Abstract
This study sought to establish lecturers’ perceptions towards the NCV curriculum and its implementation in South Africa. A mixed-method approach which utilised a convergent parallel research design was adopted. The data were collected through questionnaires and semi-structured interviews. 25 lecturers from one TVET college were randomly sampled to respond to a questionnaire, out of which five lecturers were purposefully selected for the semi-structured interviews. Quantitative data were analysed through descriptive statistics generated from SPSS Version 24, while qualitative data were analysed through content analysis. The study adhered to all ethical considerations. The study established that lecturers had different understanding of NV(C) curriculum, as some appeared not to be well-versed with the NCV policy documents. It also emerged that the practical component of the vocational subjects in the NCV curriculum seemed not to be given the attention it deserves. Issues such as lack of resources for practical training and lack of support from management were identified as problematic and had negative impact on the implementation of NCV curriculum. The study concludes that the general perception of participants about the NCV curriculum is positive. However, there were different opinions regarding the understanding and interpretation of the NCV curriculum exacerbated by the little guidance and support given to lecturers. It was also concluded lecturers experienced lack of infrastructure and material resources to enhance the implementation of the NCV curriculum. The study recommends that DHET and College management teams should provide continuous professional development for lecturers to ensure that lecturers develop appropriate understanding of the NCV policy. Furthermore, DHET and College management should also provide support structures, monitoring and evaluation of the curriculum implementation process.
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