The study explored women’s underrepresentation in engineering at a Technical Vocational and Education and Training (TVET) College in Gauteng, South Africa. Research on the lack of women in engineering exists, however, the underrepresentation of women students in engineering at TVET Colleges is under-researched. Using a theoretical starting point Bandura’s concept of self-efficacy, a qualitative study explored views of selected female students on female underrepresentation in engineering at TVET Colleges, with reference to South West Gauteng College. Interviews with women in Engineering, Business Studies and Hospitality courses were undertaken. Findings indicated: engineering students' desire for equal career opportunities in engineering; recognition of the impact of gender stereotypes and differing ways of developing self-efficacy and capabilities as women to follow an engineering career; the barrier of gender stereotypes on secondary school girls’ choice of and achievement in Mathematics and Science and the information gap concerning career options in engineering; as well as benefits provided by TVET Colleges offering these courses. Some recommendations which are suggested are: TVET Colleges should ensure that more information about the engineering courses offered at these institutions be relayed to the public in a manner that is inclusive to everyone irrespective of gender. / Educational Studies / M. Ed. (Adult Education)

The technical and vocational education and training, (TVET) sector has shown a rapid growth since 1998 in South Africa. This sector aimed to provide education and training to empower the youth of South Africa. Policies were established and put in place to manage students’ attendance, however, absenteeism seemed to be on the rise. This study aimed to explore factors influencing students’ absenteeism and recommend strategies to address the factors influencing students’ absenteeism at a TVET College in Nelson Mandela Bay District. In an attempt to address the aim of this study, a qualitative research approach was employed and a case study method was used. Data were collected by means of focus group interviews, semi-structured interviews and document analysis. The findings of this study revealed that student absenteeism was caused by students’ factors, college-related factors and socio-economic factors. This study revealed that National Student Financial Aid Scheme (NSFAS) was the major contributing factor in students’ absenteeism due to delayed payments. With respect to the negative impacts of students’ absenteeism, the findings of the study further revealed that lecturers are experiencing hardships in completing the syllabi on schedule time. The result revealed that student attendance policy was ineffective to manage student attendance. This study recommended that the TVET college should exercise discipline to students and establish a disciplinary committee. This will ensure that the students adhere to the attendance policy and improve students’ attendance. / Educational Management and Leadership / M. Ed. (Education Management)

Abstract in English, Afrikaans and Xhosa / Blended learning is referenced as the “best of both worlds” (Snart, 2010:xvi), which integrates Face-to-Face instruction with online learning. With interest in incorporating blended learning within the higher education curricula expanding, many private higher education institutions seek to understand how they can use educational technology effectively in blended learning to enhance undergraduate students’ learning engagement. This study investigated the nature and extent of private higher education students’ learning engagement in blended learning programmes within a private higher education provider. Through the lens of Bandura's (2000:121, 2009:180) Social Cognitive Theory, the study investigated private higher education students’ learning engagement in blended learning during the completion of their qualification and how it impacted teaching and learning. A descriptive quantitative research design was adopted, coupled with a positivist paradigm of inquiry. Utilising a cross-sectional survey it acquired descriptive data from a sample population of 567 respondents who answered the study’s research questions. The study found that student orientation programmes are associated with students’ perceived self-efficacy, subsequently affecting their engagement in blended learning programmes directly, and through the impact on outcome expectations, goals and socio-structural impediments. Additionally, socio-structural facilitators impacted outcome expectations and student engagement. The study’s results established a new framework, namely Social Cognitive Student Engagement in Blended Learning. / Gemengde leer word dikwels die “beste van twee wêrelde” genoem (Snart, 2010:xvi) aangesien onderrig nie alleen van aangesig tot aangesig nie, maar ook aanlyn geskied. Gesien die stygende belangstelling in die inskakeling van gemengde leer by hoëronderwysleerplanne, ondersoek talle private hoëronderwysinstellings maniere om opvoedkundige tegnologie in gemengde leer te gebruik om voorgraadse studente se leerbetrokkenheid te verbeter. In hierdie studie is ondersoek ingestel na die aard en omvang van studente se leerbetrokkenheid in die gemengdeleerprogramme wat by ʼn private verskaffer van hoër onderwys aangebied word. Hierdie studie het deur die lens van Bandura se sosiaal-kognitiewe teorie (2000:121, 2009:180) gekyk na studente se leerbetrokkenheid by gemengde leer in die verwerwing van ʼn kwalifikasie, en die uitwerking daarvan op onderrig en leer. Die navorsingsontwerp was deskriptief-kwantitatief en die ondersoekparadigma positivisties. Aan die hand van ʼn dwarssnitopname is beskrywende data by ʼn steekproefbevolking van 567 respondente ingewin. In die studie is bevind dat oriënteringsprogramme op studente se siening van hul eie selfwerksaamheid gemik is, hulle betrokkenheid by gemengdeleerprogramme verbeter, en daardeur hul uitkomsverwagtings, mikpunte en die mate waarin hulle sosiaal-strukturele struikelblokke oorkom, bepaal. Afgesien hiervan het sosiaal-strukturele fasiliteerders ʼn gunstige uitwerking op studente se uitkomsverwagtings en betrokkenheid gehad. ʼn Raamwerk is opgestel, naamlik die Sosiaal-Kognitiewe Betrokkenheid van Studente by Gemengde Leer. / Uhlelo lwemfundo ehlanganisiwe lubizwa, phecelezi nge “best of both worlds” (Snart, 2010:xvi), ukuhlanganisa umyalelo okhishwa ngendlela yokubhekana kwabantu ubuso nobuso kanye nohlelo lokufunda nge-inthanethi. Njengoba uthando lokufaka phakathi uhlelo lokufunda oluhlanganisiwe ngaphakathi kohlelo lwemfundo emazikweni aphakeme lya ngokuya lukhula nje, amaziko emfundo ephakeme amaningi angasese afuna ukuzwisisa ukuthi ngabe angabusebenzisa kanjani ngempumelelo ubuchwepheshe bethekinoloji bezemfundoi ohlelweni lwezokufunda oluhlanganisiwe ukuze kuqiniswe uhlelo lokufunda ngokuxoxisana nabafundi abasafundela iziqu zesigaba sokuqala. Lolu cwaningo luye lwaphenya ubunjalo kanye nezinga lokufunda kwabafundi ngokuxoxisana ezinhlelweni zokufunda okuhlanganisiwe ngaphakathi kweziko langasese lemfundo ephakeme. Ngokusebenzisa iso lomqondo wokufunda kaBandura (Bandura's social cognitive theory (2000:121, 2009:180), ucwaningo luye lwaphenya uhlelo lokufunda ngokuxoxisana nabafundi ohlelweni lokufunda ngokuhlanganyela ngesikhathi bephothula iziqu zabo kanye nangendlela lolu hlelo lunomthelela ngayo kwezokufundisa nokufunda. Idizayini yocwaningo oluchazayo olwencike kumanani luye lwamukelwa, ngokuthi luhambisane nohlelo lwe-positivist paradigm of inquiry. Ngokusebenzisa isaveyi i-cross-sectional survey, idatha echazayo yaqoqwa kwisampuli yenani lonke labaphenduli abayi-567. Ucwaningo luye lwathola ukuthi izinhlelo zokwamukela abafundi zihlobene nemiqondo yabafundi (students’ perceived self-efficacy), bese kulandelise ngokuthinta ngqo ukuxoxisana kwabo kwizinhlelo zokufunda ezihlanganisiwe. Ukwengeza, abahlanganisi besakhiwo somphakathi babe nomthelela phezu kwemiphumela elindelwe kanye nokuxoxisana nomfundi. Kuye kwasungulwa isakhiwo esisha, sona yilesi esilandelayo, phecelezi, Social Cognitive Student Engagement in Blended Learning. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Lifelong learning for adults has almost become compulsory for the maintenance of employability. In the South African context, The National Plan for Higher Education advocated an increase of adult learners entering higher education to facilitate lifelong learning. This study will focus on adult learners returning to institutions of higher education on a full-time basis. The study will determine factors that motivate adults to enter the learning environment, and it will identify inhibitors and contributors during their studies. A qualitative research design has been employed. Analysis of data collected by open-ended questionnaires and in-depth interviews indicated that the motivation to return to higher education was mainly personal and career driven. Students reported on situational, dispositional, and institutional inhibitors they experienced and had to overcome. Contributors identified included various support systems. Recommendations are made in view of the results of the empirical study to assist institutions of higher education in South Africa to meet the unique needs of the adult learner. / Educational Studies / M. Ed. (Adult Education)

The improvement of throughput rates is a crucial factor at higher education institutions; hence, university departments focus on improving pass rates per module. This study investigated how lecturers in the School of Computing (SoC) at the University of South Africa, use technology for improving throughput rates in an Open Distance Learning (ODL) context. The study sought answers to the main research question on how lecturers in the SoC use technology for improving throughput rates in an ODL institution. A mixed research methods approach was used, where quantitative data was extracted from the university systems and integrated with the qualitative data collected from interviews. Thirteen lecturers for the thirty modules under investigation were interviewed. A thematic analysis was used on the qualitative data, and quantitative data was analysed using rankings and correlation coefficients, leading to the interpretation that the use of myUnisa technology assisted to improve throughput on the modules. / Mathematics Education / M. Sc. (Computing Education)

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)

Lifelong learning for adults has almost become compulsory for the maintenance of employability. In the South African context, The National Plan for Higher Education advocated an increase of adult learners entering higher education to facilitate lifelong learning. This study will focus on adult learners returning to institutions of higher education on a full-time basis. The study will determine factors that motivate adults to enter the learning environment, and it will identify inhibitors and contributors during their studies. A qualitative research design has been employed. Analysis of data collected by open-ended questionnaires and in-depth interviews indicated that the motivation to return to higher education was mainly personal and career driven. Students reported on situational, dispositional, and institutional inhibitors they experienced and had to overcome. Contributors identified included various support systems. Recommendations are made in view of the results of the empirical study to assist institutions of higher education in South Africa to meet the unique needs of the adult learner. / Educational Studies / M. Ed. (Adult Education)

The aim of this study was to investigate and describe the perceived digital literacy competencies of Unisa Open Distance Learning students in the Eastern Cape province of South Africa. The association between the socio-demographic variables of the students and their perceived digital literacy competencies was statistically tested. The study examined whether there is a statistically significant relationship between the independent variables: attitudes towards digital technology for academic purposes, usage of the Learner Management System and attendance at regional digital literacy workshops, and the dependent variable, perceived digital literacy competencies. A quantitative, non-experimental, cross-sectional survey design was adopted using a census sampling method. The study concluded that the majority of students have high self-perceived digital literacy competencies. Statistically significant positive relationships were found between attitude towards digital technology for educational purposes, usage of the Learner Management System and attendance at regional digital literacy workshops and perceived digital literacy competencies. / Educational Management and Leadership / M. Ed. (Education Management)

Abstract in English, Sesotho and French / Technical and Vocational Education and Training (TVET) colleges in South Africa face several challenges including low throughput rate. Low throughput rates have a strong bearing on the success of the TVET sector and its ability to respond to the needs of the country, such as skills shortages. The aim of the study was to investigate the implications of the National Certificate Vocational (NCV) students’ academic support on the throughput rate at the selected TVET college. Qualitative research methodology has been used to help the researcher to explore and gather rich information on the college throughput rate and provision of academic support. The study utilised a case study design. Participants were student support services and academic staff at the selected TVET college. The collection of participants in this research was using a purposive sampling technique. The researcher recorded and transcribed semi-structured interviews. The analysis of the data is based on thematic data. The themes used were derived from the research objectives and further broken down into categories and sub-categories. The study found that there are various factors that influence the students’ academic performance and the throughput rate such as students’ family background, academic difficulties, poor class attendance, poor infrastructure, lack of professional development opportunities, lack of career guidance, lack of academic support and shortage of Student Support Services (SSS) staff. The study also found that students are not making use of the student support services because of lack of information about the SSS unit at the college. Without proper students’ academic support programmes, students are likely not to succeed academically. Various challenges that hinder the effective utilisation of the academic support services include lack of qualified personnel, being understaffed, low prioritisation of academic support programmes by college management and limited access time. The college needs to develop ties with key stakeholders such as other TVET colleges and the Department of Basic Education to provide a forum for sharing crucial academic support information. The researcher suggests that more trained and qualified personnel should be hired to support students’ academic support. Administration of admission tests for students should be enhanced, and the test results should be available round the clock. College management should demonstrate dedication to the well-being of students by prioritising and acknowledging academic support as vital to the academic performance of students. / Likoleche tsa thuto ea mahlale le koetliso (TVET) Afrika Boroa li tobana le liphephetso tse 'maloa ho kenyeletsa le tekanyetso e tlase. Litefiso tse tlase tse kenang li na le katleho e kholo katlehong ea lekala la TVET le bokhoni ba eona ba ho arabela litlhoko tsa naha tse kang khaello ea litsebo. Morero oa thuto e ne e le ho etsa lipatlisiso mabapi le litlamorao tsa tšehetso ea thuto ea baithuti ba NCV ka sekhahla sa thuto e fumanehang kolecheng ea TVET. Tlhahlobo e matla ea lingoliloeng e ile ea etsoa ho lekola phepelo ea lits'ebeletso tsa tšehetso ea thuto le sekhahla sa koleche e tsoang. Mokhoa oa ho etsa lipatlisiso tse nepahetseng o ile oa sebelisoa ho lumella mofuputsi ho fumana leseli le fumanehang ka sekhahla sa koleche le tlhahiso ea tšehetso ea thuto. Boithuto bo sebelisitse moralo oa thuto ea linyeoe. Barupeluoa e ne e le litšebeletso tsa tšehetso ea baithuti le basebetsi ba TVET koleche e khethueng. Mokhoa o nang le sepheo oa ho etsa sampole o sebelisitsoe ho khetha barupeluoa thutong ena. Lipuisano tse hlophisitsoeng hantle li ile tsa tlalehoa tsa ba tsa hatisoa. Ho ile ha sebelisoa tlhahlobo ea tlhaiso-leseling ho hlahlobisisa lintlha. Litema tse sebelisitsoeng li nkiloe ho sepheo sa lipatlisiso 'me li arotsoe hape ka mekhahlelo le likarolo tse ka tlase. Boithuto bo fumanoeng ho na le lintlha tse fapaneng tse amang ts'ebetso ea barutoana le maemo a thuto a fetoloang joaloka maemo a lelapa a baithuti, mathata a thuto, ho se be teng hantle ha sehlopha, tikoloho e mpe, ho haella ha menyetla ea nts'etsopele ea mosebetsi, ho hloka tataiso ea mosebetsi le khaello ea basebetsi ba SSS. Boithuto bo boetse bo fumane hore baithuti ha ba sebelise litšebeletso tsa tšehetso ea baithuti ka lebaka la tlhaiso-leseling e mabapi le yuniti ea SSS eo koleche e e hlokang. Ntle le mananeo a ts'ehetso ea thuto ea baithuti, baithuti ba ka nna ba se atlehe sekolong. Liphephetso tse fapaneng li sitisa ts'ebeliso e ntle ea lits'ebeletso tsa tšehetso ea borutehi ho kenyelletsa, ho haella ha basebetsi ba tšoanelehang, ho se sebetse, ho etelletsa pele merero ea tšehetso ea borutehi ke batsamaisi ba koleche le nako e lekanyelitsoeng ea ho fihlella. Ho na le tlhoko ea koleche ea ho theha likhokahano le bankakarolo ba bohlokoa joalo ka likoleche tsa TVET tse ling, Lefapha la Thuto ea Motheo ho ba le sethala sa ho arolelana leseli la bohlokoa ka tšehetso ea thuto. Mofuputsi ke mohopolo oa hore basebetsi ba tšoanelehang le ba ngolisitsoeng haholo ba lokela ho hiroa ho matlafatsa phepelo ea tšehetso ea thuto ho baithuti. Tsamaiso ea liteko tsa kamohelo ea baithuti e lokela ho ntlafatsoa, 'me liphetho tsa liteko li lokela ho fumaneha ho potoloha le nako. Tsamaiso ea koleche e lokela ho bonts'a boitlamo boiketlong ba baithuti ka ho etelletsa pele le ho amohela tšehetso ea thuto ea baithuti e le karolo ea bohlokoa katlehong ea thuto ea baithuti. / Les collèges d'enseignement et de formation techniques et professionnels (EFTP) en Afrique du Sud sont confrontés à plusieurs défis, dont un faible débit. Les faibles taux de production ont une forte incidence sur le succès du secteur de l'EFTP et sa capacité à répondre aux besoins du pays tels que les pénuries de compétences. Le but de l'étude était d'étudier les implications du soutien académique des étudiants NCV sur le taux de débit au la selection TVET collège. Un examen approfondi de la documentation a été effectué pour explorer la prestation de services de soutien scolaire et le taux de rendement des collèges. Une méthodologie de recherche qualitative a été utilisée pour permettre au chercheur d'explorer et d'obtenir de riches informations sur le taux de rendement des collèges et la fourniture d'un soutien académique. L'étude a utilisé un plan d'étude de cas. Les participants étaient des services de soutien aux étudiants et du personnel universitaire du collège la selection TVET. Une technique d'échantillonnage raisonné a été utilisée pour sélectionner les participants à cette étude. Des entretiens semi-structurés ont été enregistrés et transcrits. Une analyse thématique des données a été utilisée pour analyser les données. Les thèmes utilisés étaient dérivés des objectifs de la recherche et ceux-ci étaient ensuite divisés en catégories et sous-catégories. L'étude a révélé qu'il existe divers facteurs qui influent sur le rendement scolaire des élèves et le taux de rendement, tels que les antécédents familiaux des élèves, les difficultés scolaires, la faible fréquentation des classes, les mauvaises infrastructures, le manque de possibilités de développement professionnel, le manque d'orientation professionnelle, le manque de soutien scolaire. et la pénurie de personnel SSS. L'étude a également révélé que les étudiants n'utilisent pas les services de soutien aux étudiants en raison du manque d'informations sur l'unité SSS que le collège. Sans programmes de soutien scolaire appropriés, les étudiants ne réussiront probablement pas sur le plan scolaire. Divers défis entravent l'utilisation efficace des services de soutien scolaire, notamment le manque de personnel qualifié, le manque de personnel, la faible hiérarchisation des programmes de soutien scolaire par la direction du collège et le temps d'accès limité. Il est nécessaire que le collège établisse des liens avec les principales parties prenantes telles que les autres collèges de l'EFTP, le Département de l'éducation de base afin d'avoir une plateforme pour partager des informations vitales sur le soutien académique. Le chercheur est d'avis qu'un personnel plus qualifié et plus inscrit devrait être embauché pour renforcer la prestation d'un soutien scolaire aux étudiants. L’administration des tests d’admission des étudiants devrait être améliorée et les résultats des tests devraient être accessibles 24 heures sur 24. La direction du collège devrait montrer son engagement envers le bien-être des étudiants en priorisant et en reconnaissant le soutien scolaire des étudiants comme étant essentiel à la réussite scolaire des étudiants. / Educational Leadership and Management / M. Ed. (Education Management)