7.5.2.1 National Development Goals
In a nation, the controlling body, government, has to initially set goals related to change for the better that all institutions are tasked to work towards achieving them. Each institution in its full capacity has a role to play for such change. This implies that if all diverse institutions fully take their responsibilities; undoubtedly, there would be the achievement of the expected change, not just in the nation, but across it. Tables 7.6a and 7.6b below present lecturers and students‟
responses to the statement that „your institution addresses the national development goals‟ through its curriculum.
Table 7.6a: lecturers’ responses on institutions in relation to national development goals
LECTURERS
Lerotholi Polytechnic Motheo TVET College
Score Frequency % Score Frequency %
Valid 1 2 20.0 Valid 1 3 23.1 2 7 70.0 2 5 38.5 3 1 10.0 3 2 15.4 4 - - 4 2 15.4 5 - - 5 1 7.7 Total 10 100 Total 13 100
Table 7.6b: students’ responses on institutions in relation to national development goals
STUDENTS
Lerotholi Polytechnic Motheo TVET College
Score Frequency % Score Frequency %
Valid 1 13 43.3 Valid 1 10 28.6 2 8 26.7 2 14 40.0 3 3 10.0 3 6 17.1 4 2 6.7 4 3 8.6 5 4 13.3 5 2 5.7 Total 30 100 Total 35 100
Table 7.6a shows that the majority of responses of the lecturers 17(75.8%) agrees to the statement that the institutions (through WEE and EE) address national development goals (as per Likert scale). It is only the two average categories, one with 3(12.7%) remains undecided and the other with 3(11.25%) disagrees. The total category agreeing average (75.8%) indicates that both institutions in the view of the lecturers offer WEE and EE addressing national development goals; otherwise, they would be irrelevant for anything not within the framework.
In the context of table 7.6b, it is shown that the majority of responses of students 45(69.3%) agree to the statement that courses with WEE and EE are offered towards achieving national development goals (as per Likert scale). Then, 9(17.15%) responses stand against these while slightly above these are those for the students showing no awareness 11(13.55%). Both institutions have had the majority of the students‟ responses in the agree category ranging from
68.6% (24 responses) at Motheo TVET College and 70% (21 responses) at Lerotholi Polytechnic. These generally mean that students‟ responses agree to the statement.
On the basis of the responses of the lecturers at 75.8% (17) and students at 69.3% (45) in both institutions with the agree category, it is conclusive that the institutions consider national development goals in their daily operations. This may be as a result of influence from the international organisations to which they are members.
7.5.2.2 Programme Necessity/Demand
In addressing the national development goals, there are WEE and EE related companies already operating and they need related engineers. This apparently means that in their growth, they desperately need engineers directly from TVET institutions and where possibly they come to the institutions to order for them. In relation to this framework, tables 7.7a and 7.7b below show the patterns of lecturers and students‟ responses to the statement that „institutional programme is on demand‟, that is, by companies or communities (though quantity not specified).
Table 7.7a: Lecturers’ responses on demand of WEE and EE
LECTURERS
Lerotholi Polytechnic Motheo TVET College
Score Frequency % Score Frequency %
Valid 1 2 20.0 Valid 1 6 46.2 2 6 60.0 2 3 23.1 3 2 20.0 3 3 23.1 4 - - 4 1 7.7 5 - - 5 - - Total 10 100 Total 13 100
Table 7.7b: Students’ responses on demand of WEE and EE
STUDENTS
Lerotholi Polytechnic Motheo TVET College
Score Frequency % Score Frequency %
Valid 1 8 26.7 Valid 1 9 25.7 2 10 33.3 2 15 42.9 3 5 16.7 3 5 14.3 4 3 10.0 4 2 5.7 5 4 13.3 5 4 11.4 30 100 35 100
Table 7.7a shows that the majority of responses of the lecturers 17 (74.65%) agree to the statement (according to Likert scale). The remaining part of responses is shared among those who are undecided at 16.44% (5) and those who disagree at 3.85% (1). The total average of the agree category indicates (as viewed by lecturers) that the students are produced to work in some related companies to their skills.
In the case of table 7.7b, students‟ responses indicate that many of them at 42(64.3%) agree to the statement (as per Likert scale). There are also those who disagree at the rate of 20.2% (13 responses) and those who fall in neither side at 15.5% (with 10 responses). Although there are some students slightly more than one-third disagreeing and undecided (35.7%-23), it is decided on the basis of majority that the institutions produce particular graduates having realised the opportunities.
Both lecturers and students in both institutions have the highest agree average responses levels (74.65%, 64.3%) that students are produced on demand (by companies, or communities). Otherwise, the students have to set their own businesses to employ themselves.
7.5.2.3 Qualification and Requirements-Based Enrolment
The delivery and learning processes are tactical and thus require some minimum standards set to carefully be performed and achieved. This implies that standards have proven the ability to perform a particular task/activity. Table 7.8a and 7.8b indicate the lecturers and students‟ responses to two statements: one that „you are a qualified lecturer‟ and two „you qualified for the programme (students)‟.
Table 7.8a: lecturers’ responses on qualifications
LECTURERS
Lerotholi Polytechnic Motheo TVET College
Score Frequency % Score Frequency %
Valid 1 8 80.0 Valid 1 9 69.2 2 2 20.0 2 2 15.4 3 - - 3 - - 4 - - 4 2 15.4 5 - - 5 - - Total 10 100 Total 13 100
Table 7.8b: students’ responses on admission based on requirements
STUDENTS
Lerotholi Polytechnic Motheo TVET College
Score Frequency % Score Frequency %
Valid 1 22 73.3 Valid 1 27 77.1 2 8 26.7 2 5 14.3 3 - - 3 2 5.7 4 - - 4 1 2.9 5 - - 5 - - Total 30 100 Total 35 100
Table 7.8a shows that almost all responses of the lecturers 92.3% (21) agree to the statement that they are employed on condition that they have required qualifications (as per Likert scale).
Table 7.8b shows through the agree category that the students are admitted only if they meet requirements (as per Likert scale). This, for the two institutions, is confirmed by average responses at 62(95.7% (62). The students‟ average agreeing indicates that all the students have met minimum requirements for the programmes (WEE and EE).
The lecturers and students‟ responses average scores 92.3% and 95.7% agree to the statement that they have met requirement set to be members of the two communities: Motheo TVET College and Lerotholi Polytechnic. These imply that the lecturers have the potential to perform their duties while the students in the same way can cope with their studies.
7.5.3 CURRICULA ASPECTS