- Go Dual
Factsheet 4: Lecturer capacity development
This workstream intends to:
- Ensure that the right calibre and number of artisan lecturers is available to support the implementation of the National Occupational Curriculum Content for Artisans of the 21st century (NOCC-A21).
- Build the capacity of lecturers to facilitate the project-based approach which closely integrates theoretical and practical learning.
KEY FACTORS FOR SUCCESS & LESSONS LEARNT
Minimum Qualifications Required
- In order to cope with the requirements of the NOCC-A21, lecturers selected for the programme need to:
- be trade qualified artisan lecturers (i.e. a person with qualifications as an artisan and as a lecturer) with relevant industry experience and added training in teaching methodology (didactics and pedagogics is a must).
- have a high level of technical, methodological and social competences to facilitate the new project-based interactive learning approach.
- be intrinsically motivated and committed, open to innovative learning approaches and open to change.
- Apart from minimum requirements, selection has to be based on merits and performance.
- Contractual arrangements with artisan lecturers are needed to cover at least the entire period of training (e.g. 3 years).
- A competitive remuneration for artisan lecturers is paramount.
- DHET should establish the same working conditions and equal benefits (leave, contact hours, etc.) for all lecturers involved in occupational programmes.
- A sufficiently large pool of artisan lecturers per trade is required to ensure a specialised and high-quality training implementation. This includes non-trade specific and specialised artisan lecturers.
- Two core artisan lecturers per trade are far from sufficient; a minimum of three full-time equivalents is required for a group of 25 apprentices.
- The project-based learning approach requires new learning methodologies with attention given to technical training, as well as to didactics and pedagogics.
- Sufficient time and budget must be allocated for artisan lecturer preparation and considerable capacity building prior to and during implementation of the new project-based approach. Based on experiences gained during phase 1 of the NOCC A-21 Electrician, capacity building is a long-term process. It takes a minimum of two years of intensive training for in-service lecturers to become fairly proficient (artisan lecturers).
- Training of artisan lecturers should focus on building practice- and workplace-related, up-to-date competences. It should thus be attached to an industry association or professional body and not necessarily to an academic institution.
- A mix of training methods will be required, whereby:
- lecturers receive on-site training at their TVET colleges.
- face-to-face training takes place in SA and internationally.
- coaching at the workplace takes place in SA.
- work shadowing takes place internationally for transfer of learnings to SA.
- lecturer networking and peer to peer learning will strengthen cooperation between them.
- a digital collaborative platform will promote exchange and development of material.
- Regular work exposure, work-integrated learning (WIL), is imperative to ensure that lecturers are:
- on par with latest industry standards and high-quality training.
- exposed to good practice sites/companies.
- able to build a relationship and communicate with companies and have an opportunity to obtain first-hand feedback from company mentors on apprentice participation and ability of the apprentices.
- Trainers involved in capacity building programmes for artisan lecturers should have a strong background in dual training programmes (didactics and pedagogics, as well as cooperation and experience with companies).
- Lecturers utilised for NC(V) programmes and the Centre of Specialisation (CoS) programme should be included in SD4GE capacity building initiatives, establishing a larger pool of lecturers and ensuring that specific lecturer capacities will be available for the training using the specific approach for both DSPP and for CoS.
Involvement of Stakeholders
- TVET college management has to demonstrate leadership and commitment to provide employment-relevant training delivery.
- TVET colleges and/or DHET have to fund capacity-building processes required to equip artisan lecturers with relevant knowledge, skills and workplace exposure to deliver high-quality training based on the QCTO occupational qualification and the NOCC-A21.