JOVACET Volume 2 Issue 2 (2019)

Joy Papier

doi:10.14426/jovacet.v2i2.91

Abstract

JOVACET Volume 2 Issue 2 (2019)

Highlights

technical and vocational education and training (TVET) colleges aim to promote increased opportunities for, and access to, post-school education and training for students, and to develop in graduates the required labour market knowledge and skills (South Africa, 2013:13)
It is critical to appreciate that what is learnt in school is not part of real practice (Lave & Wenger, 1991:99); for this reason, these authors strongly advocate that workplace learning take place in real settings, because it enhances motivation: In summary, rather than learning by replicating the performances of others or by acquiring knowledge transmitted in instruction, we suggest that learning occurs through centripetal participation in the learning curriculum of the ambient community (Lave & Wenger, 1991:100)
In a country reforming its education system in order to permit greater equality of opportunity, the South African post-school education and training (PSET) (TVET) structure is of great economic importance

Summary

Introduction

TVET colleges aim to promote increased opportunities for, and access to, post-school education and training for students, and to develop in graduates the required labour market knowledge and skills (South Africa, 2013:13). The three-year, full-time NC(V) programme is aligned to Level 4 of the National Qualifications Framework (NQF). Programme retention and completion are not insignificant challenges, for they potentially affect a country’s financial stability, including both the employability and financial wellbeing of individual students (Adamson & McAleavy, 2000:535; Allen, 2012:8; Thomas, 2011:43). Despite the intention of the TVET college sector as a whole and the NC(V) programme system in particular to overcome national skills shortages, such efforts have been described as ‘inefficient’ (Sheppard & Sheppard, 2012:63)

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