Technical, Vocational Education and Training (TVET) industry stakeholders’ involvement in curriculum implementation In South Africa.
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Date
2021
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Abstract
Technical Vocational Education and Training (TVET) sector continues to produce graduates,
however, there seems to be a deficit in the number of students who get registered and complete
their qualifications. This is an indication that there is a challenge of quality that is experienced by
the TVET sector within the curriculum implementation. The main objective of this study was to
examine the involvement of stakeholders in the implementation of the TVET curriculum in South
Africa. A document review and in-depth interviews were used to collect the data from the
participants. This study was qualitative, it adopted the interpretivist paradigm, and drew from
stakeholder theory for the theoretical framework. Snowball sampling was used to select the
participants of the study and the thematic analysis approach was utilised to analyse data.
The findings of this study indicate that the relationship existing between TVET colleges and
industry stakeholders is not from the curriculum implementation perspective; instead, it is based
on student work placement. The participants from the industry revealed that in terms of training
need analysis they, too, struggle to plan the training schedule for TVET graduates, and they do not
believe that they are in sync with what the students consume as a theory. Findings from this study
point to minimal involvement of stakeholders particularly when it comes to curriculum
implementation, whereas if there was a close collaboration, joint interest would have arisen
towards shared vision on curriculum implementation which would be aimed at improving the
employability of the graduates. Based on the findings, some recommendations were made
including the revising of the policy concerning the involvement of industry stakeholders in the
curriculum implementation.
Description
Masters Degree. University of KwaZulu-Natal, Durban.