<p>This paper documents a case study of the Innovation and Development Divisions of two public FET Colleges. The research asked the following question: &lsquo / How do FET College educators explain the role and function of college occupational training units?&rsquo / </p>

<p>This paper documents a case study of the Innovation and Development Divisions of two public FET Colleges. The research asked the following question: &lsquo / How do FET College educators explain the role and function of college occupational training units?&rsquo / </p>

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / This paper documents a case study of the Innovation and Development Divisions of two public FET Colleges. The research asked the following question:How do FET College educators explain the role and function of college occupational training units. / South Africa

Since 2006 Further Education and Training (FET) Colleges have been recapitalised through massive government investment in order to improve infrastructure, implement a more relevant curriculum and assist college learners financially to gain access to the different learning programmes. A new curriculum with 11 programmes was introduced and implemented under the National Certificate Vocational (NCV). The results of the 2007 examinations, were disappointing and in general, the national performance of the learners was dismal. Policy requirements for certification and promotion to the next level stipulated that learners need to pass all 7 subjects in a programme. The main aim of the study was to identify variables that are the best predictors of academic success of first year FET students. Thus, if these predictors are considered during the admission process of first year FET students, it could lead to overall improved first year pass rate at FET Colleges and contribute towards the enhancement of human resources and economical development of our country. In order to achieve the research aim and objectives, a literature study and an empirical investigation were conducted. The literature study focussed on cognitive and non-cognitive factors that contribute to academic success of students at colleges. The empirical investigation departed from a positivist paradigm to determine which variables contributed the best towards the prediction of academic success of first year NCV Level 2 students at FET Colleges and a quantitative non-experimental, ex post facto approach was followed .The results of the General Scholastic Aptitude Test (GSAT), the Learning and Study Strategies Inventory – High School version (LASSI-HS), grade mark average and biographical details of the registered first year NCV Level 2 students of the Vuselela FET College (Potchefstroom and Klerksdorp campuses) in 2008 (n=309), were used to determine whether any of these variables significantly predicted the academic success of these students. The investigation revealed that: • None of the LASSI-HS scales were predictors of academic success of the first year NCV Level 2 students; • The GSAT (Total) was a predictor of academic success of these students; • None of the biographical variables, i.e. age or gender, were predictors of academic success; and • Grade mark average on students’ last school reports, was a predictor of academic success. These findings revealed that Grade mark average, and GSAT-(Total) (which is also an indication of intelligence quotient (IQ)) were the best predictors of academic success of first year NCV Level 2 students at the Potchefstroom and Klerksdorp campuses of the Vuselela FET College. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013.

Since 2006 Further Education and Training (FET) Colleges have been recapitalised through massive government investment in order to improve infrastructure, implement a more relevant curriculum and assist college learners financially to gain access to the different learning programmes. A new curriculum with 11 programmes was introduced and implemented under the National Certificate Vocational (NCV). The results of the 2007 examinations, were disappointing and in general, the national performance of the learners was dismal. Policy requirements for certification and promotion to the next level stipulated that learners need to pass all 7 subjects in a programme. The main aim of the study was to identify variables that are the best predictors of academic success of first year FET students. Thus, if these predictors are considered during the admission process of first year FET students, it could lead to overall improved first year pass rate at FET Colleges and contribute towards the enhancement of human resources and economical development of our country. In order to achieve the research aim and objectives, a literature study and an empirical investigation were conducted. The literature study focussed on cognitive and non-cognitive factors that contribute to academic success of students at colleges. The empirical investigation departed from a positivist paradigm to determine which variables contributed the best towards the prediction of academic success of first year NCV Level 2 students at FET Colleges and a quantitative non-experimental, ex post facto approach was followed .The results of the General Scholastic Aptitude Test (GSAT), the Learning and Study Strategies Inventory – High School version (LASSI-HS), grade mark average and biographical details of the registered first year NCV Level 2 students of the Vuselela FET College (Potchefstroom and Klerksdorp campuses) in 2008 (n=309), were used to determine whether any of these variables significantly predicted the academic success of these students. The investigation revealed that: • None of the LASSI-HS scales were predictors of academic success of the first year NCV Level 2 students; • The GSAT (Total) was a predictor of academic success of these students; • None of the biographical variables, i.e. age or gender, were predictors of academic success; and • Grade mark average on students’ last school reports, was a predictor of academic success. These findings revealed that Grade mark average, and GSAT-(Total) (which is also an indication of intelligence quotient (IQ)) were the best predictors of academic success of first year NCV Level 2 students at the Potchefstroom and Klerksdorp campuses of the Vuselela FET College. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013.

MPM / Oliver Tambo Institute of Governance and Policy Studies / See the attached abstract below

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Students graduate from Boland College after obtaining the National Certificates N4 – N6 in Tourism. I have been working at Boland College Stellenbosch Campus as a tourism lecturer for 12 years and over the past few years I have found that students have been struggling to find employment in the tourism industry on completion of their studies. The national tourism curriculum offered at FET colleges was implemented in 1995 with the last renewal in 2001 for selected subjects. The tourism industry, however, is a vibrant, ever-changing industry which stands in direct contrast with a static, needs-insensitive and unchanging curriculum. The aim of this study was to establish in which respects the current national tourism curriculum corresponds, or does not correspond, with what the tourism industry in Stellenbosch requires from entry-level employees in terms of expected skills, knowledge and attitudes. Qualitative methods were used to generate data from employers representing the tourism industry in Stellenbosch, graduates and lecturers from Boland College. Research participants were interviewed using semi-structured interviews. The data was analysed by doing verbatim transcriptions of the interviews, using coding and an Excel spread sheet analysis. The results revealed specific areas where the current national tourism curriculum does not correspond with the expectations and needs that the tourism industry in Stellenbosch has from entry-level employees in terms of expected skills, knowledge and attitudes. / AFRIKAANSE OPSOMMING: Studente ontvang ‘n kwalifikasie in Toerisme nadat hulle die Nasionale Sertifikate N4 – N6 in Toerisme voltooi het. Ek werk die afgelope 12 jaar as toerismedosent by Boland Kollege Stellenbosch Kampus. Gedurende die afgelope paar jaar het ek gevind dat studente sukkel om werk te kry in die toerismebedryf nadat hulle hul studies voltooi het. Die nasionale toerisme-kurrikulum wat by VOO Kolleges aangebied word, is in 1995 geïmplementeer en die laaste keer in 2001 hernu en boonop slegs in sekere vakke. Die toerismebedryf is egter ‘n lewendige, vinnig-veranderende industrie in direkte teenstelling met die statiese, onveranderde kurrikulum wat oënskynlik nie sensitief genoeg is vir die behoeftes van die toerismebedryf nie. Die doel van hierdie studie was om vas te stel in watter mate die huidige nasionale toerisme-kurrikulum ooreenstem, of nie ooreenstem nie, met wat die toerismebedryf in Stellenbosch verwag van intreevlak-werknemers in terme van verwagte vaardighede, kennis en houdings. Kwalitatiewe metodes is gebruik om data te genereer en onderhoude is gevoer met werkgewers wat die toerismebedryf in Stellenbosch verteenwoordig asook gegradueerdes en dosente van Boland Kollege. Daar is hoofsaaklik gebruik gemaak van semi-gestruktueerde onderhoude. Die data-analise het bestaan uit verbatim getranskribeerde onderhoude, die kodering daarvan asook ‘n genoteerde Excel-ontledingstaat. Die resultate van die studie dui op spesifieke aspekte van die nasionale toerisme kurrikulum wat nie ooreenstem met die verwagtinge en behoeftes wat die toerisme-industrie in Stellenbosch het van intreevlak werknemers in terme van vaardighede, kennis en houdings nie.