Lecturer experiences of TVET College challenges in the post-apartheid era: a case of unintended consequences of educational reform in South Africa

Buthelezi, Zanele Gladness

doi:10.1080/13636820.2018.1437062

Cited by 33 publications

(41 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Appropriate facilities enhance not only the learning process, but also contributes to student satisfaction [35]. Time management is of great importance to academics in TVET colleges who need to cover specific course content in a limited amount of time [36]. Wasting time is therefore not an option.…”

Section: Methodsmentioning

confidence: 99%

Promoting Continuous Professional Development Among Academics from A Vocational College by Using A Practical Workshop Based on Arduino Technology

Swart¹,

Hertzog²

2020

Adv. sci. technol. eng. syst. j.

View full text Add to dashboard Cite

The internet of things has resulted in the design and development of many electronic sensors that need to be integrated with various technologies. Engineering academics need ongoing training relating to this integration as they need to subsequently teach their students. This relates to continuous professional development. The purpose of this article is to illustrate how engineering academics from a vocational college have been able to engage with the theory and practice of sensor integration with Arduino technology, thereby strengthening or reconstructing their conceptual knowledge of these electronic components. A case study is used where experts in electrical engineering designed and facilitated an academic development workshop (2 days in duration) to address a need for continuous professional development. Eighteen academics from a local vocational college attended this workshop where the first goal was to determine their conceptual knowledge of 10 electronic components using an electronic responsive system (pre-test). The second goal was to facilitate a "hands-on" laboratory session where academics had to physically integrate various sensors with an Arduino microcontroller. A post-test online questionnaire was then used to determine their conceptual knowledge again, in order to ascertain the impact of the workshop. Results indicate that their conceptual knowledge was reconstructed with regard to the purpose and use of capacitors, Zener diodes, transformers, ultrasonic sensors, reed switches and passive infrared receivers. A problematic question arose relating to photocells in the first workshop that was held in 2017, which was resolved by the facilitators prior to offering a second workshop in 2018. Positive feedback was received from the participants regarding the relevance and presentation of the workshops. The novelty of this work relates to the design of a practical workshop where all participants are engaged to either strengthen, or reconstruct, their conceptual knowledge regarding electronic components that may be integrated with Arduino technology.

show abstract

Section: Methodsmentioning

confidence: 99%

Promoting Continuous Professional Development Among Academics from A Vocational College by Using A Practical Workshop Based on Arduino Technology

Swart¹,

Hertzog²

2020

Adv. sci. technol. eng. syst. j.

View full text Add to dashboard Cite

show abstract

“…Connectedness to the real world included learning the skills, values and attitudes the employer espouses, while learners from diverse backgrounds, learning on-the-job through solving problems and understanding the relevance of integrating theory with practice. Unfortunately, with the current challenges in TVET colleges, the extent of the connectedness to the real-world is undermined by industry's (un)intentional scepticism of the NCV curriculum and breakdown in communication and collaboration (Buthelezi, 2018).…”

Section: Teaching Business Studies and "Connectedness"mentioning

confidence: 99%

"Connectedness" in Business Studies pedagogy: Is a transition year alluring?

America

Mallon

2020

pie

View full text Add to dashboard Cite

The continuously changing business world demands that students entering the world of work have an adaptable skill set. The acquisition of appropriate exit-level knowledge, skills and competencies also holds true for young school learners and early school leavers. At school level the engagement and connectedness with the outside world and the development of subject-specific practical competencies could be structured through an experiential education approach that will allow learners to become self-regulating and active in their learning. This kind of active learning could involve an education that also facilitates a "real-life" experience in the workplace. This article argues for a workplace-based learning approach for Business Studies teaching by reflecting on the "connectedness" dimension of the productive pedagogies framework. In doing so, the authors deliberate on a unique Irish model called the "transition year" (TY), its orientation of "real-life" learning, the background to the development of the TY, its implementation and its viability within a South African school context.

show abstract

“…As a result, reduced job satisfaction and morale among public TVET educators in the Western Cape have contributed to educator absenteeism and turnover. This has negatively influenced the efficiency and performativity of public TVET institutions, hence, the need to get deeper insight into the problem (Buthelezi, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…This has resulted in their reduced job satisfaction and morale (Meyer & Kruger-Pretorius, 2017, pp. 196-197;Buthelezi, 2018;Davids, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…In studies carried out before, public TVET educators were alleged to be dissatisfied with extrinsic and intrinsic rewards offered by the DHET. However, there is a need to investigate to what extent dissatisfaction with extrinsic and intrinsic rewards contributes to the reduced job satisfaction and morale of public TVET educators, which may result in increased absenteeism and job turnover, which in turn negatively impact public TVET institutions efficiency (Buthelezi, 2018;Davids, 2010, pp. 8-9).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Prognosticating job satisfaction and morale determinants of public Technical Vocational Education and Training (TVET) educators

Jeremiah

Rust

Martin

2019

Problems and Perspectives in Management

View full text Add to dashboard Cite

Rewards are a function of job satisfaction and morale. As a result, it is generally accepted that dissatisfaction with intrinsic and extrinsic rewards offered by the employer results in employee reduced job satisfaction and morale. This paper endeavors to contribute to an understanding of the effect of extrinsic and intrinsic rewards on the job satisfaction and resultant morale of employees in an organization. The paper focuses on a case study organization that adds value in the South African context. The paper reviews theoretical and empirical rewards literature and their relationship with the job satisfaction and morale of employees (n = 265). A quantitative research design approach which is rarely used in this type of research was adopted. A self-administered Job Descriptive Index (JDI) was utilized in collecting data. The JDI measures people’s satisfaction with five (5) different aspects of the job, which are detailed in this paper. Data were processed using Software Package for Social Sciences (SPSS) version 23. The study revealed that both extrinsic and intrinsic rewards significantly influenced the job satisfaction and morale of public TVET educators in Western Cape public TVET institutions. Besides extrinsic rewards such as pay and bonuses, intrinsic rewards such as the job itself, supervision, career progression opportunities and relationships among principals and staff, and among educators and learners were found to be also instrumental in enhancing the job satisfaction and morale of educators.

show abstract

Lecturer experiences of TVET College challenges in the post-apartheid era: a case of unintended consequences of educational reform in South Africa

Cited by 33 publications

References 27 publications

Promoting Continuous Professional Development Among Academics from A Vocational College by Using A Practical Workshop Based on Arduino Technology

Promoting Continuous Professional Development Among Academics from A Vocational College by Using A Practical Workshop Based on Arduino Technology

"Connectedness" in Business Studies pedagogy: Is a transition year alluring?

Prognosticating job satisfaction and morale determinants of public Technical Vocational Education and Training (TVET) educators

Contact Info

Product

Resources

About