American Journal of Humanities and Social Sciences Research (AJHSSR) American Journal of Humanities and Social Sciences Research (AJHSSR)
2019
e-ISSN :2378-703X Volume-3, Issue-7, pp-96-102 www.ajhssr.com
Research Paper
Open Access
Reframing TVET colleges into 21st century Learning Organizations 1
Dr. Yolanda Mpu, 2Prof. E.O. Adu 1,2
University of Fort Hare
ABSTRACT: Technical and Vocational Education and Training institutions are a hub for most students who did not meet the University entry requirements nowadays. There is a need to remove the stereotype that they are for learners who do not cope with the formal education offered in institutions. It must be taken into account that TVET colleges offer full curriculum but their focus is on skills development. With the emergence of Artificial Intelligence, their formation needs a revamp so as to suit the new and changing system of Education. This can be done by changing the traditional methods of teaching by implementing blended learning and using flip classroom model. Blended learning is a term increasingly used to describe the way e-learning is being combined with traditional classroom methods and independent study to create a new, hybrid teaching methodology. It represents a much greater change in basic technique than simply adding computers to classrooms but it represents a fundamental change in the way teachers and students approach the learning strategies anywhere. It has already produced an offshoot called the flipped classroom – that has quickly become a distinct approach of its own. Flipped classroom model — in which students watch or listen to pre-recorded lectures over the Web, on their own time rather than during class — liberates instructors to finally make real connections with their students outside the school times. By focusing into traditional classroom settings like in the olden days, instructors are supporting the part of the learning process that students really need and are interested in. This paper intends to deal with the advantages of learning through MOOCs and MOODLE platforms where learners can learn, respond to questions and collaborate with each other and submit work through remote platforms. This is where students learn the most by implementing theories they've learned into real-life and to apply logic when responding to peers around the globe remotely and sharing best practices. This is in conformity with the types of students we deal with who have a very short listening span and with the fact that we are dealing with digital citizens. KEYWORDS: Blended learning, e-Learning, flipped classrooms, MOOCs, MOODLE.
I.
INTRODUCTION
Background The recent publication of White Paper on Post-School Education (RSA, 2014) has highlighted the essential role of the South African technical and vocational education and training (TVET) colleges (formerly known as further education and training or FET colleges) (RSA, 2014) in post-school education and training in South Africa. According to the White Paper (RSA, 2014), TVET colleges are expected to address high unemployment rates in the country by providing relevant skills programmes. Such training is aimed at preparing students for the workplace and to upskill students in employment or those who are considering returning to the job market. The TVET colleges are also expected to change radically in order to meet with the social and economic needs of the country by playing a transformative role in education as required by legislation. In order for them to rise to this challenge, their leaders have to be equipped with leadership competencies, knowledge, skills, attributes and attitudes to lead these colleges into the future (RSA, 2014). Not only do these colleges and other educational institutions need to transform education and training nationally, but change and transformation have become universal themes. The 21st century is a time of ‗rapid and even instantaneous change‘, which poses formidable ‗cognitive and experiential challenges‘ to learning institutions (Barnett & Coate, 2005:164). This view is shared by McWilliam (2008), who states that ‗immense and accelerating change‘ is taking place. A knowledge and information revolution is occurring within society as a result of developments in computing and communications technology. In this digital age, it is imperative that the teaching strategies and physical structurers should conform with the 21st learning organizations. This revolution is forcing organisations to change (Kiran, Agarwal & Verma, 2013). Various other influences on higher education in the 21st century have made change and AJHSSR Journal
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