A framework to enhance the management and administration of technical and vocational education and training college industry partnerships in South Africa

Abstract

Technical and Vocational Education and Training (TVET) college programs in South Africa incorporate Work-Integrated Learning (WIL) to combine classroom-based activities with real world experience in industry environments. This study addresses the need for effective management and administration of TVET college-industry partnerships, which are crucial for providing quality WIL opportunities. The research output is a model to enhance the management and administration of these partnerships in the South African TVET sector. A qualitative research approach, using an interpretive paradigm, and Activity Theory framework was employed. Data was collected from a survey of TVET college websites, from structured focus group survey interviews with participant teams from 21 TVET colleges, and from semi-structured individual interviews with 11 participants. The findings underwent two levels of analysis: an activity analysis and a contradiction analyse were applied to the environmental scan data, the focus-ground individual interview data. The findings indicate that while TVET colleges establish partnerships, the management and administration of these partnerships often lack a structured framework, leading to inconsistencies and challenges. The proposed TVET College-Industry Partnerships (CIP) Management Framework offers a systematic approach to initiating, sustaining, and maintaining effective partnerships. The study concludes that the implementation of this framework can significantly enhance the management and administration of TVET college-industry partnerships in South Africa.