Technical and Vocational Education and Training (TVET) colleges represent a new landscape in the Department of Higher Education and Training’s (DHET) service delivery. According to the White Paper for Post–School Education and Training (DHET 2013: 11), the main purpose of TVET colleges is to train young school leavers by providing them with the skills, knowledge and attitudes necessary for employment in the labor market. The TVET curriculum is, therefore, expected to address the numerous requests of an economic, social and environmental nature by helping youth and adults develop the skills they need for employment, entrepreneurship, promoting equitable, inclusive and sustainable economic growth and supporting transitions to green economies and environmental endurance (United Nations Educational, Scientific and Cultural Organization [UNESCO] 2016:4).
This qualitative study specifically explores how lecturers deliver the NC(V) curriculum with reference to the influence of lecturer qualifications, lecturer skills and abilities as well as the influence that teaching resources have on the delivery of the NC(V) curriculum. The research site was a TVET College, in the Eastern Province of South Africa. Data were gathered by means of individual and focus group interviews with 1 Official from DHET, 2 Campus managers and 12 post-level 2 and 3 lecturers selected by means of purposeful sampling. The findings were organized around the following key themes, namely planning, monitoring and evaluation of the NC (V) curriculum and tools and aids to deliver the NC(V) curriculum. Lastly, the study makes recommendations for the effective implementation of the NCV curriculum.
Iikholeji zeMfundo Noqeqesho Zobugcisa Nengqesho (TVET) ziveza imeko entsha kunikezelo lweenkonzo zeSebe leMfundo ePhakamileyo noQeqesho (DHET). NgokwePhepha leNgcaciso Nkqubo lezeMfundo noQeqesho lwasemva kwesikolo (i-DHET 2013: 11), eyona njongo yeekholeji zeTVET kukuqeqesha abafundi abatsha abashiya isikolo ngokubanika izakhono, ulwazi nezimo zengqondo eziyimfuneko kwingqesho. Ikharityhulam ye-TVET, ke ngoko, kulindeleke ukuba ijongane nezicelo ezininzi zoqoqosho, ezentlalo kunye nezemiba yokusingqongileyo ngokunceda ulutsha kunye nabantu abadala ukuba baphuhlise izakhono abazidingayo kwingqesho, kurhwebo nasekukhuthazeni ukukhula ngolingano, okubandakanya uzinzo kuqoqosho kunye nokuxhasa inguqu, uqoqosho oluluhlaza (olusebenza ngendalo) kunye nonyamezelo lokusingqongileyo (UNESCO 2016: 4). Olu phando lokuzathuza luqwalasele ngokukodwa indlela abahlohli abayifundisa ngayo ikharityhulam yeNC (V) ngokubhekisele kwimpembelelo yeziqinisekiso zomhlohli, izakhono nobuchule nefuthe lezixhobo zokufundisa ekufundisweni kwekharityhulam ye-NC (V). Indawo yophando yayiyiKholeji yeTVET kwiPhondo leMpuma Koloni eMzantsi Afrika. Idatha yaqokelelwa kusetyenziswa udliwanondlebe lomntu ngamnye nolweqela elinye negosa elivela kwi-DHET, abaphathi beekhampasi ezimbini kunye nabahlohli abalishumi elinesibini abakwinqanaba lesibini nelesithathu abonyulwe ngendlela yokwenza isampulu ngokukhethekileyo. Iziphumo zalungelelaniswa ngokwale mixholo ilandelayo: ukucwangcisa, ukubeka esweni nokuhlola ikharityhulam ye-NC (V) kunye nezixhobo zokufundisa ikharityhulam yeNC (V). Okokugqibela, isifundo senze iingcebiso ngokuphunyezwa ngempumelelo kwekharityhulam ye-NCV.
Kolleges vir tegniese en beroepsgerigte onderwys en opleiding (TVET-kolleges) verteenwoordig ʼn nuwe landskap in die dienslewering van die Departement Hoër Onderwys en Opleiding (DHET). Volgens die Witskrif vir Naskoolse Onderwys en Opleiding (DHET 2013: 11) is die hoofdoel van TVET-kolleges om jong skoolverlaters op te lei deur hulle toe te rus met die nodige vaardighede, kennis en ingesteldheid vir indiensneming in die arbeidsmark. Die TVET-kurrikulum is dus veronderstel om talle versoeke van ʼn ekonomiese, sosiale en omgewingsverwante aard aan te roer, deur die jeug en volwassenes te help om die vaardighede te ontwikkel wat hulle nodig het vir indiensneming, vir entrepreneurskap en vir die bevordering van gelyke, inklusiewe en volhoubare ekonomiese groei en ter ondersteuning van oorgang na groen ekonomieë en omgewingsvolharding (Verenigde Nasies se Opvoedkundige, Wetenskaplike en Kulturele Organisasie [UNESCO] 2016:4). In hierdie kwalitatiewe studie is daar spesifiek gefokus op hoe dosente die Nasionale Sertifikaat (Beroepsgerig)-, oftewel die NS(B)-kurrikulum, aanbied, met betrekking tot die invloed van die dosent se kwalifikasies, vaardighede en vermoëns, en die impak van onderrighulpbronne op die aanbieding van die NS(B)-kurrikulum. Die navorsingsterrein was ʼn TVET-kollege in die Oos-Kaap-provinsie van Suid-Afrika. Data is ingesamel deur middel van individuele en fokusgroeponderhoude met een amptenaar van die Departement Hoër Onderwys en Opleiding, twee kampusbestuurders en 12 dosente op posvlak twee en drie, gekies deur doelbewuste steekproefneming. Die bevindinge is volgens die volgende hooftemas georganiseer: beplanning, monitering en evaluering van die NS(B)-kurrikulum, en hulpmiddele en instrumente vir die aanbieding van die NS(B)-kurrikulum. Laastens doen die studie aanbevelings vir die doeltreffende implementering van die NS(B)-kurrikulum.
