Broader curriculum goals of promoting social cohesion, active citizenship, personal and professional fulfilment, adaptability and employability cannot be realised without education and training as a delivery vehicle (European Communities, 2006; National Planning Commission, 2012; SAQA Qualification ID50441, 2006). Education and training delivery mode may be formal, informal, or non-formal for the goals to be realised. According to (Khoza, 2015c), learning is the positioning of aims, objectives, learning outcomes, teaching/learning activities, relevant teaching philosophy, resources, time, space and assessment in a manner that is understandable by students. Learning activities are the dominant component of the learning process and can be defined as “any activities of an individual organised with the intention to improve their knowledge, skills, and competence” (European Communities, 2006, p. 9). In the same line of thinking, Chou (2011)regards learning activities as the experiences that students need in order to have particular behavioural competences. It is important to note the implications of the formal learning activities, the non-formal learning activities, and informal learning activities from a qualification achievement awarding perspective.
The formal learning activities are institutionalised, organised, intentional, structured, following a ladder (progression). Learning activities could occur at a school, college or university and the end results may lead to an achievement award in a formal NQF registered qualification. On the contrary, the non-formal learning activities may be intentional, organised, institutionalised but is less structured, and achievements do not lead to the NQF registered qualification award. The informal learning activities may be intentional but it is less structured, less organised and more suitable for home education and training (European Communities, 2006). Moreover, the “alignment between content learning activities, learning outcomes and the teaching/learning resources is important for any successful curricular implementation” (Khoza, 2015b, p. 113).
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In order to be certain that learning/teaching activities leads to the desired outcomes, assessment for learning process activities (informal assessment) must be conducted either by the lecturer, individual activities or, group activities. Kennedy, Hyland, and Ryan (2006) assert that the activities undertaken by the lecturers and students assessing themselves, results in feedback information helping to modify teaching and learning activities being pursued. In line with this, Berkvens, van den Akker, and Brugman (2014, p. 18), contend that learning should happen through “interesting learning activities carried out in an inspiring environment that provides adequate teaching and learning material”. Furthermore, educational excursions should be promoted and catered for in the annual plan to expose students to the real-world environment especially when teaching a dual-content with complex theoretical concepts. Moreover, formal assessment activities (summative assessment) on theory and practical (ISAT) should be done to provide articulation opportunities for students for further learning at higher educational institutions and create employment opportunities. In line with the above, lecturers’ reflections in the teaching of ES&C NQF L4 may bring light on why, how and when these activities are implemented at Micro-level.
In the South African context, the ES&CNQF L4 subject is outcome-based with an emphasis on both theory and practical. At Micro-level, subject guides (SG) are provided with the DHET prescribed students textbooks as learning resources to deliver the implemented curriculum content. The subject guidelines for ES&CNQF L4 (2015) is composed of six subject outcomes which are supported by learning outcomes and the critical learning development outcomes (CLDO). The learning content is captured on the textbook where the theory knowledge outcomes are positioned by cognitive domain levels (Revised Assessment Guidelines, 2015). Formative learning and assessment activities are provided at the end of each sub-topic, meant for individual and group activities. The textbook also provides web-pages as references for some of the theoretical concepts and activities (Sparrow Consulting, 2014). The textbook does not specify the practical content which is supposed to make 60% of the learning time according to the SG ES&C NQF L4 (2015). In line with the theory and practical training, van Manen (1977a, p. 20) asserts that the ”goal of theory is the truth while practical is associated with action”. In addition, ”theory thinks the world while practical grasps the world” (van Manen., 2007, p. 20). The implications of van Manen remarks for ES&C NQF L4 lecturers at TVET College is that holistic student development requires a balance of theory knowledge and structured practical components to be able to produce competent, and practically capable students for employment possibilities. The practical assessment activities should develop
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abilities in the student to value the beauty of the project being manufactured and also safety- awareness, time consciousness and neatness habits.
In same line of thinking, lecturers’ reflections should explore how affective and psychomotor domains are integrated in dual content subject in order to produce competent students. Studies reveal that through reflection, lecturers transcend to reflective teaching practitioners who are able to demonstrate the ability to analyse the process of what they are doing while at the same time make judgement to modify their practice so that it matches the needs of students (Reiman, 1999; Schon, 1983a).
3.7.1 Knowledge relevance and applicability concerns
Studies conducted by Khoza (2015b) and Orland-Barak and Yinon (2007a) revealed the importance of teacher awareness of the connection between curriculum levels which suggested that the learning or teaching activities should be in line with the relevant approach chosen in order to achieve positive results However, according to United Nations Educational, Scientific and Cultural Organisation UNESCO (2011), concerns are often expressed by global agencies such as the Organisation for Economic Co-operation and Development (OECD), governments, employers and professional associations about the applicability and/or adaptability of what is learned in educational institutions. Further to this, a common call is made for workplace experiences to make up a greater component of programmes that are preparing students for occupational outcomes Billet (2013). In the South African context, studies reveal that the NCV curriculum was originally designed to provide 60:40 practical: theory: ratio. Furthermore, studies reveal that at most TVET colleges, NCV qualification is made of 80% theoretical knowledge with 20% practical and this challenge is attributed to low practical skills of lecturers and high enrolment numbers which is against the 15:1 workshop norm (HRDCSA-TTT Report, 2014; MTT Final Report, 2013). The adaptability and applicability may be addressed through continual curriculum review and moreover, lecturers should continually visit industry to see technologies being used in order to adapt the training part of the curriculum to pace TVET College with industrial expectations.Therefore, it is essential for lecturers’ teaching ES&C NQF L4 at a TVET College campus to reflect critically on how the college campus compensate the workplace experience in developing students for employment readiness. The success and quality teaching of ES&C NQF L4 is dependent on the teaching location (space) and workshop facilities available.
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3.8 Teaching, learning and training location for the Electrical Systems & Construction NQF L4 curriculum.
Learning and training environments are key critical components of curriculum delivery, and the support to lecturers in their pursuit to guide student from novice to acceptable
competency standards (Lave & Wenger, 1991; Rauner, 2007). Therefore, for TVET College, conducive theory learning space, accredited workshop and computer laboratories are key critical components in the implementation and the attainment of the intended curriculum. The credibility of the training depends on the accreditation status of the workshop, the trainer competence and the availability of other support resources. The conduciveness of the learning location implies classroom compliance to health and safety standards, a sufficient number of desks and chairs, enhancing educational charts and a fully furnished environment. Furthermore, a conducive and inspiring learning environment, may motivate student to learn. For ES&C NQF L4, the practical training requires sufficiently equipped workshop with relevant and functional models required for training. In the absence of workplace exposure, the training workshop is the only space that represents the world of work, and therefore should be sufficiently equipped to motivate students. Berkvens. et al. (2014) recommend the flexibility of the learning environment to include outside of the classroom learning opportunities to entice students. Moreover, for the ES&C NQF L4, projects and on-site training can full- fil the recommendation.
The ES&C NQF L4 is a horizontal oriented, OBE driven curriculum which is learner-centred and promotes local knowledge needs, everyday/ general knowledge (Bernstein, 1999) and (Khoza, 2015b). However, in order to produce competent and confident students, structured, fully equipped workshop is essential. Therefore, for the successful transition between the college environment and the world of work, the “classroom and workshop environments must reflect professional standards expected of students in a working environment” (Zungu & Munakandafa, 2014, p. 14). Furthermore, TVET College education and training is about developing student’s aptitude to solve problems. To develop this competence, knowledge construction and the acquisition of problem-solving skills must be stimulated through making the learning environment problem-based. Moreover, the learning environment must allow the lecturer to conduct assessment, apply appropriate facilitation approach, and provide feedback to students (Zungu & Munakandafa, 2014).
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In the context of South African TVET College system, a conducive learning environment motivates students to work hard to realise their dreams of graduating from being novice to experts thus being able to contribute meaningfully in the development of the country’s economy. Teaching resources, learning activities and the space allocation to teach ES&C NQF L4 may not be enough if time is excluded.
3.9 Time allocation for teaching, learning and training of ES&C NQF L4 students