Cape Peninsula University of Technology Petrina Batholmeus Prof Joyce Nduna Cape Peninsula University of Technology Exploring TVET lecturers attributes in relation to industry-based WIL in TVET teacher education

Background Many TVET lecturers in South Africa have been recruited from industry, have technical qualifications and are artisans and trainers, but not professional teachers (Papier, 2009; Bhutelezi, 2016). No dedicated institutes for vocational teacher training. The Policy on Professional qualification for Lecturers in TVET (2013) - makes available a set of professional qualifications designed for TVET lecturers. The role of TVET lecturers is becoming heterogeneous and thus not only encompass actual teaching but guiding students in their educational choices. Any model for TVET needs to achieve employability and get students ready for work (Steukers, 2017).

Background Workplace-based learning should be specifically considered for employability but lecturers also need to be strong pedagogically and competent in content knowledge. Industry-based WIL equips lecturers with the knowledge on how to guide students in applying content knowledge into practice. It may be tricky to separate content knowledge from its application. The discussion presented in this paper explores the attributes of an ideal TVET lecturer related to industry-based WIL. Navigation between disciplinary learning and specialization as well as the practical learning as essential components of vocational training pedagogy.

TVET Lecturers in South Africa The TVET sector and skills are amongst the central items for the 2030 South African agenda (Steukers, 2017). Most TVET lecturers do not have training in teaching methodology and some lecturers’ qualifications are below the DHET’s pre-requisite base line (Powell & Hall, 2002; Manyau, 2015). The quality of TVET lecturers can be enhanced by raising the level of qualifications needed and the education received leading to those qualifications (Grollmann, 2008). A study conducted in 9 SA Provinces in which 5712 lecturers out of 7 789 provided qualification information which enabled TVET lecturers qualification status to be determined (DHET, 2014).

CATEGORIES OF QUALIFICATION STATUS OF TVET LECTURERS IN SA (Adopted from DHET, 2014, p. 6) Unqualified lecturers  (Results – 38.6%) Lecturers who do not hold an academic qualification that represents at least three years of post-school full-time study and deemed to be at NQF level 6 or above, nor do they hold a professional (teaching) qualification. These lecturers would need to complete academic and professional studies at an appropriate level in order to be deemed professionally qualified. Appropriate qualifications in the Policy (DHET, 2013): Diploma in Technical and Vocational Teaching Bachelor of Education in Technical and Vocational Teaching Academically qualified but professionally unqualified   (Results- 12%) Lecturers who do hold an academic qualification that represents at least three years of post-school full-time study and deemed to be at NQF level 6 or above, but who dot hold a professional teaching qualification. The appropriate qualification in the Policy (DHET, 2013): Advanced Diploma in Technical and Vocational Teaching Academically qualified and professionally qualified, but for the schooling sector  (Results – 34.5%) These are lecturers who are trained and qualified as school teachers, but who are now teaching in a TVET college. The appropriate qualification in the Policy : Advanced Certificate in Technical and Vocational Teaching. Academically and professionally qualified as a college lecturer  (Results – 15%) These are lecturers who hold academic and/or professional qualifications that enable them to be recognised as fully qualified to teach in the college sector. These lecturers would be able to pursue higher level postgraduate qualifications that deepen the expertise in their disciplines or that develops expertise in role specialisations applicable to the college sector. Postgraduate Diploma in Technical and Vocational Education Bachelor of Education Honours in Technical and Vocational Education

Conceptual Framework

Methodology Qualitative study explores attributes of TVET lecturers in relation to industry-based WIL in TVET teacher education. Purposive sampling - (n=28) education faculties staff from 14 universities in South Africa, 2 representatives per university. Participants are responsible facilitating and developing TVET lecturers qualifications in their universities. 4 Focus groups discussed attributes of ideal TVET lecturers. The conceptual framework on the ideal TVET lecturer developed from the Policy on Professional qualification for Lecturers in TVET (SA, 2013) was used to guide the analysis and discussion of the findings.

FINDINGS TVET Lecturers attributes Type of learning Conceptual understanding/disciplinary knowledge Ability to equip their students with knowledge but also with the application aspect of it, in real workplace settings Ability to teach and be specialists in their specialized fields Lifelong learning skills WIL expert and professionals Researchers - find out what challenges, trends and technological advances are happening in their sectors Policy designers and implementers and industry professionals Design and facilitation abilities Ability to identify barriers to learners learning and strategies to deal with these barriers Disciplinary

FINDINGS Type of learning TVET Lecturers attributes Pedagogical Ability to equip their students with knowledge but also with the application aspect of it, in real workplace settings Ability to teach and be specialists in their specialized fields. Reflective practitioners especially in relation to industry-based WIL Ability to identify barriers to learners learning and strategies to deal with these barriers

FINDINGS Types of learning TVET Lecturers attributes Practical Ability to equip their students with knowledge but also with the application aspect of it, in real workplace settings WIL expert and professionals Reflective practitioners especially in relation to industry-based WIL Understanding the use of technology in workplaces Good communication/facilitation skills Team playing Ability to identify barriers to learners learning and strategies to deal with these barriers

FINDINGS Lifelong learning skills Types of learning TVET Lecturers attributes Situational Lifelong learning skills Policy designers and implementers and industry professionals Be part of professional bodies Have relationships and partnerships with influencers of curricula Have advanced skills in working with a range of different stakeholders, especially the industry Contextual understanding Ability to identify barriers to learners learning and strategies to deal with these barriers

FINDINGS Lifelong learning skills Types of learning TVET Lecturers attributes Fundamental Lifelong learning skills Researchers - find out what challenges, trends and technological advances are happening in their sectors Take up roles of leadership and management, administration, assessment as well as community building Understanding the use of technology in workplaces Ability to identify barriers to learners learning and strategies to deal with these barriers

Conclusion TVET Lecturers attributes are associated with knowledge in different specializations as well as the application of this knowledge. Theory and practice go hand in hand but TVET lecturers attributes related to both need to be differentiated depending on the focus of the learning outcome. For industry-based WIL, lecturers should already be competent in their subject knowledge and attributes related to teaching and workplace learning should be separately considered. TVET Lecturers need to be able to teach and transfer workplace experiences and its values to the students. Attributes can be used to create a strategy for the development of quality vocational teachers which balances policies that improve the individual learning of teachers, their education and preparation for their job and also takes into account the continuous reform and dynamics of their institutions and tasks (Grollmann, 2008).

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