What does ‘quality teaching and learning’ mean in TVET contexts?

Abstract

 Over the years, technical and vocational education and training (TVET) colleges in South Africa have been subject to criticism for their low pass rates, raising concerns about the quality of vocational education. In contrast to this, successes at certain colleges, as documented in official reports, are less frequently acknowledged. Our research has shifted the focus to these successes in order to understand the factors that are driving positive student outcomes and how they align with quality TVET teaching and learning. In this study, we aimed to identify the elements of success and propose models of good practice. A meta-review of the scholarly literature identified five themes critical to quality in vocational education: student-centred methodologies, technology-integrated learning, skill development, innovative pedagogies, and collaboration. Guided by these themes, we conducted empirical research across five South African provinces using questionnaires, interviews and focus groups. Key findings on successful outcomes highlighted the importance of student support services (financial, psychosocial, academic), empathetic teaching and effective learning environments, including work-based learning (WBL) and work-integrated learning (WIL).