The purpose of this study was to investigate educator perceptions of the implementation of Integrated Quality Management Systems (IQMS) in Further Education and Training (FET) Colleges in South Africa. Quality in education is presently put more firmly on the agenda not withstanding the fact that a vast range of literature is available to support the process of improving the quality in education. The department of education has made many attempts to introduce an effective appraisal system in support of quality education only to find that the previous appraisal systems were rejected by the educator force for the mere fact that it was perceived as a form of inspection and supervision rather than for development purposes. This study also focuses on a review of the integrated quality management system (IQMS), of its purpose, guidelines and its subsequent implementation in FET colleges in South Africa in 2004. The primary focus of the discussion is on the processes, the methods, the guiding principles and the pitfalls of the implementation of quality management systems in educational organizations To guide this discussion literature reviews on quality, quality education, quality management and quality management systems were undertaken. The empirical study entailed gleaning information from a structured questionnaire which was distributed to a sample group of lecturers at Sedibeng College for FET in the Gauteng Province. The questions were structured in a manner to gain information about the understanding of the operational principles of quality management, the aims and guiding principles of IQMS, the importance of quality control and the external relationships of the college. The major finding emanating from this study was that there was a need for intensive training in IQMS, thus a management's strategy for ensuring that IQMS is effectively implemented was proposed. The overall recommendation arising from this study includes ensuring that management designs a quality manual to guide the process of quality assurance. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

The purpose of this study was to investigate educator perceptions of the implementation of Integrated Quality Management Systems (IQMS) in Further Education and Training (FET) Colleges in South Africa. Quality in education is presently put more firmly on the agenda not withstanding the fact that a vast range of literature is available to support the process of improving the quality in education. The department of education has made many attempts to introduce an effective appraisal system in support of quality education only to find that the previous appraisal systems were rejected by the educator force for the mere fact that it was perceived as a form of inspection and supervision rather than for development purposes. This study also focuses on a review of the integrated quality management system (IQMS), of its purpose, guidelines and its subsequent implementation in FET colleges in South Africa in 2004. The primary focus of the discussion is on the processes, the methods, the guiding principles and the pitfalls of the implementation of quality management systems in educational organizations To guide this discussion literature reviews on quality, quality education, quality management and quality management systems were undertaken. The empirical study entailed gleaning information from a structured questionnaire which was distributed to a sample group of lecturers at Sedibeng College for FET in the Gauteng Province. The questions were structured in a manner to gain information about the understanding of the operational principles of quality management, the aims and guiding principles of IQMS, the importance of quality control and the external relationships of the college. The major finding emanating from this study was that there was a need for intensive training in IQMS, thus a management's strategy for ensuring that IQMS is effectively implemented was proposed. The overall recommendation arising from this study includes ensuring that management designs a quality manual to guide the process of quality assurance. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

The National Curriculum Statement (NCS) Grades 10 to 12 (Schools), implemented from 2006, led to changes in promotion requirements and assessment practices. The investigation aimed at acquiring information about the extent to which the differences in the promotion requirements and assessment practices contributed to the high retention rate of learners in the FET Band. An explanatory mixed method strategy was followed to obtain reliable and valid results in this research. Quantitative research consisted of questionnaires and a survey to investigate OBE, assessment practices, the Grade 12 examinations and the impact of changes in promotion requirements since 2006. Qualitative research consisted of an interview with an official from the National Department of Education that contributed to a better understanding of policy changes. Based on the findings of the research, recommendations were constructed to improve assessment practices and to provide scientific data on the consequences of policy changes on the promotion of learners. / Educational Studies / M. Ed. (Educational Management)

The research undertaken involves a quasi-experimental approach in determining the impact of the Competency and Placement (CAP) test in the Further Education and Training (FET) colleges. The evaluation became necessary because poor learner performance within the National Certification Vocational (NCV) programme has persisted amid the implementation of a country-wide roll-out of the CAP test; and a recapitalisation injection of R1.9m. Learner performance data relating to the NCV programme and CAP was obtained in order to undertake an accurate analysis of the poor performance within the FET college sector. In addition to the above, qualitative data was obtained through semi-structured interviews with CAP participating colleges in the country. Recommendations included the restructuring of the NCV programme; the introduction of an alternative learner placement methodology that was in line with international best practices; and improving quality assurance aspects pertaining to the capacity at colleges to deliver the NCV programme effectively. / Human Resources Development / M. Tech. (Human Resource Development)

Magister Educationis - MEd / This research study, which is a case study, investigates strategies employed by educators to enhance the culture of teaching, learning and values in a Grade 12 Geography classroom in a secondary school in the Western Cape. In the contemporary school context educators are experiencing an increasingly challenging time to ensure learner achievement, participation and general interest in their school work. As Geography educator, I often grappled with the issues of low achievement and interest levels among learners. I realised that unless educators • employ effective strategies to develop resilient learners; • change their classroom practice to suit learner needs; • involve learners in decisions regarding their education; and • show a genuine interest in learners the demands and challenges would not be diminished. I conducted a local and global literature review on enhancing a culture of teaching and learning in the Geography classroom as well as a case study carried out by Grade 12 educators and learners at a secondary school in the Western Cape. The research study was an attempt to explore possible solutions to the challenges in the classroom. It focused on an initiative by the Grade 12 educators and learners in pursuit of more creative ways of dealing with Geography content. The research study was qualitative in nature and aimed to investigate strategies educators could employ to enhance a culture of teaching, learning and values in the Geography classroom. The research approach was interpretive and the design was a case study. Interviews, questionnaires and observations were used to collect the required data. The data collected shows that through this project, learners were sensitized on human rights and values issues. They discovered that learning could be an enjoyable experience. The skills, knowledge and values emerging from this project were invaluable, since it changed the way learners viewed the learning experience. The focus was particularly on the Further Education and Training Geography curricular experience. Over the past decade, challenges pertaining to learners’ attitudes to education have intensified. The factors impacting on learner achievement and attitudes are extensive, especially in impoverished and historically deprived communities. In modern society social evils like alcoholism, drug abuse, gangsterism and the associated violence and criminal behaviour are taking their toll. A direct consequence of societal moral decay manifests itself in behavioural problems e.g. aggressive behaviour, vandalism and general ill-discipline. The implementation of the new National Curriculum Statement has also impacted extensively on educators and learners alike. For many educators who were set in conventional methodologies, the process was complicated and difficult to adapt to. The new curriculum poses unique challenges with regard to planning, self discipline and work ethos. It has been associated with a total change in the approach towards teaching and learning. Many educators found it difficult to adapt to the new way of managing the curriculum. Evidence from the data confirmed that educators were willing to employ different strategies to address and improve learner performance. However, the appropriate conditions of teaching and learning are often non-existent. Barriers to teaching and learning need to be addressed efficiently to ensure a supportive and enabling learning environment. The data also showed that educators achieved more through this strategy than initially envisaged. This would pave the way for other initiatives and strategies to ensure improved classroom practice and subsequently enhance the culture of teaching, learning and values.

This study investigated the integration of computer-assisted education (CAE) at Butterworth High School. Before 1994, may areas of the Eastern Cape remained neglected as far as education was concerned. However, with the advent of democracy, the new government is giving high priority to education to both the formerly privileged and underprivileged areas. This study investigated the extent to Butterworth High School has integrated CAE into its school curricula and the problems if any, that are preventing this school from becoming a full-fledged CAE school with their possible solutions. To appraise the integration of computer-assisted education at Butterworth High School the Evolutionary Model developed by Miller (1997) was adopted. Recommendations for further integration were made. / Dissertation (MEd (Computer-Assisted Education))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Philosophiae Doctor - PhD / After the democratic elections of 1994, the South African government embarked on radical reforms to the apartheid education system, which included the development of a policy that is committed to human rights and social justice. The inclusive education policy, entitled: Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System (Department of Education, 2001) was released in July 2001. This inclusive education policy brought with it the prospect of changing the structures that promoted exclusionary and discriminatory practices in the education system. While the inclusive education framework is characterised by explicit policy directives, well-defined outcomes and a firm commitment to human rights and social justice, there is a growing realisation that a considerable gap exists between this framework and its effective implementation. The main aim of this study was to understand the factors that facilitate or constrain the implementation of inclusive education in the South African context. These factors were explored through a qualitative case study. A documentary analysis, as well as unstructured and semi-structured interviews was used to collect the data within the context of the research aims, questions, and a framework of categories, drawn from relevant literature, was used to analyse the data. The first major finding of this study was that the implementation of inclusive education policy in South Africa has been facilitated by the school communities' beliefs, values and norms relating to the inclusion of learners with disabilities. The second major fmding of this study is that the designers of the inclusive education policy underestimated the deep-seated socio-economic factors that inhibit effective learning in certain contexts. Poverty was identified as a major constraining factor in the study, followed by the complexities of the National Curriculum Statement, a lack of capacity to implement the policy, lack of support for policy implementation, and the limitations of the Education White Paper 6 itself. Given the facilitating and constraining factors emerging from this study, the recommendations made have been based on the assumption that the implementation of inclusive education policy is a worthwhile endeavour. These recommendations are proposed within three broad areas, namely policy implementation, inclusive education policy, and inclusive education practice. Of these recommendations the following are critical: • The Department of Education should develop differentiated inclusive education guidelines that address inclusion of learners in poverty stricken contexts. • The Department of Education, in conjunction with schools, should create formal and informal communication channels through which stakeholders can raise their views and concerns about the policy of inclusive education and how it should be implemented. • The Department of Education should take full responsibility for the advocacy, implementation, monitoring and evaluation of inclusive education policy, rather than relying on the services of independent providers. • The Department of Education should address the complexities that prevent districts and schools from establishing support structures.

Philosophiae Doctor - PhD / The Student Support and Development Services (SSDS) at Further Education and Training (FET) colleges represent a holistic and systemic approach to addressing barriers to learning and development. College SSDS are based on the acknowledgement that all FET students need support and development and that, when addressing needs of the college student, it is done in a holistic, integrated, intersectional and inclusive manner. The SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education ..Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services: • student counselling services • academic development and learning support • occupational development and career guidance • life skills education and health education, and • college institutional development. Student counselling services at FET colleges aim to render comprehensive student services with a holistic developmental aspect of the student in relation to his/her social, emotional, physical and cognitive dimensions. The staff of the LSDT are the first line of contact for the troubled student. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education ..Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services: • student counselling services • academic development and learning support • occupational development and career guidance • life skills education and health education, and • college institutional development. Academic development is aimed at the students who enter the FET sector with inadequate schooling, education and training. Orientation programmes include bridging the gap between schooling and FET education and training. Bridging programmes and remedial programmes are offered to students to compensate for their academic backlog and to accelerate their education and training up to a level suitable for FET. Within the context of academic development learning support is targeted at students experiencing learning and training barriers. This should occur within the framework of inclusive education and training at FET colleges, which is in acknowledgement of the belief that all students can learn and be trained at FET colleges. The development and support mechanisms at the college aim to offer comprehensive assistance to students who experience barriers to education and training. Occupational development and career guidance are aimed at helping the students to make informed and meaningful subject and course decisions which will enable them to enter a suitable occupation in the world of work. Occupational development is the development of appropriate skills, knowledge and competencies to keep students abreast with the fast and ever changing demands of the world of commerce and industry. The South African Qualifications Authority (SAQA) development has introduced student learnerships as a 'way of equipping students with the appropriate practical skills for a career. Life skills and health education includes the development of the well-being of students along physical, psychological, social and cognitive dimensions. The HIV/AIDS strategies are the highest priority at the FET colleges. The health promoting education and preventative measures are programmes aimed at minimising risks and giving the student coping strategies. Life skills and health education, which includes sexuality, are infused in the classroom education and training curriculum to ensure that all students are exposed to indispensable information aimed at equipping them for life in the world of work. College institutional development is the ongoing development of the college organisation where the college staff, management and community develop a systemic way of thinking about and managing change. With the clustering and amalgamation of colleges in South Africa, the transformation of the FET colleges necessitates adaptation of the individual and group systems to the development of education and training. The research commenced with a pilot study at eight technical colleges of the Western Cape Education Department (WCED). The study followed a quantitative and qualitative research method to collect data from the college, staff and students. Two questionnaires were used to do a needs analysis. The College Institution Evaluation Questionnaire was then administered to 58 colleges in South Africa and the College Student Profile questionnaire to 2175 students. The data from these questionnaires were used to construct the training programme for the student counselling, academic development and learning support, occupational development and career guidance, life skills and health education programmes which were being conducted at 18 colleges of the WCED. A Student Support and Development Evaluation Questionnaire was then used to evaluate the effectiveness and value of the SSDS programmes. During an interview the Lecture Support and Development Interviewing Schedule was used to evaluate and to determine the efficiency of the LSDT at the college.

The Curriculum and Assessment Policy Statement or CAPS (which is the modified extension of the National Curriculum Statement policy), Music learning area, gives an option for Music learners to follow the Indigenous African Music (IAM) stream. This caters for them to be examined in African instruments. Currently, there are no available prescribed instrumental curricula in any IAM instrumental practices that learners can follow should they choose the IAM stream. Therefore, this research was prompted by the need for graded curriculum in IAM instruments for Music learners at the Further Education and Training (FET) level. This quantitative research focuses on the incorporation of contemporary African instrumental music practices in the modern Music curriculum as demanded by current trends, multiculturalism and multi‐ethnic societies with their emerging modern culture which to an extent nevertheless still embrace old traditions. The research is underpinned by the theoretical framework of multicultural music education. This study comprises two sections. Section one analyzes the dilemma that the South African Music curriculum faces when incorporating indigenous African instruments for examination at FET level and poses questions on how and which instrumental practices can be part of the possible solution. It revisits the epistemology of traditional African drumming and investigates how some of the traditional drumming practices have changed and are practised in the contemporary context. Section two introduces a contemporary African instrumental practice whose development is rooted in the generic traditional idioms of African drumming. This contemporary drumming style is not tied to a specific ethnic group but rather a creative continuum of African traditional drumming. This practice is explored as a potential instrumental option for the South African Music curriculum (IAM stream); through conducting of training workshops, progress survey and the evaluation of the implementation process of the pilot graded model curriculum. Lastly, pedagogical instructions on teaching, learning and evaluation of this contemporary drumming practice are provided. / Thesis (DMus)--University of Pretoria, 2013. / lk2014 / Music / DMus / Unrestricted

Department of Curriculum Studies and Education Management / MEd