Exploring the views of TVET lecturers on the implementation of the NCV curriculum.

Abstract

This qualitative study explores the views of TVET college lecturers on the implementation of the National Certificate Vocational (NCV). The research further aims at finding out how do lecturers implement the NCV curriculum and why do they implement it the way they do. The study will discover the different ways in which TVET college lecturers experience and understand the NCV curriculum they implement as well as the ways lecturers view, perceive them in consideration to the skills attached to them. The purpose is to study the various aspects that describe the NCV curriculum. The study analyses the structure for the NCV curriculum, the assessment criteria and the whole implementation aspect in terms of lecturers’ opinions, delivery of the NCV curriculum and the explanation for their approach. The study will view the circumstances surrounding the TVET colleges and the NCV curriculum in particular, considering legislation and policies as well as the nature of the lecturers and the NCV students. Data gathered from three selected TVET colleges in Northern KwaZulu-Natal Province indicated that most NCV lecturers believe that the vision for the NCV curriculum is good but the manner in which it is implemented leaves a lot to be desired. Data indicated that guidelines and policies from the Department of Higher Education and Training (DHET) dictate the manner in which the NCV curriculum is implemented. Lack of required competencies by the NCV lecturers, inadequate infrastructural provision and development in TVET colleges, lecturers’ support, poor assessment and enrolment criterion among others were indicated as important issues to be addressed. Lastly, the study makes conclusions for effective implementation of the NCV curriculum.