Change management in TVET colleges: Lessons learnt from the field of practice

148 pages

English

Change management in TVET colleges: Lessons learnt from the field of practice , livre ebook

African Minds - Andre Kraak , Andrew Paterson And Kedibone Bok

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148 pages

English

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The Technical and Vocational Education and Training (TVET) college environment is marked by increasingly stark juxtapositions between what needs to be achieved in the post-school education sector and the increasing difficulty of current conditions. The ‘triple challenge’ of poverty, inequality and unemployment weighs heavily on the social, political and economic fabric of the country and expectations are high that the TVET colleges can make a pivotal contribution to counter these challenges. Despite laudable increases in TVET enrolment, the education system needs to work harder to accommodate the weight of demand for post school further education and training (FET) band qualifications from young people not in education, employment or training. At the same time, it is vital to secure adequate quality in TVET programmes which depend so much on the competence and commitment of college lecturers. This collection offers a set of research papers that provide new analytic and empirical material on:The political economy of TVET types in different countries which, by comparison, illuminate the South African case;A periodisation of government interventions in the TVET sector over the last three decades;The unsettled state and status of TVET lecturers in relation to their job requirements and conditions of service;The halting evolution of collegial relationships between college lecturers towards higher collegiality;Employer expectations of college graduates and how colleges are responding; andAn analysis of the outcomes of a college improvement intervention in Limpopo and the Eastern Cape.This book will offer valuable information and insights for decision-makers as well as analysts of institutional change concerning links between education and economic growth, with particular regard to TVET graduates’ employment rates.

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Publié par	African Minds
Date de parution	22 juin 2016
Nombre de lectures	2
EAN13	9781928331339
Langue	English

Extrait

CHANGE MANAGEMENT IN TVET COLLEGES Lessons learnt from the field of practice

Edied by André Kraak, Andrew Paterson and Kedibone Boka

Change management in TVET colleges Lessons learnt from the field of practice

Edited by André Kraak, Andrew Paerson and Kedîbone Boka

Publîsed în 2016 by Arîcan Mînds 4 Eccleson Place, Somerse Wes, 7130, Cape Town, Sou Arîca îno@arîcanmînds.org.za www.arîcanmînds.org.za and

JET Educaîon Servîces, Te Educaîon Hub, 6 Blackwood Avenue, Parkown, Joannesburg, Sou Arîca www.je.org.za 2016 Arîcan Mînds

All conens o îs documen, unless specîîed oerwîse, are lîcensed under a Creaîve Commons Arîbuîon 4.0 Inernaîonal Lîcense. Te vîews expressed în îs publîcaîon are ose o e auors. Wen quoîng rom any o e capers, readers are requesed o acknowledge e relevan auor. Prîn edîîon: 978-1-928331-33-9 eBook edîîon: 978-1-928331-34-6 ePub edîîon: 978-1-928331-35-3 Copîes o îs book are avaîlable or ree download a: www.arîcanmînds.org.za www.je.org.za ORDERS Arîcan Mînds Emaîl: îno@arîcanmînds.org.za Or JET Educaîon Servîces Emaîl: îno@je.org.za To order prîned books rom ousîde Arîca, please conac: Arîcan Books Collecîve PO Box 721, Oxord OX1 9EN, UK Emaîl: orders@arîcanbookscollecîve.com Copy-edîor: Maureen Mosselson Cover poograp: Hannelîe Coezee, wî anks o e Eascape Mîdlands College, Brîckîelds Road Campus, and e sudens.

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Contents

Acronyms and abbreviations.................................................................................................iv Introduction:Perspecîves on programmes, projecs and polîcîes în e TVET colleges Andrew Paterson............................................................................................................................. vii

CHAPTER 1 hree decades o resrucurîng în urer educaîon colleges: Dîvergen oucomes across dîferîng global vocaîonal educaîon and raînîng sysems 1 André kraa..........................................................................................................................................

CHAPTER2 Uninîsed busîness: Managîng e ransormaîon o urer educaîon and raînîng colleges Anthony Gewer...............................................................................................................................23

CHAPTER3 hrowîng good money ater bad: Barrîers Sou Arîcan vocaîonal eacers experîence în becomîng compeen educaors 47 Ronel Blom.........................................................................................................................................

CHAPTER 4 A clîmae or cange? Verîcal and orîzonal collegîal relaîons în TVET colleges 64 Voler Wedeind and Zanele Buthelezi............................................................................

CHAPTER 5 Preparîng TVET college graduaes or e workplace: Employers’ vîews Joy Papier, Seamus Needham, Nigel Prinsloo andTimothy McBride.............83

CHAPTER 6 Wa wîll î ake o urn TVET colleges around? Evaluaîon o a large-scale college împrovemen programme Carmel Maroc, Eleanor Hazell and Bina Aoobhai...........................................103

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Acronyms and abbreviations

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BANKSETA BEd BTEC BVE Raad CAP CCF Cedefop CFO CIP COVE DANIDA DBE DEDT DET DHET DoE DoL ELRC EMIS ET FE FET FETI FIETA FoodBev SETA GCSE GSCE (AS) HAVO HBO HR HRD ICT ILO IPSS IT JET LSC LWIB

Acronyms and abbreviaions

Banking Sector Education and Training Authority Bachelor of Education degree Business and Technology Education Council Netherlands Association of VET Colleges Competency and Placement Colleges Collaboration Fund European Centre for the Development of Vocational Training chief financial officer Colleges Improvement Programme Centre of Vocational Excellence Danish International Development Agency Department of Basic Education Department of Economic Development and Tourism Department of Education and Training Department of Higher Education and Training Department of Education Department of Labour Education Labour Relations Council education management information systems education and training further education further education and training Further Education and Training Institute Forest Industries Education and Training Authority Food and Beverages Manufacturing SETA General Certificate of Secondary Education General Senior Certificate of Education advanced subsidiary senior general secondary education professional higher education human resources human resource development information and communications technology International Labour Organization Institute for Post-School Studies information technology JET Education Services Learning and Skills Council Local Workforce Investment Board

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M&E MBO MEC merSETA NATED NBI NCV NPM NQF NSF NSFAS NTSI NVQ OBE OECD OPR PEDs PIVOTAL QCTO ROCs RSA SACE SAICA SANQF SETA SFA SSACI SSC SSS TVET UKCES UNESCO VET VMBO VWO WBE WEB WIL WO

CHange managemen in TVET colleges

monitoring and evaluation secondary vocational education Member of Executive Committee Manufacturing, Engineering and Related Services SETA National Accredited Technical Education Diploma National Business Initiative National Certificate Vocational new public management National Qualifications Framework National Skills Fund National Student Financial Aid Scheme National Training Strategy Initiative National vocational qualification outcomes-based education Organisation for Economic Cooperation and Development out-to-purpose review provincial education departments Professional, Vocational, Technical and Academic Learning Quality Council for Trade and Occupations Regional Occupational Colleges Republic of South Africa South African Council for Educators South African Institute of Chartered Accountants South African National Qualifications Framework Sector Education and Training Authority Skills Funding Agency Swiss-South African Cooperation Initiative Sector Skills Council student support services technical and vocational education and training United Kingdom Commission on Employment United Nations Educational, Scientific and Cultural Organisation vocational education and training preparatory vocational education pre-university education workplace-based experience Wet Educatie en Beroepsonderwijs work-integrated learning university education

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Introduction

PERSPECTIVES ON PROGRAMMES, PROJECTS AND POLICIES IN THE TVET COLLEGES

Andrew Paterson Executive Manager, Research and Planning, JET Education Services

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Introduction

CHange managemen in TVET colleges

Te Sou Arîcan Tecnîcal and Vocaîonal Educaîon and Traînîng (TVET) colleges (ormerly e Furer Educaîon and Traînîng or ‘FET colleges’) seem o embody a undamenal însîuîonal enîgma – despîe mulîple canges înended o împrove e qualîy and eîcîency o e colleges, ey are sîll vîewed as underperormîng, peraps even împervîous o cange eors. In îs conex, JET Educaîon Servîces (JET) was commîssîoned o conduc e 1 Colleges Improvemen Programme (CIP) beween 2011 and 2014 în îeen seleced colleges în e Easern Cape and Lîmpopo provînces. Te îdea or îs book was conceîved durîng e îme wen JET eams were în e îeld. Tîs collecîon o papers represens an eor o make sense o e enîgma o e colleges rom varîous perspecîves, wî e aîm o conrîbuîng o a beer undersandîng o wy e cumulaîve eec o canges în e colleges ave combîned o generae unexpeced, î no dîsappoînîng, resuls. An argumen commonly advanced îs a e colleges ave been înundaed by canges a over îme ave conrîbued o a condîîon o malaîse and dîsconen. Too many canges compressed îno a sor îme-space wîll ulîmaely become counerproducîve as e absorpîve capacîy o însîuîons comes under sress, bu claîmîng îs condîîon as e sole cause carrîes însuîcîen explanaory value. Lîmîaîons on e împac o înervenîons may be înroduced roug e polîcy and plannîng dîrecîves and împlemenaîon plans. Polîcy-drîven însîuîonal canges rom cenral or regîonal governmen may ave desîgn laws, or may brîng abou unînended consequences a consraîn or conradîc e desîred canges. Ten î may be a well concepualîsed cange breaks down because împlemenaîon îs auly, leadîng o însîpîd buy-în and low adopîon. Eac îme a new înervenîon îs conemplaed, quîe complex însîuîonal condîîons a vary rom college o college mus be aken îno accoun. Te brîcolage o local cîrcumsance wîll sape ow colleges respond o eac new înervenîon. Tîs realîsaîon generaes an împlîcî callenge, wîc îs o be able o desîgn an înervenîon a wîll ave însîuîonal specîîcîy wîle aspîrîng o sysem-wîde bencmarks or împrovemen and perormance. Te callenge o desîgnîng and împlemenîng a programme în însîuîons a ave been în a seemîngly consan sae o cange or ransîîon moîvaed îs book wîc aemps o îdenîy, separae, and analyse key înluences on cange în e TVET colleges. Te complexîy o e colleges’ responses o cange înîîaîves conrîbues o e enîgma a îs e TVET colleges. Tîs caracerîsîc creaes grounds or quesîons regardîng programme desîgn and împlemenaîon, or însance: Wa îs e mos approprîae înervenîon desîgn and înensîy? How muc mus e desîgn be adaped, însîuîon by însîuîon? Is overarcîng suppor and admînîsraîon suîcîen? Wa precondîîons mus be acîeved beore ceraîn înervenîons can be împlemened în some colleges?

1 Though it was named the Colleges Improvement Project, its scale and long-term intervention timescale made it preferable to refer to the CIP as a programme.

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Inroducion

Wa înervenîons mus sar rom wîîn e college – rom e însîde ou – and wa înervenîons mus be înîîaed rom e ousîde în? Lasly, în wa sequence sould înervenîons în e colleges be înroduced? Tese undamenal quesîons are raîsed because îs edîed book îs presened as a means o openîng up împoran debae on ow TVET college însîuîonal cange sould be underaken. Tîs îs no a new dîscussîon, bu one a as accompanîed e serîes o canges broug abou în colleges over e pas ree decades. Accordîngly, capers în îs collecîon address: e polîîcal economy o TVET ypes în dîeren counrîes wîc, by comparîson, îllumînae e Sou Arîcan case; a perîodîsaîon o governmen înervenîons în e TVET secor over e las ree decades; e unseled sae and saus o TVET lecurers în relaîon o eîr job requîremens and condîîons o servîce; and e alîng evoluîon o collegîal relaîonsîps beween college lecurers owards îger collegîalîy; and employer expecaîons o college graduaes and ow colleges are respondîng. Tese capers were seleced because ey:

• Hîglîg key perspecîves rom macro- o mîcro- roug înernaîonal comparaîve sudy and înerrogae ow macro-economîc and polîîcal acors sape TVET sysems; • Provîde a perspecîve on e qualîy, îmîng, împacs, and oucomes o governmen polîcy, îdenîy key governmen polîcy and împlemenaîon eaures, and evaluae eîr overall împac; • Brîng o lîg e experîence o TVET lecurers wo are cenral parîcîpans în any proposal o renovae colleges by unpackîng e ormal and înormal srucures wîc acîlîae and consraîn TVET lecurer developmen and revealîng ragmena-îon o lecurer collegîal relaîons wîc derac rom îndîvîdual and însîuîonal developmen; • Draw on employers’ perspecîves abou e preparedness o TVET college graduaes seekîng work în eîr respecîve secors; and • Brîng orward însîgs abou e monîorîng and evaluaîon o e CIP.

Tîs înroducory caper proceeds as ollows:

•

Fîrs, î presens a meapor or cange în e colleges based on e pysîcs o ocean waves. Waves are aken o represen programmes, polîcîes, or projecs aîmed a brîngîng abou cange în e colleges. Second, î brîely înroduces e mos împoran underlyîng assumpîon o cange în e TVET colleges, wîc îs o massîvely încrease enrolmen în e îmmedîae sor erm, o be susaîned over e nex decade and more. Tîs assumpîon îs placed în juxaposîîon wî e seemîngly unendîng callenge o îmbuîng colleges wî commîmen o înancîal probîy and wîc undercus conîdence în progressîve însîuîonal developmen. Tîrd, î presens an accoun o e Colleges Improvemen Projec (CIP) as back-ground o e sîx subsanîve capers. Te parîcular ocus o e CIP înervenîon was on eacîng and learnîng. As suc, e CIP conrîbues a eacîng and learnîng-

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