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

Abstract

The post-secondary vocational education system in South Africa encounters many challenges, including a lack of professionalism among certain teaching people, an unresponsive curriculum, and inadequate management of day-to-day operations, leading to fragmentation within the system. This is corroborated by a 2014 Training Needs Assessment Study (TNAS) that uncovered a dearth of effective college leadership management abilities and the utilisation of insufficient instructional approaches in certain vocational schools. This study aimed to investigate the possible factors influencing the quality of Technical and Vocational Education and Training (TVET) in certain colleges located in the Gauteng area of South Africa. The study employed a quantitative research methodology, collecting data using a survey. Subsequently, the data was subjected to analysis using SPSS. This study hypothesised that the current state of affairs may be attributed to inadequate and fragmented leadership and management techniques. The researchers expressed uncertainty regarding the implementation of a more integrated and focused leadership approach that would disperse responsibility for student accomplishment in order to enhance outcomes. This study aimed to examine the main obstacles to enhancing students' performance in TVET colleges and explore how a dispersed instructional leadership approach may be conceptualised to tackle these challenges at the institutional level. The study highlights the significance of collaboration and a fair allocation of power and competence to promote a collective leadership vision in the pursuit of enhanced institutional performance in a sector in need of positive results.