Examining assessment tools and procedures for work-based learning in pandemic times

The COVID-19 pandemic disrupted the continuity to technical and vocational education and training (TVET) training activities and assessment thereby affecting and/or threatening the completions dates for many learners. Several institutions must revisit their assessment methods and tools for work-based learning during such pandemics. This study investigated the innovative assessment methods adopted by private TVET institutions to assess work-based learning during the pandemic. A quantitative research design was used to gather data using online questionnaires. Online questionnaires were used to effect social distancing and getting instant feedback. Purposive sampling was used to select research participants amongst TVET lecturers and attachment coordinators in private TVET colleges. Descriptive statistics were used to present research results using quantitative analysis and descriptions for clarifications. Findings indicated that assessment of practical skills virtually remains a challenge, and most of the institutions kept on using their old ways of assessing. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The impact of emotional intelligence on behavioural factors during transition: A case of the Free State Technical and Vocational Education and Training colleges

Orientation: Numerous changes at the Technical and Vocational Education and Training (TVET) requires some degree of emotional intelligence (EI) to achieve any level of efficiency, competitiveness and success. Research purpose: The primary purpose of this research is to empirically contribute to a comprehension of how a leader’s EI can be utilised to positively influence organisational behaviours during the transitional period. Design/methodology/approach: The study adopted a positivist research approach, that is descriptive in nature. A survey was conducted by providing a structured questionnaire to a sample of 310 academics and support staff of the TVET college sector in the Free State Province of South Africa. Data analysis was based on a total of 188 questionnaires collected, giving a return rate of 61%. The structural equation modelling (SEM) analysis and interpretation was conducted using a component-based approach to establish the correlation between the items. Main Findings: The SEM findings revealed that EI of Free State TVET college managers significantly affects all the dependent variables namely, organisational work commitment, employee job satisfaction, task-oriented behaviour, teamwork except staff morale. Emotional intelligence reflects a reasonable power of predictability toward all other variables except staff morale of the respondents. Practical/managerial implications: To ensure sustained exceptional performance, recruitment strategy for managers must deliberately incorporate EI measurements at TVET colleges. Contribution/value add: The study demonstrates empirical proof of the positive impact of a leader’s EI on organisational behaviours, thereby confirming that EI is an enabler of organisational work commitment, job satisfaction, task-oriented behaviour, teamwork, but not staff morale.