Policy perspectives of the marketing and communication policy of Thekwini Technical and Vocational Education and Training College.

Abstract

This research investigated the existing Marketing and Communication Policy of Thekwini TVET College with the aim of improving the implementation of the policy. As a result of this study, Thekwini TVET College should be able to improve its engagement with, and service to the core customers in vocational education. This qualitative study was conducted at the College Central Administration Office, Asheville, in Durban. Data was collected through in-depth interviews with 10 participants. A discussion on policy implementation within a policy discourse in a TVET sector was done through the analysis of the legislative framework in relation to TVET colleges. The theoretical framework focused on the 5C Protocol Theory because the study concentrated on the implementation of the college policy within this dimension. An overview of the TVET sector was viewed from a global, continental, national and provincial perspective, with more emphasis on the Thekwini TVET College. Most participants expressed limited knowledge of the college policies. Participants only have knowledge of policies that are relevant to their areas of operations. Staff members articulated that information about college policies is not properly disseminated. Formulation of policy should not be done in isolation from other college policies. There should be an integrated approach to policy-making. Policies need to be communicated for them to be well understood, implemented, managed, assessed, evaluated and monitored. Timeous effective communication would assist in avoiding challenges of non-compliance with this policy. Risks identified in the implementation of the policy include poor communication; insufficient stakeholder involvement; lack of market research; insufficient partnerships; and lack of understanding or misinterpretation of policies, to name a few. The study emphasised that implementation of the policy should be a realistic integration with the Department of Higher Education and Training (DHET) projects. All resources (financial, human capital, intellectual and infrastructure) should be considered for effective service delivery.