South African vocational colleges' experiences delivering vocational learning programs using occupational standards

Abstract

Recent trends in international organizations' policy advice for improving technical and vocational education and training (TVET) delivery suggest occupational standards which capture broad work competencies to guide curriculum contents of learning programs. In 2012 South African educational reform introduced qualifications with intended curricula drawn from occupational standards for vocational and professional training. This article draws on research that investigated how teaching and learning staff used the officially intended curricula to develop and deliver programs. Two challenges were experienced in interpreting the regulatory documents for curriculum enactment, namely, a lack of basic knowledge and skills in regulatory documentation and sequencing of curriculum content with an overall confusion about notional hours allocated to module content. To address curriculum challenges, college experts added curriculum content, additional teaching and learning sessions, and reconfigured curriculum content. The research offers insights into curriculum content development and delivery for vocational learning programs based on occupational standards.