Understanding the Demand for Industrial skills through the National Certificate (Vocational) Building and Civil Engineering Programme

Abstract

The Ministry of Higher Education and Training has significantly transformed the technical and vocational education and training sector to respond to socio-economic ills such as poverty, unemployment and inequalities. With the mission of the White Paper for Post-School Education and Training, TVET programmes are prioritised as a significance in responding to societal challenges by offering skills that are aligned to industry to enable youth and young adults to successfully enter the industry for their sustainable livelihoods. This study provides a critical analysis on alignment of the National Certificate (Vocational): Building and Civil Engineering programme) offered by TVET Colleges. This article is based on a case study of two vocational training institutions in Mpumalanga Province, South Africa. A qualitative research approach was followed. The article used interviews and observations as data collection tools. The population for the study consisted of ten TVET teachers. The data were analysed by transcribing the data, coding, and thematic discussion using thematic analysis. The study's findings show that the NCV: Building and Civil Engineering programme is not aligned with the industry, as the workshop’s practical training is given inadequate time. The NCV: Building and Civil Engineering programme contains too many theoretical sections. The theoretical part is mainly offered to the students rather than hands-on practical training. The study concludes that the TVET sector faces challenges to meet the demand for industrial skills. This study recommends that the NCV program be evaluated urgently to address this issue and to ensure that it remains aligned with industry.

Analysis of Vocational Student Performance Criteria on Work Skills Based on Industry Needs: An Analysis for Students' Skill Test Instruments

“…This proves that VHS students in their learning process tend to be given more material about casting work, followed by formwork and reinforcement and scaffolding work. Learning patterns like this are supported by learning models outside of school through industrial work practice activities as a form of collaboration between schools and companies (Hiim, 2023), so that students acquire skills relevant to the job market (Nkwanyane, 2023). A practical learning pattern like that can provide a learning experience for students (Hiim, 2017) because it is important to have theoretical knowledge as well as relevant practical work experience (Calero López & Rodríguez-López, 2020;Sylte, 2020).…”

Human Machine Interface-Based Control Training Kit as Innovative Learning Media to Enhance Students’ Automation Control Skills in the Industry 4.0 Era

“…Moreover, they should demonstrate the capability to analyze and resolve issues about automated control. By acquiring comprehensive ACSs, students are equipped to confront the progressively intricate challenges of the industrial landscape, enabling them to design, develop, and maintain efficient and dependable automated systems [7], [15], [16]. The assessment of ACSs can be carried out through four key dimensions: (1) Effective utilization of automation control technologies; (2) Reaction time; (3) Utilization of automation control technologies; and (4) Integration with the system in automation control technologies [17], [18].…”

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

“…With the surveyed literature, there is a reason to believe that there has been a lot of challenges than successes in the curriculum operation and the management of these institutions. For example, a study by Nkwanyane (2023) reveal that the NCV: Building and Civil Engineering program is not aligned with the industry expectations and that the curriculum is too theoretical to the detriment of TVET students. Also, Ramongwane, Manto and Moses (2022) report that TVET colleges are still battling in balancing discipline specific teaching and learning resources, equipment, plus a responsive infrastructure for lecturers to impart practical knowledge and skills.…”