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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

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.

FACTORS THAT CONTRIBUTE TO CHALLENGES ENCOUNTERED BY ENGINEERING LECTURERS AS THEY TEACH VOCATIONAL SUBJECTS IN TVET COLLEGES Mabunda, Nduvazi Obert; Makgato, Moses; Hondonga, Jerald
International Journal of Educational Best Practices Vol 8, No 2 (2024)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v8n2.p207-233

Economic prosperity of any country is heavily reliant on the knowledgeable and skilled graduates produced by the TVET colleges. Eventually, these graduates are expected to be absorbed by the industry and corporate business. There must be adequate support structures for training students in skills by lecturers as TVET colleges are preparatory grounds for skills. Several challenges encountered by engineering lecturers leading to a high failure rate and hampering the aspirations of the country have been observed. To close that gap, this study investigated those factors that contribute to challenges encountered by engineering lecturers as they teach vocational subjects in the Report 191 programmes of TVET colleges. The study only focused on lecturers teaching Report 191 engineering subjects because of the low output in their specific learning areas. Scaffolding Theory guided the study with links towards training of lecturers for institutional development and improved outcomes. Data collection process was in two folds and was collected through observations (n=12) and semi-structured interviews (n=24) from identified lecturers in three different TVET colleges. Preliminary findings suggested that current Report 191 engineering lecturers experience teaching challenges in delivering vocational subjects which is a determinant to the overall students’ pass rate and progression. Evidence of lack of planning and disorderliness; incorrect teaching and learning techniques and inadequate understanding of curriculum were highlighted from the observational findings. Findings of interviews displayed challenges emanating in the transition from school to TVET colleges; limited institutional and administrative support; and exclusive personal factors on technology usage which provided a broader sense of the study. Report 191 engineering results may remain stagnant, and graduates suffocate the TVET colleges if drastic steps cannot be taken to address the challenges. Limited economic participation from graduates which automatically leads to social ills will persist if these teaching challenges are not eliminated entirely. Constant lecturer development regarding instructional practice may divert old ways of teaching into new ways and improve outcomes.

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

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.

FACTORS THAT CONTRIBUTE TO CHALLENGES ENCOUNTERED BY ENGINEERING LECTURERS AS THEY TEACH VOCATIONAL SUBJECTS IN TVET COLLEGES Mabunda, Nduvazi Obert; Makgato, Moses; Hondonga, Jerald
International Journal of Educational Best Practices Vol. 8 No. 2 (2024)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.8.2.207-233

Economic prosperity of any country is heavily reliant on the knowledgeable and skilled graduates produced by the TVET colleges. Eventually, these graduates are expected to be absorbed by the industry and corporate business. There must be adequate support structures for training students in skills by lecturers as TVET colleges are preparatory grounds for skills. Several challenges encountered by engineering lecturers leading to a high failure rate and hampering the aspirations of the country have been observed. To close that gap, this study investigated those factors that contribute to challenges encountered by engineering lecturers as they teach vocational subjects in the Report 191 programmes of TVET colleges. The study only focused on lecturers teaching Report 191 engineering subjects because of the low output in their specific learning areas. Scaffolding Theory guided the study with links towards training of lecturers for institutional development and improved outcomes. Data collection process was in two folds and was collected through observations (n=12) and semi-structured interviews (n=24) from identified lecturers in three different TVET colleges. Preliminary findings suggested that current Report 191 engineering lecturers experience teaching challenges in delivering vocational subjects which is a determinant to the overall students’ pass rate and progression. Evidence of lack of planning and disorderliness; incorrect teaching and learning techniques and inadequate understanding

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