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The other side of the bridge : a study of social capital in further education provision for young disabled peopleJohnston, Craig E. January 2011 (has links)
This thesis is a detailed account and analysis of young disabled people‟s inclusions within one Further Education College. These inclusions were tied to a number of complex interactions between the people who exist there and key reforms to Further Education systems which aim to support an individual‟s capacity to offer entrepreneurial performances. Central to these reforms is alternative provision, which offer places in college to school aged students who risk failing to invest in the work-related skills and knowledge that apparently has measurable consequences for future earnings and social justice. This thesis shows how the inclusion of young disabled people in a contemporary college community has some unintended effects and consequences, and how their lives were differentially affected by social capital arising from social networks based on trust. An emancipatory, qualitative methodology was used to gather data. The findings provide important insights into how young disabled people possess, produce and utilise social capital, to build new relationships, to develop identity, to resist or manipulate pre-assigned social roles, networks and resources and to make the transition from school to college. In their own words, young disabled people question the sense of optimism often attributed to alternative provision and the extent to which their existence in college has overcome the social barriers and closed networks that can be associated with disabled people as a marginalised group. To harness such existences and to further develop social capital theory, my conclusions set out a young disabled person‟s negotiation of college as an ethical project in which everyone - college students, teaching staff and researchers - have work to do on themselves. This makes alternative provision not something that is just done to many young disabled people but a project for which everyone is responsible. This thesis, therefore, re-reads the story of alternative provision with a wary eye, using a critical approach to social capital theory. In doing so, the research not only confirms the significance of social capital as a crucial analytical tool for young disabled people, but also confronts the overly positive underpinnings of the social capital debate in education.
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A study of entrepreneurial intentions of students at FET colleges in South Africa.Skosana, Blessing Vusumuzi 20 March 2013 (has links)
Purpose: The aim of the study is to measure entrepreneurial intentions of students
in their last year of study in Further Education and Training institutions (FETs) in
South Africa. The study explored the impact of the following aspects on EI: personal
backgrounds (gender, study discipline, and entrepreneurial family backgrounds);
geographical location; and the self-assessed supportiveness of the contextual
environment. Lastly, the strength of association between antecedents to
entrepreneurial intentions and EI itself were also explored.
Design: A questionnaire was administered to 360 final-year students undertaking
technical and entrepreneurship-related studies at FETs in four different provinces in
South Africa. Regression, Stepwise regression, ANOVA, t-test, and correlation
matrix analyses were conducted to test the proposed relationships.
Findings: FET students generally exhibit high levels of entrepreneurial intentions.
Gender, study discipline and geographic location have no direct influence on
entrepreneurial intentions. Entrepreneurial family background, however, exerts a
significant influence on entrepreneurial intentions. Furthermore, conviction has the
strongest association with entrepreneurial intentions compared with the other
antecedents that were tested, that is, general attitudes, image of entrepreneurship
and FET supportiveness.
Research limitations: The use of cross-sectional non-experimental design does not
allow for conclusions to be drawn regarding causality. Only five FETs participated in
the study; therefore, the generalisability of the findings to all FETs nationally is
limited.
Practical implications: The study indicates high levels of entrepreneurial intentions
in circumstances where literature has found the opposite findings. It therefore
becomes critical to find integrated teaching methods that take into account the South
African environment in order to harness the high entrepreneurial intentions of
students.
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An investigation into the impact of the marketization of further education on individual teacher identities using visual images, metaphors and narrative to analyse and evaluate the key themes and discoursesDavies, Christopher Dominic Stephen January 2018 (has links)
Teacher identity (Ti) is an important concept in helping to understand the variety of inter-connected influences that impact on the professional lives of teachers in further education (FE). Ti is under researched within the FE sector and is used in this study to analyse the impact of the marketization of FE (post-incorporation) on the roles of individual teachers and teacher managers. The study takes an interpretive stance using visual metaphors and the narratives of participant teachers, linked to their roles, and teaching journeys, to analyse and evaluate changes to professionalism and individual agency in response to the marketization of the sector. Key literature on Ti in FE, professionalism and teacher agency were used to develop an understanding of the effects of marketization in relation to the main question and market theory provided a lens through which to consider marketization in context. The findings identified the individualised nature of the effects of marketization on the identities of teachers and how they interpreted their roles. These were seen through different levels of teacher agency and changes to professionalism in response to managerialism and the altered culture of the colleges in the study. A summative conceptualisation of Ti in an FE context was developed, which provided an insight into the potential strategies adopted by staff in relation to marketization and the main question set for this study.
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A study of the models and trends in information science education and their implications for Tafe curriculum planning, computing lecturers and learners.Blomme, Paul January 1997 (has links)
This chapter provides an introduction to two contrasting vocational course: the Associate Diploma in Applied Science (Computing) award, based on the content driven curriculum model and the first year Diploma of Information Technology award, based on the National Information Technology curriculum model. It develops the research questions pertaining to each model. It provides a full description of the present study and the adoption of a system approach in evaluating two contrasting curriculum models. Finally, this chapter justifies the study in terms of the significant impact the Information Technology has on society.Chapter Two reviews the literature on the theories from different disciplines and research findings in order to guide the present study. This eclectic section discusses theories related to Cognitive Science, Instructional Theories, Information Technology (IT) and Science Education, and Vocational Curriculum Models.Chapter Three describes the environment in which the content driven model has developed. It examines the historical changes and influences that have occurred in the Western Australian Technical and Further Education (WA TAFE) computing curriculum in terms of educational goals, content mix and profile, and assessments types. It investigates the relevance of the curriculum and the syllabi to meet the changing needs of industry; and assess the desirable and undesirable consequences of the content driven curriculum model.Chapter Four evaluates the effect of the content driven model. It examines the degree of satisfaction of the graduates with aspects of their Associate Diploma of Applied Science (Computing) courses in 1991/2/3 based on the NCVER study (1993), Dawe (1993) and Arrowsmith (1993/4) surveys. The results from each relevant question are provided, discussed and evaluated. This evaluation provides an in-depth view of graduates educational ++ / backgrounds prior to enrolment in the course, their satisfaction levels of teaching effectiveness and course organisation, present employment status, their preferences for further studies and their demographic profile.Chapter Five evaluates the current state of affairs under the new policy directions of the National Curriculum based on the CBT approach. Through classroom surveys, this chapter provides an evaluation of learners degree of satisfaction with aspects of their Advanced Certificate IV of the National IT Curriculum. For comparison purposes, these surveys also provide information on students educational backgrounds, level of satisfaction, their present employment status and preferences for further studies. It is most useful for curriculum planners, wanting to be cognisant in implement a CBT driven curriculum model.Chapter Six compares, evaluates and summarises the differences between the content and the CBT driven curriculum models. This chapter pays particular attention to the shifting of graduates and students satisfaction levels with their two different courses and the effects of moving from a content to a CBT driven curriculum model. It examines the changes in learners satisfaction levels and explains the reasons of patterns of changes, given that learners educational backgrounds, teachers effectiveness and other factors have remained constant over the last five years. This comparison is useful for curriculum planners, computing lecturers and employers as it makes them aware of the strength and weaknesses of these two contrasting curriculum models.Chapter Seven answers the question of the effectiveness of these two contrasting models. This has considerable implication for curriculum planners, computing lecturers and employers in terms of the ability of students to transfer skills and adapt to the rapidly changing IT environment. This study cannot predict ++ / the future, however, it makes long and short term recommendations for the sector based on historical evidence, research findings from the literature, surveys and interviews.
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The leadership of entrepreneurialism in technical and further education collegesWhitley, Peter J. January 2004 (has links)
The provision of vocational education and training is largely provided by the Technical and Further Education (TAFE) colleges and institutes, which have been established throughout Australia. All of these colleges and institutes are the responsibility of the respective State governments and are generally considered by those governments as strategic instruments of government particularly in regard to the preparation of people for employment and addressing deficiencies within the workforce. As more emphasis has been placed upon government entities to be more entrepreneurial and corporate in their outlook, pressures for reform of the TAFE sector have also increased. These pressures have included changes to funding arrangements, increased compliance regimes and a freeing of the training delivery to encourage the establishment of private providers. This thesis explores how Chief Executive Officers and Middle Level Managers within the TAFE environment are responding to those challenges. Forty-seven senior TAFE managers are interviewed to ascertain their perspectives on the community and government expectations of TAFE and how they believe TAFE is reacting to these challenges. Resulting from the research has been the emergence of entrepreneurship in TAFE. The notion of entrepreneurship in TAFE seems to capture a sense of change, a sense of emerging vibrance, and is often used to describe innovation and risk taking within the TAFE environment. The word entrepreneurial, entrepreneurialism, entrepreneurship and other derivations of the word are loosely employed by TAFE personnel to describe particular phenomenon within TAFE. Within this thesis the treatment of entrepreneurship as a definitive concept is recognised as problematic and it is therefore treated in a way that aligns to the TAFE environment and not necessarily as defined by traditional entrepreneurial theory. / The resulting research has found that TAFE leaders are working in an environment that has a multiplicity of expectations and demands that challenge the leadership of TAFE. The research finds that many of the TAFE leaders strive to act entrepreneurially whilst attempting to manage an environment that is constrained by its policy frameworks, industrial relations requirements, funding arrangements and national and state compliance frameworks. The research questions whether governments should provide TAFE with greater capacity to act entrepreneurially; governments might, as a result be rewarded through greater achievements from the TAFE sector. While the research points to a number of highly successful leaders and leadership practices in TAFE it has also found that many leaders seem to rely upon intuitiveness and past experience to lead within their environments. Finally the research posits a framework for leadership within TAFE where the leadership styles of emotional intelligence, path-goal and leader-member exchange (LMX) are merged and integrated to provide a comprehensive quality leadership framework that will achieve positive outcomes: A framework that seeks to provide a practical guide to future leadership training and development in TAFE. In addition to the leadership framework the research has identified a number of intrinsic transformational drivers and extrinsic transformational drivers, which contribute to the success of leadership in TAFE and similarly a number of impediments, which restrict TAFE leaders.
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A study of attrition among accounting certificate course students at Woden College of Technical and Further Education, 1981 - 1984McNeil, E. M., n/a January 1987 (has links)
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.
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The influence of administrative duties on effective classroom management in the Further Education and Training (FET) phase / Gideon Petrus van TonderVan Tonder, Gideon Petrus January 2008 (has links)
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.
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Die rol van verdere onderwys- en opleidingskolleges in die onderwysstelsel / Schalk Willem du PlessisDu Plessis, Schalk Willem January 2008 (has links)
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.
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Vzdělávání a rozvoj zaměstnanců na Magistrátu hl. m. Prahy / Further education and personal development of employees at Prague City HallSyslová, Andrea January 2009 (has links)
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.
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Perspectives on a mediating role for effective teaching and learning of Life Orientation in the Further Education and Training (FET) Band in schools under the Pinetown District of KwaZulu-Natal Province, South AfricaZulu, Gladstone Khulani January 2016 (has links)
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.
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