The aim of this study was to investigate how the National Certificate Vocational (NCV) curriculum is being managed at Majuba TVET College in ensuring that it impacts positively in addressing skills shortage in the Newcastle area. The following was the main question for the study: How is Majuba TVET College managing the National Certificate Vocational (NCV) curriculum in addressing skills shortage in the Newcastle area? A comprehensive literature review was conducted to provide strong arguments as presented by different authors who wrote on the topic after conducting research about Technical Vocational Education and Training (TVET) Colleges A qualitative method was chosen by the researcher to gather data on the management of the NCV curriculum in addressing skills shortage. The main aim was to discuss the methods the researcher used in the study to collect data meant to acquire the impact of the NCV curriculum management in addressing skills shortage. Data was collected through face-to-face interviews, non-participant observation and literature review. It was then put together and analysed according to themes aligned to the main study problem and the sub problems in order to realise the main aim of the study and the sub-aims. On the basis of the findings and the recommendations, the researcher proposed the importance of the college to review the NCV curriculum so that it is aligned with practical exposure enhanced by NCV students from the industry. In conclusion, the findings pointed out that NCV students’ practical exposure may have a big impact in addressing skills shortage and combating the high unemployment rate in the Newcastle area. / Educational Leadership and Management / M. Ed. (Education Management)

A large number of students are struggling with Information System and other computer related subjects. This has a negative impact on students’ academic performance at large. In fact, a number of students from various institutions of higher learning are facing serious Information System challenges. Information System student on NATED curriculum at Majuba TVET College are facing serious challenges on their studies. This has been indicated by their performance on Information System. This article intends to draw an attention of education stakeholders, College management and lecturers to this matter. A number of reasons leading to students poor performance in this field has been mentioned. Various studies have been conducted but yet the lack of Information System skills still persists. The main question that guided this study was: What are the stakeholders’ perceptions of the challenges encountered Information System students? In order to explore and to get some findings for this case qualitative study, semi-structured interviews with relevant stakeholders were conducted. Sample of lecturers, student’s focus groups and college management members was conducted. Data collected from various participants were transcribed verbatim. A combination of literature and data collected produced some findings on the matter. In an attempt to answer the main question, recommendations were made. / Educational Leadership and Management / M. Ed. (Education Management)

Students in Technical and Vocational Education and Training Colleges (TVET) in South Africa face a number of challenges including psychological problems. These challenges have a strong bearing on the academic success of the students. The aim of the study was to examine the effectiveness of psychological support services rendered to students at Majuba TVET College. Interviews were recorded verbatim and transcribed. Thematic data analysis was used to analyse the data. The themes used were derived from the research objectives and these were further divided into categories and sub-categories. The study found that the institution does provide psychological support services to the learner. The forms of psychological support include career counselling, pre-counselling, referral system, on-going counselling and peer counselling and mentoring. Improved academic performance, improved student attendance student retention and improved college certification rate are some of the benefits that can be realised from the effective utilisation of psychological support by the students. Various challenges hinder the effective utilisation of these psychological support services including, lack of qualified personnel, being understaffed, poor referral system, conflicting roles of staff, inadequate on-site counselling, low-prioritisation of psychological support by college management and limited access time. The participants highlighted the need for the institution to establish linkages with key stakeholders such as other TVET Colleges so as to have a platform for sharing vital information on psychological support. The participants were of the view that more qualified and registered staff should be hired to bolster the provision of psychological support to students. The referral system should be improved and the participants advocated for the services to be accessible around the clock. College management should show commitment to students’ welfare by prioritising and recognising student psychological support as pivotal to students’ academic success. / Educational Studies / M. Ed. (Adult Education)

The aim of this study was to investigate the management of the function shift of Technical and Vocational Education and Training Colleges at the Department of Higher Education and Training. When the function shift of TVET Colleges took place, it provided an opportunity to research a phenomenon and obtain data that were not previously researched, as this was the first ever function shift or migration of colleges from the Department of Basic Education to the Department of Higher Education and Training. As such, this research not only explores a new phenomenon but also contributes to the body of knowledge regarding TVET in South Africa. This research was conducted at a TVET College in Newcastle, Kwa-Zulu Natal, South Africa. A qualitative, phenomenological study was conducted. The instruments for collecting data were individual and focus group interviews. Field notes were compiled during the various interviews, as deemed necessary by the researcher. All interviews were recorded digitally. The said digital recordings were transcribed and emanating themes were identified. Managers were selected as the interviewees. As this research was based on the management of the function shift, they were the most appropriate choice. A sample of staff was also interviewed, as two separate focus groups, to balance the scope and extent of the data, thus attempting to not only view the managerial paradigm as the sole reality. Findings made from the data were that the function shift was preceded by a previous migration of staff. That migration, however, saw colleges remaining in the same educational stream or level namely that of basic education. The staff at colleges, or technical colleges as they were called at the time, were previously employed by the State. This changed when the State created governing bodies for colleges or college councils, as they are known. Technical Colleges were then renamed Further Education and Training Colleges. These colleges were reporting to the Department of Education which saw a name change to the Department of Basic Education, as explained above. Employees were given the opportunity to migrate from State employment to council employment, which most staff members did. These college councils were later found to be dysfunctional, and the State arranged for colleges to be returned to the auspices of the State, but this time round they were usurped in the newly formed Department of Higher Education and Training. From a management perspective, the function shift was successful with minor challenges. Thus the staff felt that they did not receive adequate communication, thereby adversely affecting their financial positions. The researcher recommends further research among TVET Colleges regarding the management of this function shift. It is also recommended that all current channels of communication with staff be revisited, and improvement therein pursued, where possible. A final recommendation is that managers involved in a function shift be subject to a refresher course in change management before a function shift is implemented. / Educational Leadership and Management / M. Ed. (Education Management)