A capacity building strategy for managing curriculum delivery in selected TVET colleges

Abstract

The study aimed to formulate a capacity-building strategy in managing curriculum delivery in selected TVET colleges.

A number of objectives were devised to direct the study; the main objective was understanding the need to develop a capacity-building strategy for managing the delivery of the curriculum. The other objectives were exploring strategies to develop a capacity-building for management of curriculum delivery, determining the conditions that were required for a capacity-building strategy in managing curriculum delivery, identifying the threats that could arise to hinder the development of a capacity-building strategy for managing curriculum delivery, and formulating the indicators that could be used to enrich the management of a curriculum delivery in selected TVET colleges.

Critical emancipatory research (CER) was identified by the researcher as a theoretical framework that could support the achievement of the stated objectives of the study. CER is more about empowerment, which is in line with this study. Hence, the researcher proposed the adoption of CER as the perspective that would best address the challenges. The researcher argued for a collaborative research approach, conducted by a team of researchers in collaboration with suitable co-researchers, who emerged during the research process. This qualitative research approach incorporates the best aspects of team-building in TVET colleges. Using data collected by our research team, the researcher showed how we had operationalised CER to formulate a capacity-building strategy for the management of curriculum delivery in selected TVET colleges. Participatory Action Research (PAR) was used, as it addressed the participation, emancipation and working with real challenges to bring about change in the community. As per the principles of PAR, the researcher worked with the co-researchers collaboratively to find solutions to the challenges curriculum managers encountered. Data generated through the use of PAR was analysed using Critical Discourse Analysis (CDA). The empirical analysis, interpretation of data, discussion and determining the findings resulting from interventions, were made with CDA.

In the first part of the study, reflections were made through the use of PAR, looking at the needs to develop a capacity-building strategy for the management of curriculum delivery, which resulted in the absence of a collaborative team. The second part of the study identified the components of the solutions as strategies to be used to develop a capacity-building strategy for managing curriculum delivery in TVET colleges. The solutions predicted by the co-researchers to curtail the challenges, were discussed. Numerous findings concerning the challenges were compared with the results of the previous research studies, reported in the literature review, such as teamwork, teaching and learning resources, participatory decision-making, career development, blended learning, technology, collaborative involvement, active stakeholder engagement, collaborative teams, networking and monitoring, technology-based learning, and stakeholder development programs.

This research project is distinctive in understanding the strategy to be implemented successfully by a collaborative team to create a collaborative environment in TVET colleges. In conclusion, the study argues that capacity-building can never be done by an individual, but only by working as a team having a collaborative relationship, where all stakeholders are engaged and able to partake in the decisions and are involved collectively.

Die doel van hierdie studie is om ’n kapasiteitsboustrategie te formuleer vir die bestuur van kurrikulumlewering in geselekteerde TVET (tegniese en beroepsgerigte onderwys en opleiding)-kolleges. ’n Aantal doelwitte is opgestel om die studie te rig; die hoofdoelwit is om die behoefte te verstaan om ’n kapasiteitsboustrategie te ontwikkel. Ander doelwitte met betrekking tot die ontwikkeling van ‘n kapasiteitsboustrategie vir die bestuur van kurrikulumlewering is om strategieë te ondersoek, om die voorwaardes te bepaal wat nodig is vir só ’n strategie, om die bedreigings te identifiseer wat die ontwikkeling daarvan kan belemmer en om die aanwysers wat gebruik kan word te formuleer om sodoende die doel te verryk. Die navorser het kritiese emansipatoriese navorsing geïdentifiseer as ’n teoretiese raamwerk wat die bereiking van die gestelde doelwitte van die studie kan ondersteun, omdat hierdie navorsing op bemagtiging fokus en in lyn is met die doelwitte van die studie – derhalwe die perspektief wat die uitdagings die beste sal aanspreek. Die navorser het gepleit vir ’n gesamentlike navorsingsbenadering, uitgevoer deur ’n span navorsers in samewerking met geskikte medenavorsers wat tydens die navorsingsproses na vore gekom het. Hierdie kwalitatiewe navorsingsbenadering verenig die beste aspekte van spanbou in TVET-kolleges. Die navorser dui aan hoe kritiese emansipatoriese navorsing funksioneer om ’n kapasiteitsboustrategie vir die bestuur van kurrikulumlewering in geselekteerde TVET-kolleges te formuleer deur gebruik te maak van data wat deur die navorsingspan ingesamel is. Deelnemende aksienavorsing word gebruik aangesien dit fokus op deelname, emansipasie en die hantering van werklike uitdagings om verandering in die gemeenskap teweeg te bring. Die navorser het, volgens die beginsels van deelnemende aksienavorsing, saam met die medenavorsers gewerk om oplossings te vind vir die uitdagings wat kurrikulumbestuurders ervaar. Data wat deur die gebruik van deelnemende aksienavorsing gegenereer is, is deur ’n kritiese diskoersanalise ontleed wat die empiriese ontleding, interpretasie van data, bespreking en bepaling van bevindings wat uit ingryping voortgespruit het, ingesluit het. In die eerste deel van die studie is refleksies deur die gebruik van deelnemende aksienavorsing gemaak, met ’n fokus op die behoefte om ’n kapasiteitsboustrategie vir die bestuur van kurrikulumlewering te ontwikkel, wat gelei het tot die afwesigheid van ’n gesamentlike span. Die tweede deel van die studie identifiseer die komponente van die oplossings as strategieë wat gebruik kan word om ’n kapasiteitsboustrategie vir die bestuur van kurrikulumlewering in TVET-kolleges te ontwikkel. Oplossings wat deur die medenavorsers voorspel is om die uitdagings te beperk, is bespreek. Verskeie bevindings rakende die uitdagings is vergelyk met die resultate van vorige navorsingstudies, soos gerapporteer in die literatuuroorsig. Hierdie studies het aspekte soos spanwerk, onderrig- en leerhulpbronne, deelnemende besluitneming, loopbaanontwikkeling, gemengde leer, tegnologie, gesamentlike betrokkenheid, aktiewe belanghebbende deelname, gesamentlike spanne, netwerkvorming en monitering, tegnologiegebaseerde leer en ontwikkelingsprogramme vir belanghebbendes ingesluit. Hierdie navorsingsprojek is onderskeidend in die sin dat dit die strategie verstaan wat suksesvol geïmplementeer kan word deur ’n gesamentlike span om ’n samewerkende omgewing in TVET-kolleges te skep. Ten slotte voer die studie aan dat kapasiteitsbou nooit deur ’n individu alleen gedoen kan word nie, maar slegs deur as ’n span te werk binne ’n samewerkende verhouding waar alle belanghebbendes betrek word, aan besluitneming deelneem en kollektief betrokke is.

Sepheo sa diphuputso tsena e ne e le ho theha lewa la matlafatso ya tsamaiso ya mananeo a thuto dikholetjheng tse kgethilweng tsa TVET. Ho ile ha hlahlojwa merero e mmalwa ho tataisa thuto; sepheo se seholo e ne e le ho utlwisisa tlhoko ya ho hlahisa leano la ho mmatlafatsa ho tsamaiswa ha kharikhulamo. Merero e meng e ne e le ho hlahloba maano a ho ntshetsa pele matlafatso ya bokgoni bakeng sa taolo ya phano ya mananeo a thuto, ho kgetholla maemo a neng a hlokahala bakeng sa lewa la matlafatso ya bokgoni ho laola phano ya mananeo a thuto, ho kgetholla ditshokelo tse ka hlahang ho sitisa ntshetsopele ya lewa la matlafatso ya bokgoni bakeng sa taolo ya phano ya mananeo a thuto, le ho theha ditshwantsho tse ka sebediswang ho ntlafatsa taolo ya phano ya mananeo a thuto dikolong tse kgethilweng tsa TVET. Mofuputsi o ile a kgetholla patlisiso ya bohlokwa ya tokollo (CER) e le moralo wa thuto o ka tshehetsang ho fihlella sepheo se boletsweng sa thuto. CER e bua haholo ka matlafatso, e leng se dumellanang le thuto ena. Ka hona, mofuputsi o ile a etsa tlhahiso ya ho amohela CER e le pono e neng e tla sebetsana hantle le diphephetso. Mofuputsi o ile a buella mokgwa wa ho etsa dipatlisiso ka tshebedisano, o etswang ke sehlopha sa bafuputsi ka tshebedisano le bafuputsimmoho ba loketseng, ba hlahileng nakong ya dipatlisiso. Mokgwa ona wa ho etsa dipatlisiso tsa boleng o kenyelletsa dikarolo tse ntle ka ho fetisisa tsa ho haha dihlopha dikolong tsa TVET. A sebedisa boitsebiso bo bokelletsweng ke sehlopha sa rona sa dipatlisiso, mofuputsi o ile a bontsha kamoo re sebedisitseng CER ka teng ho theha lewa la matlafatso ya bokgoni bakeng sa tsamaiso ya mananeo a thuto dikolong tse kgethilweng tsa TVET. Ho ile ha sebediswa Patlisiso ya Ketso ya ho Kopanela Dipolotiking (PAR), kaha e ne e bua ka ho nka karolo, tokoloho le ho sebetsana le mathata a sebele ho tlisa phetoho setjhabeng. Ho latela melao ya motheo ya PAR, mofuputsi o ile a sebetsa le bafuputsimmoho ka kopanelo ho fumana tharollo ya mathata ao batsamaisi ba mananeo a thuto ba kopaneng le ona. Dintlha tse fumanweng ka ho sebedisa PAR di ile tsa hlahlojwa ho sebediswa Critical Discourse Analesis (CDA). Tlhahlobo ya diteko, tlhaloso ya boitsebiso, puisano le ho fumana diphetho tsa ho kenella, di entswe le CDA. Karolong ya pele ya thuto, ho ile ha nahanwa ka tshebediso ya PAR, ho shejwa ditlhoko tsa ho ntshetsa pele leano la ho aha bokgoni bakeng sa taolo ya phano ya kharikhulamo, e ileng ya fella ka ho ba siyo ha sehlopha sa tshebedisano. Karolo ya bobedi ya thuto e ile ya supa dikarolo tsa tharollo e le maano a lokelang ho sebediswa ho ntshetsa pele lewa la matlafatso ya ho tsamaisa phano ya kharikhulamo dikolong tsa TVET. Ditharollo tse boletsweng esale pele ke bafuputsimmoho ho fokotsa diphephetso, di ile tsa tshohlwa. Diphuputso tse ngata tse mabapi le diphephetso di ile tsa bapiswa le diphetho tsa diphuputso tse fetileng tsa dipatlisiso, tse tlalehilweng tlhahlobisong ya dingodilweng, jwalo ka mosebetsi wa sehlopha, disebediswa tsa ho ruta le ho ithuta, ho etsa diqeto ka ho nka karolo, ntshetsopele ya mosebetsi, ho ithuta ho tswakaneng, theknoloji, ho ba le seabo ka tshebedisano, ho nka karolo ho mafolofolo ha ba nang le seabo, dihlopha tse sebedisanang, marangrang le ho beha leihlo, ho ithuta ka theknoloji le mananeo a ntshetsopele ya ba nang le seabo. Morero ona wa ho etsa dipatlisiso o ikgetha ka ho utlwisisa leqheka le lokelang ho kenywa ka katleho ke sehlopha se sebedisanang ho theha tikoloho e sebedisanang dikolong tsa TVET. Qetellong, thuto e pheha kgang ya hore ho matlafatsa ha ho mohla ho ka etswang ke motho a le mong, empa ho ka etswa feela ka ho sebetsa e le sehlopha se nang le kamano ya tshebedisano, moo bohle ba amehang mme ba kgona ho nka karolo diqetong le ho kenella ka kopanelo.

Lolu cwaningo luhlose ukwenza isu lokuthuthukisa amakhono ekulawuleni ukuhanjiswa kwekharikhulamu emakolishi akhethiwe e-TVET. Inqwaba yezinjongo zaklanywa ukuqondisa ucwaningo; inhloso enkulu bekuwukuqonda isidingo sokuthuthukisa isu lokuthuthukisa amakhono okuphatha ukulethwa kwekharikhulamu. Ezinye izinjongo bekuwukuhlola amasu okuthuthukisa ukwakhiwa kwamakhono okuphatha ukwethulwa kwekharikhulamu, ukunquma izimo ezazidingeka ukuze kube nesu lokwakha amakhono ekulawuleni ukwethulwa kwekharikhulamu, ukuhlonza izinsongo ezingase ziphakame ukuze kuthikameze ukuthuthukiswa kwesu lokuthuthukisa amakhono okuphatha ukwethulwa kwekharikhulamu, kanye nokwenza izinkomba ezingase zisetshenziselwe ukucebisa ukuphathwa kwe-TVET. Ucwaningo olubalulekile lokukhululwa (CER) luhlonzwe umcwaningi njengohlaka lwethiyori olungasekela ukuzuzwa kwezinjongo ezishiwo zocwaningo. I-CER imayelana nokufukulwa, okuhambisana nalolu cwaningo. Ngakho-ke, umcwaningi uphakamise ukwamukelwa kwe-CER njengombono ongabhekana kangcono nezinselele. Umcwaningi waphikisana nendlela yokucwaninga ngokubambisana, eyenziwa ithimba labacwaningi ngokubambisana nabacwaningi abafanelekayo, abavele ngesikhathi socwaningo. Le ndlela yokucwaninga esezingeni eliphezulu ihlanganisa izici ezinhle kakhulu zokwakha iqembu emakolishi e-TVET. Ngokusebenzisa idatha eqoqwe ithimba lethu labacwaningi, umcwaningi wabonisa ukuthi siyisebenzise kanjani i-CER ukuze yenze isu lokwakha amandla okuphatha ukulethwa kwekharikhulamu emakolishi akhethiwe e-TVET. I-Participatory Action Research (PAR) yasetshenziswa, njengoba ikhuluma ngokubamba iqhaza, ukukhululwa kanye nokusebenza nezinselelo zangempela zokuletha uguquko emphakathini. Njengokwemigomo ye-PAR, umcwaningi usebenze ngokubambisana nabacwaningi ngokubambisana ukuze bathole izixazululo zezinselele abaphathi bohlelo lwezifundo abahlangabezane nazo. Idatha ekhiqizwe ngokusetshenziswa kwe-PAR yahlaziywa kusetshenziswa ukuhlaziya i-Critical Discourse Analysis (CDA). Ukuhlaziywa kwe-empirical, ukuhunyushwa kwedatha, ingxoxo kanye nokunquma okutholakele okuvela ekungeneleleni, kwenziwa ne-CDA. Engxenyeni yokuqala yocwaningo, ukucabangisisa kwenziwa ngokusetshenziswa kwe-PAR, kubhekwa izidingo zokuthuthukisa isu lokuthuthukisa amakhono okuphatha ukuhanjiswa kwekharikhulamu, okuholele ekutheni lingabibikho ithimba elisebenzisanayo. Ingxenye yesibili yocwaningo ihlonze izingxenye zezixazululo njengamaqhinga azosetshenziswa ukuze kusungulwe isu lokuthuthukisa amakhono okuphatha ukuhanjiswa kwekharikhulamu emakolishi e-TVET. Izisombululo ezabikezelwa ngabacwaningi ngokubambisana ukuze kuncishiswe izinselelo, kwaxoxwa ngazo. Okutholwe okuningi mayelana nezinselele kuqhathaniswe nemiphumela yezifundo zocwaningo lwangaphambilini, ezibikwe ekubuyekezweni kwezincwadi, ezifana nokusebenzisana, izinsiza zokufundisa nokufunda, ukuthatha izinqumo ngokubamba iqhaza, ukuthuthukiswa komsebenzi, ukufunda okuxubile, ezobuchwepheshe, ukubamba iqhaza ngokubambisana, ukubamba iqhaza okusebenzayo, amaqembu asebenzisanayo, inethiwekhi nokuqapha, ukufunda okusekelwe kwezobuchwepheshe, nezinhlelo zokuthuthukisa ababambiqhaza. Le phrojekthi yocwaningo ihlukile ekuqondeni isu elizosetshenziswa ngempumelelo yithimba elihlangene ukuze kwakhiwe isimo sokusebenzisana emakolishi e-TVET. Sengiphetha, ucwaningo luthi ukwakha amandla akusoze kwenziwa ngumuntu oyedwa, kodwa kuphela ngokusebenza njengeqembu elinobudlelwano bokusebenzisana, lapho bonke ababambiqhaza behlanganyela futhi bekwazi ukubamba iqhaza ezinqumweni futhi bebandakanyeka ngokuhlanganyela.