Abstract
Technical and Vocational Education and Training (TVET) colleges are currently not succeeding in developing requisite skills in Electrical Engineering Studies. The aim of this study was to investigate opportunities to learn (OTL) created for Electrical Engineering students at a TVET College. The study was conducted using a mixed method case study where 101 questionnaires were distributed to all the students enrolled for N1 Electrical Trade Theory, and interviews conducted with 6 students purposively sampled based on their performance, and with the only lecturer teaching the subject. Document analysis was also employed to source vital curriculum information for the subject. The research resulted in a number of significant findings, namely; engineering theory lessons taught were not complemented by practical work or experiments, teaching methods and learning activities did not promote active participation on the part of students, classes were composed of both young and so-called mature students, there were not enough assessment opportunities and instructional resources. The research therefore, recommends that lecturers be appropriately qualified, so that they are informed about teaching and learning methods suitable for students of mixed abilities, ages and backgrounds; and that they employ teaching methods that are learning-centred, which result in students actively creating knowledge through their own experiences. It is likely that the more a lecturer practices this type of teaching, and takes into consideration relevant contextual factors; the more s/he will enhance the creation of OTL for Electrical Engineering at a TVET college.
Highlights
South Africa is currently faced with serious socio-economic challenges such as poverty, inequality and high rate of unemployment
Gewer [14] argues that, despite the well-meaning aim of the White Paper for Post-School Education and Training [6] to provide for effective training where it is needed, Technical Vocational Education and Training (TVET) colleges are currently failing to develop requisite skills in Electrical Engineering Studies effectively
Based on the reviewed literature on Opportunity to Learn (OTL) and TVET training, this paper argues that the kind of learning opportunities created within a TVET college classroom have the potential to either enhance or hinder students’ learning experiences
Summary
South Africa is currently faced with serious socio-economic challenges such as poverty, inequality and high rate of unemployment. The plan was to use the TVET system as a vehicle to transform the human resource needs of the country in relation to personal, social, civic and economic development [11]. This system would provide the vital intermediate to higher-level skills and competencies that South Africa desperately needs if it is to find its feet globally in the 21st century [12,13]. Kraak [17] suggests that a combination of unprepared students, poor teaching and learning styles, and demanding electrical engineering subjects, results in low throughput rates at TVET colleges. This has seen a pattern of poor performance common in TVET colleges with certification rates of between 29% and 41% [18]
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