Stakeholder perceptions of Technical and Vocational Education and Training (TVET) in Namibia: a social realist perspective

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dc.contributor.advisorJansen, Jonathan D.en_ZA
dc.contributor.author Kapolo, Beatha Ndinelao en_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.en_ZA
dc.date.accessioned2023-11-07T13:23:11Z
dc.date.accessioned2024-01-08T14:52:13Z
dc.date.available2023-11-07T13:23:11Z
dc.date.available2024-01-08T14:52:13Z
dc.date.issued2023-12
dc.descriptionThesis (PhD)--Stellenbosch University, 2023.en_ZA
dc.description.abstractENGLISH ABSTRACT: The role of Technical and Vocational Education and Training (TVET) is acknowledged globally for preparing the skilled labour needed to transform countries’ economic prosperity. The importance of skilled labour has increased in Namibia’s industrial sector as the country’s Vision 2030 focuses on developing a knowledge-based economy. This mixed method study explored the stakeholder perceptions of TVET in Namibia through the lens of social realism to understand the structural, cultural and agential conditions that shape stakeholders’ views. A questionnaire was distributed to 145 TVET trainees at the selected six state-owned public Vocational Training CentresThe role of Technical and Vocational Education and Training (TVET) is acknowledged globally for preparing the skilled labour needed to transform countries’ economic prosperity. The importance of skilled labour has increased in Namibia’s industrial sector as the country’s Vision 2030 focuses on developing a knowledge-based economy. This mixed method study explored the stakeholder perceptions of TVET in Namibia through the lens of social realism to understand the structural, cultural and agential conditions that shape stakeholders’ views. A questionnaire was distributed to 145 TVET trainees at the selected six state-owned public Vocational Training Centres (VTCs), and 350 grade 11-12 secondary school learners. Analysis revealed mixed perceptions. Most secondary school learners showed negative perceptions of TVET, while TVET trainees expressed positive views. Interviews held with 11 key informants, including national leaders, career guidance teachers, parents and employers of TVET graduates were transcribed and uploaded to ATLAS.ti 22 for analysis and coding. The findings reveal that both structural and cultural conditions shape the perception of TVET. Notably, historical legacies of colonialism (Germany) and occupation (South Africa) have maintained educational structures, favoring academic over vocational streams, with limited articulation between them. The study also revealed that despite the enduring stigmas surrounding technical and vocational education, stakeholders still recognize the value of TVET in promoting job opportunities, economic growth, entrepreneurship, and sustainable development. The study highlights the agency of stakeholders, as teachers shoulder responsibility for the success of vocational education, and parents advise their children to pursue vocational careers, even in the face of resource constraints, lack of information, and preparedness. The study proposes several solutions to bridge the gap between TVET institutions and the job market. Firstly, regular evaluations and revisions of TVET curriculum standards are recommended to meet industry needs and technological advancements. (VTCs), and 350 grade 11-12 secondary school learners. Analysis revealed mixed perceptions. Most secondary school learners showed negative perceptions of TVET, while TVET trainees expressed positive views. Interviews held with 11 key informants, including national leaders, career guidance teachers, parents and employers of TVET graduates were transcribed and uploaded to ATLAS.ti 22 for analysis and coding. The findings reveal that both structural and cultural conditions shape the perception of TVET. Notably, historical legacies of colonialism (Germany) and occupation (South Africa) have maintained educational structures, favoring academic over vocational streams, with limited articulation between them. The study also revealed that despite the enduring stigmas surrounding technical and vocational education, stakeholders still recognize the value of TVET in promoting job opportunities, economic growth, entrepreneurship, and sustainable development. The study highlights the agency of stakeholders, as teachers shoulder responsibility for the success of vocational education, and parents advise their children to pursue vocational careers, even in the face of resource constraints, lack of information, and preparedness. The study proposes several solutions to bridge the gap between TVET institutions and the job market. Firstly, regular evaluations and revisions of TVET curriculum standards are recommended to meet industry needs and technological advancements. Secondly, more efforts are required to improve societal attitudes towards TVET and promote the value of vocational education in meeting labour market demands. Lastly, strengthening partnerships between TVET institutions, secondary schools, and industries through internships and apprenticeships is advised to ensure responsiveness to labour market demands.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Geen opsomming beskikbaar.af_ZA
dc.description.versionDoctoralen_ZA
dc.format.extentxv, 238 pages : illustrations
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/128893
dc.language.isoen
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshVocational education -- Namibiaen_ZA
dc.subject.lcshTechnical education -- Namibiaen_ZA
dc.subject.lcshCompetency-based education -- Namibiaen_ZA
dc.subject.lcshOccupational training -- Namibiaen_ZA
dc.subject.lcshEducational technology -- Namibiaen_ZA
dc.subject.nameUCTD
dc.subject.otherTechnical and Vocational Education and Trainingen_ZA
dc.subject.otherTVETen_ZA
dc.titleStakeholder perceptions of Technical and Vocational Education and Training (TVET) in Namibia: a social realist perspectiveen_ZA
dc.typeThesisen_ZA
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