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From introduction to institutionalisation : the process of establishing new teaching & learning methodologies in vocational education and trainingMead Richardson, Alison 02 1900 (has links)
As new teaching and learning technologies begin to challenge the boundaries between
time and place, distance and elearning are becoming mainstream approaches to
increase access and improve quality in post-secondary education. Educators and
educational managers are being challenged by the need to manage technology
integration within institutions and within education systems.
In 2007, the Government of Botswana established a new technical college with the
specific mandate to expand technical and vocational education and training (TVET)
provision by introducing distance and elearning programme delivery. This thesis reports
on the findings of a case study undertaken during the first two years of the life of the
college. The study aimed to identify the organisational structures and change processes
needed for the successful implementation of distance and elearning and to discover
how these structures and processes can be best managed.
The field work was carried out within an interpretive paradigm in a longitudinal case
study over 30 months. The approach was ethnographic and the data collection methods
included documentary analysis and participant observation. Focussed interviews were
carried out with a purposive sample of key respondents in order to further explore
observations.
Different theoretical and practical models of technology integration were investigated and the MIT 90s model was considered to be the most applicable and pragmatic.
Theories of organisational change were researched to help understand the process.
Lewin’s seminal work on field theory, group dynamics and the 3-step change model with
the notion of driving and restraining forces on change gave a framework against which
to analyse the process of change. The findings detail a change process which features a lack of preparation, perceived
lack of management commitment by staff and poor timing in a top down approach to
introducing distance and flexible learning. The findings show how an external group of
change agents working as technical experts within clearly defined policy objectives and
facilitating extensive staff development, were an insufficient driving force for change
against the restraining forces of a bureaucratic organisational culture, strong mental
models of traditional teaching and perceived lack of leadership. / Sociology / D. Litt. et Phil. (Sociology)
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The integration of identified employability skills into the Namibian vocational education and training curriculumNaanda, Raimo Ndapewa 12 1900 (has links)
Bibliography / Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in
knowledge, technology and information. These changes pose challenges to the
providers of education and training in general and vocational education and training in
particular. The impact of technological advancement and the nature of organisational
changes in the workplace demand skills of an increasingly higher level – particularly
skills in the areas of information technology, problem solving and communication. The
problem identified in this study was that graduates from vocational training centres
(VTCs) in Namibia did not have appropriate employability skills needed at the
workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered
important by employers at the workplace and to determine how such skills could be
integrated into the vocational education and training curriculum in Namibia. A literature
review conducted revealed that employers require workers with the following key, core
or employability skills: communication, information technology, working with numbers,
working with others, problem solving and improving one’s own learning and
performance.
The population for this study was 493 employers providing on-the-job training or
employing vocational training centre graduates. A total of 244 out of the 493
employers responded. The population of the study represented the following
occupational sectors: auto trades, building construction trades, metalwork trades and
electrical engineering trades.
Data for the study were collected through reviewing the literature on employability
skills, a survey questionnaire to employers and face-to-face interviews conducted with
selected employers during the research. The following questions were explored in the
questionnaire and structured interviews: i) Which employability skills are important at
the workplace? ii) Who is responsible for developing employability skills? iii) If it is the
responsibility of vocational training centres to foster employability skills, at which
educational level should employability skills education be introduced? iv) How should
the acquisition of employability skills be promoted? v) How should employability skills
be assessed? The study found that employers in Namibia considered employability skills such as
teamwork, time management, a positive attitude, problem solving, planning, and
coping with multiple tasks as the most important skills they required from vocational
training centre graduates. Employers further indicated that employability skills could
be developed at family/home settings as well as at school and vocational training
centres and suggested that employability skills education be introduced from level 1
during the first year of training. It was also found that portfolios, observation and
practical assessment were credible approaches for assessing employability skills and
that this should be done in real-life contexts.
Based on the conclusions arrived at in the study, it is recommended that a policy
framework for employability skills be developed and implemented in the Namibian
vocational education and training system. Specific recommendations are made
regarding the following aspects: the type of employability skills; whose responsibility it
is to develop these skills; at which level of training the development of employability
skills should be implemented; how they could best be learned and how the learning of
employability skills could be assessed. / AFRIKAANSE OPSOMMING: Die snelle veranderinge op die gebied van kennis, tegnologie en inligting sedert die
begin van die 21ste eeu bied groot uitdagings aan die verskaffers van onderwys en
opleiding in die algemeen en beroepsonderwys en -opleiding in die besonder. Die
uitwerking van tegnologiese vordering en die aard van organisatoriese veranderinge in
die werkplek vereis groter hoërorde-vaardighede as vantevore – veral vaardighede op
die gebied van inligtingstegnologie, probleemoplossing en kommunikasie. Die
probleem wat in hierdie studie aan bod gekom het, was dat gegradueerdes van
beroepsopleidingsentrums in Namibië nie oor voldoende indiensneembaarheidsvaardighede
wat in die werkplek benodig word, beskik nie, soos aangedui deur
Namibiese werknemers.
Die doel van hierdie navorsing was om die soorte indiensneembaarheidsvaardighede
wat werkgewers by indiensneming van personeel as belangrik beskou te identifiseer,
en om vas te stel hoe sodanige vaardighede in die kurrikulum vir beroepsonderwys en
.. opleiding in Namibië geïntegreer kan word. Literatuuroorsig het getoon dat
werknemers benodig word met die volgende belangrike, kern- of indiensneembaarheidsvaardighede:
kommunikasie, inligtingstegnologie, syfervaardigheid,
samewerking met ander persone, probleemoplossing en die verbetering van eie leer
en prestasie.
Die navorsingspopulasie vir hierdie studie het uit 493 werkgewers bestaan wat
indiensopleiding verskaf of wat persone in diens het wat reeds hul beroepsopleiding
voltooi het. Tweehonderd-vier-en-veertig werkgewers het uiteindelik aan die
vraelysondersoek deelgeneem. Die motor-, konstruksie- en metaalwerkbedryf, asook
die elektriese-ingenieurswesesektor, is in die navorsingspopulasie verteenwoordig.
Data is ingesamel deur literatuuroorsig te doen oor
indiensneembaarheidsvaardighede, en deur vraelyste en persoonlike onderhoude. Die
volgende vrae is in die vraelys en tydens gestruktureerde onderhoude gestel: i) Watter
indiensneembaarheidsvaardighede is in die werkplek belangrik? ii) Wie is
verantwoordelik vir die ontwikkeling van indiensneembaarheids-vaardighede?
iii) Indien dit die verantwoordelikheid is van beroepsopleidingsentra om
indiensneembaarheids-vaardighede te bevorder, op watter opvoedkundige vlak behoort opleiding met betrekking tot indiensneembaarheidsvaardighede ingestel te
word? iv) Hoe behoort die aanleer van indiensneembaarheidsvaardighede bevorder te
word? v) Hoe behoort indiensneembaarheidsvaardighede geassesseer te word?
Daar is bevind dat werkgewers in Namibië indiensneembaarheidsvaardighede soos
spanwerk, tydbestuur, positiewe houding, probleemoplossing, beplanning en die
hantering van veelvuldige take as die belangrikste vaardighede beskou wat hulle van
potensiële opgeleide werknemers verwag. Werkgewers het aangedui dat
indiensneembaarheidsvaardighede in die huis, in skole en deur beroepsopleidingsentrums
ontwikkel kan word. Hulle het voorgestel dat opleiding in
indiensneembaarheidsvaardighede in die eerste jaar van opleiding by die
beroepsopleidingsentrums vanaf vlak 1 aangebied behoort te word. Verdere
bevinding was dat die assessering van kwekelinge se portefeuljes, waarneming en
praktiese assessering geloofwaardige benadering tot die assessering van
indiensneembaarheidsvaardighede is en dat dit binne die konteks van die werklike
lewe gedoen behoort te word.
Daar word op grond van die bevindinge onder meer aanbeveel dat beleidsraamwerk
vir die ontwikkeling van indiensneembaarheidsvaardighede in die Namibiese
beroepsonderwys en .. opleidingstelsel ontwikkel en geïmplementeer word. Spesifieke
aanbevelings word gemaak ten opsigte van die tipes indiensneembaarheidsvaardighede,
wie se verantwoordelikheid dit is om hierdie vaardighede te ontwikkel, op
watter opleidingsvlak die indiensnemingsvaardighede geïmplementeer behoort te
word, hoe dit ten beste aangeleer kan word, en hoe die leerproses met betrekking tot
indiensneembaarheidsvaardighede geassesseer kan word.
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Exploring notions of assessment through three vocational education sites in the Western CapeArnold, Mogammat Adiel 04 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: With the coming of a new education and training dispensation in 1994 came the idea that equal opportunities for all learners could be created within different learning institutions - via the creation of new institutional and qualifications framework - and in so doing encourage equal opportunities through proper articulation, portability, and mobility within the different phases of the various education bands. As education and training provision and learning is complexly intertwined with its appraisal, assessment was regarded as one of the main processes to find out whether learning had taken place, on the goal and quality of that learning, as well as pointing to the kinds of ways in which teaching and learning could be further improved.
In my study I focused on how educators and trainers within the differentiated Further Education and Training (FET) Band spoke about and understood assessment, with the aim of the study being to analyse how assessment is understood in three different sites of provision within the FET band. The main goal was to better understand challenges at the ground level of policy implementation. A further goal was to explore some of the ways in which the role and function of assessment in our contemporary society was understood, and whether, in its present formulation, it served the purposes that much of the policies and reform statements claimed. The study’s main claim is that educators and trainers in the FET Band in South Africa mainly experience assessment processes, criteria, and frameworks as a form of jargon, and that they translate ‘the jargon’ into ‘judgements of value’ about learning and knowledge that lead to quite different approaches being followed at different sites. It is argued that this scenario would be acceptable in terms of different work settings - producing different kinds of skills for the economy- were it not that the education and training infrastructure in South Africa remains perhaps too preoccupied with achieving a principle of similarity across the FET Band.
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Managing the continuing professional development of lecturers in a Mpumalanga technical and vocational education and training collegeNdlovu, Nhlanhla 12 August 2019 (has links)
The aim of this research is to find out if a Technical and Vocational Education and Training (TVET) college in Mpumalanga, South Africa has any CPD programme for its lecturers and how it is managed. Through personal experience, interaction with fellow lecturers and literature review, I noted the evident lack of college-driven continuous professional development (CPD) of lecturers. I discovered that most TVET college lecturers are holders of teaching qualifications suitable for schools and not the TVET college sector.
The research was qualitative. I conducted in-depth interviews with the senior management of the college, a focus group interview with lecturers and finally document analysis. Data analysis was inductive and verbatim quotations from participants were used.
I found that although the college did have a CPD programme, there were many shortcomings. Strengths of the programme include funding and a planned CPD committee. Deficiencies relate to non-communication between staff members and management and a laissez-faire attitude of management in the handling of CPD. Based on the findings numerous recommendations are made concerning the way CPD is managed at this college and by the Department of Higher Education. These recommendations may relate to other colleges to make their CPD programme more effective for their academic staff. / Educational Management and Leadership / M. Ed. (Education Management)
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Discursive constructions of internationalisation at an Australian University: implications for professional practiceLeask, Betty January 2005 (has links)
The portfolio explores the construction, representation and interpretation of internationalisation at the University of South Australia (UniSA) within the broader concept of internationalisation in higher education. The research is situated within a postmodern, postcolonial world and is influenced significantly by the work of Foucault ([1972] 2003), Fairclough (1989; 1992), Said (1995 [1978]) and Cherryholmes (1988). The portfolio consists of three related research reports and a meta-analysis which both connects these individual reports and conducts further analysis of the issues and themes arising from the research. The literature reviewed in Research Report 1 describes a range of approaches to internationalisation and issues associated with its definition and implementation in universities. It is concluded that internationalisation in higher education is part of a network of constantly developing and changing discourses all of which both influence and are influenced by political, social and economic contexts and agendas. The nature of the discourse of internationalisation at UniSA and the power/knowledge relations which are embedded within and support it are the focus of the second research report which consists of a critical discourse analysis of a corpus of documents related to internationalisation and Graduate Quality #7 at UniSA. Five discourses of internationalisation at UniSA are identified and the roles associated with the primary subjects of the discourse (academic staff, Australian students and international students) are described. Significant shifts in the discursive construction of internationalisation at UniSA over time are also identified, including the tendency for the economic discourse to be viewed as dominant and the associated ideology to be naturalised. The third research report consists of ‘snapshots’ of the experience of internationalisation in different places and from different perspectives. It strives for a deeper understanding of the complexity of internationalisation at UniSA through exploration of the construction of Graduate Quality #7 (that students of UniSA will develop international perspectives as professionals and citizens) in two different cultural and educational contexts ���������������� Adelaide and Hong Kong. The research highlights the need to embed and integrate intercultural learning into the culture of UniSA – to assist all staff and all students to move into uncomfortable intercultural spaces; to learn from and with each other within those spaces; to challenge their stereotypes and prejudices and to move on from them. The three reports are drawn together in the meta-analysis which concludes that although there are signs of ideological struggle within the discourse of internationalisation, the constructions of internationalisation and its subjects and actors at UniSA and beyond are consistent with a construction of internationalisation as a neo-colonialist activity. It suggests a modified approach to internationalisation – one that challenges the stereotypes and hegemonies currently associated with it. This has implications for the focus of professional development and student services to support internationalisation at UniSA and other Australian universities.
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Encouragement, Enticement, and/or Deterrent: A Case Study Exploring Female Experience in a Vocational Education (VET) Initiative in Northern EnglandParris, Sandra A. 05 November 2013 (has links)
This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011.
The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices.
The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern.
The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.
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Lecturers’ experiences of the implementation of the National Certificate (Vocational) in technical vocational education and training colleges in South AfricaKanyane, Motswalle Christina 01 1900 (has links)
The Technical Vocational Education and Training (TVET) system in South Africa has undergone transformation. This includes the introduction of the National Certificate (Vocational) [NC (V)]. The literature on curriculum development and on the TVET college sector in South Africa informed a qualitative inquiry into the lecturers’ experiences of the implementation of the NC (V). The research site was the Tshwane South TVET College, Gauteng Province. Data were gathered by means of individual and focus group interviews with the Campus Manager, four Divisional Heads, and seven lecturers, selected by means of purposeful sampling. The findings were organised around the following key themes, namely the limited participation of the lecturers in curriculum design, the effectiveness of curriculum dissemination, the lecturers’ participation in curriculum review, their perceptions of the NC(V) entry level requirements, the NC(V)’s positioning on the NQF, assessment in the NC(V), the fit between the lecturers’ qualifications and the curriculum, the lecturers’ capacity-building, and finally, their perceptions of the involvement of the industry in the NC(V). / Educational Studies / M. Ed. (Comparative Education)
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Evaluating the perceived effectiveness of the leadership styles of deans in Ethiopian governmental technical and vocational education and training (TVET) collegesMesfin Molla Demissie 08 1900 (has links)
The study evaluates the perceived effectiveness of the leadership styles of deans in Ethiopian governmental Technical and Vocational Education and Training (TVET) colleges. The study was contextualised within the domain of relevant leadership theory in chapter 2 (with specific emphasis on the Full Range Leadership model developed by Bass and Avolio), and within the field of Technical and Vocational Education and Training in chapter 3. A mixed method research methodology was employed in the empirical research. The quantitative part received the most emphasis, while a qualitative part was added to attempt to corroborate findings. Quantitative data were collected from teachers (219), student council members (65) and deans (10) in ten TVET colleges using the MLQ 5x short-form questionnaire, which is a standardised questionnaire of high repute. The quantitatively collected data were analysed and presented using both descriptive and inferential statistics. The qualitative part consisted of semi-structured interviews conducted with the ten deans and one TVET Bureau Head.
Quantitative findings indicated that the transformational and transactional leadership styles were observed far more frequently than the laissez-faire style. Perceptions regarding the effectiveness of deans, teachers’ job satisfaction and teachers’ willingness to make an extra effort were positively and statistically significantly influenced by the presence of both the transformational and the transactional leadership styles and to a slight extent, influenced negatively by the interaction effect of the two styles. Qualitative findings mostly corroborated the quantitative findings.
Recommendations emanating from the research inter alia include: Leadership training opportunities for TVET deans should be scheduled to enhance the appropriate leadership style practice of deans (especially the transformational style); resources (human, financial and materials) should be made available to TVET colleges to develop desired types of leadership in colleges; as part of the selection process when appointing new TVET deans, the leadership style/s that applicants use at that stage should be assessed; a staff-dean-team-approach will be productive if the dean practises a transformational-orientated style of leadership. / Educational Leadership and Management / D. Ed. (Educational Management)
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From introduction to institutionalisation : the process of establishing new teaching & learning methodologies in vocational education and trainingMead Richardson, Alison 02 1900 (has links)
As new teaching and learning technologies begin to challenge the boundaries between
time and place, distance and elearning are becoming mainstream approaches to
increase access and improve quality in post-secondary education. Educators and
educational managers are being challenged by the need to manage technology
integration within institutions and within education systems.
In 2007, the Government of Botswana established a new technical college with the
specific mandate to expand technical and vocational education and training (TVET)
provision by introducing distance and elearning programme delivery. This thesis reports
on the findings of a case study undertaken during the first two years of the life of the
college. The study aimed to identify the organisational structures and change processes
needed for the successful implementation of distance and elearning and to discover
how these structures and processes can be best managed.
The field work was carried out within an interpretive paradigm in a longitudinal case
study over 30 months. The approach was ethnographic and the data collection methods
included documentary analysis and participant observation. Focussed interviews were
carried out with a purposive sample of key respondents in order to further explore
observations.
Different theoretical and practical models of technology integration were investigated and the MIT 90s model was considered to be the most applicable and pragmatic.
Theories of organisational change were researched to help understand the process.
Lewin’s seminal work on field theory, group dynamics and the 3-step change model with
the notion of driving and restraining forces on change gave a framework against which
to analyse the process of change. The findings detail a change process which features a lack of preparation, perceived
lack of management commitment by staff and poor timing in a top down approach to
introducing distance and flexible learning. The findings show how an external group of
change agents working as technical experts within clearly defined policy objectives and
facilitating extensive staff development, were an insufficient driving force for change
against the restraining forces of a bureaucratic organisational culture, strong mental
models of traditional teaching and perceived lack of leadership. / Sociology / D. Litt. et Phil. (Sociology)
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Technical and Vocational Education and Training in Support of Strategic Sustainable DevelopmentGu, Chen Chen, Gomes, Telma, Brizuela, Victor Samuel January 2011 (has links)
This thesis looks at how Technical and Vocational Education and Training (TVET) be carried out to help society move towards sustainability. It starts by introducing the reader into the essential concepts about Strategic Sustainable Development (SSD), Education for Sustainable Development (ESD), TVET, and the barriers to integrating ESD into TVET. It also provides information about the case study conducted in a TVET organization in Ireland which is integrating ESD into TVET. The thesis presents the key aspects that TVET organization need to have in order to successfully support SSD and it also provides a definition of success which is developing a workforce skilled for sustainability where sustainability is defined by the four sustainability principles. After presenting the key aspects, it looks at the strengths and weaknesses, in the lens of the key aspects, of the case study and three other TVET organizations. It later provides with recommendations based on the challenges found integrating ESD into TVET and the presented key aspects in order for TVET organizations to reach the vision of success. / <p>Telma Gomes - phone: 0736280415 - tegomes@uol.com.br Victor Samuel Brizuela - samworks@gmail.com Chen Chen Gu -guchenchen880309@163.com,</p>
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