Browsing by Subject "TVET College"

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    A critical exploration of the meanings and connotations of graduate attributes in a South African TVET college: a case study of a TVET college in the Western Cape
    (2025) Retief, Cornelis; Cliff, Alan
    The study aimed to critically examine the meanings and connotations of graduate Attributes within the South African TVET system, with a particular focus on a TVET College in the Western Cape. The study sought to explore the nuanced perspectives of graduate Attributes as perceived by educational institutions and graduates (NATED HR), as well as their relevance and impact within the industry. It examined how vocational education and training defined, perceived, and valued these attributes. It challenges the traditional view of industry requirements, suggesting that graduate attributes in vocational education should be context specific. The research focuses on three questions: What are the various meanings and conceptualisations of graduate Attributes within the context of the NATED HRM programme at a TVET College in the Western Cape? What are the specific graduate Attributes emphasised in the HRM programme a TVET College in the Western Cape, and how are they integrated into the curriculum? What are the perceptions of HRM graduates and teachers regarding the contextual factors affecting the understanding of graduate Attributes? A qualitative case study design was adopted, involving 21 participants (10 lecturers and 11 graduates) selected through purposive sampling. Data were collected through semi- structures interviews until saturation was reached. The study found that key graduate attributes, such as communication, critical thinking, problem-solving, and adaptability amongst others, were emphasised in the HRM program. These attributes were integrated through practical exercises, assessments, and group activities, though their implementation varied across courses. Teaching methodologies like experiential learning and collaborative activities were found to be crucial in developing these attributes. Both graduates and lecturers agreed that attributes such as job readiness and adaptability are essential for workplace success. However, challenges such as time constraints in the curriculum were noted. In conclusion, the study highlights the importance of graduate attributes in improving workforce preparedness. While the HRM programme at a TVET College in the Western Cape effectively integrates these attributes, further improvements in curriculum consistency and structured support are needed to enhance employability outcomes.
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    Open Access
    How can mobile technology enhance students' learning in technical vocational training in South Africa?
    (2020) Moses, Lea-Anne; Nilsson, Warren
    Education and skills training are proven remedies in overcoming poverty and unemployment and creating equitable, prosperous and sustainable economies. The government has recognised the critical role post-school education plays in ensuring South Africa realises Vision 2030 which has set a lofty target of 1.25 million student enrolments in Technical and Vocational Education and Training institutions by 2030. While considerable success has been achieved in enrolment rates, student throughputs at these institutions are weak; on average, only 20% of all students who enter these institutions graduate with a qualification. However, despite all these challenges, there is also reason to be optimistic. The dramatic impact of technology on the world today; how we learn and connect with others and the affordability and accessibility of mobile devices have meant that knowledge acquisition is now available to almost everyone. The purpose of this case study is to explore how mobile technology can be used to enhance the learning experience for students at post-school institutions such as Technical and Vocational Education and Training (TVET) colleges. Research participants are drawn from False Bay College in the Western Cape. These 50 young people ranged in age from 18 to 29 years and are split across two study disciplines; namely, Travel and Tourism, and Hospitality. A qualitative case study is conducted, using an inductive approach in a constructivist paradigm. Different data sources (observations, interviews, and WhatsApp group chats) were used to provide an understanding of how mobile technology made the learning experience richer and more rewarding to participants. Data were analysed using Thematic Analyses. The findings indicate that participants feel positive about the use of mobile technology for learning as well as its contribution to the enrichment of their overall learning experience. The accessibility of the technology used in the study, as well as the accessibility afforded by the technology (access to experts, rewards, support services, and industry information) were considered by participants to be the main contributory reasons for the positive enhancement of their learning. However, factors that detract from the use of mobile technology for learning are also listed. Given the increased focus on improving TVET graduate throughput rates, against a backdrop of cost-cutting and demands for a workforce armed with 21st Century skills, educational leaders need to further explore and better understand how ubiquitous technology, like mobile phones, can be used to enhance learning for students to be better equipped to meaningfully participate in the knowledge economy.