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.
https://doi.org/10.26803/ijlter.22.5.35
Keywords
Full Text:
PDFReferences
Albashiry, N. M., Voogt, J. M., & Pieters, J. M. (2015). Improving curriculum development practices in a technical vocational community college: Examining effects of a professional development arrangement for middle managers. The Curriculum Journal, 26(3), 425-451. https://doi.org/10.1080/09585176.2015.1040041
Amran, A. C., Ananta, G. P., bin Mat Hanafiah, M. A., Ali, A., & Mohd, C. K. N. C. K. (2020). Development of the Malaysian skills certification for lecturers in tertiary TVET institutions. Journal of Technical Education and Training, 12(1). https://doi.org/publisher.uthm.edu.my/ojs/index.php/JTET/article/view/3740
Abrassart, A., Busemeyer, M. R., Cattaneo, M. A., & Wolter, S. C. (2017). Do migrants prefer academic to vocational education? The role of rational factors vs. social status considerations in the formation of attitudes toward a particular type of education in Switzerland. Economics of Education Working Paper Series, 128. http://doi.org/repec.business.uzh.ch/RePEc/iso/leadinghouse/0128_lhwpaper.pdf
Ahrens, T. (2022). Paper development in qualitative accounting research: Bringing social contexts to life. Qualitative Research in Accounting & Management, 19(1), 1-17. http://dx.doi.org/10.1108/QRAM-03-2021-0044
Ayentimi, D. T., Burgess, J., & Dayaram, K. (2018). Skilled labour shortage: A qualitative study of Ghana’s training and apprenticeship system. Human Resource Development International, 21(5), 406-424. https://doi.org/www.tandfonline.com/doi/abs/10.1080/13678868.2018.1447881
Badenhorst, J. W., & Radile, R. S. (2018). Poor performance at TVET Colleges: Conceptualising a distributed instructional leadership approach as a solution. Africa Education Review, 15(3), 91-112. https://doi.org/10.1080/18146627.2017.1352452
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. http://doi.org/10.1191/1478088706qp063oa
Buthelezi, Z. (2018). Lecturer experiences of TVET College challenges in the post-apartheid era: A case of unintended consequences of educational reform in South Africa. Journal of Vocational Education & Training, 70(3), 364-383. https://doi.org/10.1080/13636820.2018.1437062
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W. & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Dempsey, M. (2013). Impacts of the changing nature of the Vocational Education and Training (VET) system on educators within the VET system in Australia. https://doi.org/ro.ecu.edu.au/theses/586
Ismail, A., & Abiddin, N. Z. (2014). Issues and challenges of technical and vocational education and training in Malaysia towards human capital development. Middle-East Journal of Scientific Research, 19(2), 7-11. http://doi.org/10.5829/idosi.mejsr.2014.19.icmrp.2
Kuczera, M., & Jeon, S. (2019). Enhancing work-based learning in the vocational education and training system in Sweden. https://doi.org/10.1787/g2g9fac5-en
Lee, M., Yun, J. J., Pyka, A., Won, D., Kodama, F., Schiuma, G. & Zhao, X. (2018). How to respond to the fourth industrial revolution, or the second information technology revolution? Dynamic new combinations between technology, market, and society through open innovation. Journal of Open Innovation: Technology, Market, and Complexity, 4(3), 21. https://doi.org/10.3390/joitmc4030021
Makgato, M. (2021). Challenges experienced by TVET colleges in producing skilled workforces: Implications for continuous professional development. In New Models for Technical and Vocational Education and Training (pp. 1-13). IGI Global. http://doi.org/10.4018/978-1-7998-2607-1.ch001
Makgato, M., & Moila, O. (2019). Partnerships between TVET colleges and industry to enhance work-related skills. World Transactions on Engineering and Technology Education, 17(3), 332-337. http://doi.org/www.wiete.com.au/journals/WTE&TE/Pages/Vol.17,%20No.3%20(2019/20-Moila-O.pdf
McIntosh, M. J., & Morse, J. M. (2015). Situating and constructing diversity in semi-structured interviews. Global Qualitative Nursing Research, 2. http://doi.org/2333393615597674
Mtshali, T. I., & Ramaligela, S. M. (2020). Contemporary employability skills needed for learners to succeed in the civil technology field in the 4IR era. Journal of Technical Education and Training, 12(3), 29-40. https://doi.org/publisher.uthm.edu.my/ojs/index.php/JTET/article/view/6325
Nkwanyane, T. P., Makgato, M., & Ramaligela, S. M. (2022). Inquiry into Students' Perceptions of Civil and Building Construction Curricula in South African TVET Colleges. Universal Journal of Educational Research, 10(6), 369-377. https://doi.org/10.13189/ujer.2022.100601
Nyerere, J. (2018). Youth Unemployment in Kenya: Incorporating Entrepreneurial and Transferable Skills in Education. Youth Entrepreneurship and Africa’s Sustainable Industrialization, 125. https://doi.org/books.google.co.za/books?hl=en&lr=&id=3Gl2DwAAQBAJ&oi=fnd&pg=PA125&dq=Youth+Unemployment+in+Kenya:+Incorporating+Entrepreneurial+and+Transferable+%09Skills+in+Education&ots
Okwelle, P. C., Deebom, M. T., Harcourt, P., & Okwelle, P. C. (2017). Technical vocational education and training as a tool for sustainable empowerment of youths in Niger Delta, Nigeria. International Journal of Innovative Social & Science Education Research, 5(1), 29-38. https://doi.org/d1wqtxts1xzle7.cloudfront.net/60725007/OKWELLE_N_DEEBOM_ON_TVET_EMPOWERMENT20190927-82897-vfu05q-libre.pdf?1569622084=&response-content
Odoom, S. K., Payne, E. K., & Boateng, D. A. (2016). Prospects of TVET for Ghana’s Industrial Development. American Journal of Engineering Research, 5(7), 280-285. https://doi.org/d1wqtxts1xzle7.cloudfront.net/48954446/ZL050702800285-libre.pdf?1474279017=&responsecontentdisposition=inline%3B+filename%3DProspects_of_TVET_for_Ghanas_Industrial.pdf&E
Olowoyo, M. M., Ramaila, S., & Mavuru, L. (2020). Levels of Readiness and Preparedness of Selected South African TVET Colleges in Meeting the Requirements of the Hospitality Industry. International Journal of Learning, Teaching and Educational Research, 19(11), 53-70. https://doi.org/10.26803/ijlter.19.11.4
Papier, J. (2017). Improving college-to-work transitions through enhanced training for employment. Research in Post-Compulsory Education, 22(1), 38-48. https://doi.org/10.1080/13596748.2016.1272084
Patten, M. L., & Newhart, M. (2018). Understanding research methods (10th ed.). Routledge Taylor & Francis Group.
Pongo, N. A., & Obinnim, E. (2015). Changing Landscape of Industry Practice: The Role of Quality Technical Vocational Education and Training in Ghana. Arts and Design Studies, 33, 1-8. https://doi.org/core.ac.uk/download/pdf/234686023.pdf
Sephokgole, D., Ramaligela, R. S., & Makgato, M. (2022). Exploring Challenges, Teaching Strategies and Personality Traits to Implementing an Effective Agriculture-Based TVET Program in South Africa. Journal of Technical Education and Training, 14(3), 125-139. https://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/11844
Schmidt, W. (2017). Future civil engineering challenges-skill requirements, new professional profiles and implementation. Knowledge Sharing KEYS for young scientists, (26), 9-14. https://doi.org/www.researchgate.net/profile/WolframSchmidt/publication/318402695_Future_Civil_Engineering_Challenges__Skill_Requirements_New_Professional_Profiles_and_Implementation/links/596790000f7e9b8091858471/Future-Civil-Engineering-Challenges-Skill-Requirements-New-Professional-Profiles-and-Implementation.pdf
South Africa, Department of Higher Education and Training. (2014). White paper for post-school education and training: Building an expanded, effective and integrated post-school system. http://doi.org/hdl.voced.edu.au/10707/303712
Van der Bijl, A., & Lawrence, M. (2019). Retention and attrition among national certificate (vocational) civil and construction students in South African TVET. Industry and Higher Education, 33(2), 127-134.http: //doi.org/10.1177%2F0950422218800649
Taylor, V., & van der Bijl, A. (2018). Work-integrated learning for TVET lecturers: Articulating industry and college practices. Journal of Vocational, Adult and Continuing Education and Training, 1(1), 126-145. https://doi.org/journals.co.za/doi/abs/10.14426/jovacet.v1i1.307
Wedekind, V. (2016). Technical and Vocational Education and Training (TVET) reform in South Africa: Implications for college lecturers, context, background. SAQA Bulletin, 15(1), 1-29. https://doi.org/www.saqa.org.za/sites/default/files/2019-11/SAQA%20Bulletin%2015.pdf#page=1
Windapo, A. O. (2016). Skilled labour supply in the South African construction industry: The nexus between certification, quality of work output and shortages. SA Journal of Human Resource Management, 14(1), 1-8. https://doi.org/hdl.handle.net/10520/EJC191886
Zulu, W. V., & Mutereko, S. (2020). Exploring the Causes of Student Attrition in South African TVET Colleges: A Case of One KwaZulu-Natal Technical and Vocational Education and Training College. Interchange, 51(4), 385-407. https://doi.org/link.springer.com/content/pdf/10.1007/s10780-019-09384-y.pdf?pdf=button
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493