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Research Publications (Arts and Design)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/214

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    Assessing teacher-lecturer competency in science, technology, engineering, arts, and mathematics (steam) in KwaZulu-Natal
    (Alpinus Publication, 2024) Buthelezi, Simphiwe; Cele, Thobani; Nxumalo, Londeka; Zondi, Bonginkosi
    The convergence of technology and digital communications has revolutionized most businesses, including education and training facilities. Advances in technology has completely transformed the world of work. Being well-educated is no longer sufficient. What matters is the possession of critical essential talents, skill sets, and capabilities. South Africa is characterised by high inequality, poverty and high unemployment. Thus, provision of quality education is one of strategies that could be employed to address such developmental challenges. Hence, the objective of this study was to assess teacher-lecturer competency in Science, Technology, Engineering, Arts, and Mathematics (STEAM) in KwaZulu-Natal. This study was conducted in different parts of KwaZulu-Natal province with participants from various schools and institutions of higher learning. The study was commissioned due to skills deficit that is perpetrated by, amongst other things, the poorly functioning basic education system, inadequate infrastructure, shortage of STEAM teacher supply, and skills mismatch. The study employed an exploratory research design, and the survey was used as the research strategy. Among other findings, the study found that while a significant portion of educators expressed a commitment to promoting reflective and critical thinking among learners and students, inadequate STEAM equipment and infrastructure continued to be the primary challenge in implementing STEAM. Furthermore, the study found that there is a majority support for the STEAM centres which suggests a positive inclination towards their establishment, underlining the perceived value they could bring to the educational landscape for both teachers and students. This study recommends a targeted professional development programs for educators at primary and secondary schools. In addition, this study advocates for interdisciplinary collaboration among educators in primary and secondary schools which must be pioneered by the department of education. It was further recommended that knowledge exchange and knowledge transfer be facilitated, and specialized training in the development and use of technology, software, and other teaching materials for educators in primary and secondary schools be provided
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    Employer perspectives on sustainable employability skills for TVET engineering graduates in KwaZulu-Natal, South Africa
    (Journal of Critical Reviews, 2021-10-17) Mesuwini, Joseph; Bomani, Mapeto
    Technical and Vocational Education and Training (TVET) is arguably the sector closely connected to industry and employers. The development of the South African economy partly hinged on individuals with both technical and soft skills that are needed by industry. Against this backdrop, sufficiently prepared TVET engineering graduates are an important resource for industry development. However, employees note that the TVET sector does not address the skills needs of industry. Addressing the skills needs of industry is critical for the South African economy. This study seeks to explore employer perceptions on sustainable employability skills for TVET engineering graduates in industry and develop appropriate strategies for addressing the industry needs in the context of South Africa. The study adopted a qualitative case study approach in which semi-structured interviews were used to collect empirical evidence from a conveniently and purposively selected sample of twelve (12) employers from industry. The human capital theory constitutes the theoretical framework of the study. Content analysis was used to analyse the data. The findings revealed that employers needed graduates with both technical and soft skills for sustainable employability. TVET engineering graduates fall short of the skills required by industry. The study recommends strong emphasis on career guidance and development to help programme selection. Furthermore, misalignment of skills could be curbed by ensuring strong ties and communication among role players. A revision on the curriculum was necessary to align with the new technology and address the industry needs.Further studies could focus on how companies could be lured to collaborate with TVET Colleges so that their training becomes a meaningful and empowering experience. Future research could also focus on the relevance of the TVET curriculum to industry needs.