Technical colleges in South Africa: planning for the future

Lumby, Jacky

doi:10.1080/13636820000200109

Cited by 7 publications

(4 citation statements)

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“…One setback lies in the reported inadequate collaboration between industry and TVET institutions on curriculum development matters, causing an expectation gap between these two parties (Akomaning, Voogt, & Pieters, 2011;Bakah, Voogt, & Pieters, 2012b). Other challenges include the lack of resources needed to have and maintain educational infrastructure (e.g., labs and workshops for practical training) and the absence of information and national statistics about the graduates' employment, which is necessary input for valid TVET curriculum updating (Lumby, 2000).…”

Section: Tvet Curriculum Development In Developing Countriesmentioning

confidence: 99%

The Need for Curriculum Leadership to Sustain Systematic and Collaborative Curriculum Design Practices

Albashiry

2019

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

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Section: Tvet Curriculum Development In Developing Countriesmentioning

confidence: 99%

The Need for Curriculum Leadership to Sustain Systematic and Collaborative Curriculum Design Practices

Albashiry

2019

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

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“…Inadequate financial support (Rogan & Grayson, 2003), which results in poor educational resources and very limited quality training opportunities for HoDs and teachers; b. Poor coordination of student industry internship and inadequate provision of practical training in the vocational institution, which result in students having theoretical knowledge about the discipline but little mastery of the target vocational skills (Akomaning et al, 2011;Lumby, 2000) as reported in this study; c. High rate of HoDs' and teachers' mobility and attrition in developing contexts due to their search for better job offers (Gervedink Nijhuis et al, 2012), thereby increasing the number of adjunct teachers who are usually less qualified and are not required to participate in CD activities (Diamond, 2008); and d. Lack of CD expertise and management skills of the academic managers, as most of them are promoted to such leading positions based on teaching seniority and oftentimes without attending pre-or in-service relevant training programs (Gervedink Nijhuis et al, 2012). This probably makes them play a reactive rather than a proactive role regarding curriculum development issues, which was not appreciated by the HoDs and teachers in this study.…”

Section: Discussionmentioning

confidence: 99%

“…These challenges include the inability to have longterm plans due to uncertainty about the kind and amount of resources they will be receiving from the government, the provision of more practical training for their students, and the lack of information about student employment destinations as there are no national statistics. This all results in a mismatch between the outcomes of these institutions and employment opportunities (Lumby, 2000). This mismatch was also reported to be a result of the inadequate collaboration between these institutions and industries (Akomaning, Voogt, & Pieters, 2011).…”

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confidence: 97%

Curriculum Design Practices of a Vocational Community College in a Developing Context: Challenges and Needs

Albashiry

Voogt

Pieters

2015

Community College Journal of Research and Practice

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“…Zungu examines potential relationships between the development of trainees' competencies in electrotechnical jobs and the curricular content as well as institutional conditions (2016, p. 61). The vast majority of published empirical studies related to African VET focus on the general circumstances of TVET colleges, either compared to other (African) countries or explicitly for South Africa as an object under investigation (McGrath, 1998;Lumby, 2000;Letseka, 2004;Young, 2006;Wedekind, 2008;Marope, Chakroun & Holmes, 2015;Arfo, 2015;Akoojee, 2016;Allais, 2011aAllais, , 2011bAllais, & 2017. Several publications from international research networks list a broad spectrum of qualifications for teachers at vocational schools in South Africa (Papier, 2008, p. 7;European Commission, 2014, p. 52;Arfo, 2015, pp.…”

Section: State Of Researchmentioning

confidence: 99%

Analysing training needs of TVET teachers in South Africa: An empirical study

Zinn

Raisch

Reimann

2019

IJRVET

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Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions. Approach:The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted. Findings:The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of "Ambitions Goals" have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers' basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enab-Analysing training needs of TVET teachers in South Africa: An empirical study 175Zinn, Raisch, Reimann ling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers' salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques. Conclusions:Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.

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Technical colleges in South Africa: planning for the future

Cited by 7 publications

References 7 publications

The Need for Curriculum Leadership to Sustain Systematic and Collaborative Curriculum Design Practices

The Need for Curriculum Leadership to Sustain Systematic and Collaborative Curriculum Design Practices

Curriculum Design Practices of a Vocational Community College in a Developing Context: Challenges and Needs

Analysing training needs of TVET teachers in South Africa: An empirical study

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