, place-based models for skills planning that require interfacing with vertical facilitatory mechanisms and horizontal connectivities.
- Full Text:
Probing the potential of social ecosystemic skills approaches for green skills planning: Perspectives from Expanded Public Works Programme studies
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436064 , vital:73224 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: The Expanded Public Works Programme (EPWP) in South Af-rica is an extensive governmental intervention to provide work opportunities. The EPWP context is a significant site of green skills emergence in South Africa, especially at the elementary occupation level. The training associated with these pro-grammes has, to date, been largely top down, and little nu-anced understanding exists on the training and learning path-ways potential development for these green skills. There is a paradox between the top down approach to training, and the primarily regional implementation platforms of EPWP job op-portunities and their developmental intent. To reconcile this paradox, I draw on social ecosystemic skills research to probe the potential for such a conceptual and theoretical framework for guiding green skills research for the EPWP. I share some methodologies and insights developed in EPWP green skills research projects that offer potential for providing insight into a social ecosystemic model for green skills research in EPWP programmes. Social ecosystemic models in skills research seek to develop skills development approaches that forge stronger connections between working, living and learning, foregrounding regional, place-based models for skills planning that require interfacing with vertical facilitatory mechanisms and horizontal connectivities.
- Full Text:
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436064 , vital:73224 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: The Expanded Public Works Programme (EPWP) in South Af-rica is an extensive governmental intervention to provide work opportunities. The EPWP context is a significant site of green skills emergence in South Africa, especially at the elementary occupation level. The training associated with these pro-grammes has, to date, been largely top down, and little nu-anced understanding exists on the training and learning path-ways potential development for these green skills. There is a paradox between the top down approach to training, and the primarily regional implementation platforms of EPWP job op-portunities and their developmental intent. To reconcile this paradox, I draw on social ecosystemic skills research to probe the potential for such a conceptual and theoretical framework for guiding green skills research for the EPWP. I share some methodologies and insights developed in EPWP green skills research projects that offer potential for providing insight into a social ecosystemic model for green skills research in EPWP programmes. Social ecosystemic models in skills research seek to develop skills development approaches that forge stronger connections between working, living and learning, foregrounding regional, place-based models for skills planning that require interfacing with vertical facilitatory mechanisms and horizontal connectivities.
- Full Text:
Skills for just transitions to sustainability: An orientation
- Rosenberg, Eureta, Ramsarup, Presha
- Authors: Rosenberg, Eureta , Ramsarup, Presha
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436106 , vital:73227 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter argues that a transformative approach is necessary, involving radical economic change towards environmental sustainability and social justice – conceived of as two sides of the same coin, rather than opposing forces. It provides conceptual framings for the change processes required that are to be found in a relational philosophy and complex systems thinking applied to a broader vision of the economy, including a framing of environmental sustainability as a social justice issue, and viewing the changes needed through a transitioning systems lens. New industries must be developed in a socially inclusive manner and workers will need re-skilling for different jobs. A new development path requires concerted interventions including aligned skills development. In the face of dire socio-economic issues, environmental concerns have been deemed less important, and juxtaposed as being in competition with poverty eradication and employment creation. Humanity surely does have the creativity to design different social, cultural and economic systems over time, suitable for different contexts.
- Full Text:
- Authors: Rosenberg, Eureta , Ramsarup, Presha
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436106 , vital:73227 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter argues that a transformative approach is necessary, involving radical economic change towards environmental sustainability and social justice – conceived of as two sides of the same coin, rather than opposing forces. It provides conceptual framings for the change processes required that are to be found in a relational philosophy and complex systems thinking applied to a broader vision of the economy, including a framing of environmental sustainability as a social justice issue, and viewing the changes needed through a transitioning systems lens. New industries must be developed in a socially inclusive manner and workers will need re-skilling for different jobs. A new development path requires concerted interventions including aligned skills development. In the face of dire socio-economic issues, environmental concerns have been deemed less important, and juxtaposed as being in competition with poverty eradication and employment creation. Humanity surely does have the creativity to design different social, cultural and economic systems over time, suitable for different contexts.
- Full Text:
Synthesis and elaboration of critical realist methodology for green skills research
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436119 , vital:73228 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: In the concluding section of the book, this penultimate chapter elaborates on the central quest for research design that approaches green skills questions as inextricably linked to complex economic, environmental and social justice contexts that are systemic and emergent in nature, therefore necessitating a depth ontology and a dialectic approach, given the transformative intent of researching towards a more just and sustainable society. The chapter highlights methodological insights from the studies reviewed in this book, and provides guidance for green skills research design. It does so in relation to four interacting domains that research and programme planners need to consider in relation to each other. These are: the political-institutional context; theory and conceptual considerations; researchers’ personal-professional commitments; and the aligned methodological considerations. The meta-theory underlabouring the work in this book is Bhaskar’s dialectical critical realism, and its practical implications are illustrated and elaborated here with reference to the most pertinent features including lamination, systems, emergence, absence and associated approaches to analysis. The result is not a blueprint for a single research design, but considerations that could give rise to a variety of different designs for green skills research.
- Full Text:
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436119 , vital:73228 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: In the concluding section of the book, this penultimate chapter elaborates on the central quest for research design that approaches green skills questions as inextricably linked to complex economic, environmental and social justice contexts that are systemic and emergent in nature, therefore necessitating a depth ontology and a dialectic approach, given the transformative intent of researching towards a more just and sustainable society. The chapter highlights methodological insights from the studies reviewed in this book, and provides guidance for green skills research design. It does so in relation to four interacting domains that research and programme planners need to consider in relation to each other. These are: the political-institutional context; theory and conceptual considerations; researchers’ personal-professional commitments; and the aligned methodological considerations. The meta-theory underlabouring the work in this book is Bhaskar’s dialectical critical realism, and its practical implications are illustrated and elaborated here with reference to the most pertinent features including lamination, systems, emergence, absence and associated approaches to analysis. The result is not a blueprint for a single research design, but considerations that could give rise to a variety of different designs for green skills research.
- Full Text:
Transitioning into work
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436132 , vital:73229 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: Due to the relative newness and contemporary emergence of environmental concerns and sustainable development challenges, policies and forms of work, little is known about the transitioning patterns from education to work. As environmental occupations are found in multiple sectors, and at multiple levels, it is necessary to understand how diversity of disciplinary foundation, historical factors and the nature of the field-based occupation as it is emerging influence transitions into work, especially for highly specialised occupations that are in high demand, such as wildlife vets or wetland ecologists, and in critical occupations that shape sustainable development for whole communities, such as sustainable development employees in municipalities. This chapter utilises a complex notion of learning pathways as neither completely individualistic nor wholly structurally determined, and positions our interest in transitions research within a framing of critical vocationalism that seeks to address not only individual experiences of transitioning, or individual agentive factors, but also structural dynamics and structural processes that can help to ‘ease’ the transitioning process in these critical areas of green skills development.
- Full Text:
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436132 , vital:73229 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: Due to the relative newness and contemporary emergence of environmental concerns and sustainable development challenges, policies and forms of work, little is known about the transitioning patterns from education to work. As environmental occupations are found in multiple sectors, and at multiple levels, it is necessary to understand how diversity of disciplinary foundation, historical factors and the nature of the field-based occupation as it is emerging influence transitions into work, especially for highly specialised occupations that are in high demand, such as wildlife vets or wetland ecologists, and in critical occupations that shape sustainable development for whole communities, such as sustainable development employees in municipalities. This chapter utilises a complex notion of learning pathways as neither completely individualistic nor wholly structurally determined, and positions our interest in transitions research within a framing of critical vocationalism that seeks to address not only individual experiences of transitioning, or individual agentive factors, but also structural dynamics and structural processes that can help to ‘ease’ the transitioning process in these critical areas of green skills development.
- Full Text:
Transitioning into work: A learning and work transitioning process perspective
- Ramsarup, Presha, Lotz-Sisitka, Heila
- Authors: Ramsarup, Presha , Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/392944 , vital:68814 , ISBN 9780429279362 , https://doi.org/10.4324/9780429279362
- Description: Due to the relative newness and contemporary emergence of environmental concerns and sustainable development challenges, policies and forms of work, little is known about the transitioning patterns from education to work. As environmental occupations are found in multiple sectors, and at multiple levels, it is necessary to understand how diversity of disciplinary foundation, historical factors and the nature of the field-based occupation as it is emerging influence transitions into work, especially for highly specialised occupations that are in high demand, such as wildlife vets or wetland ecologists, and in critical occupations that shape sustainable development for whole communities, such as sustainable development employees in municipalities. This chapter utilises a complex notion of learning pathways as neither completely individualistic nor wholly structurally determined, and positions our interest in transitions research within a framing of critical vocationalism that seeks to address not only individual experiences of transitioning, or individual agentive factors, but also structural dynamics and structural processes that can help to ‘ease’ the transitioning process in these critical areas of green skills development.
- Full Text:
- Authors: Ramsarup, Presha , Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/392944 , vital:68814 , ISBN 9780429279362 , https://doi.org/10.4324/9780429279362
- Description: Due to the relative newness and contemporary emergence of environmental concerns and sustainable development challenges, policies and forms of work, little is known about the transitioning patterns from education to work. As environmental occupations are found in multiple sectors, and at multiple levels, it is necessary to understand how diversity of disciplinary foundation, historical factors and the nature of the field-based occupation as it is emerging influence transitions into work, especially for highly specialised occupations that are in high demand, such as wildlife vets or wetland ecologists, and in critical occupations that shape sustainable development for whole communities, such as sustainable development employees in municipalities. This chapter utilises a complex notion of learning pathways as neither completely individualistic nor wholly structurally determined, and positions our interest in transitions research within a framing of critical vocationalism that seeks to address not only individual experiences of transitioning, or individual agentive factors, but also structural dynamics and structural processes that can help to ‘ease’ the transitioning process in these critical areas of green skills development.
- Full Text:
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