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Title of Study

Title of Study. TOWARDS A NEEDS-BASED PROFESSIONAL DEVELOPMENT MODEL FOR WIL OFFICERS IN RURAL TVET COLLEGES OF SOUTH AFRICA. Dr Zodwa Magwenzi Second Chance SA Foundation. Purpose / Objectives of the study.

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Title of Study

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  1. Title of Study TOWARDS A NEEDS-BASED PROFESSIONAL DEVELOPMENT MODEL FOR WIL OFFICERS IN RURAL TVET COLLEGES OF SOUTH AFRICA. Dr Zodwa Magwenzi Second Chance SA Foundation

  2. Purpose / Objectives of the study • To offer guidelines towards the development of a systematic and credible framework for a needs-based continuous professional development programme for WIL managers and WIL officers in rural TVET colleges of South Africa. • To identify programmes and key knowledge areas that are essential to the growth and development of WIL officials in these institutions.

  3. Background of study Change and Impact: Change and Impact cannot occur unless we have a future we would like to create and we identify what needs to be changed to take us to that destination. The future belongs to those who can see possibilities……. One of the key strategic priorities of the South African government outlined in the NSDS 111 is to promote the growth of the Further Education and Training sector. TVET Colleges ..to become Centres of Excellence- they could transform South Africa’s skills shortage.

  4. Background of study A vibrant TVET college sector could do the following for the country: • Cover the critical skills gap-skilled mechanical engineers, electricians, welders are required for the economic development of the country. • Be a good fit for students who are more practically inclined. Arguably, this enhances employability.

  5. Background of study Current challenges: • Youth unemployment-unemployed TVET graduates. Discourse around their skills. • TVET graduates- that their skills lack industry relevance. • Employer dissatisfaction with TVET graduates’ level of work readiness and competence. • Inadequate work experience and placement opportunities for TVET graduates.

  6. Background of study • WIL managers and officers in the TVET colleges are central to an effective TVET college system and the quality of graduates. • Appropriately qualified and competent lecturers and WIL officers who have the knowledge, skills and competencies in both the academic and work-related dimensions of TVET are required. • They can adequately fulfil the national mandate of producing effective and fully skilled artisans and will drive the socio-economic development of South Africa.

  7. Research Questions The following questions provided the focus of the research study: 1) What qualifications and experience levels are prevalent in WIL officials in the rural TVET colleges in the study? To what extent are these qualifications linked to WIL? 2) What professional development programmes are WIL officers exposed to that bridge the knowledge and skills gaps in their professional duties? 3) To what extent is the continuous professional development of WIL officers planned and structured? 4) What are the views of WIL officers regarding the growth of their knowledge, skills and competencies to effectively manage the WIL programme in their college?

  8. Some Definitions • WIL-Work Integrated Learning describes an approach to career-focussed education that includes classroom-based and workplace-based forms of learning. WIL emphasises on integrative learning-Linking theory to practice.(Bates 2008) • CPD-Continuous Professional Development‘…systematic activities to prepare lecturers for their job, including…induction courses, participation at conferences, seminars or workshops and in-service training.”(OECD, 2010:19)

  9. Some Definitions • CPD ‘the on-going training and education throughout a career to improve skills and knowledge used to perform a job or succession of jobs. CPD should be a planned, structured process, involving the assessment of development needs and the tailoring of training to meet those needs. "The Perth College (2013:2).

  10. Research Methodology • Participants were drawn from 6 TVET Colleges in 3 provinces of South Africa, namely North West, Limpopo and Mpumalanga. • The sample included WIL managers and staff in WIL offices. All the WIL staff officers available were included in the study. • Each TVET college had about 6-10 staff members. The number of participants in the sample was 50.

  11. Research Methodology Data collection tools • Questionnaires and interview methods of data collection were used in the study. The questionnaire method provided greater assurance of anonymity to the respondents. • Structured questionnaires and semi-structured interview schedules were developed and administered to gather data from the respondents:

  12. Summary of findings Biographical Data: Results obtained on the current provision of CPD for WIL managers and officers in the rural areas of South Africa outlined the following findings and are indicative of the state of affairs in rural TVET colleges: • Work Experience: The majority of respondents had3-5years’ work experience. This indicates a fairly inexperienced work force. • Qualifications: Most of the staff members were well qualified, with qualifications ranging from Diploma level, first Degree and Honours Degrees. However, none had qualifications directly linked to WIL.

  13. Summary of findings • Workshop and Seminar Attendance Only 38% of the WIL officers had attended a CPD workshop or seminar in the last 3 years . Some of these workshops were not related to WIL.

  14. Summary of findings • Provision of CPD-Perceptions of WIL officers

  15. Summary of findings Competence in WIL: Perceptions of WIL officers Respondents were requested to indicate areas of competence in WIL. An analysis of the results indicated the following: • Competence in Career Guidance- Between 12%-16% of the respondents felt they were competent in Career guidance. • Skills in Placement processes-Between 14%-15% indicated that they were competent in WIL placement. • Skills in Work Readiness courses- Between 14%-15% stated they had skills to deliver work readiness programmes in WIL.

  16. Summary of findings • Skills in Identifying potential employers for placement- 15% indicated that they were competent in identifying potential employers for WIL. • Skills in managing partnerships- 15% stated that they were competent in managing partnerships for WIL. • Communication skills-Between 12%-15% felt competent in communication skills. • Leadership skills-Between 11%-15% stated they had leadership ability.

  17. Recommendations • There is a need for a clear model of CPD that is consistent and linked to the needs of WIL officers. • More focus and commitment for the provision for the CPD of WIL officers in the area of budget allocation and support from senior management. • A need to enhance self-directed elements of CPD, for WIL officers to participate in planning their own professional development

  18. Recommendations • The introduction of a clear and structured needs assessment system for CPD. Almost all of the WIL officers have no qualifications or specialisations linked to WIL. • Knowledge areas and skills linked to WIL to be clearly articulated for the in-service training of WIL officers when they are seconded to WIL offices or appointed to WIL positions.

  19. Recommendations • Types of CPD to be included in the framework for professional development: • Induction or orientation training • Foundation training • On-the-job training • Refresher courses • Career development training. There is an urgent need for a planned approach to CPD and an active drive that is designed to strengthen and improve the competencies of WIL managers and officers in South Africa’s TVET Colleges.

  20. Recommendations Additional CPD opportunities that could be part of the model design for CPD: • Internal coaching and mentoring arrangements for each College. This is vital for WIL staff to learn and share from experienced staff members. • Institution-based cluster system model for TVET College development. The creation of institutions of learning to share best practice in WIL. Collaboration between TVET Colleges and joint projects. • Distance learning opportunities. • The use of innovative approaches to CPD and enhanced opportunities for professional growth. It is very useful for TVET colleges to consider the use of the innovative methodologies and a campus-specific glossary of offerings for WIL managers and officers for each year, as follows: • Knowledge sharing platforms- e.g webinarsfrom experienced industry professionals. • A comprehensive list of CPD knowledge areas for WIL to be compiled.

  21. Recommendations There is a need to offer a comprehensive list of diverse CPD opportunities and avenues that offer WIL managers and officers an opportunity to grow their knowledge, skills and competencies in WIL. The offerings could be at both an individual and institutional level. The list could include the following: • Upgrading of professional qualifications • Conference attendance • Seminars and workshops • Short courses • In-service courses

  22. Conclusion • In order to promote the growth and effectiveness of the TVET Colleges, the professional development of both the academic and WIL staff lies at the core of all attempts to bring change and impact. There is an urgent need for focus to shift towards this important national imperative in South Africa by all concerned stakeholders.

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