Challenges to management practices in public technical and vocational education and training colleges in the KwaZulu-Natal Province.

Abstract

This study investigated Challenges to Management Practices in the public Technical and Vocational Education and Training (TVET) colleges in the KwaZulu-Natal Province. A mixed methods approach was used to conduct the study with a sample size of three hundred and eighty respondents for the quantitative study where the total population is 3700, and nine respondents for the qualitative study. These respondents were drawn from the nine different TVET colleges in the province of KwaZulu-Natal. The sample of 380 is therefore a representative sample of the given total population. The significance of TVETs in skills development has been well acknowledged in literature, yet there is no evidence of the challenges faced by the TVETs in particular. This study undertook to examine the management practices in relation to the challenges faced by TVET sector in one of the leading provinces in the republic of South Africa. The statistical findings of the study were analysed using the regression analysis in the Statistical Package of Social Science (SPSS) as well as content analysis. The work was done by an institutionally appointed statistician. Among the key findings of the study was the qualification demographic profile where fifty per cent of the respondents have degrees as opposed to a full contingent of qualified staff. These point to the need for the needed skills development in the sector in order to encourage skills functionality of the colleges to be enhanced. Among the challenges in the colleges are included financial constraints, low throughput rates, inadequate lecturer qualifications, poor teaching environment, poor facilities and limited oversight procedures in relation to the governance of colleges. Unlike in the past, the principals are expected to possess managerial skills from the department of education as well as from other stakeholders. This points to the need for effective skills development. The need for effective management is emphasised in the study within the framework of four constructs: leadership, governance, change management, and staff development. The revived TVET figure was credited to the figure developed in this study towards effective management using the above four constructs. A figure comprising the four constructs holistically is necessary in the effective management of TVETs. A management house model was developed in light of existing TVET challenges. The educational policy makers and institutions are presented with a model figure necessary for effective management and would benefit from its usage. It is also that similar research is done in other developing as well as developed economies to investigate the variations that could inform remedial interventions for the TVET sector.