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All Journal Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika International Journal of Educational Best Practices
Hondonga, Jerald
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Education Mathematics Physics Social Sciences Other

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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

Abstract

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.
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

Abstract

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 
Strategies for Addressing Teaching Challenges Among Engineering Lecturers in a South African TVET College Mabunda, Nduvazi; Makgato, Moses; Hondonga, Jerald; Sephokgole, Daniel
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i1.2620

Abstract

This study explored strategies that can be used to address the teaching challenges faced by engineering lecturers in a selected Technical and Vocational Education and Training (TVET) college in Limpopo Province, South Africa. A qualitative research design was adopted, using semi-structured interviews and classroom observations to examine lecturers’ experiences and practices. Purposive sampling was used to select ten (n=10) lecturers who taught in the Report 191 NATED engineering programme. Data were collected through recorded interviews and observation field notes, and were analysed thematically through familiarisation with the data, coding, theme generation, theme review, and theme definition. The Pedagogical Content Knowledge (PCK) framework was used to interpret the teaching challenges experienced by engineering lecturers and the strategies used to address them. The findings identified key strategies linked to improved teaching practice, including practical lessons, online teaching, lesson preparation, communication among colleagues, and continuing professional development. The study found that the use of these strategies was uneven across participants, with important gaps in lesson preparation and the use of teaching resources. The findings suggest that TVET colleges and the Department of Higher Education and Training (DHET) should strengthen institutional support, lecturer development, and teaching infrastructure to improve teaching effectiveness in engineering education. A limitation of the study is that the Campus Management Team was not included, and future research should incorporate broader institutional perspectives.
Co-Authors Mabunda, Nduvazi Mabunda, Nduvazi Obert Makgato, Moses Sephokgole, Daniel