The literature review presents the academic work of the African continent scholars, European Union and Asia origin academics. The literature review framework has been used to frame topics befitting the research project especially the phenomenon which focused on the lecturers’ reflections in their practices of the teaching of ES&C NQF L4 NCV curriculum. Scholars
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present reflection types applicable in the lecturing environment and beyond. Moreover, Maxwell (2013); Taylor (2004); Smyth., McInerney, Hattam, and Lawson (1999) and van Manen (1977a) concur that reflection is divided into three major levels namely: Technical reflection (professional dimension- for professional application of educational knowledge); Practical reflection (societal dimension- application of guiding principles to achieve educational goal for example the set outcomes), and lastly the critical reflection (personal dimension –social, moral and college politics). Furthermore, (Khoza., 2013b) maintains that reflection awareness is important at minimising the existing gaps between theory and practice. Moreover, Impedovo. and Malik (2016) added that the analysis of success and failures is critical and therefore, lecturers should continuously re-evaluate themselves to enhance their teaching practice. In support of the above line of thinking, (Çimer., Çimer, & Vekli, 2013) added that critical reflection takes no defensive stance but remains aware and concerned with moral and ethical matters involving didactic processes. Details provided on pages 48 on section 2.2. Furthermore, the literature also presents the socio-economic vision impact on TVET College programmes which intends to emphasise that the TVET College mandate is societal, ideological and political (Carl., 2002; Falkenberg., 2013; Hoadley. & Jansen, 2013; Kehding, 2014; Pinar, 2012; Schiro, 2013a). Moreover, the scholars highlight the challenges related to curriculum delivery of the dual-content ,where lack of practical structure is perceived to be a challenge to the improvement of students’ competences, proficiencies, values, and attitudes. No study was conducted to explore the impact of dual-content delivery tension caused by the silmateious application of two different curriculum models when teaching the theory and practical. Therefore, a need for a study to explore a possibility of the integration of both the competence and performance approaches into competence-cum- performance approach in order to balance both needs to dispel tensions is essential. Furthermore, where resources are scarce (practical’s), the instructor may use Rotational Method through grouping students purposefully to perform a task that is different to what others are doing but once they have finished, students move to the next different task or rather wait for the next group. This method put more pressure on the instructor’s trade, content-knowledge, and experience.
The above discussions imply that lectures should critically reflect on students, teaching methodology (ideological-ware), dual-content knowledge, assessment, teaching space and resources. Furthermore, should self-reflect on their teaching practice of the ES&C NQF L4.
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In addition to the above, the success of any curriculum enactment/implementation whether competence or performance is dependent on a number of curriculum components. Therefore, the next chapter will focus on the ten learning signals/curricular spider-web concepts (Khoza, 2015c; Van den Akker et al., 2009) which will be used as the conceptual framework that puts the study into action.
53 CHAPTER 3 CURRICULUM CONCEPTUAL FRAMEWORK 3.1 Introduction
Christiansen et al. (2010) contend that a conceptual framework is created from established opinions aimed to give direction, structure and spotlight of the study. Similarly, Silverman (2013)) concedes that a conceptual framework provides an inclusive background for observing truth that enlightens the views used to define our study problem.
In line with theabove, Khoza (2015c)posits that curriculum implementation has been driven by different ideological-ware (IW) resources but for effective implementation, the “learning signals conceptual framework is a preferred framework in framing the implementation of the curriculum” (p104). Moreover, there are propositions per concept that indicate how and why lecturers are teaching ES&C NQF L4 NCV curriculum.
The ten curricular spider-web/learning signals concepts is grounded on the academic work and vision of Van den Akker et al. (2009) and the contribution of Khoza (2015c) on learning signals. These concepts position the practice curriculum at Micro-level. The location of curriculum concepts are centred on the vision (rationale) which forms the heart of the curriculum implementation. Furthermore, the “vision connects all component to each other providing consistency and coherence” (Berkvens. et al. (2014, p. 12). In addition, Berkvens. et al. (2014) contend that the image of the spider- web,highlights the vulnerable character of curriculum whereby the web may rupture if other strands are pulled more strongly than others. In the context of ES&C NQF L4 (OBE) curriculum implementation, if the lecturer, goals, resources, content, are problematic, the attained curriculum may produce negative outcomes. In addition to the above, the ten curriculum concepts as framed by the literature, may be easily understood when presented in question format and these are questions:
What is the reason for teaching? (Rationale); Which goals does your reflection intend to achieve? (Targets; objectives and outcomes); What are you teaching? (content); What activities are used to teach ES&C NQF L4 dual-content? (Teaching activities); Explain the resources used to teach ES&C NQF L4 (resources); How are they facilitating instructions? (Teacher roles); How is admission to teaching and learning (Physical; Financial and Cultural); Which training and teaching space is used? (Learning environment/workshop); At what time is teaching done? (Time); How are students evaluated? (Assessment)
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Therefore, this research project may afford lecturers the chance to deliberate on how they enact/implement ES&C NQF L4 OBE curriculum at a TVET College.