BUSINESS AND TRAINING 19
Each group intake to the programme includes 40 TVET lecturers ( 20 Electrical and 20 Plumbing lecturers ) and learn to collaborate with the other trade ( as no tradesman works in isolation ), and to apply and draw from each other ’ s strengths and knowledge base in resolving the project . Participants for the training apply through online application and are recruited from a mix of different TVET pathways ( CoS / DSPP programmes , National Certificate ( Vocational ) and NATED ). This makes for heterogeneous group composition .
The client project is initially presented through a 3D virtual setup and client documentation and is then later translated into a practical on-site installation session in the industry , which closely reflects the virtual scenario in an actual ‘ wendy house ’ setup . The training consequently combines virtual reality for planning purposes with a replicated actual set-up on site .
The project envisages building competence in the following areas :
• Project-Based Teaching and Learning Methodologies in dual training programmes : Proficiency in project-based lesson planning , assessments , gap analysis and evaluations .
• Industry and Workplace-Based Teaching and Learning : Real-Life industry projects for contextualised learning in ( from client request , planning to implementation to quality assurance & client handover )
• Digital Competence : Applying virtual & digital tools in 21stcentury teaching and learning .
• Technical Competence Across Trades : Proficiency in industry-located environments as per latest industry standards ( SANS ) and across trades ( electrical and plumbing )
• 21st-Century Competencies : Interdisciplinary thinking in cross-trade teaching teams , flexibility , adaptability , problemsolving , creativity , teamwork , leadership
Highlights from current participants ’ feedback :
“ One of the biggest aspects that I take away from the training is the real-world problem solving . Many of our learners are not exposed to real life problems and only deal with those once they leave the college . By exposing them to project-based learning they will be equipped to deal with these problems . They will also be made aware that their education at the college is not just an academic exercise , but preparation for industry .”
“ The LCB training initiative has provided me with the inspiration to try some new techniques with my students . I created a WhatsApp group , where I shared some of the information that I learned from the LCB training . This motivated my students again to start discussions amongst themselves and ask questions .”
" Thanks everyone . Usually when you are in an educational setting you would distance yourself from the practical side . Thank you to all the experts for their input . I really learned a lot . This was a very thought-provoking exercise to get us back into the real world as educators , as we are distanced from what is happening in the field . I am thankful for it . Thank you .”
" I highly appreciate the opportunity to be part of this team . It was a very good start . It was wonderful . It took me to my old days as an ‘ appie ’ ( apprentice ). It was a totally refreshing moment . I have enjoyed it so much . It made me empowered again . I encourage every electrical lecturer to join the team ."
“ Mixing theory and practical at the same time was awesome .”
“ I have learned a lot from the team . Working with very communicative people . And the coordinators are patient with us .” ‐ PA
September 2021 Volume 27 I Number 7 www . plumbingafrica . co . za