A dissertation presented in fulfilment of the requirements for the degree of Magister Educationis in the Faculty of Education at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2013 / This study explores the experiences and perceptions of students enrolled in an inclusive Further Education and Training College in South Africa. A qualitative, phenomenological design using interviews was found to be the most suitable approach to data production that would allow for the examination of feelings and perceptions around students’ inclusion. The guiding questions for the study were: 1. What are the day-to-day experiences and expectations of students enrolled at one Further Education and Training college in the Western Cape? 2. What feelings and perceptions are generated by these experiences and expectations? The data was analysed using a constant comparative method of analysis in order to accentuate the meanings that student experiences held for them. Bronfenbrenner’s Ecosystemic Theory has been used to describe the way different systems and structures influence the development of students. Through Maslow’s Hierarchy of Needs, students’ needs are examined, revealing what their perceptions of inclusion are. The findings have indicated that while institutional intentions might express details of what is deemed to be inclusive, students’ experiences and voices are often not taken into consideration, with the result that full inclusion is not achieved.

Student Number : 0206171T - MEd research report - School of Education - Faculty of Humanities / The aim of the study is to explore the relevance to the workplace of the Further Education and Training college curriculum in electrical subjects. The study uses a combination of interviews, questionnaires and document analysis to collect data. The study was carried out in Johannesburg and Germiston, and involved six learners, four training managers, three educators, a curriculum developer and an education specialist. Educators noted that there had been no changes in the curriculum for a considerable period, and felt that there was a need for change. They mentioned in particular the absence of practicals as a cause for concern. The curriculum developer agreed that there had been no substantial curriculum change. He cited report 190/191 and the FET Act of 1998 as contributing to the stagnation in the curriculum. Employers continue to recruit learners from the FET colleges, but do not feel that they have been fully equipped for the workplace. The colleges provided only the basics, and training continued at the workplace. Colleges play a vital role in qualifying learners for a trade. One of the entry requirements for trade test is that candidates have N2, which is only obtainable at FET colleges. Learners were divided on the question of whether or not the FET college empowered them to cope in the world of work, with some, but not all, expressing satisfaction. This response was understandable as the electrical field is very broad, and companies operate on various levels within the field. In the electrical field, FET colleges have adopted a technocratic approach to the curriculum, characterized by inflexibility and stagnancy. New curricular approaches beckon with the government’s recapitalization plan for the FET colleges.

The focus of this research study was the assessment of intrapreneurship within public Further Education and Training (FET) Colleges that were earmarked by govemment to spearhead the alleviation of skills shortages in South Africa. Managers within four colleges in the Free State province of South Africa were selected as the study. Establishing an intrapreneurial climate within public FET Colleges can play a significant role in improving the effectiveness and efficiency of services rendered, contributing to the long term sustainability of these institutions. Colleges face various challenges including a lack of intrapreneurial spirit and a fragmented approach regarding their visions, missions and strategic thrusts. The primary objective of the study was to assess the level of intrapreneurship within the four public FET Colleges and to make recommendations on how to improve the level of intrapreneurship within these institutions. A number of secondary objectives were set to support the attainment of the primary objective. A comprehensive literature study was conducted, which was followed by an empirical study. By means of self -assessment and supervisor assessment, perceptions of managers were tested in relation to entrepreneurial characteristics. Furthermore, relationships were determined between demographic variables and intrapreneurship constructs. Following upon a detailed analysis of data in chapter 4, it was concluded that managers regarded the current intrapreneurial climate at FET Colleges as being average. Based on the findings of the empirical study and the insight gained during the literature study, recommendations were made on the fostering of intrapreneurship within the colleges. A framework of practical guidelines and an action plan were compiled that could facilitate the process, thereby assisting public FET Colleges in South Africa to fulfill the vision of the National Department of Education of "...a modem and vibrant nationally co-ordinated FET college system that builds a foundation for lifelong learning and is responsive to the needs ofthe 21 st century". / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

The focus of this research study was the assessment of intrapreneurship within public Further Education and Training (FET) Colleges that were earmarked by govemment to spearhead the alleviation of skills shortages in South Africa. Managers within four colleges in the Free State province of South Africa were selected as the study. Establishing an intrapreneurial climate within public FET Colleges can play a significant role in improving the effectiveness and efficiency of services rendered, contributing to the long term sustainability of these institutions. Colleges face various challenges including a lack of intrapreneurial spirit and a fragmented approach regarding their visions, missions and strategic thrusts. The primary objective of the study was to assess the level of intrapreneurship within the four public FET Colleges and to make recommendations on how to improve the level of intrapreneurship within these institutions. A number of secondary objectives were set to support the attainment of the primary objective. A comprehensive literature study was conducted, which was followed by an empirical study. By means of self -assessment and supervisor assessment, perceptions of managers were tested in relation to entrepreneurial characteristics. Furthermore, relationships were determined between demographic variables and intrapreneurship constructs. Following upon a detailed analysis of data in chapter 4, it was concluded that managers regarded the current intrapreneurial climate at FET Colleges as being average. Based on the findings of the empirical study and the insight gained during the literature study, recommendations were made on the fostering of intrapreneurship within the colleges. A framework of practical guidelines and an action plan were compiled that could facilitate the process, thereby assisting public FET Colleges in South Africa to fulfill the vision of the National Department of Education of "...a modem and vibrant nationally co-ordinated FET college system that builds a foundation for lifelong learning and is responsive to the needs ofthe 21 st century". / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

Thesis (M. Ed. (Educational Studies)) -- University of Limpopo, 2013 / This research was based on the challenges faced by lecturers in the implementation of the National Certificate Vocational (NCV) curriculum at Mopani South East FET College. The common idea was that the new NCV curriculum in South Africa was going to keep abreast of changes with the population. However, the implementation of the NCV curriculum was not as effective as expected. This was demonstrated by the fact that in 2007, numerous students in NCV Level 2, did not manage to progress to the next level. The through-put rate was low in almost all the programmes. Therefore, the researcher was led to believe that lecturers were finding it difficult to implement the new NCV curriculum. In order to explore challenges faced by lecturers in the implementation of the NCV curriculum at Mopani South East FET, the researcher discussed different perspectives of and the rationale for curriculum change and implementation in different parts of the world including South Africa. The curriculum changes and implementation were discussed considering some of the countries, such as Romania, China, Qatar, Saudi Arabia, United States of America (USA), Malawi, Mozambique and South Africa. Scholars have proven that for effective curriculum implementation, there are a number of ideas, which cannot be undermined, especially when there are curriculum changes. It referred to issues, such as the availability of curriculum plans, proper curriculum implementation management and leadership and continuous development of all the implementers. The aim of the study was to explore the challenges faced by lecturers in the implementation of the NCV curriculum at Mopani South East FET College. There were three objectives to this study, Firstly, to establish obstacles, which hindered the implementation of the NCV curriculum, secondly, explore what the causes for these obstacles were, and thirdly, describe the extent, to which these obstacles affected the implementation of NCV curriculum. The challenges faced by lecturers in the implementation of the NCV at Mopani South East FET College were investigated in order to achieve the stated objectives. The findings of this study provided conclusions and implications to NCV curriculum lecturers as well as policy makers; and added a body of knowledge in curriculum implementation. v A qualitative research method was used for the purpose of this study. Interviews and document analyses were used in order to gather information. The findings from this research project focused on four themes a) physical resources; b) student matters; c) staff matters and d) management matters. After considering the findings and results from the interviews and documents analyses, the researcher was convinced that further research could be undertaken in line with the relevant lecturer qualifications, academic and staff development for the FET sector, articulation of the NCV curriculum by businesses, monitoring and evaluation of the NCV curriculum implementation by campus, college management, as well as relevant provincial and national officials. In conclusion, the researcher believes that this study would play a very significant role to assist lecturers teaching or lecturing the NCV programmes, additionally, add to the body of knowledge in curriculum implementation and be of use to policy makers. Eventually, it will assist in bringing the desired expectations by Mopani South East FET College and the Department of Higher Education and Training (DoHET) to fruition.

Value and character education possess the inherent building blocks for the preservation of a healthy society. It is the art of life that keeps the environment friendly, free and safe allowing earth's inhabitants to play, to live and to work in peace. Value and character education possess values that remove evil from society and institutions such as schools, colleges, universities, etc. One of the primary aims of value and character education is to allow learners to experience life at its' fullest. The main purpose of this study is the development of an effective character building program for a specific further education and training college. It is obvious from the available literature that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate a value educational program in schools. The values of the government however, are focused on nation building, democracy and human rights with the purpose of overcoming the inequalities and injustices of the apartheid system. However, the inhabitants of South Africa seek more than aspects based on democracy, nation building and human rights. They seek values that promote moral behaviour, values of work ethics and values that are aimed at developing their full potential. Value and character education could probably ensure the provision of a successful life and future for today's youth. The researcher has therefore investigated and analysed the precise meanings of the following terms: values, norms, principles, standards, ethics, character education, values education. Various character educational programs that succeeded in oversees countries were also studied. Focus was also given to educational guidelines including principles, outcomes and promising practices that the lecturer could use in the classroom to stimulate the students and to promote character education. To determine what the present value orientation of the students are, a questionnaire was compiled for further education and training colleges in the North-West Province. To ascertain the opinions and contributions of values education and character education, semi-structured interviews were held with the student council, the head of the support services and an official of the student support services. The overall aim of the study is: To create a character-building program for further education and training colleges after establishing the value orientation of the students. This empirical research has pointed out specific problem areas and has shown that it is not only essential but also urgent to implement a value and character educational program for further education and training colleges. Guidelines for such a program have been set on the basis of this study. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Thesis (MEd. (Community and Continuing Education)) -- University of Limpopo, 2015 / The research was carried out in Capricorn College for FET. The main aim of this study was to identify the educational needs of Capricorn College for FET. This study attempted to answer the following research question:  What are the educational needs of Capricorn College for FET? This study was designed within a qualitative research paradigm using multiple-case studies. A document analysis, semi-structured interviews, observations were used to identify the educational needs of Capricorn College for FET. Semi-structured interviews allowed me to ask questions to participants while allowing the flexibility to probe further details. Semi-structured interviews helped me to have a broader view and clear understanding of educational needs that might exist in all campuses of Capricorn College for FET. Through observation educational needs of learners, educators and campus managers were noted. Findings of this study show that there are educational needs at the Capricorn College for FET such as; the lack of funding, lack of staffing, poor learner recruitment, poor infrastructural resources and poor quality of teaching and learning. Recommendations were made for educators in the three campuses to be trained so that they can acquire knowledge about teaching methodologies. More funding should be provided to the college to enhance the smooth running of the college. The college should be equipped with resources that are required for teaching and learning. More learners should be able to study and equipped with relevant skills for job market. Capricorn College for FET should use recruitment strategies that may benefit almost learners in the country. The Department of Higher Education and Training should make sure that Capricorn College for FET be provided with necessary and enough infrastructural resources. Teaching and learning materials should be supplied to this institution and on time. In that way it will enhance the effective teaching and learning at the college.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Value and character education possess the inherent building blocks for the preservation of a healthy society. It is the art of life that keeps the environment friendly, free and safe allowing earth's inhabitants to play, to live and to work in peace. Value and character education possess values that remove evil from society and institutions such as schools, colleges, universities, etc. One of the primary aims of value and character education is to allow learners to experience life at its' fullest. The main purpose of this study is the development of an effective character building program for a specific further education and training college. It is obvious from the available literature that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate a value educational program in schools. The values of the government however, are focused on nation building, democracy and human rights with the purpose of overcoming the inequalities and injustices of the apartheid system. However, the inhabitants of South Africa seek more than aspects based on democracy, nation building and human rights. They seek values that promote moral behaviour, values of work ethics and values that are aimed at developing their full potential. Value and character education could probably ensure the provision of a successful life and future for today's youth. The researcher has therefore investigated and analysed the precise meanings of the following terms: values, norms, principles, standards, ethics, character education, values education. Various character educational programs that succeeded in oversees countries were also studied. Focus was also given to educational guidelines including principles, outcomes and promising practices that the lecturer could use in the classroom to stimulate the students and to promote character education. To determine what the present value orientation of the students are, a questionnaire was compiled for further education and training colleges in the North-West Province. To ascertain the opinions and contributions of values education and character education, semi-structured interviews were held with the student council, the head of the support services and an official of the student support services. The overall aim of the study is: To create a character-building program for further education and training colleges after establishing the value orientation of the students. This empirical research has pointed out specific problem areas and has shown that it is not only essential but also urgent to implement a value and character educational program for further education and training colleges. Guidelines for such a program have been set on the basis of this study. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Thesis (MPA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The Democratic South African government inaugurated in 1994 identified the need for intermediate skills that are required to contribute to the growth of the economy and to reduce the high unemployment rate. Further Education and Training Colleges (FETC) were established after 1994 by merging the former 152 technical colleges into 50 FETCs. The function of these FETCs was to offer intermediate skills to the youth, women, and employed and unemployed South Africans. The South African government introduced a number of strategies, Acts and policies to support the colleges and to implement demand-driven intermediate skills programmes which would close the skills gap and improve the growth of the economy. These policies seek to ensure that skills offered at colleges are aligned to the needs of industry and to make sure that the college programmes will be in demand in the work place. The study presented is aimed at investigating this alignment by evaluating how apprentices in the final stage of their vocational training perform and meet the demands at their work places. A number of strategies used by different countries to support and develop their education systems are discussed. The discussion is directed at considering how vocational education ensures a positive contribution to skills development and what its impact is on the growth of the economy. This study provides a comprehensive policy and legislative framework which governs and supports the higher education institutions and the FETCs. The study was designed to determine whether welding apprentices from the College are, according to the work place staff and management and stakeholder bodies, appropriately equipped with vocational skills and knowledge to execute their duties at the work place. The evaluation and analysis of the data extracted from the responses of the interviews and questionnaires are presented and discussed. The results enabled the researcher to conclude that the evaluation of apprentice performance at the work place provides significant insight into the question of how vocational training and knowledge at the WCFETC meet the demands at the work place. Conclusions are drawn and recommendations are made. / AFRIKAANSE OPSOMMING: Die demokratiese Suid-Afrikaanse Regering, wat in 1994 ingehuldig is, het die behoefte aan intermediêre vaardighede om die groei van die ekonomie en die van die hoë werkloosheidssyfer te verlig, geïdentifiseer. Verdere Onderwys en Opleiding Kolleges (VOOKS) is na 1994 totstand gebring deur die samesmelting van 152 voormalige Tegniese kolleges tot 50 VOOKS. Die funksie van die Verdere Onderwys en Opleiding Kolleges was om intermediêre vaardighede aan die jeug, vrouens en Suid-Afrikaners in diens of werkloos, te verskaf. Die Suid-Afrikaanse Regering het ´n aantal strategieë, wette en beleidsrigtings aangeneem om die kolleges te ondersteun en om die aanvraag-gedrewe intermediêre vaardigheidsprogramme te implementeer wat dan die vaardigheidsgaping sou vernou en die groei van die ekonomie sou bevorder. Hierdie beleidsrigting beoog om te verseker dat vaardighede wat by die Kolleges aangebied word, belyn is met die industrie as ook om te verseker dat die kollege programme benodig word in die werksplek. Die studie is gemik daarop om hierdie belyning te ondersoek en te evalueer hoe vakleerlinge in die laaste stadium van hulle ambagsopleiding vaar, en voldoen aan die eise van die werksplek. ´n Aantal strategieë wat deur verskillende lande gebruik word, om hulle eie opvoedingsstelsels te ontwikkel, word bespreek. Die bespreking verwys na hoe ambagsopvoeding ´n toevoeging tot vaardigheidsontwikkeling kan verseker en wat die impak daarvan op die groei van die ekonomie het. ´n Alomvattende beleid en ´n wetsraamwerk, wat Hoër OpvoedingsInstansies en die Verdere Onderwys en Opleiding Kolleges beheer en ondersteun, word verskaf. Die studie is ontwerp om te bepaal of die sweis vakleerlinge van die kollege, volgens die werksplek personeel en -bestuur en belanghebbende liggame, toepaslik toegerus en bevoeg is met ambagsvaardighede en kennis om die pligte van die werksplek uit te voer. Die evaluering en analise van die data, afgelei van die terugvoering van die onderhoude en vraelyste, word weergegee en voledig bespreek. Die resultate stel die navorser in staat om tot die gevolgtrekking te kom dat die evaluering van vakleerling-werksverrigting by die werksplek merkbare insig tot die vraag hoe ambagsopleiding en kennis by die Weskus VOOK aan die eise van die werksplek voldoen. Gevolgtrekkings en aanbevelings word aangebied.