- Go Dual
Factsheet 5: TVET college management capacity development
This workstream intends to:
- Promote leadership and provide strategic gui–dance to TVET college management in improving training service delivery, initiating change processes and effecting relevant organisational development required for implementation of employment-oriented occupational programmes.
- Develop and strengthen the technical capacity of TVET college management to implement occupational programmes using the dual system approach.
- Create awareness among TVET college management of the operational requirements for NOCC-A21 implementation.
- Support TVET college management through the development of tools and instruments for DSPP implementation and monitoring.
KEY FACTORS FOR SUCCESS & LESSONS LEARNT
- Continuous and visible leadership by DHET (at the level of at least the DDG & CD), TVET college management (principal and deputy principal academic) and TVET college council to support change processes and organisational development is mandatory.
- An awareness programme by DHET, aiming to provide information to various TVET college structures (senior management, council, executive committee, etc.) on dual occupational programmes and the changing TVET landscape, will result in greater commitment by TVET college management.
- Involvement and buy-in from all senior management across the various operational departments is imperative for successful integration of occupational programmes into TVET college operations.
- Effective communication between TVET college management and all staff involved in training delivery at TVET colleges should be prioritised. This includes providing information on decisions made at operational steering committee meetings, and planned project activities.
- Understanding of and support to the NOCC-A21 and its implications for occupational programme implementation is critical for TVET college management to facilitate programme implementation, e.g. lecturer selection and development, training facility management, resources and time management, new training methodologies and assessment requirements, etc.
- TVET college DSPP managers should have the required authority to make operational decisions, hence consideration should be given to the required competences and position of the relevant TVET college DSPP manager prior to his/her appointment. Job descriptions of DSPP TVET college managers have to reflect the required responsibilities and decision-making power.
- DSPP TVET college managers should possess the requisite managerial capacities and experience.
- Senior TVET college management members should be continuously involved by providing strategic guidance, support and monitoring during the implementation through regular operational steering committees.
- Training and continuous support for TVET college management staff on project management/organisational development and change processes should be compulsory. A professional development programme for the management/project managers involved in the implementation of occupational programmes should be designed, implemented and evaluated for effectiveness.
- Capacity on operational management issues, including budget requirements, HR development and management, quality assurance and monitoring, partnership buil–ding and maintaining employer relations, need to be developed at the onset of the implementation of dual training approaches.
- The development of a framework to guide TVET colleges on how to establish and develop industry partnerships is necessary.