Competency-based education and training for Technical and Vocational Education Training in Namibia: an evaluation of the technical teacher training programme
| dc.contributor.advisor | Holtzhausen, S. M. | en_ZA |
| dc.contributor.advisor | Khanare, F. P. | en_ZA |
| dc.contributor.advisor | Jansen van Rensburg, L. | en_ZA |
| dc.contributor.advisor | van Tonder, F. | en_ZA |
| dc.contributor.author | Hauuanga, Lance Paendohamba | en_ZA |
| dc.date.accessioned | 2024-06-14T11:33:10Z | |
| dc.date.available | 2024-06-14T11:33:10Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Thesis (Ph.D.(Higher Education Studies))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | Since 2008, with the establishment of the Namibia Training Authority (NTA), there has been an unprecedented focus on vocational education and training (VET) in the country. The establishment of the NTA reflects the government's commitment to addressing issues such as high youth unemployment, economic struggles, and the need for (re)industrialisation as well as revitalising the economy through technical and vocational education and training (TVET). Quality TVET depends heavily on the competencies and performance of TVET teachers, trainers, and instructors, which includes their theoretical knowledge, technical and pedagogical skills, and positive attitudes as well as staying up to date with new technologies in the workplace. Recognising the need for competent TVET teachers in a knowledge-based society undergoing technological transformation is crucial to producing skilled artisans and craftsmen in the country. This research addressed this gap by reconsidering the training and competence of TVET teachers in technical settings through assessing the adequacy, appropriateness, effectiveness and relevance of the DTVT qualification in training vocational teachers and trainers in Namibia. Bridging this gap is essential for TVET teachers to effectively prepare students and trainees for the world of work and the demands of the modern workforce. This new approach requires a combination of theoretical knowledge and practical skills, and it is acknowledged that many TVET teachers currently lack these integrated abilities, which confirms the study’s relevance and contemporariness. The study conducted in Namibia used a qualitative phenomenological case study approach to evaluate the DTVT programme offered at NUST. This approach was selected due to its ability to provide in-depth insights into the lived experiences within the TVET context, enabling a nuanced and comprehensive understanding of the phenomenon under investigation. To guide its activities, the study adopted a dual theoretical framework that focused on Context, Input, Process, and Product (CIPP) model and the Capability Approach (CA). These models aim to provide a comprehensive understanding of the TVET teacher training programme’s effectiveness and to identify areas for improvement. By using these evaluation frameworks and conducting further research, the study aims to identify strategies and recommendations to transform TVET teachers’ education in Namibia. The ultimate goal is to either enhance, amend, or replace the existing programme to transform and equip TVET teachers with the necessary skills to effectively bridge the gap between theory and practice. Overall, this study emphasises the importance of TVET in addressing Namibia’s socioeconomic challenges and highlights the need to invest in quality TVET teachers to ensure the successful transformation of the TVET industry in the country. Two of the major findings were DTVT programme was inappropriate as it was not preparing student-teachers to effectively fulfil the demands of a dual profession. This encompassed the necessity for them to possess both practical/technical skills, and a comprehensive understanding of methodological approaches as well as work integrated learning (WIL) that affected its appropriateness. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12606 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Capability approach (CA) | en_ZA |
| dc.subject | context | en_ZA |
| dc.subject | input | en_ZA |
| dc.subject | process and product (CIPP) model | en_ZA |
| dc.subject | technical vocational education and training (TVET) | en_ZA |
| dc.subject | teacher education (TE) | en_ZA |
| dc.subject | programme development | en_ZA |
| dc.subject | quality education | en_ZA |
| dc.title | Competency-based education and training for Technical and Vocational Education Training in Namibia: an evaluation of the technical teacher training programme | en_ZA |
| dc.type | Thesis |