In order to enable students to acquire competencies related to the productivity and employability and engage them in generating productive employments, SJTC is organised into two units and students must rotate there. This allows them to integrate theory and practice.
Figure 2: Integrated model within SJTC
Figure 2 implies an integrated model that puts apprenticeship at the forefront. Learning activities are organized around authentic and real world themes in such a way that students are given some degree of responsibility and autonomy to make personal investigation in order to develop their own understanding. SJTC focuses on enabling its students to develop real life experiences in what Dewey has called “learning by doing” (Dewey, 1938). Community programmes are articulated around three components that students must practise to ensure that they create or get a decent job, namely capacity building, income generation, and saving as depicted in Figure 3.
Figure 3: Job training model within SJTC
In other words, while actively involved in a community of learning, students interact and collaborate with more experienced peers and specialists (apprenticeship), and through guided participation they construct new knowledge and skills that they can use to handle later situations (participatory appropriation). Thus, students benefiting from guided participation from specialists in a discourse community not only create authentic meanings framed in the specialist discourse, but also they develop a new identity as members of legitimate speakers within this community.
Regulatory framework and quality assurance
At the tenet of SJTC is that theory and practice are interrelated and evolve in unison, students learn better from worthwhile experiences. According to this point of view, learning should not be understood as a process of absorbing knowledge through a transmission mode of teaching; it is rather construed through doing things and through experiencing the consequences of our actions. Development project work will imply increased students’ responsibility in learning and the object of learning should be relevant to the students’ intrinsic needs. Thus, to enhance quality assurance the following criteria are taken into consideration:
Same international benchmarking: Benchmarking the standard of Certificate/Diploma to the National Qualification Framework and to the General National Technical and Vocational Frameworks wherever possible.
Continuous enhancement: Monitoring of each module’s performance annually vis-à-vis jobs created and employers/employees’ satisfaction.
Transparency and fairness: Moderation of programmes both inside and outside the Center.
External credibility: Validation of Certificate/Diploma and modules using external advisers.
Professionalism: Improved pedagogy to produce independent, competent employees through learning by doing and technology-based learning projects.