5.4 Data collection instruments
5.4.2 Semi-structured interviews
In critical realist case study research, the use of interviews is encouraged (Ackroyd & Kalsson, 2014).This is because interviews are believed to be a route for providing crucially rich textured accounts of events, experiences and processes which represent different facets of complex, multi- layered social reality (Smith & Elger, 2014). Semi-structured interviews were used to collect data. According to Welman et al (2012) in semi-structured interviews the researcher has a list of themes and questions to be covered which are presented in the form of interview guides in appendix 4, 5, 6 and 7. The researcher chose to use semi-structured interviews because they allow for the probing of the respondents for clarity, regarding their responses. Semi-structured interviews also have the advantage of versatility and flexibility which allows the researcher to pursue unexpected lines of questioning during the interview (Grix, 2010). If the same questions are asked to different respondents uniformly, one can use the information for comparison. The researcher intended to have a total of twelve semi-structured interviews as follows: two provincial officers (one Ministry of Youth Indigenisation and Empowerment and one from the Ministry of Higher Education Science and Technology Development, two principals/
administrators (one from each college), and eight lecturers (four from each college).
All the semi-structured interviews sought to address the main research question of the study. In the process, semi-structured interviews would address the top three layers of curriculum responsiveness which are policy, institutional and disciplinary responsiveness (Moll, 2004).
Semi-structured interviews with provincial ministry officials sought to target questions on the policy responsiveness of the vocational curriculum, while the interviews with principals sought to answer questions related to institutional responsiveness. The final set of semi-structured interviews with agricultural lecturers would assist in addressing disciplinary responsiveness.
Table 2 below presents biographical data of participants in semi-structured interviews.
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Table 2: Demographical data of participants in Semi-structured interviews
Participant
(Pseudonyms)
Age Sex Education Organisation Position Work Experience Officer 1 59 M Bachelors MHESTD Provincial
Head
35 years Officer 2 56 M Bachelors MYIEE Provincial
Officer
30 years Principal 1 46 M Masters College A Principal 18 years Principal 2 62 M Bachelors College B Principal 38 years Lecturer A1 36 M Certificate College A HOD 2 years Lecturer A2 43 M Certificate College A Lecturer 8 years Lecturer A3 51 M Diploma College A Lecturer 21 years Lecturer A4 37 M Bachelors College A Lecturer 9 years Lecturer B1 45 F Masters College B HOD 14 years Lecturer B2 49 M Bachelors College B Lecturer 18 years Lecturer B3 44 F Diploma College B Lecturer 15 years Lecturer B4 46 M Bachelors College B Lecturer 17 years
5.4.2.1 Ministry officials
Two ministry officials participated in the study. Interviews with the ministry officials helped in understanding the policy framework, legislation and responsibilities as well as the implications of this to curriculum responsiveness. The government officials were regarded as reliable informants about government policy on vocational education based on the respective offices they occupy. Issues of governance, funding, curriculum reforms and development emerged from these interviews as well as the challenges the Zimbabwean VET sector faces. Both ministry officials were males in their late fifties.
Both interviews for ministry officials were held in their respective offices. The office environment, particularly using their official offices was the most ideal environment to conduct the interviews. This was done to show respect for their positions as well as to maintain professionalism. Conducting the interviews in their respective offices also allowed the interviewees to participate in the study with minimum disruption of official business. For both interviewees the researcher made prior bookings for the interviews having secured their consent
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during earlier visits to their institutions. However, despite making prior bookings to conduct the interviews, it was not easy to meet for the interview as a result of busy schedules.
Ministry official 1 was the provincial point-person in the MHESTD. He was educated up to degree level having gone through apprenticeship training in the private sector before the country attained independence in 1980. Upon independence, he qualified as a Journeyman and joined in public service in the position of Training Officer working closely with VET institutions. Official 1, in the process of work, experienced both colonial and post-colonial VET in Zimbabwe over a period of more than thirty years. In his position, Official 1 was responsible for registration, supervision and facilitation of certification of all VET qualifications in the Masvingo Province.
The first interview with ministry official 1, from the MHESTD was difficult to organise. When they eventually met the researcher understood the circumstances much more. It was because it coincided with institutional audits that are done at the end of the year. Once the researcher met the participant for the first interview, Official 1 was quite welcoming and happy to show the researcher into his modest office. The initial interview was designed to be wide in scope. The researcher allowed the official to take me through the activities involved in his job, his responsibilities and history. Semi-structured interviews with the two officials from government assisted in clarifying the policy environment of VTCs in Zimbabwe.
Official 1 highlighted that the role of the Ministry is registration, standards development, proficiency testing and quality assurance for all vocational training colleges operating in Zimbabwe. His office has specific jurisdiction over the colleges in Masvingo region. Apart from VTCs, the Ministry also plays a similar role in Technical Colleges. All the VTCs in the province are registered by the MHESTD whether they are government, private or non-governmental run colleges.
Ministry official 2 was the provincial head for the MYIEE. He was also degreed and had over thirty years of experience working for the government in various ministries. He joined the MYIEE as a Youth Officer and rose through promotions to the position of Provincial Officer.
His current position involves the management of youth programmes, indigenisation and
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economic empowerment in the Masvingo Province. In his current position, Official 2 is responsible for coordinating activities of government owned VTCs under his ministry and reports to the deputy director at head office in Harare.
Just like Official 1 above, setting up the first interview was a difficult process because of the nature of the official’s duties. Official 2’s responsibilities were more widespread and education was not his main responsibility. This was because his ministry had VET as one of its many mandates. Apart from running VET Colleges, the ministry was concerned with other youth affairs such as economic empowerment programmes as well as other programmes relating to gender issues. Official 2 had a wide range of experience cutting across those areas under the jurisdiction of the MYIEE.
Official 2 also worked closely with politicians who are keenly interested in the politics of Zimbabwe, especially in areas related to youths. VET colleges under the MYIEE were largely aligned to the ruling ZANU PF party. From the interview with Official 2, the influence of political power was felt. Official 2 was very friendly and one could sense the need for ‘political correctness’ even on his part. It was difficult to separate Official 2’s official duties from political party activities. The interview with Official 2 also exposed the rigidity of the VET system offered under the MYIEE.
5.4.2.2 Principals
The principals for both colleges A and B were male. This shows that gender is still a factor that influences management positions in the VET sector. Principal 1, for College A was in his mid- forties. His highest academic qualification was a Masters Degree. He attained a Diploma in Education, Bachelor of Technology in Education Administration and a Master of Technology in Education Administration. His qualifications were relevant to his current position of Principal.
He had twenty years teaching experience, having started as a secondary school building studies teacher. Principal 2 for College B was in his early sixties, working towards retirement. His highest qualification was a bachelor’s degree in Development Studies. Before independence, he attained a Teachers Certificate that enabled him to teach at primary school. Upon independence
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he moved from teaching and worked for a Rural District Council as a community development officer. In that role he worked closely with NGOs in the district and was instrumental in the formation of College B. This resulted in him being seconded by the council to be the founding principal of the College. The qualification and experience of Principal 2 was quite relevant for the position since College B had a broader mandate apart from offering vocational training.
Both interviews were held onsite, that is, at the respective colleges. Principals, due to their position in the respective organisations, are the link between the training colleges and the outside world. They are responsible for the interpretation of policy and its communication to their respective organisation. They also lead policy implementation, monitoring and evaluation of activities at their respective institutions. The principals of the colleges, in other words, are the college managers responsible for the daily operations of the training colleges. They supervise, among other aspects, personnel, financial resources and material resources (such as equipment and facilities) at the colleges.
5.4.2.3 Lecturers
As presented in Table 3 above, eight agriculture lecturers participated in the study, four from each of the two colleges. The table shows that the majority of lecturers (six of the eight) were male while only two lecturers were female. College B employed more educated lecturers compared to those from college A. At both colleges, there were more male lecturers than females in the agriculture programmes. Four of the eight lecturers in the study possessed a bachelor’s degree in agriculture. The degree is adequate for lecturers teaching in VTCs as the highest qualification the colleges offer is a Certificate in Agriculture. Two of the four lecturers at College A possessed the National Certificate in Agriculture. Both lecturers were under qualified according to the Zimbabwe Council for Higher Education (ZIMCHE), which sets minimum qualifications for lecturers. One of the lecturers was the Head of Department and the only full- time lecturer at College A. This is likely to affect the quality of teaching and learning. The majority of highly qualified lecturers were at College B, including the one with a Masters qualification. The majority (five of the eight) of the lecturers had over ten years experience teaching agriculture in schools and VTCs. Their experience was important in this study.
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Lecturers were seen as an invaluable source of data for the study covering issues to do with curriculum design, curriculum development, material development, curriculum delivery and assessment. The lecturers, in executing their job, have to contend with external expectations such as delivering on policy statements and internal realities they face daily such as resources, facilities and other political issues.