Resultados de la valoración de los especialistas y del pre

Scholars have different viewpoints regarding the description of sampling but Cohen. et al. (2011);Bertram (2010)and Christiansen et al. (2010) regard sampling as a process of making decisions about people, setting, events and, behaviours to observe or study. Similarly, Lantham (2007) describes sampling as a subgroup of a population. On the same breath, Kerlinger (1964) and Maree (2007) posit that sampling is done purposefully, specifically to create a representative and manageable number of participants for research. For qualitative investigation, it may be difficult if not impossible to use the entire population for research sampling in order to obtain required information, (qualitative is a partipants selected model not the entire nation) and reasons for such difficulties may be among other things the financial

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expenses, accessibility of relevant participants and time. Furthermore, Cohen. et al. (2011) maintain that the disadvantage of convenience sampling is the choosing of participants who don’t represent the entire population and moreover, the findings can’t be generalised. A small group or part of the population may be used to represent such population or group and therefore this group represents itself and therefore, the study findings can only be transferred to environment and settings similar to subjects and the phenomena chosen. Studies reveal that there are various methods of sampling in educational research and these methods include probability sampling and non-probability sampling. Random stratified sampling, cluster sampling, stage sampling and multi-phase sampling fall under probability sampling. The non- probability samples include convenience sampling, quota sampling and purposive sampling (Cohen. et al., 2011). However, this study is interpretative and therefore did not need a broader population nor intentions to generalise. Therefore it was possible to use a non-probability sampling, in this regard a purposive and convenience sampling.

In line with the above, Etikan, Musa, and Alkassim (2016); Cohen. et al. (2011); Cohen et al. (2007) and Maree (2007) are agreeable that purposive sampling is part of the qualitative research family where the researcher is at liberty and privileged to select participants based on their availability and relevance for the study thus minimising the selection of a broader community. However, for this study, lecturers were chosen based on their service-years of teaching the Electrical Infrastructure Construction (EIC) NCV curriculum subjects which are: Electrical Principles Practice (EPP), Electrical Workmanship (EW), Electrical Systems and Construction (ES&C), Electronic Control and Digital Electronics (EC&DE) and Electrical Workshop Practice (EWP) and furthermore, their dual-content subject knowledge and experience at the TVET College settings. For this study, seven participants chosen came from two campuses. One campus is from a TVET College Campus that specialises in the electrical field that offers both National Certificate (Vocational) NQF L2-4 (OBE driven and student- centred) and Report 191 (N1-6) which is a lecturer- centred and vertical in design. This campus is located in an urban area (Umgungundlove District). The other campus is a multi-purpose campus situated in a rural environment (Ugu District). The two campuses are 235km apart resulting in financial and time constraints. In addition to the above, the Table below presents the participants profile.

97 Research Participants profile (Table 4.1)

Participant Gender Qualification Teaching Experience Programme Subject NQF Level Student Numbers Race P1 M BEd + Electrician 11 years &

7 years Ind.

E.I.C EWP 3&4 32 Coloured

P2 M NPDE & N-

Diploma

15 years & 10 years Industrial

E.I.C ES&C 2;3&4 32 Indian

P3 M BEd & Electrician 5 years E.I.C EPP 2&3 32 Indian

P4 M NPDE & N-

Diploma

14 years & 6 years Ind

E.I.C EW 3&4 32 Indian

P5 M BEd +N-Diploma

Electrical

10 yrsears & 11 years Industrial

E.I.C ES&C 2-4 18 African

P6 M National Diploma Electrical Eng – HC NPDE 4 years & 5 years Industrial

E.I.C ES&C 2-4 18 African

P7 M NPDE; National Eng-Diploma (LC) +N6 9 years & 16years Industrial

I.E.C EC&DE 2-4 32 Indian

The above listed lecturers are directly responsible for the implementation of the intended curriculum at Micro-level therefore partly responsible for the attainment of curriculum goals. The participants have taught both programmes and are versatile in delivering theory and practical in all Electrical Infrastructure Construction NQF L2-4 subjects making them preferred candidates for this study. Moreover, their teaching experience and academic inclination gives hope that their reflections will assist in generating quality data for this study. Therefore, I choose the seven available participants who voluntarily wanted to be part of the study being equally aware that the sampling group represents itself and the study outcomes cannot be generalised. However, it is able to be transferred to similar conditions (Christiansen et al., 2010; Cohen. et al., 2011; Lantham, 2007).

According to Córdova et al. (1995); Hippach-Schneider et al. (2007);Lipsmeier (2013) and Grijpstra et al. (2015a), who conducted studies from five EU countries, four African countries, Vietnam and Oceano countries on TVET College, revealed that commonly found types of teachers responsible for curriculum enactment/implementation at Micro-level, are theory only teachers, practical training teachers, instructors combination of theory and practical. In line with the above, the selected participants (lecturers) are a combination of the theory and

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practical and this is evident in their qualifications presented on the lecturer’s profile Table 4.1 content. Therefore, let me elaborate further on the individual participant selected for this study to justify their nomination purposefully and conveniently.

The researcher acknowledges that this sample appear not sensitive to woman inclusivity. The sample was meant to be both racial and gender sensitive but the researcher could not get female participants who met the participants selection criteria for the Electrical Engineering programme which have history of being dominated by males at both Coporate World and TVET College Sector. The researcher also did not want to compromise the anticipated quality of input for this study, however, in future the researcher will exhaust all possibilities to comply to the demographics and inclusivity principles.

P1 candidate is a Section 28 trade tested electrical artisan (Electrician) with a vast knowledge of industrial, teaching, and training experience. Furthermore, this participant holds a Bachelor of Education qualification. On the point of being relevant for this project, he is part of the Electrical Infrastructure Construction NCV curriculum programme team, facilitating the Workshop Practice NQF L 2-3 dual-content. Apart from the above, he was part of the TVET College tem who visited Denmark for three weeks on an exchange educational mission to explore Programmable Logic Controls design and applications.

P2 candidate is a Section 13 trade tested Electrical Artisan with the National Technical Diploma, furthermore, he holds the NPDE teaching qualification. He previously owned a construction company, worked at different companies before joining the TVET College and his service years listed on the participants list profile speaks volume about his teaching and industrial experience. Candidate P2 is responsible for the facilitation of the Electrical Systems and Construction NQF L2-4.

Candidate P3 is also a Section 13 trade tested Electrical Artisan, studying a Bachelor of Education (BEd) qualification. He worked at different industries before joining the TVET College where he has spent five years in the Electrical Infrastructure Construction (EIC) NCV curriculum teaching the Electrical Principles and Practice (EPP) NQF L2-4 dual-content subject. Candidate P4 is a Section 13 trade tested Electrical Artisan with National Diploma (Electrical) who further registered and completed NPDE educational qualification. P4 was also part of the delegation from his college sent to Denmark to learn Programmable, Logic Controls (PLC) for three weeks on an educational exchange programme. Furthermore, he has teaching service of fourteen years at this TVET College. Candidate P5 is a Section 13 artisan, with BEd,

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National Diploma (Electrical-Lift technician), eleven years’ of industrial experience and ten years teaching at a technical college environment. He has been involved in dual-content from NQF L2-4 teaching ES&C elective dual–content subject. Candidate P6 is a Section 28 electrician, and holds a Technician Electrical Diploma (HC) plus the NPDE teaching qualification. Furthermore, he has five years’ industrial experience and four years teaching the dual-content at this TVET College campus. Candidate P7 holds a Technicians Electrical Diploma in Light Current (LC), N6-Diploma with 16years industrial experience and furthermore a NPDE teaching qualification plus the assessor, facilitator and moderator certificates. He is part of I.E.C teaching Electronics Control and Digital Electronics NQF L2- 4 having spent nine years of teaching at a TVET College to date.

The seven chosen participants (7) possess industrial experience, technical and academic qualifications in the teaching of Electrical Infrastructure Construction NCV curriculum and their participation in the project is hoped to provide data which responds favourable to the research objectives and questions. In addition to the above, Cohen. et al. (2011) contend that purposive sampling provides greater depth and focus on people with rich information on the project subject. Furthermore, with reference to the participants’ profile table, qualifications and teaching experience variation possessed by the participants gave me an opportunity to record different reflections as they shared their experiences in the teaching of Electrical Infrastructure Construction core subjects and ES&C NQF L2-4 NCV curriculum. However, what I acknowledge was the possibility of bias from the side of the researcher which I managed to avoid by quoting participants verbatim. I hope the participants’ reflections of their teaching of the Electrical Infrastructure Construction subjects (ES&C NQF L4) add value and insight at how curriculum is practiced at their delivery site. This study mission cannot be achieved if data generation methods are excluded and therefore, the following psection presents the data generation methods.