Browsing by Author "Lutaaya, Jackson"

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    The challenges facing the technical and vocational Education and Training (TVET) Curriculum in addressing the skills shortage gap in the rural areas of Northern KwaZulu-Natal
    (University of Zululand, 2021) Lutaaya, Jackson
    The main aim of the study was to investigate the challenges facing the TVET curriculum in addressing the skills shortage gap in the rural areas of Northern Kwa Zulu Natal. The objectives of the study were; (a) to explore the TVET curriculum in an attempt to address the skills shortage gap in the rural areas of Northern Kwa Zulu Natal, (b) to investigate the challenges facing the TVET curriculum in addressing the skills shortage gap in the rural areas of Northern Kwa-Zulu Natal, (c) to determine possible alternative ways for the TVET curriculum to address the skills shortage gap in the rural areas of Northern Kwa-Zulu Natal. Accordingly, this study employed the human capital theory its theoretical framework, while relating the literature to the theory. To achieve the study objectives, the researcher employed post-positivism as well as the relevant paradigms using a convergent parallel mixed-methods design. In addition, quantitative data analysis was used to quantify the phenomena and to analyse patterns and trends. Furthermore, qualitative thematic data analysis was used to group similar themes. These two approaches were used concurrently; hence, this study was a convergent parallel study in which the findings from the two approaches were compared, and the results were related to each other. One hundred and twenty (120) lecturers responded to the questionnaire and six campus senior personnel, in their respective portfolios, participated in the in-depth interviews. The findings identified a lack of trained lecturers, the poor design of the TVET curriculum, curriculum fragmentation, weak institutional structures and poor infrastructure. The findings also noted the poor funding norms, poor policy frameworks, lack of active support by the stakeholders as well as a poor relationship with the TVET partners. Furthermore, poor technological advancement, the nature of the students enrolled, the misappropriation of the curriculum, poor programme design and inadequate student guidance and counselling were also identified in the findings. There is need for the stake holders of the TVET sector to take a centre stage in skills development through education and training via vocational studies.