In its first decade of democracy the South African government embarked on radical reforms to the apartheid education system. One such set of reforms concerned the restructuring of the further education and training (FET) college sector. The implementation plan for the restructuring of the FET college sector, entitled Reform of South Africa’s Technical Colleges (Department of Education, 2001), was released in September 2001. The reorganisation of the FET college sector brought with it the prospect of meeting the objectives of the country’s Human Resource Development Strategy (Department of Education, 2001). Colleges would be transformed so that they offered learners the “high-quality, lifelong learning opportunities that are essential to social development and economic competitiveness in a rapidly changing world” (Department of Education, 2001:5). The study has its origins in a deceptively simple research question: What are the organisational and cultural influences and constraints on policy implementation? Much has been written about why policies fail to be implemented as planned (McLaughlin 1987; Guiacquinta, 1994). Based on the extensive data generated in this research I found explanatory power in a conceptual framework that uses the dual lenses of restructuring, focusing on “changing the use of time, space, roles and relationships to improve learning” (Fink&Stoll, 1998:308); and reculturing, which focuses on “the process of developing new values, beliefs and norms” (Fullan, 1996:420). The new government policy for FET colleges proposed a dramatic re-organisation of the sector through mergers in order to position these institutions so as to meet the socio-economic and human resource needs of a transforming society in line with global trends. Yet, an analysis of the sector revealed system-level problems relating to the structure and culture of the FET colleges that would undermine the implementation of the new policy. The comparative case study method was used to conduct this research on three technical colleges – two state-aided and one state college – as the “cases” under investigation. Data was collected over a one-year period using a wide variety of data collection methods including in-depth interviews (both individual and focus group sessions), document analysis, the review of minutes of meetings and other communiqués, selected photographs and structured questionnaires. The first major finding of this study is that the restructuring of the FET colleges through mergers was constrained by structural or the organisational inefficiencies in the system, that is, the lack or absence of the structures required for effective implementation of policy. The second major finding of this study is that the restructuring process underestimated the depth and resilience of the FET college culture, and that this institutional culture militated against effective implementation. In other words, there was no strategy for reculturing these institutions. This research further demonstrates the consequences of attempted restructuring without reculturing and the implications of not taking into account implementation matters involving institutional culture, values, behaviour and working styles. Successful change has more to do with the professional values, beliefs and assumptions held by implementers than with the voluntary adoption of the reform, irrespective of whether it is mandated at the national or provincial levels. Implementers choose practices and changes that fit best with their pre-existing beliefs and which are consistent with the organisation’s culture. Furthermore, the insights gained from this study that structure and culture are inextricably linked have both practical and theoretical significance. The study not only offers insight into the reorganisation of the FET colleges in South Africa, but also serves to extend our understanding of the importance of culture and structure as two neglected dimensions of systemic reform. In this study I highlighted several issues that could serve as a springboard for future research into this neglected sector (FET colleges) of the education and training system: · longitudinal rather than snapshot studies of institutional cultures and their unfolding effects on college restructuring; · empirical and conceptual accounts of college cultures that examine the impact of micro-political activity on the change trajectory; and · studies on how college systems change or restructure as opposed to individual colleges. In sum this research found that there were several structural (capacity, resource, leadership, support, communication, planning and advocacy) and cultural (beliefs, values, assumptions, understanding and practices) factors that constrained policy implementation. The study further argues that restructuring without reculturing encourages symbolic rather than substantive change. The thesis concludes that the restructuring (mergers) resulted in a fragmented, rather than a coordinated, FET system. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

Philosophiae Doctor - PhD / This study was about the provision of epistemological access to Grade 10 to 12 learners in the business-related subjects of Accounting, Business Studies and Economics at two public high schools in the Western Cape Province. The aim of the study was twofold. Firstly, it investigated whether the Grade 10 to 12 learners had adequate subject content knowledge and skills in Accounting, Business Studies and Economics. Secondly, it wanted to identify the challenges that the learners at the two high schools were experiencing in these subjects and the reasons why.

Thesis (Ph. D. (Language Education)) -- University of Limpopo, 2016 / This study investigates the challenges for an implementation of Recognition of Prior Learning (RPL) at three FET Colleges in Limpopo Province. The implementation of RPL in the South African education system is seen as an essential tool to drive transformation in FET Colleges. RPL was designed to play a unique role in the provision of the higher level skills required to support the socio-economic growth and development of the nation. With all these good intentions, RPL is virtually non-existent in our public FET Colleges. This is a qualitative case study in which both exploratory and descriptive designs were used. Data was collected from observations, documents, interviews and questionnaires from the learners and educators. Twenty one learners and seven educators were interviewed. Questionnaires were distributed to nine educators. The purposive sampling method was used. The significant findings are that there are no RPL policy guidelines, no quality management systems, a shortage of accredited staff and equipment prescribed for RPL, and lack of management and leadership commitment to implementation of RPL. This study therefore recommends the urgent implementation of RPL in FET colleges to promote access and to urgently address the needed skills for the nation. The research also recommends an effective model on quality assurance which appears to be compromised in colleges. The research also recommends effective and efficient training of educators, as this study revealed that the educators have low academic qualifications. While the Ministerial Task Team on RPL recommends a holistic approach to implementation, this research recommends an effective training model for the FET educators to implement RPL.

This study was conducted at the TVET College X in Gauteng province. The main aim of the study was to establish the way in which national certificate vocational learners are prepared by work integrated learning for industry. Twenty participants were sampled qualitatively from Campus X. The unemployment and poverty rates are high in South Africa and are accompanied by income inequalities, hence the implementation of further education and training policies in an effort to reduce these high rates. Researchers concur that South Africa needs to invest in education and training in order to bring the country’s human capital to a level that is consistent with sustainable economic development. The establishment of a dual education system which integrates theory and practice is possible through the effective implementation of a curriculum that embraces work integrated learning. A high percentage of the learners at college X are exiting the national certificate vocational programme without either practical experience or exposure in industry. The study was based on the following research question, namely, How are national certificate vocational learners prepared by work integrated learning for industry? The study findings, which emerged from the structured interviews which were conducted, revealed that lecturers are informed about what WIL is but not on how it should be implemented and, thus, they are generally not very enthusiastic about it. It would appear that they tend to see WIL as the obligation of the college management and WIL facilitators and, thus, are prepared to convey only what is in the curriculum. However, the curriculum does not include a variety of obligatory WIL exercises. While learners understand what WIL entails, they are concerned that the workplace placement component of their learning is not prioritised as this may later place them at a disadvantage when applying for attractive jobs in the labour market. Existing literature highlights the difficulties experienced in WIL implementation and the lack of implementation models, with this possibly being the reason why learners are not being viably prepared by WIL. A work integrated model for national certificate vocational institutions to better prepare learners for industry was developed based on the findings of the study. / Dissertation (MEd)--University of Pretoria, 2019. / Education Management and Policy Studies / MEd / Unrestricted

In South Africa, there are various stakeholders involved in career guidance services (Stead & Watson, 2006, P.160). The teaching of career guidance within the context of Life Orientation (LO) at schools is the responsibility of Life Orientation teachers. This study explores the experiences of Life Orientation teachers in teaching career guidance in rural high schools at Lephalale Municipality. The study used qualitative approach to obtain rich information about the experiences of Life Orientation teachers in teaching career guidance at rural high schools. The study was conducted in two rural high schools in the Palala North Circuit of Lephalale Municipality. The sample comprised of two Further Education and Training (FET) Phase Life Orientation teachers from two rural high schools (one from each school). The participants were purposefully and conveniently selected. The data was collected by means of the semi-structured interviews. The data was analysed using the inductive thematic data analysis where themes, subthemes and categories emerged. The findings of the study reflected both the negative and positive experiences of Life Orientation teachers in respect of their teaching of careers and career choices, training and support needs, and the career- related activities such as career exhibitions in which both the learners and LO teachers participate. The results of the study will be shared with the two schools in the Palala North Circuit and the Department of Education, Waterberg District in the Limpopo province. It is hoped that the results generated by the study might assist the training personnel or facilitators (education or subject specialists) to know the type of training and support that LO teachers require and to also inform policy makers to develop a model of teaching career guidance at rural high schools. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

DEd (Curriculum Studies) / Department of Curriculum Studies / See the attached abstract below

The thesis deals with the issue of strategic management in the work of the school head. In the theoretical part, we identify the position of the school head in terms of the prerequisites for managerial management and define the possibilities of his education. This part is conceived not only as a professional starting point for the practical part, but also as a means to obtain a basic overview of strategic management in relation to the performance of the function of school principal. The text is continuously moving from the professional definition to the main strategic documents in the work of the director. It deals with the prerequisites for the performance of the director's activities, the competency model and describes the current possibilities of systemic education of directors in the field of strategic management and planning, including the most frequently preferred methods of education. The practical part identifies and analyzes the importance of the strategic school development plan (school development concept) from the perspective of primary school principals through a questionnaire survey and subsequent structured interviews. It finds out how directors perceive the importance of strategic management and what are their current needs in further education focused on this issue. On the basis of...

The diploma thesis is theoretically empirical and deals with the current topic of motivation and barriers to further education of teachers at secondary schools in the Czech Republic. The author chose this topic, because it considers the topic to be important and included in the list of priority objectives of the Ministry of Education, which has long sought to increase professionalism and improve the working conditions of the teachers. In the first chapter there is a definition of the teaching profession according to professional literature, including the specifics of a secondary school teacher. It also focues on further education in the context of lifelong learning, especially in relation to further education of teachers. The main part of the chapter deals with the motivation of pedagogical staff for further education. The theoretical part ends with a chapter devoted to the career and professional development of teachers. The aim of the diploma thesis is to analyze the possibilities of further professional education of pedagogical staff, to find out the main motives for participation in further education and reveal possible barriers and explore the benefits and possible usability of further education in pedagogical practice. The starting point of the diploma thesis are general theories of further...

(in English): Dissertation is focused on the continuing education of teachers in terms of the current legislation of the European Union and the Czech Republic as one of the key adaptive mechanisms that ensure the ability of the education system to adequately respond to the ever changing social conditions in today's globalized world. The theoretical part through the analysis of different theoretical approaches to further education, defines and describes the issue of further education of teachers , the system - specific conditions , areas and its financing. It deals with the areas of the teacher's profession, their competences , career structure and professional standards. The empirical part of this dissertation, based on empirical research, describes the system of further education of teachers both in terms of school leadership , and from the perspective of teachers and it maps specific factors affecting the quality of the current further education of teachers.

The diploma thesis deals with the issue of motivation for further education in helping professions. The aim of the thesis is to analyse the current forms of motivation in a selected area of helping professions in the Czech Republic. Attention is paid to the characteristics of the field of helping professions, personal specifics and competences of workers in helping professions and ethical aspects of work in helping professions. The issue of further education with a focus on continuing professional education in the helping professions is discussed. Barriers to further education in the selected group are also elaborated. Furthermore, the thesis deals with the issue of motivation, selected motivational approaches and motivation of workers in the helping professions to participate in educational activities. The thesis includes a quantitative empirical investigation aimed at analysing the motivation for continuing professional education of health care and education workers. The results of the quantitative questionnaire are analysed by descriptive statistics and then verified by test statistics in order to find out the specifics of the motivation of helping professions and to verify how the motivation to further professional education differs among the selected helping professions. A partial aim of the...