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Enhancing computer literacy teaching in TVET through the digital capabilities framework
Author(s)
Papier, Andrea Anita
Date Issued
2025
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
The study background is the educational change brought about by the introduction of the Na tional Certificate Vocational (NCV) at South African Technical and Vocational Education and
Training (TVET) colleges. The NCV curriculum includes foundational subjects, such as Life
Orientation which includes a Computer Literacy module, offered from NQF Level 2 to NQF
Level 4. South African TVET lecturers have diverse histories, social backgrounds and educa tional qualifications. Most lecturers have TVET-related qualifications, but are not all profes sionally qualified teachers. This study investigated Computer Literacy lecturers’ skills and
qualifications for teaching the Computer Literacy module and ways to enhance computer lit eracy education in South Africa’s TVET sector. The focus is the shortage of competent lectur ers in computer literacy and explores current teaching and learning practices in TVET colleges
with the intention of enhancing TVET computer and digital literacy education. The study is
guided by the research question: How can TVET computer and digital literacy teaching be
strengthened? The study is guided by “Digital Capabilities Framework” (JISC, 2020) which
extends both the “Pedagogical Content Knowledge” (PCK) framework (Shulman & Sparks,
1992) and the Technological Pedagogical and Content Knowledge (TPACK) framework
(Koehler & Mishra, 2009). The research design was a case study of a multisite TVET college
and included both a document/curriculum study and in-depth interviews with computer literacy
lecturers. A sample of six lecturers, who were representative of TVET lecturer diversity in
terms of language, “race”, gender and educational levels, was selected for the study. The
study examined how effectively the curriculum correlated with essential digital skills and indi cated areas in which lecturers lacked digital literacy. Both curricular and interview data were
theoretically analysed, drawing on the Digital Capabilities Framework. In light of the key role
of computer literacy in work and in education, it is important that the subject is of high quality,
and that lecturers are well-prepared to facilitate student learning in this area. This research
study addresses this issue. The study found that the enhancement and development of com puter and digital literacy at TVET colleges requires a systemic intervention including policy
development, curriculum renewal, lecturer professional development, upgrading of facilities,
equipment, and software, and alignment with student needs and with the needs of specific
technical and vocational fields. Furthermore, this study expands the knowledge of digital liter acy in TVET colleges and encourages collaboration among lecturers, institutions and curricu lum advisors to provide students and lecturers with the expertise to succeed in the digital
world. Future curriculum development should consider student input and analyse the impact
of professional development on lecturing efficiency.
Training (TVET) colleges. The NCV curriculum includes foundational subjects, such as Life
Orientation which includes a Computer Literacy module, offered from NQF Level 2 to NQF
Level 4. South African TVET lecturers have diverse histories, social backgrounds and educa tional qualifications. Most lecturers have TVET-related qualifications, but are not all profes sionally qualified teachers. This study investigated Computer Literacy lecturers’ skills and
qualifications for teaching the Computer Literacy module and ways to enhance computer lit eracy education in South Africa’s TVET sector. The focus is the shortage of competent lectur ers in computer literacy and explores current teaching and learning practices in TVET colleges
with the intention of enhancing TVET computer and digital literacy education. The study is
guided by the research question: How can TVET computer and digital literacy teaching be
strengthened? The study is guided by “Digital Capabilities Framework” (JISC, 2020) which
extends both the “Pedagogical Content Knowledge” (PCK) framework (Shulman & Sparks,
1992) and the Technological Pedagogical and Content Knowledge (TPACK) framework
(Koehler & Mishra, 2009). The research design was a case study of a multisite TVET college
and included both a document/curriculum study and in-depth interviews with computer literacy
lecturers. A sample of six lecturers, who were representative of TVET lecturer diversity in
terms of language, “race”, gender and educational levels, was selected for the study. The
study examined how effectively the curriculum correlated with essential digital skills and indi cated areas in which lecturers lacked digital literacy. Both curricular and interview data were
theoretically analysed, drawing on the Digital Capabilities Framework. In light of the key role
of computer literacy in work and in education, it is important that the subject is of high quality,
and that lecturers are well-prepared to facilitate student learning in this area. This research
study addresses this issue. The study found that the enhancement and development of com puter and digital literacy at TVET colleges requires a systemic intervention including policy
development, curriculum renewal, lecturer professional development, upgrading of facilities,
equipment, and software, and alignment with student needs and with the needs of specific
technical and vocational fields. Furthermore, this study expands the knowledge of digital liter acy in TVET colleges and encourages collaboration among lecturers, institutions and curricu lum advisors to provide students and lecturers with the expertise to succeed in the digital
world. Future curriculum development should consider student input and analyse the impact
of professional development on lecturing efficiency.
Additional information
Thesis (DEd)--Cape Peninsula University of Technology, 2025
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