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HTV510S - HISTORY IN TVET - 2ND OPP - JULY 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: 0GDTVT
LEVEL: 6
COURSE CODE: HTVSl0S
COURSE NAME: HISTORY OF TVET
SESSION: JULY 2022
DURATION: 2 HOURS
PAPER: (PAPER 2)
MARKS: 100
SECOND 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 5 PAGES (Including this front page)
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Question 1
(20)
Read the following statements and indicate true if you agree with the statement and false if
you don't agree.
1.1 Formal vocational education and training in Zimbabwe started with the Brigade
movement in 1963.
1.2 The formal TVET system in South Africa allows universities to accept students without
matric but with a National Certificate Vocation (NCV) level 4.
1.3 In Australia, the vocational education and training system is also known as the dual
training system.
1.4 The main characteristic of the dual training system of Germany is the cooperation
between mainly small and medium sized companies, on the one hand, and publicfunded
vocational schools on the other hand.
1.5 The Russian System of Mechanical Arts was based on breaking down skills into smaller
steps and then teaching each of these steps in the appropriate order or sequence.
1.6 Vocational teachers and trainers in Germany are involved in the theoretical part of TVET
that is taught in schools, while trainers are responsible for the practical component in
companies.
1.7 Since 2016 the Minister of Higher and Tertiary Education, Science and Technology in
Zimbabwe, adopted the Competency-Based Education and Training (CBET) training
system to produce practically orientated graduates from public and non-government
TVET institutions.
1.8 Public Further Education Training (FET)colleges in South Africa started changing its name
to TVET colleges, since the FET colleges already focused on the same kind of skills
development that TVET is meant to promote.
1.9 Technical and Further Education (TAFE) is the largest provider of post-secondary
education in Australia.
1.10 One of the main aims of the Namibian TVET Act, Act No 1 of 2008 was to establish the
Namibia Training Authority, the Board of the Namibia Training Authority and the National
Training Fund.
(10 X 2 = 20)
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Question 2
(20)
Answer the following Multiple Choice Questions. Write down the correct answer only.
2.1 A young boy was attached to a master craftsman for example a chairmaker, a baker, a
shoemaker through a binding contract, describes:
a.
Journeyman
b.
Apprenticeship system
c.
Masters' Craftsmen
2.2 A ________
deemed competent.
describes the standard of performance that is required to be
a.
Competence unit
b.
Competence standard
c.
Unit standard
2.3 After completion ofthe contract period the apprentice would receive $20to $40, a new
suit of clothes called a "freedom" suit and perhaps a set oftolls, depending on the type
of craft, describes:
a.
Apprenticeship system
b.
Journeyman
c.
Master's Craftsmen
d.
Guilds
2.4 The _________
system has two components: classroom study in specialised
trade schools and supervised, on-the-job work experience.
a.
The German TVET system
b.
The Zimbabwean TVET system
c.
The Australian TVET system
d.
The South African TVET system
e.
The Botswana TVET system
2.5 In the ------------
all VET trainers and assesors must have a
Certificate IV in Training and Assessment and/or a qualification in adult education at a
diploma or higher level.
a.
The German TVET system
b.
The Zimbabwean TVET system
c.
The Australian TVET system
d.
The South African TVET system
e.
The Botswana TVET system
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2.6 Essential characteristics of the Competency-Based Education Training include:
a.
Competencies identified by industry experts
b.
Learner-centred
C.
Assessment of knowledge, skills and attitudes
d.
Criterion-referenced assessment and demonstration of competencies
e.
None of the above
f.
All of the above
2.7 In the -------------
trainees received theoretical classes in the
classroom and training in an instructional workshop.
a.
Apprenticeship system of training
b.
The Russian System of Mechanical Arts
c.
Training in the 20 th Century
d.
Training during WWI and WWII
2.8 Workers trained in a specific skill and not in a complete trade anymore, refers to
a.
The Assembly Line
b.
The Russian System of Mechanical Arts
c.
The Apprenticeship System of Training
d.
Competency-Based Education and Training
2.9 Namibia's National TVET Policy {2021) outlines five policy objectives:
a.
To improve the 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
e.
To diversify sources of funding and equitable financing of TVET programmes
f.
None of the above
g.
All of the above
2.10 In ____________
training methods are largely learner-centred.
a.
Traditional training
b.
Competency-Based Education and Training
C.
Unit standards
d.
Competence standards
e.
Demonstration of competence
{10 X 2 = 20}
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Question 3
(22)
3.1 Discussthe apprenticeship system of training:
a.
Apprenticeship
(3}
b. Journeyman
(3}
C.
Master Craftsman
(3}
d.
Guilds
(3}
3.2 Mention five differences between the TVET training systems in the SADCregion
and the TVET training system of Australia.
(5 x 2 =10}
Question 4
Explain five challenges facing TVET in Namibia.
(10)
(5 X 2 = 10}
Question 5
(20)
Namibia's National TVET Policy (2021) outlines five policy objectives. Discuss Policy
Objective 2: "To Enhance Quality and Relevance of TVET Programmes".
Question 6
(8)
Discussat least two roles of each of the following TVET stakeholders in Namibia in the
implementation of the Namibian TVET Policy, 2021.
6.1 Ministry of Higher Education, Training, and Innovation
6.2 Namibia Training Authority
6.3 Namibia Qualifications Authority
6.4 TVET Training Providers
(4x2=8}
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