The Department of Higher Education and Training has published the Draft policy framework on administration and management of student admissions at technical and vocational education and training colleges for comment. "This policy framework seeks to provide a balance between the provision of access in TVET colleges with the aim of redressing the imbalances of the past and ensuring rigorous success of students."
"The International Labour Organization (ILO) launched the World Day Against Child Labour in 2002 to focus attention on the global extent of child labour and the action and efforts needed to eliminate it. Each year on 12 June, the World Day brings together governments, employers and workers organizations, civil society, as well as millions of people from around the world to highlight the plight of child labourers and what can be done to help them.
This year, the World Day Against Child Labour and the World Day for Safety and Health at Work shine a spotlight on the global need to improve the safety and health of young workers and end child labour. "
The International Labour Organization's report, World Employment and Social Outlook 2018: Greening with Jobs, "shows that achieving environmental sustainability can create jobs. The green economy will be a major source of job growth in the future of work. Taking action in the energy sector to limit global warming to 2 degrees Celsius by the end of the century can create around 24 million jobs, largely offsetting any job losses. Embracing the circular economy to reduce material extraction and waste generation will also result in net job gains."
The History Ministerial Task Team has released its Report for the Department of Basic Education. "In the current context, where interest in ‘history’ is dwindling, democrats are appalled at the current lack of social and historic consciousness amongst the youth, and students rail against the slow pace at which the historic, social and economic landscape is transforming, debate on the goals of History as a school subject have reopened. This is not the first review of this kind. The History curriculum has gone through many iterations, from sanitising the content after apartheid, to removing the disciplinary boundaries and encouraging a constructivist approach in c. 2005. History was later reinstated in the RNCS/NCS with the express intention of encouraging redress, reconstruction and reconciliation, while maintaining an outcome-based approach. Finally, in Curriculum and Policy Statement (CAPS), History taught at schools was pared down and there was a return to a content focus, with a greater emphasis on ‘citizenship’. But the content is still sanitised in terms of teaching African History."