Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Jurnal Inovasi Teknologi Pendidikan Journal of Education Technology Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
Sephokgole, Ramongwane Daniel
Unknown Affiliation
Computer Science & IT Education Mathematics Physics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Evolution of Agricultural Programs Towards Learning: A Look into Gender Disproportions in TVET Colleges Sephokgole, Ramongwane Daniel; Makgato, Moses; Khoza, Sammy
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 3: November 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i3.1175

Abstract

The current training needs in agricultural program learning should contribute to the evolution of training in South African Technical and Vocational Education and Training (TVET) colleges. It is ironic that while other countries have advanced into a new era of educational innovation, the South African TVET colleges lag behind in technological development. The survey research approach allows for data measurements and statistical analysis. The study sought to determine whether the agricultural training in TVET colleges is evolving and progressing to integrate technology into the learning process. The three TVET college campuses with 482 participants were purposefully and conveniently sampled due to their experience in agricultural programmes. The findings were presented using the AVOVA analysis that is based on theory of technology integration. According to the study's findings, TVET colleges have evolved in how they train students in agricultural programmes. The study revealed that agriculture lecturers could use technological tools frequently when training the students. However, the results revealed that lack of learning resources affects the use of technology during agriculture training. The evolution would have been better if there had been an inclusion of phases such as technology integration exploration, experimentation with technology integration, technology integration adoption, and advanced technology integration. The study suggests that the gender factor should be considered as a barrier during the technological integration phases to accommodate all the students.
Modelling the Transformation of Agricultural Program Teaching and Learning into Technology Integration Sephokgole, Ramongwane Daniel; Makgato, Moses; Khoza, Sammy
Journal of Education Technology Vol. 8 No. 3 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v8i3.76898

Abstract

The world is currently experiencing transformation in most areas, including in education. The teaching and learning of agricultural programmes ought to be modelled and aligned with transformation. The shift from traditional classroom teaching and learning requires support to train agriculture with technology integration. Therefore, the aim of this study is to analyze the transformation of the teaching and learning of agricultural programmes using technology. This study utilised a qualitative research method. There were 20 lecturers from three Technical and Vocational Education and Training (TVET) college campuses that were involved in this study. The findings revealed that transforming agricultural programmes to fully integrate technology is hampered by a lack of resources, equipment, and infrastructure. Teaching and learning support with resources and tools to acclimate to learning agriculture with technology integration is required. The study underscored the need for and the importance of providing support to institutions that are struggling to acquire teaching and learning resources, equipment, and infrastructure to implement the integration of technology. These findings emphasise the need to provide support for technical resources, equipment, and infrastructure to enhance the integration of technology. The research findings led to the development of a conceptual model for technology integration in TVET agricultural education. The key interrelated features that can be used to improve the support of technology integration in TVET colleges are clearly stipulated in the model.
Evaluating the GET electrical technology syllabus for transition into FET specialisations in Gauteng Technical Schools Dayi, Nzaliseko; Mtshali, Thokozani Isaac; Sephokgole, Ramongwane Daniel
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 1 (2026): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i1.90695

Abstract

This study examined the General Education and Training (GET) syllabus of Electrical Technology to determine its effectiveness in preparing learners for progression into Further Education and Training (FET) specialisations in Gauteng technical schools. The problem this research addresses is the persistent misalignment between the foundational competencies developed in the GET phase and the advanced technical expectations of the FET phase, leaving learners underprepared for specialisation. The purpose of the study was to explore how the GET curriculum supports or fails to support smooth curriculum transition in Electrical Technology. A qualitative case study design was employed, using document analysis and semi-structured interviews with eleven experienced teachers in Gauteng Province, South Africa. The findings revealed that the GET curriculum is mostly theoretical, with limited practical scaffolding and weak sequencing of advanced topics such as Three-phase motors and Transformers. Teachers noted repeatedly re-teaching basic concepts at the FET level, which created time pressures and contributed to learner frustration. The study concludes that improving vertical curriculum alignment through stronger practical integration and clearer teacher support mechanisms can enhance learner readiness, curriculum coherence and the overall quality of Vocational Education (VOC) in South Africa.
Co-Authors Dayi, Nzaliseko Khoza, Sammy Makgato, Moses Mtshali, Thokozani Isaac