Competency-based education and training for technical and vocational education training in Namibia: an evaluation of the technical teacher training programme

Abstract

Sedert 2008, met die totstandkoming van die Namibiese Opleidingsowerheid (NTA), is daar ’n ongekende fokus op beroepsonderrig en opleiding (VET) in dié land. Die totstandkoming van die NTA weerspieël die regering se verbintenis om kwessies soos hoë jeugwerkloosheid, ekonomiese probleme en die behoefte aan (her)industrialisering aan te pak, asook om die ekonomie deur tegniese en beroepsonderrig en opleiding (TVET) te laat herleef. Die gehalte van TVET hang baie af van die bevoegdhede en prestasie van TVET-onderwysers, -opleiers en -instrukteurs, wat hul teoretiese kennis, tegniese en pedagogiese vaardighede en positiewe houdings insluit, asook om op hoogte te bly met nuwe tegnologie in die werkplek. Die erkenning van die behoefte aan bekwame TVET-onderwysers in ’n kennisgebaseerde samelewing wat tegnologiese transformasie ondergaan, is noodsaaklik om geskoolde ambagslui en vakmanne in die land op te lei. Hierdie navorsing het hierdie leemte uitgelig deur die opleiding en bevoegdheid van TVET-onderwysers in tegniese omgewings te heroorweeg deur die toereikendheid, toepaslikheid, doeltreffendheid en relevansie van die DTVT-kwalifikasie in die opleiding van beroepsonderwysers en -opleiers in Namibië te assesseer. Om hierdie gaping te kan oorbrug is noodsaaklik vir TVET-onderwysers om studente en leerlinge doeltreffend te kan voorberei vir die arbeidswêreld en die eise wat aan die moderne arbeidsmag gestel word. Hierdie nuwe benadering vereis ’n kombinasie van teoretiese kennis en praktiese vaardighede en daar word erken dat baie TVET-onderwysers tans nie oor hierdie geïntegreerde vermoëns beskik nie, wat die navorsing se relevansie en eietydsheid bevestig. Die navorsing wat in Namibië uitgevoer is, het ’n kwalitatiewe fenomenologiese gevallestudiebenadering gebruik om die DTVT-program te evalueer wat by NUST aangebied word. Hierdie benadering is gekies vanweë sy vermoë om in-diepte insigte te verskaf oor die geleefde ervaringe binne die TVET-konteks, wat ’n genuanseerde en omvattende begrip moontlik maak van die verskynsel wat ondersoek word. Om sy aktiwiteite te stuur het die navorsing ’n dubbele teoretiese raamwerk aangeneem wat gefokus het op die Konteks-, Inset-, Proses- en Produk- (CIPP)-model en die Bekwaamheidsbenadering (CA). Hierdie modelle het ten doel om ’n omvattende begrip van die TVET-onderwyseropleidingsprogram se doeltreffendheid te verskaf en om areas vir verbetering te identifiseer. Deur hierdie evalueringsraamwerke te gebruik en verdere navorsing te doen, beoog die navorsing om strategieë en aanbevelings te identifiseer om TVET-onderwysers se opleiding in Namibië te transformeer. Die uiteindelike doelwit is om die bestaande program of te verbeter, te wysig of te vervang om TVET-onderwysers te transformeer en toe te rus met die nodige vaardighede om die gaping tussen teorie en praktyk effektief te oorbrug. Oor die algemeen beklemtoon hierdie studie die belangrikheid van TVET om Namibië se sosio-ekonomiese uitdagings aan te pak en dit werp lig op die behoefte om in gehalte TVET-onderwysers te belê om die suksesvolle transformasie van die TVET-industrie in die land te verseker. Twee van die belangrikste bevindings sluit in dat die DTVT-program onvanpas was, aangesien dit nie studente-onderwysers voorberei het om effektief aan die eise van ’n dubbele beroep te voldoen nie. Dit behels die noodsaaklikheid dat hulle oor beide praktiese/tegniese vaardighede en ’n omvattende begrip van metodologiese benaderings moet beskik, asook oor werkgeïntegreerde leer (WIL), wat die toepaslikheid daarvan beïnvloed.

𝑬𝒏𝒈𝒍𝒊𝒔𝒉 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. ___________________________________________________________________

Kusukela ngonyaka wezi-2008, kusungulwa i-Namibia Training Authority (NTA), sekube nokugxila okungakaze kubonwe ngaphambili kwezemfundo nokuqeqeshwa kwemisebenzi yezandla (VET) ezweni. Ukusungulwa kwe-NTA kukhombisa ukuzibophezela kukahulumeni ekubhekaneni nezindaba ezinjengokusweleka kwemisebenzi okuphezulu kwentsha, ubunzima kwezomnotho, kanye nesidingo (sokusungulwa kabusha) kwezimboni kanye nokuvuselela umnotho ngemfundo nokuqeqeshwa kwezobuchwepheshe kanye nemisebenzi yezandla (TVET). Ikhwalithi ye-TVET incike kakhulu emakhonweni, ulwazi kanye nasekusebenzeni kothisha, abaqeqeshi, nabafundisi base-TVET, okuhlanganisa ulwazi lwabo lwamatiyori, amakhono ezobuchwepheshe nawokufundisa, nezimo zengqondo ezinhle kanye nokuhlala unolwazi lwakamuva ngobuchwepheshe obusha emsebenzini. Ukubonwa kwesidingo sothisha abanekhono base-TVET emphakathini osekelwe olwazini owenza uguquko kwezobuchwepheshe kubalulekile ekukhiqizeni izingcweti (artisan) ezinamakhono kanye nezingcweti zezandla ezweni. Lolu cwaningo lubhekane naleli gebe ngokucubungula kabusha ukuqeqeshwa kanye nekhono lothisha base-TVET ezindaweni zobuchwepheshe ngokuhlola ukuhambisana, ukufaneleka, ukusebenza kahle kanye nokufaneleka kweziqu ze-DTVT ekuqeqesheni othisha nabaqeqeshi bemisebenzi yezandla eNamibia. Ukuvala leli gebe kubalulekile kothisha base-TVET ukuze balungiselele ngempumelelo abafundi nabaqeqeshelwa umsebenzi kanye nezidingo zabasebenzi besimanje. Le ndlela entsha idinga inhlanganisela yolwazi lwetiyori kanye namakhono asebenzayo, futhi kuyavunywa ukuthi othisha abaningi base-TVET okwamanje abanawo amakhono adidiyelwe, okuqinisekisa ukubaluleka kocwaningo kanye nokuhambisana nesikhathi. Ucwaningo olwenziwa eNamibia lusebenzise indlela yocwaningo lwekhwalithethivu ye-phenomenology case study ukuze kuhlolwe uhlelo lwe-DTVT olunikezwa e-NUST. Le ndlela ikhethwe ngenxa yekhono layo lokuhlinzeka ngemininingwane ejulile mayelana nezimo okusetshenzwa ngaphakathi kwazo kumongo we-TVET, okuvumela ukuqonda okufingqiwe nokuphelele kwento ephenywayo. Ukuqondisa imisebenzi yalo, ucwaningo lwamukele uhlaka lwetiyori olumbaxambili olugxile kumodeli yomongo, okokufaka, inqubo, kanye nomkhiqizo (CIPP) kanye neNdlela Yokukwazi (CA). Lezi zibonelo zihlose ukuhlinzeka ukuqonda okuphelele kokusebenza ngempumelelo kohlelo lokuqeqesha othisha lwe-TVET kanye nokuhlonza izindawo okufanele zenziwe ngcono. Ngokusebenzisa lezi zinhlaka zokuhlola nokwenza ucwaningo olwengeziwe, ucwaningo luhlose ukuhlonza amasu nezincomo zokuguqula imfundo yothisha base-TVET eNamibia. Umgomo omkhulu uwukuthuthukisa, ukuchibiyela, noma ukufaka esikhundleni sohlelo olukhona lokuguqula nokuhlomisa othisha base-TVET ngamakhono adingekayo ukuze kuvalwe ngempumelelo igebe phakathi kwetiyori nokwenza. Sekukonke, lolu cwaningo lugcizelela ukubaluleka kwe-TVET ekubhekaneni nezinselelo zezenhlalo nezomnotho zaseNamibia futhi lugqamisa isidingo sokutshala imali kothisha base-TVET abasezingeni eliphezulu ukuze kuqinisekiswe uguquko oluyimpumelelo lwemboni ye-TVET ezweni. Izinto eziphambili ezimbili ezitholiwe kwakuwukuthi uhlelo lwe-DTVT lwalungalungile njengoba lwalungabalungiseleli abafundi nothisha ukuthi bafeze izidingo zomsebenzi okabili. Lokhu kwakuhlanganisa isidingo sokuba babe nakho kokubili amakhono okusebenza/obuchwepheshe, kanye nokuqonda okuphelele kwezindlela zemetodoloji kanye nokufunda okudidiyelwe komsebenzi (WIL) okuthinte ukufaneleka kokusebenza ngendlela okuyiyo.

Ho tloha ka selemo sa 2008, ka ho thewa ha Namibia Authority (NTA), ho bile le ho tsepamisa ha se sa kang sa lebellwa ha thuto ya mesebetsi ya matsoho le kwetliso (VET) ka hara naha. Ho thehwa ha NTA ho bontsha boitlamo ba mmuso ba ho arabela dintlha tse kang ho hloka mesebetsi ho phahameng ha batjha hwa kgwebo le ho tsosoloswa ha mesebetsi ka thekheniki le mesebetsi ya matsoho le kwetliso (TVET). Boleng ba TVET bo itshetlehile haholo hodima bokgoni le tshebetso ya matitjhere a TVET, bakwetlisi le batataisi, tse kenyeletsang tsebo ya dikateng tse thekheniki le mokgwa le ditsebo tsa ho ruta, le maikutlo a hahang le ho dula ba le sehlohlolong ka theknoloji e ntjha mosebetsing. Ho lemoha tlhokeho ya bokgoni ba matitjhere a TVET ya tsebo e ipapisitseng le setjhaba se phelang tlasa diphetoho tsa marangrang ho bohlokwa ho hlahisa ditsebi tsa mesebetsi ya matsoho le tsa tsebo ya letlalo ka hara naha. Diphuputso tsena di tla kwala sekgeo ka ho sheba botjha kwetliso le bokgoni ba matitjhere a TVET ka hara sebaka sa thekheniki ka ho hlahloba na ho a lekana, na ho loketse, na ho na le katleho, le bohlokwa mangolong a thuto a matitjhere a TVET le bakwetlisi Namibia. Ho kwala sekgeo ho bohlokwa ho matitjhere a TVET hore ba hlophise baithuti le bakwetlisi ka katleho sebakeng sa mosebetsi le ditlhoko tsa mehleng ena tsa mosebetsi. Mokgwa wa katamelo o motjha o hloka mawa a mangata a tsebo e kopantsweng le ditsebo tsa ho etsa tse ngata tsa matitjhere a TVET hobane hona jwale ha a na ditsebo tse kopaneng, e leng se netefatsang bohlokwa ba diphuputso tsena le mehleng ena. Diphuputso tse entsweng Namibia di sebedisitse mokgwa wa tlhaloso e sa hlokeng bopaki ho hlahloba lenaneo la DTVE le fanwang ke NUST. Mokgwa ona ke o kgethang ho ya ka botsebi ho hlahisa tse tebileng tse hlakisang diphihlello ka hara moelelo wa TVET, o dumellang ho se tshwane empa kutlwisiso e tebileng ya se ithutwang. Ho tataisa dietsuwa, diphuputso tsena di sebedisitse lewa le tsepamang moelelong, ho kenya letsoho, ditshebetso le dihlahiswa (CIPP) tsa mohlala le mokgwa wa ho fana ka bokgoni (C). Mehlala ena sepheo sa yona ke ho fana ka kutlwisiso e tebileng ya lenaneo la kwetliso ya matitjhere a TVET e atlehileng le ho utlwisisa dikarolo tse hlokang ho ntlafatswa ka ho sebedisa meralo ena ya tlhahlobo, le ho etsa diphuputso tse ding, diphuputso tsena sepheo sa tsona ke ho tseba le ho utlwisisa mawala le ho fana ka dikgothaletso hore matitjhere a TVET Namibia a fetole thuto Namibia. Sepheo se seng e ka ba sa ho matlafatsa, ho lokisa kapa ho tlosa lenaneo la kgale mme ho etswe le letjha, ho fetola le ho hlomella matitjhere a TVET ka ditsebo tse hlokehang ho tlosa ditshitiso tsa tse buuwang le tse etswang. Ka kakaretso boithuto bona bo toboketsa bohlokwa ba TVET ho rarolla diqholotso tsa setjhaba le moruo le ho totobatsa tlhokeho ya ho tsetela dintho tsa boleng matitjhereng a TVET ho etsa bonnete ba katleho phetohong ya mesebetsi ya TVET ka hara naha. Ditshibollo tse pedi tse kgolo ka lenaneo la thuto la TVET le ne le sa kgohlele hantle kaha le ne le sa hlophise matitjhere baithuti ho atleha ho fihlela ditlhoko tsa mosebetsi o habedi. Ho ne ho kenyeleditse le tlhokeho ya bona ya ho ba le ditsebo tsa thekeniki le ho utlwisisa ka botebo mekgwa ya katamelo le ya mesebetsi e kopakaneng (WIL) tse thefulang katleho.