Needs-based Professional Development of Lecturers in Further Education and Training Colleges: A Strategic Imperative

Abstract

Continuing professional development of lecturers in the Further Education and Training colleges is now a strategic priority of the South African government. This article reports on a competency-based training needs assessment study conducted in 2012. From a systems theoretical perspective, the article highlights inefficiencies at the different levels of the education system resulting from a poorly coordinated new curriculum change programme. The study used a mixed method of inquiry. Data was collected through questionnaires and focus group discussions. A purposive sampling procedure was followed. Findings show that more than 50% of lecturers in the study require continuing professional development. In rank order, the need is greatest in the following competency areas: understanding of the technical and vocational education and training context including the policy environment; use of information and communication technologies; understanding of and accommodating diversity of students; ability to reflect critically and being knowledgeable about the demands that will be made on their learners in the workplace. It is concluded that failure to align curriculum policy change with a proactive approach to professional development of lecturers has adversely affected the performance of students. The introduction of a regulated, needs-driven and credit-bearing mandatory continuing professional development programme is thus recommended.

DOI: 10.5901/mjss.2014.v5n2p359