Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2607-1.ch004
Ramongwane Daniel Sephokgole, S. Ramaligela
The acquisition of knowledge and skills largely depends on the availability of resources and equipment to practice agricultural programmes. Providing quality of knowledge and skills is challenging for lecturers offering agricultural programmes in technical and vocational education and training (TVET) colleges. Therefore, practicing agriculture using appropriate resources and equipment have a crucial role to play in ensuring that lecturers are able to practice agricultural programmes in TVET colleges. The considered challenge is that lecturers are unable to practice agricultural programmes due to a lack of agricultural resources and equipment. The qualitative research approach applied in this chapter was through semi-structured interviews used to collect data of 15 individual agriculture TVET lecturers. The study was analyzed using Mitzel's theoretical framework, and presage variables were used as a lens to understand the challenges experienced by lecturers about instructional practices on agricultural programmes. Content knowledge and skill, teaching skill, teaching style, and personal traits and those themes were used as categories to present the lecturer's interview. The key finding was that although most of the lecturers were able to integrate content knowledge and practical skill and has good personality traits, they were unable to show their teaching skills and teaching style due to a lack of resources and equipment. The authors conclude that a lack of resources and equipment derail the practice of agricultural programmes in TVET colleges.
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Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2607-1.ch001
M. Makgato
The post-apartheid education policies were developed to eradicate inequality of learner performance and racial composition of schools and vocational colleges. Vocationalising education is a solution for skills gap. This chapter is based on the study that focused on vocational pedagogic and didactic practices, workshop material and equipment for practical training, work-integrated learning, and integration of theory and practice in vocational subjects. The methodology of collecting data were interviews and observations. The participants of the study were seven lecturers at three TVET colleges, who were selected purposefully. The empirical results from three TVET colleges investigated showed that vocational pedagogy and practical skills training is not responding to the needs of workplaces and leads to the high unemployment of youth. There are no practical activities at the colleges; hence, there is no integration of theory and practicals in vocational subjects. This study found that the curricula offered at the TVET colleges is irrelevant and requires urgent review in order to respond to the current workplace requirements.
{"title":"Challenges Experienced by TVET Colleges in Producing Skilled Workforces","authors":"M. Makgato","doi":"10.4018/978-1-7998-2607-1.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-2607-1.ch001","url":null,"abstract":"The post-apartheid education policies were developed to eradicate inequality of learner performance and racial composition of schools and vocational colleges. Vocationalising education is a solution for skills gap. This chapter is based on the study that focused on vocational pedagogic and didactic practices, workshop material and equipment for practical training, work-integrated learning, and integration of theory and practice in vocational subjects. The methodology of collecting data were interviews and observations. The participants of the study were seven lecturers at three TVET colleges, who were selected purposefully. The empirical results from three TVET colleges investigated showed that vocational pedagogy and practical skills training is not responding to the needs of workplaces and leads to the high unemployment of youth. There are no practical activities at the colleges; hence, there is no integration of theory and practicals in vocational subjects. This study found that the curricula offered at the TVET colleges is irrelevant and requires urgent review in order to respond to the current workplace requirements.","PeriodicalId":366023,"journal":{"name":"New Models for Technical and Vocational Education and Training","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126717873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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