Browsing by Subject "TVET"

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    Exploring translanguaging and collaborative talk during group work in an entrepreneurship classroom at a TVET college
    (2025) Jonkers, Jacqualine Rokeya; Mckinney, Carolyn
    South African multilingual Technical and Vocational Education and Training (TVET) students encounter officially monolingual English environments in content-focused classrooms like entrepreneurship. However, in unofficial settings, they use their entire linguistic repertoire, switching and mixing their indigenous language with English during social interactions. They revert to using only English when communicating with teachers and engaging in reading and writing activities. This study explored translanguaging during collaborative group work by first-year multilingual students in an entrepreneurship classroom at a TVET college in the Western Cape. The study collected data from fifteen isiXhosa and Afrikaans speaking participants from the Western and Eastern Cape. All participants were enrolled in a National Accredited Technical Education Diploma (NATED) program within the Public Management department, exhibiting a wide range of English proficiency levels. Qualitative data was collected through classroom observations, video and audio recordings and group interviews. The study found that translanguaging is not only limited to social interaction but also used for pedagogical translanguaging. Translanguaging in social interaction expressed emotions, empathy and light-hearted humour. Whereas, pedagogical translanguaging through collaborative talk is demonstrated to be beneficial in promoting shared purpose and participation compared to disputational and cumulative talk. This type of talk demonstrated that it enhanced comprehension and participation by students actively exploring and challenging each other's ideas, offering disagreements and working together to make joint decisions by actively listening, asking questions and exchanging relevant information. Translanguaging is a common practice amongst multilingual students, so if it is fully exploited by TVET lecturers in the classroom they will be able to bridge the gap of their students' participation barriers due to language challenges.
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    Open Access
    Implementation of records management practices in technical and vocational education and training institutions in South Africa
    (2025) Kodisang, Mmamie Evelyn; Mfengu, Andiswa
    In technical vocational education and training colleges, records management plays a major role as it enables service delivery in a consistent, equitable manner, and it further provides continuity and productivity in its management and administration. This role extends to the provision of support for the institution's mandate, that of research, teaching, learning, and community engagement. Despite the crucial role that records play in TVET institutions, several studies have highlighted a lack of appreciation for this role. In this context, the study was undertaken to explore implementing records management practices in a TVET institution. The Organisational Culture Framework by Schein and Schein (2016) was determined to be an appropriate framework supporting the study due to the connection between records and information management. To optimise the theoretical implications of research findings, a case study research design was employed. To allow the researcher to develop the meaning of a situation, constructivism was chosen as the appropriate worldview for the study. Qualitative data collection was used for both administrators and managers using semi structured physical questionnaires and face-to-face semi-structured interviews, respectively. A purposeful sample of 17 administrators and 21 managers was used. The key findings of the study revealed that administrative staff lacked formal records management training. Additionally, there is limited funding for training staff on records management. Moreover, there are no policies on records management. Based on the findings, the study recommends the need for trained records management staff paired with records management governance guidelines, as well as management buy-in, and records management being driven from the top. The study concluded that for records management to be fully implemented, management should ensure that records management staff are trained on records management principles and provided with guidelines, including infrastructure. To make this possible, the study recommended that senior management make funds available to train records management staff on records management principles. In addition, senior management must make records management governing documents available and use their authority to compel staff to comply with these policies.