Designing a framework for the advancement of lecturer capacity in developing graduate attributes at a technical and vocational education and training college

Abstract

The Technical and Vocational Education and Training (TVET) sector in South Africa fulfils a crucial role in skilling and preparing youth and school leavers for the world of work and the industry. Both TVET colleges and the industry are therefore critical in developing the competencies they both deem necessary for graduates. These competencies, also framed as Graduate Attributes, are perceived to be the most important indicator of the success of TVET colleges and the subsequent quality of education on offer at these institutions of higher learning. Graduate Attributes are the qualities, skills and understandings a university or college community agrees its students should develop during their time at the institution- these competencies should prepare students for unknown industrial challenges and enable them to cope with whatever demand of the labour market. With the latter said in mind, the aim of this study was directed at designing a framework for the advancement of lecturer capacity in developing the Graduate Attributes needed for the TVET sector of South Africa, more specifically for a TVET college in the Free State province. This mixed methods study was compounded in the theories of Constructivism, Human Capital and Employability theory. The population of the study was the lecturers, students and management, attached to the identified college. Quantitative data emanating from 2000 questionnaires, ascertained students’ perceptions of Graduate Attributes. Qualitative data emerging from the ten focus group interviews held with students and lecturers, respectively and a semi- structured personal interview conducted with an executive staff member, attempted to determine the level of support rendered to lecturers in producing ‘well-attributed’ students and also investigated the manner in which Graduate Attributes are possibly embedded into the curriculum. The findings of this study revealed that there’s an urgent need to improve lecturers’ qualifications and competencies to deal with current and future challenges of the curriculum and the demands of the industry. Equally important to this study, is the need for staff training and capacity in the development of Graduates Attributes, as well as in curriculum matters. It also emerged that curriculum re-evaluation could potentially contribute in fostering improved employability and productivity of TVET college graduates. The study recommends that TVET colleges, such as Goldfields TVET college, needs to prioritise lecturer development, ranging from continuous professional training to qualification improvement. It is also recommended that the industry needs to be given space in the TVET sector as to assist with the conceptualisation and development of Graduates Attributes for the world of work.