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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.

Employment Contracts

  • 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.

Capacity Building

  • 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.
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