Capacity Building in Trainers of Technical Vocational Education and Training at the Namibian College of Open Learning (NAMCOL)

Abstract

The Namibian College of Open Learning is a state-supported institution of learning with the key focus of providing educational opportunities to adults and out-of-school youth. Its programmes focus has traditionally be on Secondary Education programmes, however as part of its diversification strategy, it implemented a range of Professional and Vocational education programmes. // At the beginning of 2013, the College introduced the following TVET courses developed by the Namibia Training Authority (NTA): Automotive Mechanics, Welding and Fabrication, Plumbing and Pipefitting and Office Administration. These courses are registered at levels 1-3 on the National Qualifications Framework (NQF). // Traditionally, TVET courses have only been offered through the contact mode of study in Namibia and hence there is resistance in some education circles in offering TVET through ODL. As such it was necessary to build capacity in the TVET trainers, particularly in Assessor and Facilitator training to lay the platform to address the challenges the College face in offering TVET through ODL. The training would form the basis of re-orientating trainers to be more efficient with trainees during contact sessions, hence the trainees would need less contact time and can study through ODL. Online facilitation should also be implemented to bring TVET in line with academic programmes where the use of ICTs is implemented. // The College partnered with the Commonwealth of Learning (COL), to facilitate these trainings. Fifteen (15) TVET trainers were trained over a period of 13 days. // The study captures the knowledge, skills and experiences of the trainers before and after the training. A questionnaire was developed and administered to collect data before and after the training, while focus group discussions and interviews were also conducted with the participants. The study found that most of the trainers had knowledge of assessment and facilitation in conventional schools, but did not know that it was so different for TVET. // Paper ID: 260