scholarly journals Recipe of Poor Performance: Case of a Misaligned Organisational Architecture of a TVET Campus

2021 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
MacDonald Kanyangale ◽  
Reason Sibanda
Keyword(s):  
South African ◽  
Peer Relations ◽  
Workplace Learning ◽  
Poor Performance ◽  
Management Style ◽  
Vocational Education And Training ◽  
Learning Needs ◽  
Kwazulu Natal ◽  
And Training ◽  
Critical Resources

The objective of this qualitative study was to explore the nature of the organisational architecture of a Technical and Vocational Education and Training (TVET) campus according to the perspectives of students in KwaZulu-Natal in South Africa. Twenty-two students in a TVET campus were selected using purposive sampling and interviewed to collect data. Thematic analysis was used to deduce relevant themes. The results reveal that the organisational architecture of the TVET campus had a twin strategy of active learning and assessment-led teaching that was cardinal, but inadequate for the learning needs of students, and misaligned by unsupportive systems, distant and disconnected style of management to respond to student's problems, shortage of good lecturers and lack of critical resources. Predominantly, students who had already failed in their course were active in cultivating dropout behaviour and culture among peers. The absence of workplace learning by students was a significant gap in the organisational architecture. Critical changes in management style, systems, staff, resources, student peer relations, and reinforcement of workplace learning are imperative if the organisational architecture of the TVET campus is to be re-aligned and effective as a pathway to work for the South African youths.   Received: 19 August 2020 / Accepted: 25 October 2020 / Published: 17 January 2021

Nature and Dynamics of Industry-Based Workplace Learning for South African TVET Lecturers

2016 ◽  
Vol 30 (2) ◽  
pp. 98-108
Author(s):  
Andre van der Bijl ◽  
Vanessa Taylor
Keyword(s):  
South African ◽  
Workplace Learning ◽  
Critical Analysis ◽  
Knowledge Development ◽  
Vocational Education And Training ◽  
Teaching Skills ◽  
Workplace Experience ◽  
Knowledge And Practice ◽  
International Knowledge ◽  
And Training

This article reports on the findings of an industry workplace experience project involving lecturers in South Africa's technical and vocational education and training (TVET) colleges, against the backdrop of new legislation and the realization that college lecturers' industry-related skills are in question. Its focus is on the nature of TVET lecturer industry-based workplace learning and the internal dynamics of its implementation in the college and employer systems. The article provides background on workplace-based learning for TVET lecturers and contrasts this form of workplace learning with forms used for students. After providing a critical analysis of methods used to theorize workplace-based learning, a model is employed to describe and analyse lecturers' experiences, with the aim of informing national and international knowledge and practice. The study supports the argument that workplace-based learning for TVET lecturers is not the same as for students. While students are exposed to workplaces to provide them with orientation and initial skills for future careers, workplace-based learning for lecturers is designed to improve knowledge development competencies. TVET lecturers undertake workplace-based learning to improve their knowledge of practice and so improve their theorization and teaching skills. The article points to the need for further research on and theorizing of industry-based workplace learning for lecturers.

scholarly journals Factors affecting the adoption of activity-based costing at technical and vocational education and training colleges in KwaZulu-Natal, South Africa

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Mziwendoda C. Madwe ◽  
Lesley J. Stainbank ◽  
Paul Green
Keyword(s):  
Vocational Education ◽  
South African ◽  
Education And Training ◽  
Public Colleges ◽  
Vocational Education And Training ◽  
Management Support ◽  
Activity Based Costing ◽  
Kwazulu Natal ◽  
Technical And Vocational Education ◽  
And Training

Orientation: It is impossible to accurately determine the detailed costs of running courses offered at South African technical and vocational education and training (TVET) colleges, as none of them practises activity-based costing (ABC). The perceptions and knowledge of their finance staff regarding ABC adoption are unknown, making it impossible also to know their reasons for non-adoption.Research purpose: This article reports the awareness of and attitudes towards ABC held by finance staff at six TVET colleges in KwaZulu-Natal and proposes a novel model for its successful adoption.Motivation for the study: The lack of empirical studies demanded understanding of those factors that address ABC adoption at South African public TVET colleges. This study therefore assessed finance staff members’ perceptions of those factors that would support the introduction of this costing system.Research approach/design and method: This study ascertained these opinions and knowledge by surveying 30 members of the finance staff at six TVET colleges using a questionnaire.Main findings: The study’s population perceived that lack of top management support, the colleges’ cost structure and technical factors are barriers to the implementation of ABC in their institutions.Practical/managerial implications: South African public colleges should address those obstructing factors as the successful adoption of ABC will facilitate the accurate calculation of their operational costs.Contribution/value-add: The study identifies those factors that would facilitate the adoption of ABC and proposes a model that would assist in the implementation of this costing system in South African public colleges.

scholarly journals Evaluation of quality administrative practices in three selected Technical and Vocational Education and Training colleges in KwaZulu-Natal

2017 ◽  
Author(s):  
◽  
Nomzamo Monica Mpanza
Keyword(s):  
Vocational Education ◽  
South African ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The South ◽  
Application System ◽  
Administrative Practices ◽  
Kwazulu Natal ◽  
Academic Information ◽  
And Training

This dissertation evaluates the quality of administrative practices in three selected Technical and Vocational Education and Training (TVET) colleges in KwaZulu-Natal, situated in the Durban area. TVET Colleges, formerly known as Further Education and Training (FET) colleges in South Africa, have undergone numerous changes since 1994. The South African government has recognized the sharp increase in unemployment, particularly among the youth of the country. There is a dearth of trained employees possessing a certain skills set required in the South African vocational industry and the government has identified TVET colleges as the panacea to address this skills shortage. Student satisfaction is important in higher education as it influences effective learning. This study adopted a mixed methods approach involving a set of questionnaires administered to students. Semi-structured interviews were conducted with administrative clerks and administrative managers. A stratified sampling technique was used when collecting data from staff and a convenience sample was applied when collecting data from students. A SERVQUAL theoretical framework was employed in this study; this model explains the students’ perceptions and expectations in evaluation of administrative practices which have been used to measure service quality in an administrative service context. The result of the research indicated great importance for all TVET colleges to implement an appropriate set of processes for the administrative practices and to continuously review and refine the application system (COLTECH) being used to capture academic information for students, and the lack of support to the administrative clerks in dealing with all students’ enquiries expeditiously. Following an in-depth analysis of the results, this study recommends more consultation with students regarding administrative practices; flexibility in accessing academic information on time; a high level of communication in any enquiries; and proper monitoring of the application system (COLTECH). Administrative clerks should be authorised to rectify errors as soon as possible; continuous training; workshops and the COLTECH application system should be continuously upgraded.

Policy Design for Non-anthropocentric Pathways to Protect Biodiversity and Re-generate the Land

2018 ◽  
Vol 4 ◽  
Author(s):  
Janet Judy McIntyre-Mills
Keyword(s):  
South African ◽  
Policy Design ◽  
Ways Of Knowing ◽  
Vocational Education And Training ◽  
African Renaissance ◽  
The Social ◽  
Policy Suggestions ◽  
Sentient Beings ◽  
Political Economic ◽  
And Training

This article is a thinking exercise to re-imagine some of the principles of a transformational vocational education and training (VET) approach underpinned by participatory democracy and governance, and is drawn from a longer work on an ABC of the principles that could be considered when discussing ways to transform VET for South African learners and teachers. The purpose of this article is to scope out the social, cultural, political, economic and environmental context of VET and to suggest some of the possible ingredients to inspire co-created design. Thus the article is just a set of ideas for possible consideration and as such it makes policy suggestions based on many ways of knowing rooted in a respect for self, others (including sentient beings) and the environment on which we depend. The notion of African Renaissance characterises the mission of a VET approach in South Africa that is accountable to this generation of living systems and the next.

Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Theresa Chinyere Ogbuanya ◽  
Taiwo Olabanji Shodipe
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Workplace Learning ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Quality Teaching ◽  
Content Type ◽  
Technical Vocational Education ◽  
And Training

Purpose With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development. Design/methodology/approach The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers. Findings The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management. Originality/value This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

Retention and attrition among National Certificate (Vocational) Civil and Construction students in South African TVET

2018 ◽  
Vol 33 (2) ◽  
pp. 127-134 ◽  
Author(s):  
Andre Van der Bijl ◽  
Mark Lawrence
Keyword(s):  
South African ◽  
Student Persistence ◽  
Cognitive Skills ◽  
Vocational Training ◽  
Poor Quality ◽  
Student Attrition ◽  
Vocational Education And Training ◽  
Integration Model ◽  
Student Integration ◽  
And Training

The National Certificate (Vocational) (NC(V)) was introduced into South Africa’s system of vocational training to ‘solve problems of poor quality programmes, lack of relevance to the economy, as well as low technical and cognitive skills of TVET [technical and vocational education and training] graduates’. The NC(V) did not, however, meet expectations, partially because of systemic difficulties. This article reports on research conducted among students who studied on the NC(V) Civil and Construction programme in an effort to identify appropriate corrections that could be made by college management. The research project made use of Tinto’s Student Integration Model to identify reasons for both student attrition and student persistence. The study provides information on the predicament facing TVET Civil and Construction students and has broad relevance for practitioners operating in higher and post-school education.

scholarly journals How to measure the efficacy of VET workplace learning: the FET-WL model

2015 ◽  
Vol 57 (6) ◽  
pp. 602-622 ◽  
Author(s):  
Pilar Pineda-Herrero ◽  
Carla Quesada-Pallarès ◽  
Berta Espona-Barcons ◽  
Óscar Mas-Torelló
Keyword(s):  
Work Environment ◽  
Workplace Learning ◽  
Design Methodology ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Content Type ◽  
Organization And Management ◽  
Quantitative Design ◽  
Probabilistic Sample ◽  
And Training

Purpose – Workplace learning (WL) is a key part of vocational education and training (VET) because it allows students to develop their skills in a work environment, and provides important information about how well VET studies prepare skilled workers. Therefore, the purpose of this paper is to develop and validate an instrument to evaluate WL efficacy in VET. Design/methodology/approach – The research presented in this paper was based on a quantitative design, after having identified factors that influence training efficacy. The factors to evaluate transfer in WL (FET-WL) questionnaire was formed of 57 items (five-point Likert scale) and applied to a stratified probabilistic sample of 1,026 VET students in the Barcelona area (Spain). Findings – After conducting an exploratory factor analysis, the model explained 48.42 per cent of the variance and six factors merged: coherence of the training of the school with the WL, school tutor’s sole, host company tutor’s role, the possibilities of developing the WL, integration into the company and student’s motivation. Originality/value – Results show that the FET-WL may be a useful tool for the various agents involved in WL since it may improve the organization and management of VET and thereby increase its efficacy.

scholarly journals Reforming Technical and Vocational Education and Training (TVET) on Workplace Learning and Skills Development

2020 ◽  
Vol 8 (5) ◽  
pp. 2964-2967
Keyword(s):  
Vocational Education ◽  
Workplace Learning ◽  
New Economy ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skills Development ◽  
Skilled Workers ◽  
Private And Public ◽  
Technical And Vocational Education ◽  
And Training

Technical and Vocational Education and Training (TVET) plays a crucial role in promoting high-skilled workers in Malaysia. In order to establish and manage TVET, it is significant to revisit in the existing TVET system to make a greater impact to improve TVET ecosystem including governance and management, teacher training, curriculum and pedagogical, social partners, and innovation in TVET provision in the context of private and public engagement. This paper applied systematic review as a methodology. The results, show that TVET ecosystem and interventions need to be implemented in line with the need of 21st century ‘new economy’ skills and challenges will always appear in hindering the success of preparing future skills demand. Hence, this paper further discusses the issues and challenges faced by Malaysia in reforming TVET for the world of work. Additionally, this paper covers strategic planning and recommendations on TVET development that could be beneficial to Malaysia.

Decolonisation and South African TVET: A Different Missing Middle

2019 ◽  
Vol 41 (1) ◽  
Author(s):  
Alexa Nicole Anthonie
Keyword(s):  
Higher Education ◽  
South African ◽  
Basic Education ◽  
Document Analysis ◽  
Academic Community ◽  
Popular Media ◽  
Vocational Education And Training ◽  
The Public ◽  
Missing Middle ◽  
And Training

This paper explores the South African Technical Vocational Education and Training (TVET) sector in relation to calls for decolonisation that have emanated from higher education institutions (universities) and basic education institutions (schools). Both the public and the academic community have echoed these institutions’ calls for transformation through protests and articles in academic journals and the popular media. Apart from two articles in the popular media the silence on decolonisation and TVET has been deafening. A key phrase during the #FeesMustFall protests was “the missing middle,” referring to those students who were too rich for NSFAS bursaries but too poor to afford university fees. I argue that the TVET sector is a different missing middle in that it is missing from debates about decolonising education in South Africa. Through a document analysis of TVET related legislation, I argue that it is too “high” for basic education and too “low” for higher education. By drawing on Jan Blommaert’s notion of “voice” and Gayatri Spivak’s notion of “the subaltern,” the paper considers why there has been such silence on decolonising the TVET sector.

Sign in / Sign up

Export Citation Format

Share Document