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
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Date
2021
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Publisher
University of Zululand
Abstract
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.
Description
A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Philosophy of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, South Africa, 2021
Keywords
TVET, Curriculum, skills, skills shortage gap