Promoting Academic Competence in Vocational Education and Training of Lecturers Through Professional Development Programmes: A Case Study Approach

Abstract

This study explores the enhancement of academic competence among lecturers in Vocational Education and Training (VET) through targeted professional development programmes. This poses a challenge to effective teaching and learning, particularly in South Africa, where TVET colleges are expected to play transformative role. Using a qualitative case study design, the research engaged eight participants, comprising management and lecturers, from two randomly selected colleges to understand their perceptions and experiences regarding competence development. Random sampling was adopted to select colleges from a district because any college had probability to be selected. The purpose of random sampling was to determine if the participants needed professional development and the level of their needs. Data was collected through interviews and reflective diaries and analysed using a data matrix. The findings reveal that while lecturers recognise the value of professional development, significant gaps remain in subject knowledge, didactic skills, and the application of adult education principles. Participants also highlighted constraints such as limited institutional support and inconsistent access to training opportunities. The study concludes that structured and sustained professional development initiatives are essential for cultivating critical thinking, improving teaching efficacy, and ultimately revitalising VET institutions. It recommends a systemic approach to lecturer training that integrates academic, pedagogical, and practical competencies to meet contemporary educational demands. ReferencesAkiba, M., & Liang, G. (2016). Effects of teacher professional learning activities on student achievement   growth. The Journal of Educational Research, 109(1), 99–110. https://doi.org/10.1080/00220671.2014.924470Alordiah, C. O., & Ossai, J. N. (2023). 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