Constraints affecting the quality of teaching and learning at Technical Colleges in Kwazulu Natal
The main aim of this research was to identify constraints affecting the quality of teaching, learning and practical training of students at technical colleges in KwaZulu Natal. Questionnaire surveys as well as informal interviews were used. A mixture of quantitative and qualitative methods has enabled the researcher to gain a deeper understanding and a more penetrating insight regarding the problem under investigation. The five criteria for effective technical college-based training are identified and discussed in detail with the aim of using them as a yardstick for the analysis of the results of this study. The criteria are: effective partnership, adequately equipped workshops, effective education, practical application of knowledge and adequately qualified lecturing staff. In Chapter 3 recent examination results are analysed in order to inpoint those colleges in KwaZulu Natal where teaching and ]earning appear to be ineffective," identify constraints affecting the quality of training since colleges with excellent results may very welt have fewer constraints then colleges with poor results; and identify those colleges which are most affected by constraints. fn Chapter 4 the data collected from nineteen principals who completed questionnaires regarding staffing attechnical colleges is outlined. The focus is on staff provisioning [including qualifications and recruitment] as well as staff development and in-service training at colleges. Chapter 5 consists of a discussion of the data collected from nineteen principals who completed a questionnaire regarding training equipment at technical colleges. The focus was on: reiatedness of equipment and accreditation; exemplification of equipment needed; didactic rationale for the need of equipment; and perceptions of principals regarding equipment an inventory of equipment at selected colleges. tn Chapter 6 there is a particularisation of the constraints that affect the quality of teaching, learning and practical training of students at technical colleges. Ten serious constraints were identified, divided into four categories, namely: Constraints related to students: lack of a Science and Mathematics background, as well as student support systems. Constraints related to lecturers: inadequately qualified lecturers, frequent resignations and the lack of staff development programmes. Constraints related to equipment: a lack of up-to-date tools, equipment, heavy machinery and consumables. Constraints related to the department: partnership between colleges and industry is non-existant, most of the training is not in line with commerce and industry, merketing of technical colleges is ineffective and there is a lack of coherent and consistent funding policy for technical colleges. In Chapter 7 the empiriacl results are analysed, using the five criteria formulated in Chapter 2. It is shown that no technical college training can be effective unless these five criteria are met. Shortcomings in technical training in KwaZulu Natal are highlighted and the practical problems experienced in technical education are shown to be caused by a neglect or disregard of the theoretical underpinnings on which technical training should rest. Chapter 8 outlines the recommendations which emanated from the findings of this study. The following are some of the most significant recommendations: bridging courses in Science and Mathematics for students; certain non-technical skills should be taught such as problem-solving and English reading skills; induction and staff development programmes should be offered to lecturers; short-term staff exchanges should occur regularly between colleges and industry; facilities and equipment should be drastically updated; the department should introduce a new funding policy;
Vocational education., Quality of teaching and learning, Technical Colleges -- Kwazulu Natal
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