Education on all levels and in all fields underwent a major change at the end of the last century and still is changing. Due to the forces of digitalization, of globalization,
due to the impacts of the “big questions” of our time (climate change, fair distribution of wealth, justice, overpopulation, diversity), education becomes an important focus
of various players and activities.
Within the educational field, a shift I is happening from learning a rigidly defined and canonized set of general knowledge to a volatile and flexible set of skills,
knowledge, and experiences. This change is supported by a shift from lecture and teacher centric approaches to a learner centered approach; by a shift from passive
knowledge acquisition to an active training and the application of something learned and experienced. In short: the shift takes place from teaching to learning and
training; from institutions and rigid organizations to experiments, labs, and informal learning including the integration of experiential learning and life´s experiences.
Finally, the shift takes into account that we need to define what this 21st century with all its global challenges would need.
The reform of learning and training relies on a framework of skills and competencies and a framing of learning outcomes. These define active and activated capabilities of the
individual learner on the general basis of taking actions in a daily or specialized setting (day-to-day life, job, science) as capacity building in the field of:
- One basic meta-competency or skill: the ability to perform / act in a flexible way in known and unknown environments
- Five defining fields of competencies or skills:
- Knowledge (the known and profound set of wisdom in a field and beyond)
- Methodology (to know how, and what)
- Self-Competencies (time-, needs-, and emotional-management, IT and media skills)
- Social Competencies (group and team capabilities, communication)
- Aesthetic Competencies (perception, ethics, flexibility, awareness, the unknown).
A never varying mixture of competencies / skills in those fields is specific for the desired learning outcome and thus defines the training / learning as well as
the test on proving the outcome of training / learning. The interrelatedness and reference of these three fields (learning outcomes / learning, training and
teaching methods / examination methods) is mandatory.
The above-mentioned sets/fields of knowledge and practice can be divided into smaller learning entities: micro-skills. SABAA.education defines micro-skills
as the breakdown of complex knowledge and practice systems into smaller entities, which are related to defined tasks and knowledge areas, which are related
to each other, and which can be used as a building-block system of training. These micro-skills can be defined for each occupational field and each knowledge
domain, then learned and trained separately and combined to a skills and competencies set, however and whatever and wherever needed.
Taking this into account, SABAA.education strives to develop and implement a set of skills and competencies, which focus on the field of management and entrepreneurship
first, and which cater to and can be trained on various levels (pre-school / primary / secondary / university / vocational / without previous knowledge and training
but with experience in the field of managing something or being an entrepreneur).
The development will focus on the needs of the Sub-Saharan African communities and their prerequisites. Stakeholders of various areas (in Africa as well as Europe /
business, civil society, education, organizations, government, local authorities) are integrated into this development, focusing on employability and personalized
learning. The learning / training will be executed online and in blended learning settings (offline in various environments and with various and different partners
/ institutions / trainers / teachers).
A local stakeholder approach is mandatory; a special focus will be on the training of women and girls.
Fields and domains (besides management and entrepreneurship, which can be seen as cross-section skills) to be developed will be: agriculture, sustainability,
health, tourism and hospitality, creative industries, event management, music, social business plus specific demands of companies and communities on the level
This, SABAA.education is convinced and hopes, combining economics of scale, provided by online learning, and the chances of the developing technical infrastructure
(internet, Wi-Fi, smartphones, computers, software), will be successful in establishing positive results quicker than before and on a larger scope than before.
Some Specifics in the SABAA.education on the Approach to Micro-Skills SABAA.education integrates.
- A stakeholder approach
- Defining stakeholder on individual, regional, national, global lever
- Defining stakeholders in politics, organizations, in society
- Researching the various needs and wants
- Defining a taxonomy of the practical (work related) field in the humanities
- Benchmarking them with other national and international educational systems and methodologies and curricula
- Proposing a result
- Negotiating this result with various stakeholders involved
- A learner centered approach
- Cater to the individual, the group, the village, the region
- Integrate a broad outlook (the nation, the organization)
- Look for the learner’s dreams
- Recognize specific needs
- Accept changing learning styles and cultures
- Be aware of specific communities of practice
- A pragmatic and practical approach
- Define a profile passport showing the competencies of a person
- Integrate the specifics and the potential of the local environment
- Acknowledge the resistance against change processes
- Value the forces and insights of tradition
- Look at the market
- Create joy for the people working
- Evaluate and change if necessary
- Set up quality standards
- Go for the English, the French language – and recognize local languages
- A technical /digital approach
- Look for digital resources
- Integrate IT and media skills
- Used media where feasible
- A pedagogical approach
- Researching learning and teaching methods
- Focusing on the didactics needed for this special situation on this special campus in Tanzania
- Use approved and internationally recognized competencies and skills schemes
- Develop Tanzanian skills and competencies schemes
- Produce a relevant learner centered profile passport
- Create didactic training programmes for lecturers
- Use relevant pedagogical strategies
- An employability approach
- Define and refine entrepreneurial skills
- Define and refine management skills
- Define and refine specific skills
- A trainer/lecturer centered approach.