<p><font size="3"> <p>The aim of this research was to investigate the use of social media (SM) in improving the quantity and quality of passes in computer programming in South Africa&rsquo / s Further Education and Training (FET) colleges. The study addresses the high learner failure rates in computer programming at National Certificate (Vocational) (NCV) level 3. A preliminary investigation identified that increased lecturer contact time with the students could positively affect the quantity and quality of passes in computer programming. The social medium of Facebook (FB) was studied to assess whether it could enhance contact time with students.</p> <p>In investigating factors affecting computer programming passes at the College of Cape Town, the study identified how SM technologies can assist in increasing contact time for students outside normal college time. Four groups on FB were created to allow learners to ask questions, interact with the lecturer and peers on the subject. A mixed approach was employed using qualitative and quantitative data. Test scores for previous years (2011) were compared to current (2012) test scores for the NCV 3 learners. Statistical functions calculated the average passes and total number of passes. Furthermore, a total of thirty questionnaires were used to check the learners&rsquo / perceptions toward the use of SM outside the class to enhance performance..</p> <p>More lecturer contact time on FB for one student group scored better in terms of the quantity and quality of passes. The groups using FB (with more practice time or more technical contact time) produced results which were far better than in previous years (2010 and 2011). The fourth group using FB for more peer interaction also did fairly well with an increase at the end of the year (2012) of 35% pass in programming at level 3 - up from 30% in 2011. It is the researcher&rsquo / s view that, once internet access is evenly spread, it has the potential to increase performance in subjects like computer programming. A further look at the certification of level 4 learners for programming subjects indicated an improvement could be possible by the introduction of SM at level 3 - where much of the bottleneck lies.</p> <p>As this research was limited to a single FET college it cannot be generalised. Further research spread across various FET colleges countrywide will serve to confirm these findings and determine new insights into the whole process of using SM to improve passes in computer programming at NCV level 3.. The practical recommendation is that FB should be used for this stated purpose. In respect of academic recommendations, the researcher intends to implement the same study with learners at level two and level four.</p> </font></p>

<p><font size="3"> <p>The aim of this research was to investigate the use of social media (SM) in improving the quantity and quality of passes in computer programming in South Africa&rsquo / s Further Education and Training (FET) colleges. The study addresses the high learner failure rates in computer programming at National Certificate (Vocational) (NCV) level 3. A preliminary investigation identified that increased lecturer contact time with the students could positively affect the quantity and quality of passes in computer programming. The social medium of Facebook (FB) was studied to assess whether it could enhance contact time with students.</p> <p>In investigating factors affecting computer programming passes at the College of Cape Town, the study identified how SM technologies can assist in increasing contact time for students outside normal college time. Four groups on FB were created to allow learners to ask questions, interact with the lecturer and peers on the subject. A mixed approach was employed using qualitative and quantitative data. Test scores for previous years (2011) were compared to current (2012) test scores for the NCV 3 learners. Statistical functions calculated the average passes and total number of passes. Furthermore, a total of thirty questionnaires were used to check the learners&rsquo / perceptions toward the use of SM outside the class to enhance performance..</p> <p>More lecturer contact time on FB for one student group scored better in terms of the quantity and quality of passes. The groups using FB (with more practice time or more technical contact time) produced results which were far better than in previous years (2010 and 2011). The fourth group using FB for more peer interaction also did fairly well with an increase at the end of the year (2012) of 35% pass in programming at level 3 - up from 30% in 2011. It is the researcher&rsquo / s view that, once internet access is evenly spread, it has the potential to increase performance in subjects like computer programming. A further look at the certification of level 4 learners for programming subjects indicated an improvement could be possible by the introduction of SM at level 3 - where much of the bottleneck lies.</p> <p>As this research was limited to a single FET college it cannot be generalised. Further research spread across various FET colleges countrywide will serve to confirm these findings and determine new insights into the whole process of using SM to improve passes in computer programming at NCV level 3.. The practical recommendation is that FB should be used for this stated purpose. In respect of academic recommendations, the researcher intends to implement the same study with learners at level two and level four.</p> </font></p>

Magister Commercii (Infomation Management) / The aim of this research was to investigate the use of social media (SM) in improving the quantity and quality of passes in computer programming in South Africa’s Further Education and Training (FET) colleges. The study addresses the high learner failure rates in computer programming at National Certificate (Vocational) (NCV) level 3. A preliminary investigation identified that increased lecturer contact time with the students could positively affect the quantity and quality of passes in computer programming. The social medium of Facebook (FB) was studied to assess whether it could enhance contact time with students. In investigating factors affecting computer programming passes at the College of Cape Town, the study identified how SM technologies can assist in increasing contact time for students outside normal college time. Four groups on FB were created to allow learners to ask questions, interact with the lecturer and peers on the subject. A mixed approach was employed using qualitative and quantitative data. Test scores for previous years (2011) were compared to current (2012) test scores for the NCV 3 learners. Statistical functions calculated the average passes and total number of passes. Furthermore, a total of thirty questionnaires were used to check the learners’ perceptions toward the use of SM outside the class to enhance performance.. More lecturer contact time on FB for one student group scored better in terms of the quantity and quality of passes. The groups using FB (with more practice time or more technical contact time) produced results which were far better than in previous years (2010 and 2011). The fourth group using FB for more peer interaction also did fairly well with an increase at the end of the year (2012) of 35% pass in programming at level 3 - up from 30% in 2011. It is the researcher’s view that, once internet access is evenly spread, it has the potential to increase performance in subjects like computer programming. A further look at the certification of level 4 learners for programming subjects indicated an improvement could be possible by the introduction of SM at level 3 - where much of the bottleneck lies. As this research was limited to a single FET college it cannot be generalised. Further research spread across various FET colleges countrywide will serve to confirm these findings and determine new insights into the whole process of using SM to improve passes in computer programming at NCV level 3.. The practical recommendation is that FB should be used for this stated purpose. In respect of academic recommendations, the researcher intends to implement the same study with learners at level two and level four.

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

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.

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / Student dropout, certification and retention rate has played a pivotal role for academic institutions globally. There are various factors that affect student persistence which inevitably leads to a student’s failure to graduate. These factors may also result in voluntary withdrawal from institutions which could impact on the status and funding of tertiary institutions. To deal with such critical issues, there is a need to understand the reasons for the decline in student retention and the factors that influence goals and student departure. The aim of the current study was to explore the factors that may or may not contribute to persistence, which eventually has an influence on the retention rate. In the current qualitative study, Tinto’s longitudinal model was comprehensively explored. Therefore, the current study was located within Tinto’s longitudinal model of student departure. The researcher was prompted to explore the factors that influence student goals, institutional commitments, social and academic integration and persistence. The South African government expected that the role of the TVET colleges would become the cornerstone of the skills development landscape. According to the Department of Higher Education and Training (DHET, 2013b), it was estimated that the growth in the sector would escalate as follows: the projection of 345 000 students in 2010, 630 000 students in 2013. The total projection for 2030 was that 2.5 million students would be certified (DHET, 2013b). Unfortunately, the 2030 projection has been adversely affected by the poorly performing institution and the high dropout rate. (DHET, 2013b) Therefore, the setting for the research was a Technical Vocational College in Cape Town which offers the National Certificate Vocational NCV. The single institutional study linking academic integration, goal influencers, institutional commitments social and academic integration and persistence was based in a college in Cape Town. Thus the study has an overarching research question and three sub-questions. The college was selected conveniently and the researcher purposively selected the participants. A total of twenty participants (20) were interviewed after providing assent and consent. The qualitative design utilized in the current study allowed the researcher to identify themes. Therefore, thematic analysis was employed in the data analysis section. The researcher is currently an insider in this sector. The unique experience and academic background of the researcher has afforded the opportunity to ethically gain access to past results in the TVET, specifically, in a NCV programme at a Cape Town College.

Abstract is in English, Zulu and Afrikaans / South Africa is facing a challenge regarding the shortage of South African (SA) engineers. The National Certificate (Vocational) (NC(V)) was introduced by Department of Education (DoE) in 2007 to address this challenge. However, there has been a cry and dissatisfaction from the government, industry, community and other stakeholders that NC(V) engineering curriculum is not addressing the shortage of engineers. SA has one engineer per 2 600 people compared to international norms, where one engineer serves 40 people. It has been ten years since the introduction of NC(V) curriculum, SA should not be in this state of importing engineers if the NC(V) engineering is achieving the goals of National Development Plan 2030. Since lecturers are the implementers of the NC(V) engineering curriculum, it was necessary to investigate their experiences in search for improvement of the curriculum and to find out the challenges facing lecturers which are hindering the success of this curriculum. Lecturers, Senior Lecturers and a Head of Department (HoD) as the primary implementers of the engineering curriculum were involved in the study as participants. There were 15 participants for this study who are lecturing in one selected college but at two different campuses which is why the qualitative research approach was employed, making use of a multiple case study. They took part in semi-structured individual interviews and shared their experiences with the researcher. Their experiences revealed that lecturers are experiencing challenges with the implementation of NC(V) engineering curriculum. Their main challenge was the minimum requirement, which is a Grade 9 pass. Their concern was that no matter what they try, a learner who has not mastered Mathematics up to Grade 12 will struggle with engineering subjects. Emanating from this challenge, low attendance rate, low pass rate, low throughput rate and high drop-out rate is experienced by participants every year. One of the aims of the Transformative Learning Theory (used as one of the theories in the theoretical framework) is to allow lecturers to identify challenges and design improvement plans on their own. This study has indicated that Technical Vocational Education and Training (TVET) colleges have challenges that are hindering teaching and learning. It was evident that some lecturers believe that government officials should resolve such challenges. However, on engaging with different lecturers they realised that they have the capacity to address classroom-based challenges. If this can be the case in every college, teaching and learning will improve because that will mean lecturers are focusing on teaching and learning and taking ownership of their subjects and students. The governance challenges, such as reviewing the NC(V) curriculum yearly, provide subject specific training to upskill lecturers and implementing Work Integrated Learning (WIL) in the professional development of lecturers were recommended to be addressed by the Department of Higher Education and Training (DHET). / INingizimu Afrika ibhekene nenselelo mayelana nokusweleka konjiniyela. Uhlelo lwemfundo iNational Certificate (Vocational) (NC(V)) lwethulwa wuMnyango wezeMfundo ngonyaka ka 2007 ukuze uxazulule le nkinga. Yize-kunjalo kuye kwaba khona ukungagculiseki ngasohlangothini lukahulumeni, lwezimboni, lomphakathi kanye nakwezinye izinhlaka ezidlala indima yenkinga yokuntuleka konjiniyela. INingizimu Afrika (SA) inonjiniyela oyedwa kubantu abayi 2 600 uma iqhathaniswa nezinga lomhlaba lokuthi unjiniyela oyedwa kufanele ibhekane nabantu abayi 40. Sekudlule iminyaka eyishumi selokhu kwethulwa lezi zinhlelo, ngakho-ke, iSA akufanele izithole isesimeni sokudinga onjiniyela abavela ngaphandle uma ngabe izinhlelo ezikhona ziyanceda ekufinyeleleni izimpokophelo zoHlelo lwezokuThuthukisa iZwe National Development Plan 2030. Njengoba abafundisi bangabaqhubi bezinhlelo zobunjiniyela, phecelezi NC(V), nokho sasikhona isidingo sokuphenya lokho abahlangabezana nakho ukuze kuthuthukiswe izinhlelo futhi kuvunjululwe izinselele ezibhekene nabafundisi, okuyizinselele ezikhinyabeza impumelelo yalezi zinhlelo. Abafundisi, abafundisi abaphezulu kanye neziNhloko zoMnyango Head of Department (HoD) njengabaqhubi bokuqala bezinhlelo bebebambe iqhaza kulolu cwaningo. Abadlalindima abayi 15 bebefundisa kwikholeji ekhethiwe, kodwa emagatsheni amabili ehlukene, lokho okwenza isizathu kusetshenziswe uhlelo locwaningo oluzinze kwizingxoxo, ngokusebenzisa izinhlobonhlobo zocwaningo lotho. Kwenziwe izinhlolovo ezimbaxambili zocwaningo kanti abadlalindima bavezele umcwaningi ulwazi lwabo. Baye baveza ukuthi behlangabezene nezingqinamba uma besebenzisa izinhlelo zobunjiniyela NC(V). Inselele enkulu abahlangabezene nayo kuye kwaba yisidingo sokuphumelela uGreyidi 9. Inkinga enkulu yabo ukuthi bethi bezama ngamandla kulokho abakwenzayo, umfundi owehluleke esifundweni seMethamethiki ukufikela kuGreyidi 12 uzohlangabezana nobunzima ukuze aphumelele ezifundweni zobunjiniyela. Okubhebhethekiswa yile nselele, yizinga eliphansi labafundi abahambela lesi sifundo, izinga eliphansi labafundi abaphumelelayo kanye nezinga eliphezulu labafundi abayeka ukufunda njalo nje ngonyaka. Enye yezinhloso zethiyori yemfundo eguqulayo (used as one of the theories in the theoretical framework) ukuvumela abafundisi ukuba bakwazi ukubona izinselele futhi badizayine izinhlelo zokuzithuthukisa ngokwabo. Lolu cwaningo luye lwaveza ukuthi amakholeji. Phecelezi Vocational Education and Training (TVET) colleges ahlangabezene nezinselele eziphazamisa uhlelo lokufunda nokufundisa. Kuye kwacaca ukuthi abanye abafundisi babekholelwa ekutheni abasebenzi bakahulumeni kufanele baxazulule izinselele ezinjengazo lezi. Yize-kunjalo, ngemuva kokuxoxisana nabafundisi abahlukahlukene, baye bazwisisa ukuthi banamandla okuqeda izinselele ezisemagunjini okufunda. Uma ngabe lokhu kuyenzeka ngempela kuwo wonke amakholeji, ngakho-ke uhlelo lokufunda nokufundisa luzothuthuka ngoba lokho kuzochaza ukuthi abafundisi bagxile ohlelweni lokufunda nokufundisa kanti ngokunjalo baba yibo abalawula izifundo kanye nabafundi babo. Izinselele zokuphatha, ezinjengokubuyekezwa kohlelo lwemfundo, phecelezi NC(V) njalo nje ngonyaka, lunikeza ukuqeqeshwa okuthile okuthuthukisa abafundisi. Ukulandela uhlelo lwemfundo oluhlangene nomsebenzi olumayelana nokuthuthukiswa ngokomsebenzi wabafundisi kuyinto enconywe ukuba ilungiswe uMnyango weMfundo ePhakeme kanye nokuQeqeshwa (Department of Higher Education and Training). / ʼn Tekort aan ambagslui staar Suid-Afrika in die gesig. Om hierdie rede het die Departement van Onderwys in 2007 die Nasionale Sertifikaat (Beroepsgerig) (NS(B)) ingestel. Tot die ontevredenheid van die regering, die bedryf, die gemeenskap en ander belanghebbendes vul hierdie kurrikulum nie die tekort aan nie. In Suid-Afrika is daar een ambagspersoon vir elke 2 600 mense teenoor die internasionale norm van een ambagspersoon per 40 mense. Hierdie kurrikulum is meer as tien jaar gelede ingestel en SA moet tans ambagslui invoer. Die oogmerke van die Nasionale Ontwikkelingsplan 2030 word dus nie verwesenlik nie. Aangesien dosente die NS(B) kurrikulum vir werktuigkundiges implementeer, moes hulle belewenisse ondersoek en hulle probleme bepaal word om die kurrikulum te verbeter. Dosente, senior dosente en departementshoofde, as die implementeerders van hierdie kurrikulum, het aan die studie deelgeneem. Die 15 deelnemers is verbonde aan een kollege wat twee kampusse het. Daarom is ʼn kwalitatiewe navorsingsbenadering gevolg en ʼn veelvuldige gevallestudie gebruik. ʼn Halfgestruktureerde onderhoud is met elke deelnemer gevoer. Uit die onderhoude blyk dat dosente moeite met die implementering van die NS(B) kurrikulum ondervind. Die grootste struikelblok is die minimumvereiste van Graad 9. Al doen hulle ook wat, ʼn leerder wat nie Graad 12-wiskunde geslaag het nie, sal tegniese vakke nie kan bemeester nie. Afgesien hiervan is die bywonings- en slaagsyfer sowel as die omset jaar na jaar laag en die uitsaksyfer hoog. Die transformatiewe leerteorie is deel van die teoretiese raamwerk. Die oogmerk hiervan is dat dosente self probleme aantoon en met verbeteringsplanne kom. In hierdie studie is bevind dat kolleges vir tegniese beroepsgerigte onderwys en opleiding (TBOO) met probleme te kampe het wat onderrig en leer belemmer. Sommige dosente is van mening dat staatsamptenare hierdie probleme moet oplos. Ná gesprekke het talle dosente egter besef dat hulle oor die vermoë beskik om self hulle klaskamerprobleme op te los. As dit van alle kolleges waar is, sal onderrig en leer verbeter omdat dosente hulle op onderrig en leer sal toespits en vir hulle vakke en studente verantwoordelik sal wees. Vakopleiding word gegee om aan bestuursprobleme, soos die jaarlikse hersiening van die NS(B)-leerplan, die hoof te bied. Daar word aanbeveel dat die Departement van Hoër Onderwys en Opleiding toesien dat werkgeïntegreerde leer deel uitmaak van dosente se professionele ontwikkeling. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The Technical Vocational Education and Training (TVET) system in South Africa has undergone transformation. This includes the introduction of the National Certificate (Vocational) [NC (V)]. The literature on curriculum development and on the TVET college sector in South Africa informed a qualitative inquiry into the lecturers’ experiences of the implementation of the NC (V). The research site was the Tshwane South TVET College, Gauteng Province. Data were gathered by means of individual and focus group interviews with the Campus Manager, four Divisional Heads, and seven lecturers, selected by means of purposeful sampling. The findings were organised around the following key themes, namely the limited participation of the lecturers in curriculum design, the effectiveness of curriculum dissemination, the lecturers’ participation in curriculum review, their perceptions of the NC(V) entry level requirements, the NC(V)’s positioning on the NQF, assessment in the NC(V), the fit between the lecturers’ qualifications and the curriculum, the lecturers’ capacity-building, and finally, their perceptions of the involvement of the industry in the NC(V). / Educational Studies / M. Ed. (Comparative Education)

The aim of this study was to investigate how the National Certificate Vocational (NCV) curriculum is being managed at Majuba TVET College in ensuring that it impacts positively in addressing skills shortage in the Newcastle area. The following was the main question for the study: How is Majuba TVET College managing the National Certificate Vocational (NCV) curriculum in addressing skills shortage in the Newcastle area? A comprehensive literature review was conducted to provide strong arguments as presented by different authors who wrote on the topic after conducting research about Technical Vocational Education and Training (TVET) Colleges A qualitative method was chosen by the researcher to gather data on the management of the NCV curriculum in addressing skills shortage. The main aim was to discuss the methods the researcher used in the study to collect data meant to acquire the impact of the NCV curriculum management in addressing skills shortage. Data was collected through face-to-face interviews, non-participant observation and literature review. It was then put together and analysed according to themes aligned to the main study problem and the sub problems in order to realise the main aim of the study and the sub-aims. On the basis of the findings and the recommendations, the researcher proposed the importance of the college to review the NCV curriculum so that it is aligned with practical exposure enhanced by NCV students from the industry. In conclusion, the findings pointed out that NCV students’ practical exposure may have a big impact in addressing skills shortage and combating the high unemployment rate in the Newcastle area. / Educational Leadership and Management / M. Ed. (Education Management)

The purpose of this interpretive qualitative study was to determine the extent of conceptual and procedural difficulties that NCV Level 4 students encountered when factorising and solving problems involving factorisation. This study is based on Kilpatrick, Swafford and Findel’s (2001) ideas on mathematical proficiency, focusing on conceptual knowledge, procedural knowledge and the flexibility of integrating both appropriately to solve algebra problems involving factorisation. This study also explored reasons why NCV Level 4 students demonstrated such difficulties and suggested possible ways that could assist them to understand and flexibly use factorisation to solve problems. A purposive sample consisting of 30 NCV Level 4 students and 5 Subject Matter Experts participated in this study, which adopted a phenomenological case study research design. Triangulation of method was adopted for consistent gathering of information. Data was collected through a written assessment on factorisation under controlled test conditions, and semi-structured interviews. The researcher reduced and analysed data by utilising an integration of constant comparison analysis and classical content analysis. The findings and relevant recommendations concluded this research. / Mathematics Education / M. Ed. (Mathematical Education)