Challenges Experienced by Lecturers About Instructional Practices on Agricultural Programmes in TVET Colleges

Abstract

The acquisition of knowledge and skills largely depends on the availability of resources and equipment to practice agricultural programmes. Providing quality of knowledge and skills is challenging for lecturers offering agricultural programmes in technical and vocational education and training (TVET) colleges. Therefore, practicing agriculture using appropriate resources and equipment have a crucial role to play in ensuring that lecturers are able to practice agricultural programmes in TVET colleges. The considered challenge is that lecturers are unable to practice agricultural programmes due to a lack of agricultural resources and equipment. The qualitative research approach applied in this chapter was through semi-structured interviews used to collect data of 15 individual agriculture TVET lecturers. The study was analyzed using Mitzel's theoretical framework, and presage variables were used as a lens to understand the challenges experienced by lecturers about instructional practices on agricultural programmes. Content knowledge and skill, teaching skill, teaching style, and personal traits and those themes were used as categories to present the lecturer's interview. The key finding was that although most of the lecturers were able to integrate content knowledge and practical skill and has good personality traits, they were unable to show their teaching skills and teaching style due to a lack of resources and equipment. The authors conclude that a lack of resources and equipment derail the practice of agricultural programmes in TVET colleges.

Exploring Challenges, Teaching Strategies and Personality Traits to Implementing an Effective Agriculture-Based TVET Program in South Africa

“…As a result, the lecturers' teaching skills are critical in achieving the learning targets and goals, which include the practicals for agriculture students to demonstrate their capabilities (Gultom, Hutauruk & Ginting, 2020). However, Sephokgole and Ramaligela (2021), argue that the agriculture lecturers are unable to fully utilise their teaching skills due to a lack of resources, equipment, and infrastructure. Hence, one significant aspect of teaching agriculture is to make use of the resources, equipment, and infrastructure that can provide the students with the practical skills' possibilities while also enhancing the lecturer's knowledge of the subject (Pepin, Gueudet & Trouche, 2017).…”

The Impact of Contextual Factors on Learning of Agricultural Programmes in Technical and Vocational Education Training Colleges, South Africa

“…For instance, Thwala (2017) conducted a study on an agricultural vocational education programme and the promotion of job creation skills in the Free State, while Zwane and Setlalentoa (2020) investigated the factors hindering the implementation of e-learning at Motheo Technical and Vocational Education and Training College. Sephokgole and Ramaligela (2021) wrote about the challenges experienced by lecturers when teaching about the instructional practices on agricultural programmes in TVET colleges. Hence, all these studies were aimed at exploring the impact of contextual factors on the learning of agricultural programmes.…”