Deficiencies in technical and vocational education and training lecturer involvement qualifications and its implications in the development of work related skills

Bijl, Andre Van der; Oosthuizen, Louis J.

doi:10.20853/33-3-2886

Cited by 12 publications

(4 citation statements)

References 6 publications

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“…As a result, a sizable number of lecturers entered and continue to enter the South African TVET college sector without obtaining an official teaching qualification. Without a formal teaching qualification, college lecturers must develop their teaching abilities in other ways ( Van der Bijl, 2015).…”

Section: Deficiencies In Tvet Lecturer Qualificationsmentioning

confidence: 99%

A deflating quality TVET education in Gauteng Technical, Vocational Education and Training Colleges

Mahlangu,

Mtshali

2024

IJRBS

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The post-secondary vocational education system in South Africa encounters many challenges, including a lack of professionalism among certain teaching people, an unresponsive curriculum, and inadequate management of day-to-day operations, leading to fragmentation within the system. This is corroborated by a 2014 Training Needs Assessment Study (TNAS) that uncovered a dearth of effective college leadership management abilities and the utilisation of insufficient instructional approaches in certain vocational schools. This study aimed to investigate the possible factors influencing the quality of Technical and Vocational Education and Training (TVET) in certain colleges located in the Gauteng area of South Africa. The study employed a quantitative research methodology, collecting data using a survey. Subsequently, the data was subjected to analysis using SPSS. This study hypothesised that the current state of affairs may be attributed to inadequate and fragmented leadership and management techniques. The researchers expressed uncertainty regarding the implementation of a more integrated and focused leadership approach that would disperse responsibility for student accomplishment in order to enhance outcomes. This study aimed to examine the main obstacles to enhancing students' performance in TVET colleges and explore how a dispersed instructional leadership approach may be conceptualised to tackle these challenges at the institutional level. The study highlights the significance of collaboration and a fair allocation of power and competence to promote a collective leadership vision in the pursuit of enhanced institutional performance in a sector in need of positive results.

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Section: Deficiencies In Tvet Lecturer Qualificationsmentioning

confidence: 99%

A deflating quality TVET education in Gauteng Technical, Vocational Education and Training Colleges

Mahlangu,

Mtshali

2024

IJRBS

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“…TVET lecturers need professional qualifications, which include industry experience. One study detected deficiencies in TVET lecturer qualifications and experience, particularly workplace experience and qualifications (Van der Bijl & Oosthuizen, 2019). This suggests that lecturers lack the requisite industry skills, which are paramount in performing their teaching roles.…”

Section: Review Of Literaturementioning

confidence: 99%

Exploring TVET lecturer perceptions about work-integrated learning in South Africa

Mesuwini

Thaba-Nkadimene

Mzindle

et al. 2022

SJVD

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This paper discusses the perceptions of Technical and Vocational Education and Training (TVET) lecturers’ work-integrated learning (WIL) to determine how they understood their learning in a South African context. This study explored TVET lecturer perceptions about WIL, which is not reported as much in the literature. Eighteen lecturers from the civil, electrical and mechanical trades were involved in the study. A multiple case study design was adopted. The non-probability sampling design, specifically convenience and purposive sampling was used because participants were identified according to the researcher’s judgment. Qualitative data were gathered from TVET lecturers learning through WIL in industry. A thematic analysis model was used to search for common themes and analyse the data. Bergami and Schuller’s industry placement model underpinned the study. Using interviews and non-participant observation provided an opportunity for data triangulation, thereby addressing shortfalls that may be deep-rooted in a single method approach. This provided opportunities to test the trustworthiness and dependability of research findings. It emerged that TVET lecturers gained meaningful and current industry exposure. Lecturers described WIL as a positive and exciting initiative where they learnt from experts who shared valuable industry experiences. A few participants voiced their dissatisfaction over a lack of support from industry personnel. Further studies on challenges experienced by TVET lecturers during WIL are recommended. Overall, WIL complements theory with practice positively. The results may differ if future studies include other disciplines. WIL initiatives could influence different role players aligned to TVET provision.

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“…Morris et al [42] state that the purpose of teaching is to support student learning. Research has shown that lecturers in the TVET sector usually possess technical qualifications as well as workplace experience and knowledge, but little pedagogical training, if any [43,44]. Such a factor may influence student engagement, and if it is negative, it could lead to students voluntarily withdrawing from college due to boredom, poor attendance and/or low achievement [45].…”

Section: Literature Reviewmentioning

confidence: 99%

Creation of Learning Opportunities for Electrical Engineering Students at Northern Cape Urban Technical Vocational Education and Training College

Masvosve¹,

Mosia²,

Hlatywayo³

2021

ujer

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Technical and Vocational Education andTraining (TVET) colleges are currently not succeeding in developing requisite skills in Electrical Engineering Studies. The aim of this study was to investigate opportunities to learn (OTL) created for Electrical Engineering students at a TVET College. The study was conducted using a mixed method case study where 101 questionnaires were distributed to all the students enrolled for N1 Electrical Trade Theory, and interviews conducted with 6 students purposively sampled based on their performance, and with the only lecturer teaching the subject. Document analysis was also employed to source vital curriculum information for the subject. The research resulted in a number of significant findings, namely; engineering theory lessons taught were not complemented by practical work or experiments, teaching methods and learning activities did not promote active participation on the part of students, classes were composed of both young and so-called mature students, there were not enough assessment opportunities and instructional resources. The research therefore, recommends that lecturers be appropriately qualified, so that they are informed about teaching and learning methods suitable for students of mixed abilities, ages and backgrounds; and that they employ teaching methods that are learning-centred, which result in students actively creating knowledge through their own experiences. It is likely that the more a lecturer practices this type of teaching, and takes into consideration relevant contextual factors; the more s/he will enhance the creation of OTL for Electrical Engineering at a TVET college.

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Deficiencies in technical and vocational education and training lecturer involvement qualifications and its implications in the development of work related skills

Cited by 12 publications

References 6 publications

A deflating quality TVET education in Gauteng Technical, Vocational Education and Training Colleges

A deflating quality TVET education in Gauteng Technical, Vocational Education and Training Colleges

Exploring TVET lecturer perceptions about work-integrated learning in South Africa

Creation of Learning Opportunities for Electrical Engineering Students at Northern Cape Urban Technical Vocational Education and Training College

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