This study examines the reasons for student withdrawal from the Accounting Certificate Course at Woden TAFE College during the period 1981 to 1984 inclusive. The investigation concerns students enrolled in a demanding, four year course, which leads to a para-professional qualification including (subject to practical experience) registration with the Tax Agents Registration Board. A 100% survey was made of all students, both withdrawn and continuing for the relevant period. Students are adults, mostly between the ages of 20 to 50. Attrition rates in the early stages of the course were found to be very high, and reasons established were related to a variety of causes, including personal reasons. Follow up interviews by telephone were carried out and these showed no new trends from the results of the questionnaires. The main reasons for attrition within the control of the college, seemed to be related to inaccurate student perceptions of, and expectations from the course. The major recommendations and implications arising from the study suggest that counselling be given greater prominence at the time of enrolment. There is also a case for timetabling to include day classes at times and venues most beneficial for students. Another outcome of the investigation suggests that closer liaison be developed between the college, industry and commerce. An important issue which became evident from this research focused on staff development and the need for administrators and teachers to further their educational leadership knowledge and skills to provide the best possible service for students.

The purpose of this study is to investigate the influence of administrative duties on effective classroom management in the Further Education and Training phase in the Sedibeng West District (08) of the Gauteng Province by focusing on classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; juridical aspects regarding classroom management; workload of school-based teachers; duties and responsibilities of teachers; impact of workload of school-based teachers; educational policies; other policies and factors impacting on teachers' workload; and factors that drive teachers away from teaching. The literature study reveals that administrative duties take up a great deal of teachers' time. This is due to a number of factors, namely: shortages of teachers and high learner numbers; departmental accountability measures such as the Integrated Quality Management System (IQMS); curriculum and assessment requirements; and the lack of basic resources. Stress regarding classroom administration exacerbates because teachers have to perform a variety of tasks, from secretarial and administrative to curricular, extracurricular and pastoral work. A major finding emanating from the research is that teachers should be released from excessive amounts of administrative duties and other activities that increase their workload and distract their focus from teaching. In order to eliminate these excessive amounts of administrative duties, the Department of Education should, through proper planning and cooperation with the School Management Team (SMT) provide extra posts in schools for administrators who can assist teachers. The empirical study consists of a structured questionnaire distributed to a sample of principals, deputy principals, heads of departments and teachers in schools in the Sedibeng West District (08) of the Gauteng Province. It aims to develop guidelines to assist teachers to cope better with the increased administrative demands. The main findings of the study reveal that most teachers have difficulties in coping with the pace at which the Whole School Evaluation Policy, IQMS, Continuous Assessment Policy and the new curriculum are being implemented. Together with the increased amount of administrative duties, an urgent need exists for support from the Department of Education and the District Office regarding the implementation and the alleviation of administrative demands. This study recommends, on the basis of both the literature review and the empirical research, guidelines to assist all teachers in coping with these increased administrative demands effectively. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

The purpose of this study was to investigate the roll played by Further Education and Training Colleges in delivering education in South-Africa, with specific reference to technical education. As technology developed, the need for well trained artisans also increased. Technical Colleges have helped in addressing that need by increasing the theoretical knowledge of apprentices and artisans. With the political changes in South-Africa, came changes in education. Technical Colleges changed to Further Education and Training Colleges, and with that the purpose of these institutions. No longer will supplementary theoretical training be done at Technical Colleges, instead complete trade training will be done at Further Education and Training Colleges. This study has shown some problems with this new approach that need to be addressed before Further Education and Training Colleges can take their place in the provision of quality education in South -Africa. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

The thesis presents an analysis of the area of further education and personal development of local government employees, in particular of employees at Prague City Hall (MHMP). The focus is aimed primarily at mentoring project in MHMP, its principles and guidelines, there are listed the advantages and disadvantages of such a system and possible improvements. Based on identified weaknesses in the education strategy of MHMP the thesis suggests a training programme designed to improve the skills of leading managers in the areas of effective leadership and the staff motivation.

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2016 / The inclusion of the subject, Life Orientation, in the school curriculum for a democratic education dispensation was the realisation of the recommendation of the National Education Crisis Committee or NECC (1992) in its research for a curriculum model for a post-apartheid society (CUMSA) and Educational Renewal Strategy (ERS). The NECC (1992: 79) emphasised that lifestyle education was essential for a post-apartheid curriculum in order to incorporate knowledge of and guidance on religion, economic education and physical education, to be directed at norms, values, personal convictions and attitude to life (including an emphasis on openness to and acceptance of the convictions and attitudes of others). However, studies have highlighted that Life Orientation is generally considered an appendage, an additional subject that is perceived as being of lesser importance in the school curriculum (Chisholm, 2000; Jansen, 1997; Christie, 1999). Such claims are based on the following facts: Life Orientation has the least number of periods in the school timetable; there is no formal assessment of the Life Orientation knowledge, skills, values and attitudes; learners’ performance in Life Orientation counts for less on their school-leaving certificates, than their performance in other subjects; and there is no accountability on the part of teachers with regard to learners’ performance in the subject. Therefore, results obtained in the subject do not add value in the certification process of the learner in the Further Education and Training (FET) Band. While reforms and changes have been introduced in the South African schooling curriculum for a democratic political and social dispensation, educational researchers (Chisholm, 2000; Jansen, 1997; Christie, 1999) have highlighted the challenges facing the successful implementation of the new curriculum. This study considers the mediation of the subject curriculum to be the main challenge in the successful implementation of the national curriculum statement, which provides teachers with guidelines on why, what and how classroom practice ought to be. Through the lens of the tuition of a specific subject, this study considers the competence of teachers in mediating Life Orientation in the FET Phase. This study attempted to answer the following research questions: • What paradigm informs the mediation strategies of teachers of Life Orientation? • How do teachers’ mediation strategies align content, intended outcomes and assessment for daily learning activities? • Why do teachers perceive their mediation strategies as being congruent with the attainment of the Life Orientation curriculum statement and learning outcomes? This study targeted teachers involved in the teaching of Life Orientation in the FET Phase: that is, Grades 10, 11 and 12 teachers in schools in the vicinity of the Pinetown District. A mixed method design was used to investigate teachers’ perceptions and competencies in teaching Life Orientation in the Further Education and Training band. Both quantitative and qualitative data collection instruments were used to collect data from the participants. The researcher used open-ended questionnaires for data collection with regard to the perspectives on a mediating role for the effective teaching of Life Orientation in the FET band. The research was conducted with Grades 10, 11 and 12 Life Orientation (L.O.) teachers. There are 167 secondary schools under Pinetown District and the questionnaires were administered in 30 of the 167 secondary schools. A total of 60 teachers, that is, 2 teachers per school, teaching Grades 10, 11 and 12 were used as respondents to the questionnaires in order to answer the research question. The purpose of the survey questionnaire was to collect information regarding L.O.’s academic value, L.O. teachers’ preparedness and L.O. mediation strategies. Interviews were also used to collect qualitative data from the participants who were teachers who teach Life Orientation in the FET phase. According to McMillan and Schumacher (2010), in-depth interviews use open-response questions to obtain data on participants’ meanings regarding how individuals conceive of their world and how they explain or make sense of the important events in their lives. According to the collected data, the participants felt very strong about the importance and the academic value of the subject LO in the FET curriculum. They emphasised that the subject was invaluable in the effective teaching of the learners at this stage in order to prepare them for future careers and as future citizens. They felt a need for the subject to be recognised and to be treated with some degree of the value it deserves within the curriculum. It was mentioned by the participants that the teachers who teach the subject have to be well-prepared and trained, and also that they need to have a specialised knowledge and understanding for the effective teaching and learning of the subject to happen. Over and above they have to be passionate about the subject, and be willing to sacrifice their time and talents to develop themselves and to teach better. A variety of mediation strategies that are learner-centred were identified as the best strategies to teach the subject, in order to improve and develop learner knowledge and understanding around the subject. Strategies that keep learners fully involved in their learning and development were seen as the best strategies. Participants felt that learners learn better when they find information on their own and when they interact with others to develop knowledge and understanding. This study recommends that Life Orientation must be treated in the same manner as other subjects in the curriculum and that this needs to be shown in the allocation of time to teach the subject. It is very disturbing to learn that this subject is sacrificed a lot to benefit other priority subjects in the FET curriculum. It should always be remembered that this subject was introduced for the purpose of a holistic development of the learners. With the identified academic value of the subject, L.O., it is without doubt that the subject is indispensable within the FET curriculum.

A dissertation submitted in partial fulfilment of the requirements for Masters of Education (Educational Psychology) in the Department of Educational Psychology & Special Needs Education, Faculty of Education at the University of Zululand, 2018. / This research investigated the attitudes of Further Education and Training (FET) phase teachers toward the implementation of inclusive education in Libode District in the Eastern Cape. The investigation took place during the period between March and July 2017. The participants in this study were 182 Further Education and Training (FET) phase teachers from 12 randomly selected FET phase schools in the Libode district. Data were collected from teachers using a questionnaire. The data from the questionnaire were analysed using Statistical Package for Social Sciences (SPSS). The results showed that the FET phase teachers in the Libode District hold negative attitudes toward the implementation of inclusive education in the Libode FET phase schools in the Eastern Cape Province. The study recommends many strategies to combat these negative attitudes, including making available a guide for FET phase schools on how to implement inclusive education, in-service training of the FET phase teachers on inclusive education, participation of FET phase school teachers in implementing the Inclusive Education Policy, involvement of stakeholders (parents and experts in different relevant fields) in the implementation of inclusive education, providing special education needs learners in FET phase schools with relevant resources, introduction of modularization to progressed learners in the FET phase schools and strengthening subject choices in FET phase feeder schools in grade eight and nine for grade ten subject streams.

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters in Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018 / This study aimed at determining the role that Life Orientation teachers (LO) play in preparing Further Education and Training (FET) phase learners for Post schooling education (PSE) in Bhekuzulu circuit, Zululand District. The objectives of the study were to (a) establish the role that LO teachers play in preparing FET phase learners for post schooling education in Bhekuzulu circuit, (b) find out whether there are support programmes available to enable LO teachers support their learners for their post schooling education, (c) establish the type of challenges that LO teachers face which hinder them from supporting and preparing FET learners for post schooling education. A mixed-methods research approach was used in a case study constituted of 70 participants. To this end, the questionnaire and focus group interviews (FGIs) were used to collect data. A qualitative thematic content analysis was used to analyse data, by grouping similar themes. Furthermore, a quantitative data analysis was used to quantify the phenomenon by analysing patterns and trends of the respondents. The findings reveal that teachers do support FET learners in preparation for PSE with the little skills and knowledge they possess. However, the major challenge that prevailed in this study is that LO teachers are not trained to provide CG; most of these teachers do not have specialisation in teaching LO and/or CG. Other challenges that prevailed were the insufficient time allocated to teach LO, lack of CG resources, negative attitudes towards LO as subjects by teachers as well as school management teams. Moreover, the study found a lack of CG programmes in schools and poor implementation of these programmes, poor subjects groupings offered in schools, poor learners’ efficacy in career choices and lack of community support. The study recommends that the Provincial Department of Basic Education should train all LO teachers using accredited service providers to enable teachers to provide CG to learners in a meaningful way. Secondly, more time should be allocated to LO especially in the teaching of careers and career choices. Lastly, schools should be provided with common basic CG programmes to be implemented by all schools and be monitored intensively by the CG officials. / National Research Foundation Of South Africa (Grant Number:CP160513164973 and 105246)

This diploma thesis deals with the educational needs of primary school teachers in concrete forms and areas of further education in specific stages of their careers. The first part is gradually devoted to theoretical knowledge about further education of teachers, its forms and areas and careers of teachers. The ending of this part is dedicated to further education of teachers abroad and the role school management has in the management of further education. The aim of the second part of the thesis, which is the research part, was to obtain the data neccesary to determinine the educational needs of primary school teachers throughout their careers. An questionnaire was used for this with an interview serving as a complimentary method. The conclusion summarizes the results of the research and it presents teachers' preferences in forms and areas of further education in certain stages of their careers.

The master thesis focuses on further education of secondary-grammar-school geography teachers in the Karlovy Vary region. The topic has been studied in detail using a qualitative research in the form of multiple case studies of semi-structured interviews of persons relevant to further education in the studied region. The qualitative research conducted brings a wide range of data relevant to the approaches taken by management of different schools and geography teachers to further education, opportunities for further education in the Karlovy Vary region, and the subsequent transfer of its results to the geography curriculum. Based on the data collected from the persons asked, a proposal for a possible expansion of the further education of secondary-grammar-school geography teachers in the Karlovy Vary region was drafted. This proposal represents a motivation for improvement of the quality of the geography curriculum in the region.

The aim of this thesis is to answer the following question: "Are school headmasters in different European countries comparable?" The author deals with the subject of further training of school headmasteres in the Czech Republic, the Federal Republic of Germany (Bavaria and North Rhine - Westphalia) and Scotland. With the help of selected research methods which were a questionnaire and interviews with headmasters he is trying to report on the opportunities of their further training in selected countries. The author finds out that further training of headmasters focuses primarily on managerial and vocational training. The necessity of further qualification of executives arises from the fact that nowadays headmasters have to meet a wide range of requirements in terms of their competence which they receive through good specialised training. The information obtained can serve as a model or methodological recommendation as in each country the managerial training follows different qualifying models. KEYWORDS: lifelong training, further training of teachers, further training of headmasters, headmaster competence, competence profile, qualifying model