From policy to curriculum in South African vocational teacher education: a comparative perspective

摘要

This article analyses recent national policy on further education and training (FET) college lecturer development in South Africa in the light of more established curricula and practice for the training of vocational teachers internationally. The policy published by the national Department of Education suggests standards for college teaching which encompass academic competence, work experience and pedagogic competence. However, qualifications are yet to be designed, developed and offered by universities and other providers that hold responsibility for teacher education. The article explores local and global vocational teacher education (VTE) policies and curricula in an attempt to highlight the agreed‐upon elements of curricula that could pave the way for South African policy on vocational lecturer development to be implemented.View full textDownload full textKeywordsFET colleges, vocational teacher education, professionalisation, certification, lecturer competence, curriculum perspectivesRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13636821003790197