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HTV510S - HISTORY OF TVET - 1ST OPP - JUNE 2022 |
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nAmlBIA unlVERSITY
OF SCIEnCE Ano TECHnOLOGY
FACULTY OF COMMERCE, HUMAN SCIENCE AND EDUCATION
DEPARTMENT OF TECHNICAL VOCATIONAL EDUCATION AND TRAINING
QUALIFICATION: DIPLOMA IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING:
TRAINER
QUALIFICATION CODE: 06DTVT
LEVEL: 6
COURSE CODE: HTVSl0S
COURSE NAME: HISTORY OF TVET
SESSION: JUNE 2022
DURATION: 2 HOURS
PAPER: (PAPER 1)
MARKS: 100
FIRST OPPORTUNITY EXAMINATION QUESTION PAPER
EXAMINER{S} Ms I DE WALDT
Mr D MHLALA
MODERATOR: Ms J EISEB
INSTRUCTIONS
1. Answer ALL the questions.
2. Read all the questions carefully before answering.
3. Number the answers clearly
THIS QUESTION PAPER CONSISTS OF 6 PAGES (Including this front page)
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Question 1
{20)
Match the items under column A with the items under column B. Write only the correct answer.
Column A
Column B
Trainees in the dual system spend part of each week at a
vocational school and the other part at a company
System was based on breaking down skills into smaller
steps and then teaching each of these steps in the
appropriate order or sequence
Technical and Further Education {TAFE}is the largest provider
of post-secondary education
Public Further Education Training (FET) colleges started
changing its name to TVET Colleges
With new inventions, machines and mass production there
was a need and demand for more skilled workers, such as
engineers and machinists
Formal vocational education and training started with the
Brigade movement
Since 2016 the Minister of Higher and Tertiary Education,
Science and Technology adopted the Competency-Based
Education and Training (CBET)training system
Workers were trained in a specific skill and not in a complete
trade anymore
A young person (normally a boy) learns certain skills from an
older person who is an expert in a specific field
Person who is a master or an expert in his specific trade
Zimbabwe TVET System
Master Craftsman
The Russian System of
Mechanical Arts
Australian TVET System
South African TVET System
German TVET System
18th and 19th Century
Botswana TVET System
Assembly line
Apprentice
(10x2=20)
Question 2
{30)
Answer the following Multiple-Choice Questions. Write only the correct answer.
2.1 'Learner' or 'to learn' defines:
a.
Apprentice
b.
Journeyman
c.
Master Craftsman
d.
Guild
2.2 Moving from town to town to gain experience of different workshops describes:
a.
Master Craftsman
b.
Apprentice
c.
Journeyman
d.
Guild
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2.3 Namibia's TVET Policy (2021) consists of the following policy objectives.
a.
To improve governance and management of the TVET sector
b.
To enhance quality and relevance of TVET Programmes
c.
To increase access and equity in TVET programmes
d.
To promote research, innovation and entrepreneurship in TVET and its
initiatives; and
e.
To diversify sources of funding and equitable financing of TVET programmes
f.
None of the above
g.
All of the above
2.4 Settling in a workshop of the guild and after some many more years being allowed to
make a masterpiece and present it to the guild. Only with consent would one be
allowed to be promoted to a ......... ?
a.
Master Craftsman
b.
Journeyman
C.
Apprentice
d.
Guilds
2.5 The assembly line forced workers to:
a.
Work at a certain pace with very repetitive motions
b.
Have specialized knowledge of the task that they were responsible for
c.
Have the characteristics of accuracy and concentration
d.
None of the above
e.
All of the above
2.6 The main aims of the Namibian TVET Act, Act No 1 of 2008, were to:
a.
Establish the Namibia Training Authority, the Board of the Namibia Training
Authority and the National Training Fund
b.
Regulate the provision of vocational education and training
c.
Provide for the funding of vocational education and training
d.
Provide for the imposition of vocational education and training levy
e.
Provide for the appointment of inspectors and designation of quality
system auditors
f.
None of the above
g.
All of the above
2.7 In the _______________
teachers are involved in the theoretical
part of TVET that is taught in schools, while trainers are responsible for the practical
component in companies.
a. Botswana TVET system
b. Zimbabwe TVET system
c. German TVET system
d. South African TVET system
e. Australia TVET system
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2.8 The characteristics of Competency-Based Education and Training (CBET)are:
a.
Competencies identified by industry experts
b.
Learner-centred
c.
Assessment of knowledge, skills and attitudes
d.
Criterion-referenced assessment
e.
Demonstration of competence
f.
All of the above
g.
None of the above
2.9 In the __________
_, the minimum qualifications forTVETteachers/FET
college lecturers are a diploma in vocational education and an advanced diploma in
vocational teaching.
a. Botswana TVET system
b. Zimbabwe TVET system
c. German TVET system
d. South African TVET system
e. Australia TVET system
2.10 Namibia's TVET Policy (2021) is aligned to the following national frameworks:
a.
Namibian Constitution
b.
Vocational Education and Training Act, (Act No. 1 of 2008)
c.
Namibia Qualifications Authority Act, (Act No. 29 of 1996)
d.
Basic Education Act 2020, (Act No. 3 of 2020)
e.
Higher Education Act 2003, (Act No. 26 of 2003)
f.
Research, Science and Technology (Act No. 23 of 2004).
g.
Harambee Prosperity Plan
h.
Fifth National Development Plan
i.
None of the above
j.
All of the above
2.11 The ______________
education.
brought change to society as well as
a.
Industrial Revolution
b.
Assembly Line
c.
18th and 19th Centuries
d.
20th Century
2.12 The ____________
very repetitive motions.
forced workers to work at a certain pace with
a.
Apprenticeship
b.
Assembly Line
c.
The Russian System of Mechanical Arts
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d.
Industrial Revolution
e.
World War I and World War 11
2.13 Technical and Further Education (TAFE) is the largest provider of post-secondary
education in ------------
a.
Botswana
b.
Zimbabwe
C.
South African
d.
Germany
e.
Australia
2.14 _________________
are de_veloped by a group of specialists
who have in-depth knowledge of the occupational area, including representatives
from both industry and
education.
a.
Competency-Based Education and Training
b.
Competency Standards
c.
Demonstration of Competence
d.
Unit Standards
2.15 The ______________
set and validate competency standards.
a.
Namibia Training Authority
b.
National Qualifications Framework
C.
Namibia Qualifications Authority
d.
Ministry of Higher Education, Training and Innovation
e.
National Council for Higher Education
(15 X 2 =30)
Question 3
(20)
Namibia's National TVET Policy, 2021 outlines five policy objectives. DiscussPolicyObjective
number 2 "To Enhance Quality and Relevance of TVET Programmes".
(10 X 2 = 20)
Question 4
Mention five key stakeholders important
(2021)
in the implementation
(10)
of Namibia's TVET Policy
(5 X 2 =10)
Question 5
Explain any five challenges facing TVET in Namibia.
(10)
(5 X 2 = 10)
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Question 6
(10}
Mention five differences between Traditional Training and Competency-Based Education and
Training (CBET}.
(5 x 2 = 10)
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