Knowledge, competencies and dispositions of lecturers in Technical Engineering in the context of advancing 4IR technologies

Abstract

The advent of the Fourth Industrial Revolution (4IR) affirms that the transformation and advancement of all industries and society are progressively driven by emergent and rapidly changing technologies. In order to help establish a technologically literate society, it is crucial for lecturers in Technical Engineering to stay abreast of the latest trends and technological advancements in their area of specialisation. This article reports on the findings of a sub-section of a nationwide survey that collected data from lecturers in Technical Engineering at 52 TVET college campuses across South Africa (n = 577) that offer TVET Engineering Study programmes. The purpose of the survey was to profile TVET Engineering Study lecturers’ knowledge and pedagogical practices in engineering programmes across South Africa. The sub-section of the survey specifically probed the participants’ awareness and understanding of discipline-specific technological advancements and digital educational enterprises, and also the potential impact of these on teaching technical subjects. The findings show that 52,3% (n = 302) of the participating lecturers in Technical Engineering are unaware of any technological advancements in their area of specialisation and that they do not know what the potential impact of this might be on future technical training. When Engeström’s Cultural Historical Activity Theory (CHAT model) is applied to the activity systems that are involved, the underlying tension between these systems is revealed. This article examines the possible implications of these findings for the renewal of the Technical Engineering curriculum, considering that these lecturers demonstrate limited awareness of the technological advancements needed to participate effectively in the 4IR era.

The reshaping of curriculum transformation to address the 21st-century skill sets and employment prospects during the Fourth Industrial Revolution era: A case of the South Africa TVET colleges

“…The above interview excerpt emphasises the evolvement of technology and that technicians ought to have a high learning index as continuous learning is the modus operandi of working in the 4IR. Additionally, digital literacy in the 4IR is beyond right or wrong, but it is a process of becoming more digitally and technologically literate (Teis and Els 2021). Thus, a person must be willing to undergo lifelong learning as a result of changes brought about by changes in the use and deployment of technology.…”

“…The curriculum for this programme is currently being quality assured by Umalusi and is envisaged for implementation in 2022." (Teis and Els 2021).…”

“…Disciplines such as Electrical Engineering, Mechanical Engineering, Civil Engineering and Electronics Engineering are being prioritised and reconstructed to be in line with 4IR (Teis and Els 2021). In addition, Siemens AG and Council for Scientific and Industrial Research (CSIR) signed an MOU to provide TVET colleges with critical technical and digital skills to contribute to the employability of students and enhancement of the quality of job profiles (IT Web 2021).…”

“…They found that employability is largely determined by educational outcomes that are responsive to the needs of the industry. Additionally, they observed that TVET graduates were not ready to be absorbed by some companies due to a wide gap between the skills acquired in TVET institutions and the skills required to be competent in the enterprise (Teis and Els 2021). This suggests that the checklist of attributes and skills needed from TVET graduates is sometimes incongruent with each other.…”

How do South African TVET lecturers rate their digital competencies, and what is their need for training for a digital transformation in the South African TVET sector?

“…At a more quantitative level, little is known about South African TVET lecturers' competencies and beliefs related to digital teaching and learning. Teis and Els (2021) have shown that 52.3% of the participating lecturers (n = 577) in Technical Engineering are unaware of any industry-relevant 4IR (Fourth Industrial Revolution) technologies in their area of specialisation. Furthermore, most participants rated their knowledge of the practical use and application of 4IR technologies as being of a very high level.…”