Issue 24

Vocational Didactics I: Construction Technology, Wood Technology and Color Technology and Interior Design

Editorial Issue 24: Vocational Didactics I: Construction Technology, Wood Technology and Color Technology and Interior Design

by Alexandra Bach, Chee Sern Lai, Agus Setiawan, Thomas Schröder

The initial and further education and training of TVET teachers and instructors includes vocational didactics, which focuses on specific occupations or occupational groups. Vocational didactics embraces the specifics of work tasks and work processes and their transformation into efficient vocational learning processes. The Hangzhou Declaration of the UNESCO-UNEVOC (2005) recommends a sectoral structure and the introduction of occupational field-specific vocational didactics. The vocational learning processes relate to all three learning fields of TVET, i.e., the vocational school, the practical vocational training center, and the company workplace. In principle, the focus is not only on imparting occupation-related knowledge but also on analyzing typical occupational work processes and tasks. The construction sector is crucial given the United Nations’ sustainability agenda and climate change. A large proportion of global CO² emissions that are responsible for climate change are generated during the production and operation of buildings. The dual transition of digitalization and greening can significantly improve this sector by reducing CO² emissions. Technical innovations are being developed and integrated into the labor market. On the one hand, vocational didactics integrates these developments into the professionalization of TVET in terms of personnel and, on the other hand, supports the transfer of innovations through initial and continuous TVET offers.

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About TVET@Asia

TVET@Asia is an open content online journal for scientists and practitioners in the field of Technical and Vocational Education and Training (TVET) and Vocational Teacher Education (VTE) in the East and Southeast- Asian region.

Its main purpose is to provide access to peer reviewed papers and thus to enhance the dissemination of relevant content and the initiation of open discussions within the TVET community.

Learn more about TVET@Asia

Analysis of the South African Construction Technology Curriculum and Assessment Policy Statement Vocational Didactics

by Tawanda Chinengundu

With an emphasis on vocational didactics, this paper analyses the South African Construction and Technology Curriculum and Assessment Policy Statement. This research aims to assess the curriculum’s vocational didactics components for compatibility with industry expectations to assess how well they prepare students for employment in the construction industry. The main approach used was document analysis, which involved an analysis of the curriculum policy statement, pertinent educational frameworks, and industrial standards. The examination showed that the curriculum is well organised, with a smooth flow from simple to complex subject content. The topic categories include materials, equipment, graphics and communications, safety, and sustainable practices, among other important facets of building technology. The study observed some areas that needed improvement, though. Firstly, there is little emphasis on practical training, even though the programme combines theory and practical teaching. More comprehensive practical components would better prepare students for issues they would face in the real world. Second, content on digital tools that is essential for contemporary construction technology is limited. Findings highlight the necessity of ongoing curriculum review and enhancement.

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Vocational Didactics for Construction Technology Subjects at School Level in Zimbabwe

by Jerald Hondonga, Abia Mutumbwa, Mable Kelebogile Kgosi

The didactical approaches teachers deploy in delivering construction technology subjects at the school level in Zimbabwe are broadly meant to prepare learners for an easy transition into the labour market, further training and self-employment after school. This paper explored the vocational didactics teachers use to effectively deliver construction technology-related subjects such as Building and Wood Technology and Design at the school level. A systematic review of curriculum documents such as the school TVET policies, syllabi, evaluation reports and research publications was done. The systematic review included documents on vocational didactics for TVET schools elsewhere and those in Zimbabwe from 1980, when the country achieved independence, to the present day. This was done to understand the philosophical shifts in post-independence vocational didactics intended to improve equity and inclusion in the first ten years and later to solve growing unemployment for school leavers after 1990. Findings suggested that, in the first phase after independence, teachers adopted those didactical skills that emphasised the acquisition of craft skills needed in the production line and nurtured learners’ positive attitudes towards manual work and trades. The second phase, after 1990, focused on inclusive vocational skills development to solve socio-economic challenges. A stronger orientation emerged towards equipping learners with high-level technical, entrepreneurship and problem-solving skills for self-employment. Vocational didactics in construction technology must continue to evolve with sustainable skill set requirements for green jobs and workplaces so that school leavers can easily advance with higher-level training and transit into the labour market with relevant skills.

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Community-Based Development Approach for Strengthened Unreinforced Masonry Building with Ferrocement Layers: A Case Study at BSPS Program, Pandeglang Regency, Banten Province

by Laila Hanifah, Erna Krisnanto, Agara Gaputra | Issue 24, Startseite

Community-based development (CBD) approach emphasizes the active involvement of the community in sustainable empowerment efforts. This approach is implemented in the Bantuan Stimulan Perumahan Swadaya (BSPS) program, which is a national program organized by the Indonesian Ministry of Public Works and Public Housing that aims to improve housing quality for low-income communities (LICs) through the use of ferrocement technology. This study seeks to identify the learning process within the BSPS program and how ferrocement technology can be effectively accepted and applied by LICs. It also highlights the importance of facilitator capacity as a key factor in implementing programs that directly engage with the community. The findings indicate that through the BSPS program, guided by a community empowerment-based development approach, local communities acquire knowledge about livable houses and the skills necessary to apply the ferrocement layer independently. This research aims to provide insights for developing vocational education and training (VET) by emphasizing the potential of CBD approaches to create a practical learning environment and develop technology suited to community conditions. This approach can bridge the gap between VET modules and real-world applications.

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Factors that Affect the Success of Management in Technical Vocational Education and Training Colleges in Gauteng Province of South Africa

by Mokaba Mokgatle, Mpho Dichaba, Matome Malale | Issue 24, Startseite

The study focuses on how the Post School Education and Training (PSET) policy and development framework influences effectiveness and efficiency. In this research, we set out to better understand the experiences of the TVET college principals as managers of these institutions. The problem of low throughput rates by TVET colleges over the years has resulted in the Department of Higher Education and Training (DHET) not achieving the goals specified in policies. The study notes that the targets set in the National Development Plan 2030 (NDP 2030) and White Paper for Post School Education and Training (PSET) are not being achieved. This, in turn, raises questions about the performance of principals as managers of these institutions. “What factors affect the success of management in TVET colleges in the Gauteng province of South Africa?”. Various capabilities for managing and implementing change and achieving success have been proposed by policy and plans as cited above. However, TVET colleges in Gauteng continue to record low throughput rates. The researchers observed the lack of identified and associated guidelines formulated and enforced by the DHET, the college councils, and the management of TVET colleges to direct institutional goals. This suggests the absence of viable determinants of management success in these institutions. This paper investigates the lack of determinants of management success in TVET colleges. The qualitative research methodology examined the respondents’ opinions, behaviours and experiences.

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Integrating Green Process Skills into Construction Technology: Nigeria’s Roadmap to Sustainable Economic Growth and Development

by Samaila Hamza, Jamilu Mustapha Chedi, Haruna Angulu | Issue 24, Startseite

This research aims to create and validate a comprehensive framework for integrating green process skills into Nigeria’s construction technology sector, thereby driving economic growth and development. An exploratory mixed-methods approach was employed, combining cluster sampling of technical colleges and construction firms with proportionate stratified random sampling of stakeholders, and utilizing techniques such as thematic analysis, exploratory factor analysis, confirmatory factor analysis, and structural equation modelling to derive the study’s findings. The resulting green process skills model encompasses critical areas, including information, strategy, interaction, and coordination skills. The study recommends that federal and state governments adopt and effectively implement this model to ensure sustainable economic growth.

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