The 2012 Integrated Early Childhood Development (IECD) curriculum recently introduced in all Botswana government preschools was examined by this study. To guide the findings of this study the literature addressing the effective preschool curriculum implementation strategies was reviewed. Furthermore, structured interviews, non-participant observations and documents review were conducted in line with the qualitative phenomenological research approach. Specifically, teachers from three preschools implementing the 2012 IECD curriculum framework were interviewed to obtain their views with regard to its implementation. The data collected from the interviews was thematically analysed and triangulated with that from the observations and documents. The findings of this study showed that even though the teachers were generally satisfied with their different levels of training, they were concerned about the limited duration of in-service training as well as the course content that did not address their unique needs and those of their supervisors. Consequently, effective IECD curriculum implementation was negatively affected by lack of effective supervision as well as lack of teaching resources and other forms of support. Drawing from the findings of this study, recommendations were made and teacher training guidelines were developed. The guidelines were informed by the SCLT (teacher training) and CoP (formation of partnerships) theories. The implications of this study are that the suggested training guidelines would promote teacher efficacy facilitated by proper teacher training strategies and they will hopefully motivate the formation of working partnerships. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The Department of Basic Education has a duty of ensuring that all children enjoy free and equal access to basic education despite their socio-economic status and backgrounds. The South African constitution also recognises universal access to quality primary education as a fundamental human right. This compels the Department of Basic Education to ensure that every child is provided with basic primary education at no cost, hence the expansion of no-fee schools and the National Schools Nutrition Programme. In an attempt to fulfil the Millennium Developmental Goal 2, which advocates for the provision of equal access to primary education, the multi-grade teaching practice was then introduced to ensure the provision of education to children in sparsely-populated and rural communities. However, this type of teaching practice comes with myriad difficulties which teachers face as they manage curriculum delivery. This study, therefore, seeks to examine the various difficulties that teachers face as they have to deal with multi-grade teaching and how they overcome those difficulties. The literature revealed that multi-grade teaching is not limited to the South African situation alone, but a global phenomenon practised in both developing and developed countries. It also emanates from the literature that multi-grade teaching, if used correctly and effectively could yield positive results. The study adopted a qualitative research approach. This study follows a case study design. Following that the study adopted the qualitative research approach, data collection tools linked to the approach were used and included: Interviews, document review and observations. A principal, teacher and parent from three schools managing difficulties associated with multi-grade classes were purposively sampled. The research findings, based on the interviews, document review, observation and the literature reviewed revealed that the insufficient backing from the Department of Basic Education, heavy workload of teachers and general shortage of teaching staff are some of the difficulties that teachers in multi-graded schools have to grapple with. Based on the findings, the researcher concludes that the dearth of intervention from the Department of Basic Education hugely affects the effective curriculum delivery in multi-graded schools. To mitigate the identified difficulties, the researcher recommended that a different post-provisioning norm and funding model for the multi-graded schools be experimented with.

PhD (Public Health) / Department of Public Health / Background: South Africa continues to struggle with the high prevalence of Human Immunedeficiency Virus and Acquired Immune deficiency Syndrome. Young people of the university going age are the most affected by this disease. The higher education sector, particularly teachers, are well placed to mitigate this pandemic through teaching and learning. Despite the fact, that a lot has been written on the need to integrate HIV/AIDS content into curricula very few institutions of higher learning are heeding the call mainly due to lack of guidance on how to integrate HIV/AIDS content. Aim:The aim of the study was to develop a framework that facilitate integration of HIV/AIDS content into university curricula. Methods: This cross-sectional study employed quantitative methodology and was conducted in two phases : Data was collected using different methods such as cross sectional surveys, content analysis and systematic reviews. For cross sectional surveys the target population included teachers and students and they were selected using systematic and purposive sampling respectively. The study setting was University of Venda. Data were analysed using SPSS, version 23. Multiple logistic regression and chi-square tests (χ2) were employed to determine the associations. Results: The thesis comprises five interdependent studies. Study one: A systematic review of peer-reviewed journals and grey literature of HIV/AIDS programmes in higher education was conducted. It was found that HIV/AIDS content was integrated mainly into existing , compulsory, undergraduate modules, health sciences disciplines focused on basic facts about HIV/AIDS. The HIV/AIDS content was taught using classroom based teaching strategies. Study two: A quantitative content analysis, to gauge the extent of HIV/AIDS integration into the curricula in various departments at Univen was conducted. The results of this study suggest that HIV/AIDS content was limited as only 68 modules/courses out of 1979 had HIV/AIDS content in different disciplines across all eight schools at the university. Study three: A survey was conducted to assess the knowledge, attitudes and practices of students towards learning about HIV/AIDS content among 340 students . The study found out that majority of the students possessed high knowledge about HIV/AIDS, though they had misconceptions about HIV transmission routes. Further they supported the introduction of formal teaching and learning about HIV/AIDS in their disciplines and very few students were taught about HIV/AIDS in their studies. Study four: A survey was conducted to assess knowledge, attitudes and practices of teachers towards teaching and learning of HIV/AIDS content in the curriculum among 240 teachers . The results showed that the majority of teachers were knowledgeable about HIV/AIDS , had positive attitudes towards the teaching and learning of HIV/AIDS content in the curriculum and very few taught about HIV/AIDS. Study five: Data from the study findings, literature and analysis of the curriculum were integrated within Information ,Motivation and Behaviour Model to develop the proposed framework for integrating HIV/AIDS content. Conclusion: The purpose of the study was to develop a framework that facilitates the integration of HIV/AIDS content into the undergraduate curriculum. The proposed framework in this study may assist HEIs, faculties and teachers to integrate HIV/AIDS content formally into their curriculum and ensure that various academic departments can integrate HIV/AIDS-related issues into the undergraduate curricula. The framework outlines HIV/AIDS competencies for different levels of study in various disciplines and its adoption may assist HEIs in producing graduates who can survive and work in a world ravaged by HIV/AIDS. In order to implement the proposed framework for integration of HIV/AIDS content into undergraduate curricula, recommendations were made. / NRF

Thesis (M.Ed. (Adult Education)) -- University of Limpopo, 2017 / This study highlights the importance of effective curriculum implementation at a Public Adult Learning Centre in a rural community in Limpopo Province. The purpose of the study was to explore the curriculum implementation facing Mbetana Public Adult Learning Centre (MPALC) with the view to recommend appropriate strategies to improve the centre’s curriculum implementation capabilities. Since the study was premised on the interpretivist paradigm, a qualitative research approach was employed to give a detailed account of the curriculum implementation challenges from the perspective of people with lived experiences of MPALC’s curriculum implementation dynamics. The participants which include six learners, the Centre Manager and two facilitators, were chosen using the purposive sampling method. Purposive sampling was preferred because it gave the researcher an opportunity to target participants deemed to possess authentic accounts of MPALC’s curriculum implementation dynamics. Multiple data sources inclusive of silent observations, semi-structured interviews and document analysis were used to gather data. The study found out that the acute shortage of textbooks and stationery, absence of fit-for purpose learning infrastructure, low employee morale due to poor working conditions, inappropriate teaching methods, and the insensitive use of the English language regardless of the learners being predominantly Tsonga speaking people are some of the challenges that hampered the effective implementation of the curriculum guidelines at MPALC. The study recommends that the Department of Higher Education and Training (DHET) should partner with private companies through the public-private partnership frameworks with the view to improve the MPALC’s operating and financial leverage

Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / South African educators have experienced problems understanding and implementing various previous curriculum policies such as Curriculum 2005 and the Revised National Curriculum Statement. These problems have made it necessary for the Department of Basic Education (DBE) to introduce the national Curriculum and Assessment Policy Statements (CAPS) in 2012. The purpose of this study was to explore the challenges experienced by secondary school teachers in implementation of CAPS in Mankweng Circuit of Limpopo Province. This qualitative study conducted at two secondary schools in Mankweng Circuit, Limpopo province aimed to  Identify resources needed by secondary school teachers in Mankweng Circuit on the implementation of Curriculum and Assessment Policy Statement.  Investigate the kind of training the Department of Basic Education provides to secondary school teachers in Mankweng Circuit when implementing Curriculum and Assessment Policy Statement.  To investigate how secondary school teachers conduct assessment when implementing Curriculum and Assessment Policy Statement.  Identify mechanisms that are used by secondary school teachers in the implementation of the Curriculum and Assessment Policy Statement. The study embedded within interpretivist paradigm. It also adopted a qualitative approach and the case study design was employed, where document analysis, semi structured interviews and observations were data-collection instruments used. Two secondary schools with their respective school heads were purposefully selected to participate in the study. Two principals, six Heads of Department and Eight teachers comprised the purposefully selected participants. Data collected from document analysis, semi structured interviews and observations revealed that while educators welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames, they however experienced challenges related to CAPS implementation, quality and the amount of training, inadequate resources, increased assessment activities and the impact of rapid pace of the curriculum on teaching and learning. Based on these results, recommendations are made for the improvement of the implementation of CAPS. The study findings revealed that while teachers welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames, they however experienced challenges related to the quality and the amount of training, inadequate resources, increased assessment activities and the impact of rapid pace of the curriculum on teaching and learning. Based on these results recommendations are made for the improvement of the implementation of CAPS. The implication of this study is that, CAPS is a viable policy in theory, but its implementation is erroneous, from the planning stage to the implementation stage. Key resources, for example, suitable human resources, infrastructure, textbooks were not taken into serious consideration.

The general purpose of this investigation is to examine the values of print making as compared with drawing and painting in their respective relationships as a part of the junior-high-school art program. The specific purposes of the investigation are: 1. To determine the values which are common to both the print-making arts and the drawing-painting arts. 2. To discover the values which are unique in the print-making arts. 3. To determine which of the print-making processes belong in the junior high school. 4. To recommend the grade placement and limitations of print-making for the junior high school. A conservative general conclusion, based upon objective evidence, can safely be drawn to the effect that in all phases of the learning experiences print making was found to be as valuable as painting and drawing. Its values were compared with respect to specific art development, to general educational growth, to socialization, and to character training.

一直以來，職業教育的使命，是為幫助青少年提升未來就業及社會所需的能力，同時讓他們由學校教育過度至就業階段作好準備。隨着全球經濟環境在迅速轉變，知識成為衡量勞工價值的工具。香港的高中職業教育提供的適切性受到質疑，認為職業教育應結合知識的學習與能力的培養。直至2003年，應用學習課程引入高中教育階段，課程兼備職業知識與能力的培養，為學生提供更多元化的學習機會，並為他們在學術及職業方面都提供了進階途徑。職業課教師透過其教師實踐與師生互動的過程，直接影響着學生的升學及就業抉擇。本研究試圖去理解如何培養學生的可就業能力時，不能不從教師的角度去理解他們對培養可就業能力的看法，與適用於職業教育的教學法。 / 本研究發現，縱使高中的職業教育得以發展，修讀的人數一直較預期的少，且多是由一些學業成績差及學習動機弱的學生選讀。就應用學習而言，第三組別學校基於成本效益的考慮，也不會向學生積極推廣應用學習課程。加上外判式教育提供的方式，使導師的教學質素良莠不齊，標誌着中學職業教育的發展正處於邊緣化的狀態。 / 對於能力的理解與培養的看法，「美容學基礎」及「旅遊與款待」的教師皆認為，溝通能力是相關行業內最重要的能力元素。畢竟旅遊與款待業及美容業均存在獨特的專業性，各科教師對其相關行業的可就業能力的理解也有異。要成為美容師就需具備自我推進的能力，而從事旅遊與款待業，就需具備學習能力以適應不斷轉變的工作環境。這些分析發現不但為建立香港的可就業能力架構提供了參考基礎，還顯示了基本知識與能力的學習對發展出自我推進及學習能力扮演着關鍵的角色。然而，教師對於能力為本及問題為本教學取向中，重視解難能力及自主學習能力的培養，關注比較不足。 / Historically, vocational education has borne the mission to improve the skills of young people for work and life and to remain relevant to the shifting needs of young people in school-to-work transitions. In alignment with the recent global economic changes, knowledge is now seen as a defining characteristic of valuable workers. The appropriateness of the vocational education in senior secondary schooling is questioned in the light of the changing work environment and the need in the future for knowledgeable and competent workers. In Hong Kong, curricula in vocational courses are also expected to incorporate an emphasis both on knowledge and on the development of competences in relation to that knowledge. In order to comply, Applied Learning with curricula providing a knowledge base and offering breadth for the development of various generic skills was then launched in 2003 to provide young people with diversified learning opportunities for further studies and work. Through teaching and social interaction with students, vocational teachers exercise the form of agency to influence students on the plans and decisions of school-to-work pathways. As this thesis intends to explore how employability skills are nurtured in the course of teaching, the study is focused on teachers’ perceptions about nurturing students’ employability skills and the appropriate teaching pedagogy to adopt for vocational education. / Although the development of vocational education in senior secondary schooling was noticeable, it was not popular and tended to attract fewer students than expected. The low academic achievers and students of less motivation comprised the majority of students. Even the low banding schools did not promote Applied Learning due to concerns about cost effectiveness. The practice of outsourcing the teaching responsibilities to external agencies caused the inconsistency of teaching standards across the course delivered. All these signified the marginalized status of vocational education in secondary schooling. / Regarding teachers’ perceptions about nurturing students’ employability skills, both instructors of “Fundamental Cosmetology and school teachers of “Tourism and Hospitality identified communication skills as the most important competence for the novice in the beauty industry, tourism and hospitality industries. There still was a demand for distinct competences for different workplaces. Cosmetologists were required to obtain a sense of responsibility with a shown desire to improve. Those who intended to work in tourism and hospitality were expected to learn how to help themselves better adapt to the changing needs of the workplace. These findings not only were construed as a basis to develop the employability skills framework in Hong Kong, but also revealed that learning basic knowledge and skills in schools played a key role in helping students to develop the above competences. Nevertheless, vocational teachers should raise their awareness of nurturing students’ problem-solving skill and self-regulated learning that is the pedagogical objective of the competency-based and problem-based instructional approaches to achieve. / For understanding the teaching pedagogy of vocational education, instructors of “Fundamental Cosmetology basically adopted the primitive apprenticeship approach to teaching and focused mainly on the practical skills of the related profession. They were experienced practitioners in the beauty industry and could frame the classroom activities and skills practices by its work culture; whereas school teachers of “Tourism and Hospitality emphasised preparing students for achieving high grades in the public examination. They even tried to foster learning through organizing various creative, authentic activities such as a virtual enterprise programme, tour guide training and a practice programme. Students were inspired to learn knowledge, knowledge application and pay more attention to obtain competences. These findings showed that school teachers could construct the authentic school learning environment in the sense sharing a similar work culture in workplace. However, school teachers were overloaded with administration work, and diverted by those trivial and unnecessary non-teaching tasks. They needed to spare time for a more productive and effective teaching approach and for nurturing students’ complex reasoning skills. / Our research indicated that teachers faced great problems in motivating the low-motivated students due to the marginalized status of vocational courses. Teachers organized the authentic activities that were used concrete problems as a context for students to learn. However, the essence of problem-based pedagogical approach emphasizes the ideals of deep, sustained and self-directed learning through exposure to authentic problems. This creates a more stimulating learning environment and cultivates in students problem solving skill and other high order thinking skills. The findings of this study show that vocational teachers need to underscore the positive results of incorporating problem-based learning into curriculum development. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 在教與學的理解上，美容導師採用傳統的學徒學習模式，以職業實用技能為主要的教學內容。由於導師具有豐富的美容工作經驗，她們能營造具有工作文化的真切活動。相反地，旅遊教師則是考試主導教學，主要協助學生爭取良好公開試成績。他們甚至安排一些具創意的真切活動如成立虛擬旅行社、領隊訓練與實習計劃，以引導學生學習知識、知識的應用與關注能力的培養。本研究發現學校的學習是可以透過安排真切活動而提供職場學習的工作文化體驗。不過，學校教師的行政與非教學工作繁重，確實需要釋放教學空間以發展新的教與學環境，讓學生達致有效的學習，同時培養不同的高階思維。 / 從受訪教師描述的教學狀況分析，發現教師基於職業課程收取學習動機較弱的學生，為了提升他們的學習興趣，費盡心思安排的真切活動，重視提供情境導向，但在形式以外，如何深化問題為本課程強調的學生的自主學習，自行界定討論問題，重視學習過程中培養學生解難能力等方面。本研究建議可進一步深化以上方面的思考。 / 陳家兒. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 301-316). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Chen Jia'er. / 摘要 --- p.I / Abstract --- p.II / 目錄 --- p.IV / 圖表目錄 --- p.VIII / Chapter 第一章 --- 導論 --- p.1 / Chapter 第一節 --- 研究背景 / Chapter 一、 --- 工作改變與可就業能力的培養 --- p.1 / Chapter 二、 --- 應用學習 --- p.25 / Chapter 第二節 --- 研究目的 --- p.27 / Chapter 第三節 --- 研究問題 --- p.28 / Chapter 第二章 --- 文獻綜述 / Chapter 第一節 --- 技能發展 / Chapter 一、 --- 技能概念的爭議 --- p.30 / Chapter 二、 --- 技能發展的趨勢 --- p.32 / Chapter 第二節 --- 職業教育的發展概況 / Chapter 一、 --- 國際上中學職業教育的發展概況 --- p.43 / Chapter 二、 --- 香港的中學職業教育發展概況 --- p.47 / Chapter 第三節 --- 中學職業教育的教與學 --- p.50 / Chapter 一、 --- 教與學的背景理論 --- p.51 / Chapter 二、 --- 教學法與教學內容的關係 --- p.63 / Chapter 三、 --- 職業教育的教與學 --- p.68 / Chapter 四、 --- 職業教育課程的最新發展 --- p.92 / Chapter 五、 --- 普通教育與職業教育的融合 --- p.93 / Chapter 第四節 --- 資歷架構的發展 / Chapter 一、 --- 資歷架構發展的背景 --- p.96 / Chapter 二、 --- 香港的資歷架構發展概況 --- p.100 / Chapter 三、 --- 總結 --- p.104 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 研究的概念架構 --- p.105 / Chapter 第二節 --- 具體研究問題的闡述 --- p.106 / Chapter 第三節 --- 研究法 / Chapter 一、 --- 質化研究的取向 --- p.107 / Chapter 二、 --- 研究法的確定 --- p.108 / Chapter 第四節 --- 研究對象及選取 / Chapter 一、 --- 職業課程的選取 --- p.109 / Chapter 二、 --- 訪談對象的選取 --- p.112 / Chapter 第五節 --- 資料收集的方法 --- p.114 / Chapter 第六節 --- 資料的整理與分析 --- p.115 / Chapter 一、 --- 閱讀原始資料 --- p.116 / Chapter 二、 --- 在資料中尋找意義 --- p.116 / Chapter 三、 --- 編碼 --- p.116 / Chapter 四、 --- 歸類 --- p.116 / Chapter 第七節 --- 研究意義 --- p.117 / Chapter 第八節 --- 研究限制 --- p.118 / Chapter 第四章 --- 「職業教育發展」、「美容學基礎」與「旅遊與款待」的概述 / Chapter 第一節 --- 香港中學職業教育的發展概況 --- p.120 / Chapter 第二節 --- 應用學習課程 --- p.128 / Chapter 一、 --- 發展概況 --- p.128 / Chapter 二、 --- 應用習的發展分析 --- p.130 / Chapter 第三節 --- 「美容學基礎」的概述 --- p.133 / Chapter 一、 --- 學習目標 --- p.134 / Chapter 二、 --- 課程大綱 --- p.136 / Chapter 三、 --- 教與學 --- p.139 / Chapter 四、 --- 施行模式 --- p.140 / Chapter 五、 --- 評估 --- p.141 / Chapter 六、 --- 學歷認證 --- p.142 / Chapter 第四節 --- 「旅遊與款待」的概述 --- p.143 / Chapter 一、 --- 宗旨與目標 --- p.143 / Chapter 二、 --- 課程大綱 --- p.144 / Chapter 三、 --- 教與學 --- p.145 / Chapter 四、 --- 評估 --- p.146 / Chapter 五、 --- 升學及就業的銜接 --- p.147 / Chapter 第五章 --- 教師對能力的理解及能力教授的意識 / Chapter 第一節 --- 教師對科目相關行業的能力的理解 --- p.149 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--能力是緊繫於科本與基本知識 --- p.149 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--尤其重視工作關能力與態度 --- p.153 / Chapter 三、 --- 教師對科目相關行業的能力的看法--旅遊業與款待業vs美容業 --- p.155 / Chapter 第二節 --- 能力與知識的微妙關係 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--培養能力是學習科本知識的副產品 --- p.156 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--能力與成績沒有必然關係 --- p.158 / Chapter 三、 --- 對能力的理解主哉能力的培養--「旅遊與款待」vs「美容學基礎」 --- p.160 / Chapter 第三節 --- 教師對教授能力的看法與實踐 / Chapter 一、 --- 「旅遊與款待」教師沒有刻意去培養能力 --- p.161 / Chapter 二、 --- 「美容學基礎」導師有計劃地從活動中培養能力 --- p.164 / Chapter 三、 --- 能力的教授--沒有刻意的培養vs有計劃的培養 --- p.167 / 本章結語 --- p.168 / Chapter 第六章 --- 主導教師教學的主要元素 / Chapter 第一節 --- 一切從教師對課程的理解開始 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--課程屬入門理論並需配合考試的評核要求 --- p.174 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--課程需配合文憑試及銜接資歷架構 --- p.178 / Chapter 三、 --- 教師對課程的理解--「旅遊與款待」vs「美容學基礎」 --- p.181 / Chapter 第二節 --- 個人的知識及經驗影響對教學的理解 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--沒有相關學歷與工作經驗，勝在有興趣與教學熱誠 --- p.182 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--有相關學歷及工作經驗，享有高度的課程與度 --- p.185 / Chapter 三、 --- 個人的知識及經驗影響對教學的理解--「旅遊與款待」vs「美容學基礎」 --- p.187 / Chapter 第三節 --- 學生的學習期望對教師教學的影響 / Chapter 一、 --- 「旅遊與款待」的學生--少談心，多談不用讀與成績 --- p.188 / Chapter 二、 --- 「美容學基礎」的學生--想學一技之長有助就業，滿足個人需要 --- p.197 / Chapter 三、 --- 學生的學習期望與對教師教學的影響--「旅遊與款待」vs「美容學基礎」 --- p.204 / Chapter 第四節 --- 學校政策的兩面刃 / Chapter 一、 --- 「旅遊與款待」--選修、必修、退修 --- p.205 / Chapter 二、 --- 「美容學基礎」--沒有一刻不被邊緣化 --- p.208 / Chapter 第五節 --- 主導教師教學的元素 / Chapter 一、 --- 「旅遊與款待」--一切以考試主導 --- p.211 / Chapter 二、 --- 「美容學基礎」--大多以職業技能為主導 --- p.212 / 本章結語 --- p.214 / Chapter 第七章 --- 職業相關課程的教與學 / Chapter 第一節 --- 教學內容重心 / Chapter 一、 --- 「旅遊與款待」教師：考試主導、成績為先--教授學科理論知識與應試技巧是最重要 --- p.223 / Chapter 二、 --- 「美容學基礎」教師：大多以職業技能為主導--職業技能訓練是教學的重心 --- p.227 / Chapter 三、 --- 教學內容重心：總離不開基礎知識與能力的元素 --- p.233 / Chapter 第二節 --- 教學取向 / Chapter 一、 --- 「旅遊與款待」教師：考試主導、成績為先--所教知識是切身的、重複鍛鍊語文表達力 --- p.234 / Chapter 二、 --- 「美容學基礎」教師：職業技能為主導--保留傳統師徒式的職業技能傳授 --- p.250 / Chapter 三、 --- 「旅遊與款待」與「美容學基礎」--情境學習與營造工作文化的啟示 --- p.263 / 本章結語 --- p.265 / Chapter 第八章 --- 結論 / Chapter 第一節 --- 本研究的主題 / Chapter 一、 --- 中學職業教育的發展困局 --- p.272 / Chapter 二、 --- 中學職業教育的教學問題 --- p.275 / Chapter 三、 --- 可就業能力培養的問題 --- p.279 / Chapter 第二節 --- 本研究的理論貢獻 / Chapter 一、 --- 回應可就業能力的討論 --- p.283 / Chapter 二、 --- 中學職業教育的教學法 --- p.285 / Chapter 第三節 --- 本研究的實踐意義 / Chapter 一、 --- 香港中學推行職業教育的政策建議 --- p.294 / Chapter 二、 --- 中學職業教育的教學實踐建議 --- p.297 / Chapter 第四節 --- 研究限制 --- p.299 / Chapter 第五節 --- 未來研究方向 --- p.300 / 參考書目 --- p.301 / Chapter 附錄一： --- 訪談提綱 --- p.317 / Chapter 附錄二： --- 1863年至2010年12月香港職業教育/中學職業教師發展大事紀錄 --- p.318

Considering that Mpumalanga province has a large petrochemical plant owned by a multinational company that runs and owns mines, the province should abound with employment opportunities for Technical and Vocational Education and Training (TVET) college graduates, especially those from the local Gert Sibande TVET College. However, students with TVET college qualifications struggle to attract employment. Therefore, this study explored the question, “What can TVET providers in Mpumalanga do to enhance students’ employability?” The research was conducted in a selected TVET college in the province. The study employed a qualitative approach and an interpretive paradigm. Data were collected using semi-structured interviews, focus groups and document analysis. The identities of all respondents were protected. Upon analysis of the results, several measures that the TVET college, stakeholders and employers could employ, emerged. There was a lack of proper skills for graduates, qualifications without relevance and employers hardly acknowledging the TVET college qualifications. Some of the recommendations made include collaboration, relationship building between stakeholders and revision of the National Certificate (Vocational) [NC-(V)] curriculum. Topics for future research are also suggested. / Educational Management and Leadership / M. Ed. (Education Management)

Abstract is in English, Zulu and Afrikaans / South Africa is facing a challenge regarding the shortage of South African (SA) engineers. The National Certificate (Vocational) (NC(V)) was introduced by Department of Education (DoE) in 2007 to address this challenge. However, there has been a cry and dissatisfaction from the government, industry, community and other stakeholders that NC(V) engineering curriculum is not addressing the shortage of engineers. SA has one engineer per 2 600 people compared to international norms, where one engineer serves 40 people. It has been ten years since the introduction of NC(V) curriculum, SA should not be in this state of importing engineers if the NC(V) engineering is achieving the goals of National Development Plan 2030. Since lecturers are the implementers of the NC(V) engineering curriculum, it was necessary to investigate their experiences in search for improvement of the curriculum and to find out the challenges facing lecturers which are hindering the success of this curriculum. Lecturers, Senior Lecturers and a Head of Department (HoD) as the primary implementers of the engineering curriculum were involved in the study as participants. There were 15 participants for this study who are lecturing in one selected college but at two different campuses which is why the qualitative research approach was employed, making use of a multiple case study. They took part in semi-structured individual interviews and shared their experiences with the researcher. Their experiences revealed that lecturers are experiencing challenges with the implementation of NC(V) engineering curriculum. Their main challenge was the minimum requirement, which is a Grade 9 pass. Their concern was that no matter what they try, a learner who has not mastered Mathematics up to Grade 12 will struggle with engineering subjects. Emanating from this challenge, low attendance rate, low pass rate, low throughput rate and high drop-out rate is experienced by participants every year. One of the aims of the Transformative Learning Theory (used as one of the theories in the theoretical framework) is to allow lecturers to identify challenges and design improvement plans on their own. This study has indicated that Technical Vocational Education and Training (TVET) colleges have challenges that are hindering teaching and learning. It was evident that some lecturers believe that government officials should resolve such challenges. However, on engaging with different lecturers they realised that they have the capacity to address classroom-based challenges. If this can be the case in every college, teaching and learning will improve because that will mean lecturers are focusing on teaching and learning and taking ownership of their subjects and students. The governance challenges, such as reviewing the NC(V) curriculum yearly, provide subject specific training to upskill lecturers and implementing Work Integrated Learning (WIL) in the professional development of lecturers were recommended to be addressed by the Department of Higher Education and Training (DHET). / INingizimu Afrika ibhekene nenselelo mayelana nokusweleka konjiniyela. Uhlelo lwemfundo iNational Certificate (Vocational) (NC(V)) lwethulwa wuMnyango wezeMfundo ngonyaka ka 2007 ukuze uxazulule le nkinga. Yize-kunjalo kuye kwaba khona ukungagculiseki ngasohlangothini lukahulumeni, lwezimboni, lomphakathi kanye nakwezinye izinhlaka ezidlala indima yenkinga yokuntuleka konjiniyela. INingizimu Afrika (SA) inonjiniyela oyedwa kubantu abayi 2 600 uma iqhathaniswa nezinga lomhlaba lokuthi unjiniyela oyedwa kufanele ibhekane nabantu abayi 40. Sekudlule iminyaka eyishumi selokhu kwethulwa lezi zinhlelo, ngakho-ke, iSA akufanele izithole isesimeni sokudinga onjiniyela abavela ngaphandle uma ngabe izinhlelo ezikhona ziyanceda ekufinyeleleni izimpokophelo zoHlelo lwezokuThuthukisa iZwe National Development Plan 2030. Njengoba abafundisi bangabaqhubi bezinhlelo zobunjiniyela, phecelezi NC(V), nokho sasikhona isidingo sokuphenya lokho abahlangabezana nakho ukuze kuthuthukiswe izinhlelo futhi kuvunjululwe izinselele ezibhekene nabafundisi, okuyizinselele ezikhinyabeza impumelelo yalezi zinhlelo. Abafundisi, abafundisi abaphezulu kanye neziNhloko zoMnyango Head of Department (HoD) njengabaqhubi bokuqala bezinhlelo bebebambe iqhaza kulolu cwaningo. Abadlalindima abayi 15 bebefundisa kwikholeji ekhethiwe, kodwa emagatsheni amabili ehlukene, lokho okwenza isizathu kusetshenziswe uhlelo locwaningo oluzinze kwizingxoxo, ngokusebenzisa izinhlobonhlobo zocwaningo lotho. Kwenziwe izinhlolovo ezimbaxambili zocwaningo kanti abadlalindima bavezele umcwaningi ulwazi lwabo. Baye baveza ukuthi behlangabezene nezingqinamba uma besebenzisa izinhlelo zobunjiniyela NC(V). Inselele enkulu abahlangabezene nayo kuye kwaba yisidingo sokuphumelela uGreyidi 9. Inkinga enkulu yabo ukuthi bethi bezama ngamandla kulokho abakwenzayo, umfundi owehluleke esifundweni seMethamethiki ukufikela kuGreyidi 12 uzohlangabezana nobunzima ukuze aphumelele ezifundweni zobunjiniyela. Okubhebhethekiswa yile nselele, yizinga eliphansi labafundi abahambela lesi sifundo, izinga eliphansi labafundi abaphumelelayo kanye nezinga eliphezulu labafundi abayeka ukufunda njalo nje ngonyaka. Enye yezinhloso zethiyori yemfundo eguqulayo (used as one of the theories in the theoretical framework) ukuvumela abafundisi ukuba bakwazi ukubona izinselele futhi badizayine izinhlelo zokuzithuthukisa ngokwabo. Lolu cwaningo luye lwaveza ukuthi amakholeji. Phecelezi Vocational Education and Training (TVET) colleges ahlangabezene nezinselele eziphazamisa uhlelo lokufunda nokufundisa. Kuye kwacaca ukuthi abanye abafundisi babekholelwa ekutheni abasebenzi bakahulumeni kufanele baxazulule izinselele ezinjengazo lezi. Yize-kunjalo, ngemuva kokuxoxisana nabafundisi abahlukahlukene, baye bazwisisa ukuthi banamandla okuqeda izinselele ezisemagunjini okufunda. Uma ngabe lokhu kuyenzeka ngempela kuwo wonke amakholeji, ngakho-ke uhlelo lokufunda nokufundisa luzothuthuka ngoba lokho kuzochaza ukuthi abafundisi bagxile ohlelweni lokufunda nokufundisa kanti ngokunjalo baba yibo abalawula izifundo kanye nabafundi babo. Izinselele zokuphatha, ezinjengokubuyekezwa kohlelo lwemfundo, phecelezi NC(V) njalo nje ngonyaka, lunikeza ukuqeqeshwa okuthile okuthuthukisa abafundisi. Ukulandela uhlelo lwemfundo oluhlangene nomsebenzi olumayelana nokuthuthukiswa ngokomsebenzi wabafundisi kuyinto enconywe ukuba ilungiswe uMnyango weMfundo ePhakeme kanye nokuQeqeshwa (Department of Higher Education and Training). / ʼn Tekort aan ambagslui staar Suid-Afrika in die gesig. Om hierdie rede het die Departement van Onderwys in 2007 die Nasionale Sertifikaat (Beroepsgerig) (NS(B)) ingestel. Tot die ontevredenheid van die regering, die bedryf, die gemeenskap en ander belanghebbendes vul hierdie kurrikulum nie die tekort aan nie. In Suid-Afrika is daar een ambagspersoon vir elke 2 600 mense teenoor die internasionale norm van een ambagspersoon per 40 mense. Hierdie kurrikulum is meer as tien jaar gelede ingestel en SA moet tans ambagslui invoer. Die oogmerke van die Nasionale Ontwikkelingsplan 2030 word dus nie verwesenlik nie. Aangesien dosente die NS(B) kurrikulum vir werktuigkundiges implementeer, moes hulle belewenisse ondersoek en hulle probleme bepaal word om die kurrikulum te verbeter. Dosente, senior dosente en departementshoofde, as die implementeerders van hierdie kurrikulum, het aan die studie deelgeneem. Die 15 deelnemers is verbonde aan een kollege wat twee kampusse het. Daarom is ʼn kwalitatiewe navorsingsbenadering gevolg en ʼn veelvuldige gevallestudie gebruik. ʼn Halfgestruktureerde onderhoud is met elke deelnemer gevoer. Uit die onderhoude blyk dat dosente moeite met die implementering van die NS(B) kurrikulum ondervind. Die grootste struikelblok is die minimumvereiste van Graad 9. Al doen hulle ook wat, ʼn leerder wat nie Graad 12-wiskunde geslaag het nie, sal tegniese vakke nie kan bemeester nie. Afgesien hiervan is die bywonings- en slaagsyfer sowel as die omset jaar na jaar laag en die uitsaksyfer hoog. Die transformatiewe leerteorie is deel van die teoretiese raamwerk. Die oogmerk hiervan is dat dosente self probleme aantoon en met verbeteringsplanne kom. In hierdie studie is bevind dat kolleges vir tegniese beroepsgerigte onderwys en opleiding (TBOO) met probleme te kampe het wat onderrig en leer belemmer. Sommige dosente is van mening dat staatsamptenare hierdie probleme moet oplos. Ná gesprekke het talle dosente egter besef dat hulle oor die vermoë beskik om self hulle klaskamerprobleme op te los. As dit van alle kolleges waar is, sal onderrig en leer verbeter omdat dosente hulle op onderrig en leer sal toespits en vir hulle vakke en studente verantwoordelik sal wees. Vakopleiding word gegee om aan bestuursprobleme, soos die jaarlikse hersiening van die NS(B)-leerplan, die hoof te bied. Daar word aanbeveel dat die Departement van Hoër Onderwys en Opleiding toesien dat werkgeïntegreerde leer deel uitmaak van dosente se professionele ontwikkeling. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The relationship between religion (Church) and education (State) through religious education (RE) in Zambia has passed through different stages of development. During the missionary period (1883/1890- 1924), RE was, naturally, offered in the form of Religious Instruction (RI) and was thus fully denominational and confessional. Despite some general improvements in the provision of education, the subject remained largely confessional at the end of the colonial period (1925 - 1964). After Independence, the confessional model of the subject was inherited and continued throughout the First Republic (1964 - 72) and part of the Second Republic (1973 - 90). However, as a result of educational reforms started in the mid 1970s, RE became more educational by adopting an approach that was partly confessional and partly phenomenological from the mid 1980s. Despite new educational reforms in 1991/92 and after 1996, progressive development of RE as a curriculum subject seems to have been negatively affected by the state's self-contradictory declaration of Zambia as a Christian Nation in 1991. Thus the subject continued to be partly confessional and partly phenomenological during the Third Republic (1991 to date). While the state or Ministry of Education sees RE as a curriculum subject with educational aims like any other, research results show that many Zambians, especially members of different religious traditions, still see the subject as having confessional aims as well. However, since the country is pluralistic and democratic, RE in Zambia should continue developing in line with the constitutional values of religious and cultural freedom and the liberal national education policy provisions for spiritual and moral education. Thus the subject should go beyond its current unclear state of being largely confessional and partially phenomenological and become more educational; it should take the religious literacy and critical understanding model which takes both religious truth-claims and educational skills and understanding of religion seriously. To ensure this, a specific national policy which broadly outlines the nature and form of RE in schools needs to be put in place as a guide to all interest groups. / Religious Studies & Arabic / (D. Litt. et Phil. Religious Studies))