The training and development of lecturers within the framework of the relevant Acts on higher education

Abstract

i ACKNOWLEDGEMENTS It is a privilege to pay tribute to all the role players who contributed towards the completion of this study. I honour my heavenly Father who not only inspired and empowered me to initiate this study, but accompanied me on the journey till the end.A special word of thanks to my promoter, prof J C Kok, who believed in me and was always available to guide the way with constructive criticism, as well as my co-promoter, prof E S G Greyling, for her valuable contributions.My husband Frik, my close family and friends, as well as colleagues for their moral support and patience for the duration of this study.The University of Johannesburg for the financial support. The library staff and research division of the Tshwane University of Technology for professional services rendered. Anina Labuschagne for proficient editing services provided. ii SUMMARY During the last decade of the 20 th century and in the early years of the new millennium, the education dispensation in South Africa changed tremendously. Many lecturers are not necessarily equipped to face all the challenges the changes brought about, and since it is the vision of the new Government to have a 'rational, seamless Higher Education system that will embrace the intellectual and professional challenges facing South Africans in the 21st century' (Department of Education 2003:iii), the researcher became involved and conducted this study in a Higher Education institution. The relevant acts in the Higher Education environment served as framework to table a training model for newly appointed lecturers. Development research was used as method, and a heuristic statement formulated and tested. The instructional design components based on an Input→ Process→ Output matrix was applied, and a step-by-step approach followed to design the training model and simultaneously test the implementation of the programme.An extensive literature study determined criteria to be met in the design of the training programme, and experts in the field of Higher Education continuously gave their input. Reflection on 30 lecturers' who participated by giving their perceptions regarding their ability to perform their duties before and after a year of probation, as well as the 632 students' perceptions of the learning facilitation skills of their lecturers, completed the cycle of analysis, design, evaluation and revision. A distinction between the results of experienced and less experienced lecturers proved to be valuable, and the information that was gained, led to recommendations to support staff developers to implement a training programme for lecturers.It became evident that quality promotion is a necessity, and in order to enhance that, staff development initiatives should be linked to the performance appraisal system. Lecturers should take ownership of their own development and recognise the value of reflection on practice.iii The proposed training programme for the holistic development of lecturers in a Higher Education institution is based on past experience, relevant in...

Human capital development as a line manager responsibility in the South African education sector

“…Macheng (2016) indicated that school managers should support and promote the development of educators which will ultimately lead to improved quality education. In addition, senior managers who ensure and capacitate those who support educators or lecturers through the implementation of appropriate and effective HCD policies and procedures will subsequently enable and improve teaching and learning in education institutions (Le Grange et al, 2006).…”

“…The achievement of this goal can be hindered by the lack of investment in HCD interventions by education institutions such as universities, colleges and schools (Musakuro & De Klerk, 2021). The constant enhancement of quality in the SA education sector and the attainment of strategic objectives for each education institution can be achieved by strategically implementing HCD interventions for lecturers and educators, such as continuous professional development (CPD) and the cultivation of lifelong learners (Le Grange et al, 2006).…”

“…To accelerate and provide a CPD programme within the college education system, an approach was developed to research and implement an inservice industry-based workplace (Van der Bijl & Taylor, 2016). Every educator or lecturer should have a mentor appointed to provide guidance on administrative issues or processes, updating of record-keeping forms, curriculum application and acclimatisation with relevant departmental trends and needs (Le Grange et al, 2006).…”

“…97 of 1998, aims to develop the skills of the SA workforce, encourage employers to utilise the workplace as an active learning environment and provide employees with an opportunity to acquire new skills (South Africa, 1998). According to Le Grange et al (2006), while it is crucially important to put in place measures that will correct the ills of the past SA regime, it is equally important to also focus attention on the constant changes in the global world in order to remain economically competitive, and as such, higher education institutions (HEIs), as a knowledge production subsector within the education system, should be ready to respond to such changes. line managers in human resource management (HRM) decisions, HRM activities and processes and HRM budgeting processes enhances organisational performance (Waseem et al, 2020).…”

“…An organisation has at its disposal a variety of HCD initiatives that range from continuous learning and development programmes to informal and formal workplace programmes that induce creativity and advance skills and acquiring of knowledge that results in enhanced performance by employees (Erasmus et al, 2016;Noe, 2020). Le Grange et al (2006) indicated that for the education institutions to become learning organisations with a culture of lifelong learning for lecturers as well as educators, HCD programmes should be strengthened and prioritised. Sthapit (2017) asserts that performance management and various other HCD activities are independently effective.…”