Long paper in partial fulfilment of the requirements for the inter-continental masters programme in adult learning and global change.
No Thumbnail Available
Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Univeristy of the Western Cape
Abstract
The White Paper for Post-School Education and Training (2013) states that the purpose of Technical and Vocational Education and Training (TVET) Colleges is primarily to train students to develop the knowledge, skills and attitudes needed in the formal labour market. They cater for adolescents wanting to enrol in vocational programmes after Grade 9 or finish school with a Grade 12 and learners who wish to complete their schooling. However, mainstream South African qualifications, such as those funded by the Department of Higher Education and Training, have limited practical and workplace learning opportunities and are primarily theoretical. Currently, Entrepreneurship is offered as a theoretical module at TVET Colleges in South Africa. However, there is minimal research evidence of TVET College students or graduates becoming entrepreneurs in the country. This study will adopt a case study approach investigating three public TVET colleges that have developed an entrepreneurship training programme and use Lave and Wenger’s (1991) Communities of Practice (CoP) to assess ways in which this training initiative draws on and supports the notion of learning in the workplace to support emerging entrepreneurs. Lave and Wenger’s Communities of Practice (CoPs) are best described as active units within a community where members learn from each other through shared experiences and interactions with a specific area of expertise (p225). It provides a framework for understanding how social learning occurs within various communities.
Description
Keywords
Communities of Practice, Department of Higher Education and Training, Entrepreneurship and Business Management, Technical Vocational Education and Training, Vocational Education and Training