Students in Technical and Vocational Education and Training Colleges (TVET) in South Africa face a number of challenges including psychological problems. These challenges have a strong bearing on the academic success of the students. The aim of the study was to examine the effectiveness of psychological support services rendered to students at Majuba TVET College. Interviews were recorded verbatim and transcribed. Thematic data analysis was used to analyse the data. The themes used were derived from the research objectives and these were further divided into categories and sub-categories. The study found that the institution does provide psychological support services to the learner. The forms of psychological support include career counselling, pre-counselling, referral system, on-going counselling and peer counselling and mentoring. Improved academic performance, improved student attendance student retention and improved college certification rate are some of the benefits that can be realised from the effective utilisation of psychological support by the students. Various challenges hinder the effective utilisation of these psychological support services including, lack of qualified personnel, being understaffed, poor referral system, conflicting roles of staff, inadequate on-site counselling, low-prioritisation of psychological support by college management and limited access time. The participants highlighted the need for the institution to establish linkages with key stakeholders such as other TVET Colleges so as to have a platform for sharing vital information on psychological support. The participants were of the view that more qualified and registered staff should be hired to bolster the provision of psychological support to students. The referral system should be improved and the participants advocated for the services to be accessible around the clock. College management should show commitment to students’ welfare by prioritising and recognising student psychological support as pivotal to students’ academic success. / Educational Studies / M. Ed. (Adult Education)

This study investigates community involvement in promoting and improving road safety in Blaauwbosch, Newcastle, KwaZulu-Natal. The aim is to evaluate communitydriven bottom-up approaches like the Participatory Rural Appraisal (PRA). The central premise is that road crashes can be reduced if community involvement is exercised. Road crashes are affecting all the communities globally, and they continue to escalate at an alarming rate. The 2013 and 2015 World Health Organization (WHO) Global Status Reports form the basis of this study by providing the facts and figures about global road crash statistics. Communities are motivated by the outcomes and impacts of road safety interventions in improving their well-being and development. The objectives of the research study were to document the community’s perceptions of road safety, to check how community members can be involved in reducing road crashes, and to specify the role that local authorities can play. These objectives were met with the use of participatory rural appraisal (PRA) as a research tool for data collection. The study found that the community members of Blaauwbosch perceive road safety as an important factor that affects their lives. There was also a belief that, through community involvement, road crashes can be reduced. The authorities also had an important role to play in reducing road crashes, provided there is political will and the required resources. The findings and conclusions drawn affirms that road safety is a collective responsibility and requires joint efforts from all the stakeholders. / Geography / M. Sc. (Geography)

A large number of students are struggling with Information System and other computer related subjects. This has a negative impact on students’ academic performance at large. In fact, a number of students from various institutions of higher learning are facing serious Information System challenges. Information System student on NATED curriculum at Majuba TVET College are facing serious challenges on their studies. This has been indicated by their performance on Information System. This article intends to draw an attention of education stakeholders, College management and lecturers to this matter. A number of reasons leading to students poor performance in this field has been mentioned. Various studies have been conducted but yet the lack of Information System skills still persists. The main question that guided this study was: What are the stakeholders’ perceptions of the challenges encountered Information System students? In order to explore and to get some findings for this case qualitative study, semi-structured interviews with relevant stakeholders were conducted. Sample of lecturers, student’s focus groups and college management members was conducted. Data collected from various participants were transcribed verbatim. A combination of literature and data collected produced some findings on the matter. In an attempt to answer the main question, recommendations were made. / Educational Leadership and Management / M. Ed. (Education Management)

The study was conducted to determine strategies that could be used by relevant managers and authorities in promoting the morale of lecturers at a TVET College, in Newcastle, KwaZulu-Natal. A qualitative research design and methodology was used to gather data from semi-structured interviews with the participants by means of two focus groups of six lecturers each and face to face interviews with the three programme managers. Purposive sampling was used to select the lecturers from the two engineering campuses of the sampled college. Data were constantly compared and analysed using the constant comparative analysis of data. The study found that aspects that contribute to low morale exceed those for high morale in the sampled college. Therefore, by studying the results obtained from the data, it can be deduced that lecturers at the College are not content with the current working conditions and the senior management style of the college. It is the duty of managers to consider the holistic welfare of employees. This is necessary for the creation of a suitable workplace for all staff of the college. To achieve this, supervisors and lecturers need to know what aspects influence staff morale. Henceforth, this study focused on effective strategies and recommendations that could be implemented to promote the morale of lecturers at the college. / Educational Management and Leadership / M. Ed. (Education Management)

For physically challenged students, inequalities in further education begin with inequalities that have shaped the whole schooling system in South Africa. The limited provision that exists for physically challenged students at further education and training colleges in KwaZulu-Natal Province, especially black physically challenged students, means that for these students there is a very high level of exclusion from the education system. Many students with physical challenges still need an ally even in their basic accommodation. The focus of this research was on exploring challenges experienced by physically challenged students at “Mango” (pseudonym) Further Education and Training College in KwaZulu-Natal Province. That investigation was conducted in terms of the availability of resources for physically challenged students at Further Education and Training Colleges, the use of learner support services, accessibility of buildings for these students and the roles played by parents of physically challenged students at Further Education and Training Colleges in KwaZulu-Natal Province. This study was therefore designed to explore not only the challenges experienced by physically challenged students at Mango FET College in KwaZulu-Natal Province, but also their experiences and responses to such challenges. This research study was conducted with students who were physically challenged and their lecturers from Mango FET College in KwaZulu-Natal Province. The sample of the population included six participants who were physically challenged students and four participants who were lecturers teaching physically challenged students at Mango FET College. Furthermore, participants comprised both females and males who were doing different levels at the college, i.e. NQF level two, NQF level three and NQF level four students. The research study sought to explore the challenges experienced by such physically challenged students at Mango FET College in KwaZulu-Natal Province in order for the college to meet these students’ academic needs. Observations and semi-structured interviews were the main data-collection tools used in the study. Results from the current research study indicated that inaccessibility of buildings, lack of resources for physically challenged students, inadequate support from student support services and the college represented major barriers to the success of the physically challenged students at Mango FET College in KwaZulu-Natal Province. Moreover, although student support services are available, the entire college population, students and staff alike, should all be responsible for creating an inclusive environment where students with physical challenges can experience a sense of community and attitudes of embracing diversity and accommodating differences. The responsibility thus lies with all relevant role players of Mango FET College in KwaZulu-Natal Province who must work together to overcome social and academic barriers; to accommodate physically challenged students properly, provide them with accessible buildings, encourage parents to assist physically challenged students, endeavour to meet their academic, social and emotional needs and assist them to develop academically. In future, progress can be made through the increased coordination of student support services, building accessible buildings with ramps for physically challenged students, and providing adequate resources for these students. / Inclusive Education / M. Ed. (Inclusive Education)

For physically challenged students, inequalities in further education begin with inequalities that have shaped the whole schooling system in South Africa. The limited provision that exists for physically challenged students at further education and training colleges in KwaZulu-Natal Province, especially black physically challenged students, means that for these students there is a very high level of exclusion from the education system. Many students with physical challenges still need an ally even in their basic accommodation. The focus of this research was on exploring challenges experienced by physically challenged students at “Mango” (pseudonym) Further Education and Training College in KwaZulu-Natal Province. That investigation was conducted in terms of the availability of resources for physically challenged students at Further Education and Training Colleges, the use of learner support services, accessibility of buildings for these students and the roles played by parents of physically challenged students at Further Education and Training Colleges in KwaZulu-Natal Province. This study was therefore designed to explore not only the challenges experienced by physically challenged students at Mango FET College in KwaZulu-Natal Province, but also their experiences and responses to such challenges. This research study was conducted with students who were physically challenged and their lecturers from Mango FET College in KwaZulu-Natal Province. The sample of the population included six participants who were physically challenged students and four participants who were lecturers teaching physically challenged students at Mango FET College. Furthermore, participants comprised both females and males who were doing different levels at the college, i.e. NQF level two, NQF level three and NQF level four students. The research study sought to explore the challenges experienced by such physically challenged students at Mango FET College in KwaZulu-Natal Province in order for the college to meet these students’ academic needs. Observations and semi-structured interviews were the main data-collection tools used in the study. Results from the current research study indicated that inaccessibility of buildings, lack of resources for physically challenged students, inadequate support from student support services and the college represented major barriers to the success of the physically challenged students at Mango FET College in KwaZulu-Natal Province. Moreover, although student support services are available, the entire college population, students and staff alike, should all be responsible for creating an inclusive environment where students with physical challenges can experience a sense of community and attitudes of embracing diversity and accommodating differences. The responsibility thus lies with all relevant role players of Mango FET College in KwaZulu-Natal Province who must work together to overcome social and academic barriers; to accommodate physically challenged students properly, provide them with accessible buildings, encourage parents to assist physically challenged students, endeavour to meet their academic, social and emotional needs and assist them to develop academically. In future, progress can be made through the increased coordination of student support services, building accessible buildings with ramps for physically challenged students, and providing adequate resources for these students. / Inclusive Education / M. Ed. (Inclusive Education)

The Information Technology (IT) as subject taught in South African secondary schools is considered to be a very perplexing subject. The IT as a subject has four learning outcomes which are E-Communication (weight 10%), Social and Ethical Issues (weight 10%), Hardware and Systems Software (weight 20%) and Programming and Software Development (weight 60%). The Programming and Software Development enjoys the highest weight as outcome of IT and it is believed to be the main cause of the difficulty of IT. The number of Grade 9 learners willing to offer IT as a subject in Grade 10 is decreasing and the number of learners pursuing IT until Grade 12 is declining in every school in South Africa annually. The aim of this research is to investigate methods that enhance teaching and learning Information Technology at a selected high school focusing on Grade12 learners. Although this work investigated many teaching and learning methods, it has come to be known that the hybrid system or method is the best to adopt and apply in teaching and learning of IT in high schools especially in the relevant target high school. Thirty (30) participants were sampled. Three (3) data collection instruments, which were questionnaires, interviews and observations were used. Results that were obtained from the use of these data collection instruments were recorded and analysed. Results from these instruments were compared and conclusions drawn. A major finding was that the hybrid system that combines both teacher-centered and learner-centered teaching approaches was able to enhance the teaching and learning of IT. / Science and Technology Education / M. Ed. (Natural Science 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)

This exploration investigates lecturers’ experiences of the role of professional development on TVET lecturers. Lecturers’ professional development is often viewed as the source to effective learning developments. Lecturer effectiveness at TVET Colleges depends on the constant professional development to avoid encounters that they face due to endless differences taking place in technology and national curriculum. The result of proper professional development of lecturers is that both students and the organisation benefit from it. Hence, lecturers are likely to be subjected to continuous professional development to be well informed with the constant adjustments taking place in the education system. This occurs as the lecturers are pressurised to participate in a variety of regular professional development programmes that are not designed to suit their specific requirements. This leads to, professional development becoming ineffective in assisting the lecturer developing their training in their specific areas of knowledge. A literature review was used to determine what other writers say about the concept of professional development. A qualitative study was employed and two research instruments were used: semi-structured interview sessions and document analysis.Information was collected through the interviews, centred on pre-planned interview questions. Purposive sampling was used and nine experienced participants were selected for this study. Lecturers’ were questioned about their experiences of professional development at a TVET College in the Kwazulu Natal district. The conversations were recorded, translated and scrutinised to discover lecturers’ opinions about professional development in their college. This investigation was guided by three important questions: How effective are staff development programmes managed for lecturers in their areas of specialisation? Secondly, How effective are the policies regarding staff development in TVET Colleges? Finally, what role does senior management play in CPD in Majuba TVET College? Findings indicate that the principals of the colleges are not managing the continuous professional development of lectures. It is left upon the lecturers themselves to manage their professional development. It is expected that this investigation and the literature review will influence the management of professional development for the advantage of lecturers and the college. / Educational Leadership and Management / M. Ed. (Education Management)

>Magister Scientiae - MSc / Groundwater is one of the most valuable natural resources on earth and it forms an important part of the total water resources of South Africa. For this reason, this resource should be monitored and controlled on a regular basis. The study was conducted in Newcastle, in the KwaZulu-Natal province of South Africa. The aim of this study was to assess groundwater quality geochemically and determine its suitability for domestic and irrigation purposes. For the purpose of this study 31 samples were collected from 31 boreholes in and around the town of Newcastle. The samples were analysed for Magnesium (Mg2+), Calcium (Ca2+), Sodium (Na+), Potassium (K+), Chloride (Cl-), Sulfate (SO42-), Bicarbonate (HCO3-), Nitrate (NO3-), Fluoride (F-) (pH, TDS and Ec. The SAQWG (DWAF, 1996) and the WHO (2011) water standards were used as the basis of evaluating the suitability of groundwater for drinking purposes. For irrigation, Electrical Conductivity (EC), Sodium Percent (Na %), Sodium Adsorption Ratio (SAR), Residual Sodium Carbonate (RSC), Kelly’s Ratio (KR), Magnesium Ratio (MR) and Permeability Index (PI) were used to evaluate suitability. Classical hydro-chemical methods together with multivariate statistical methods were used to further understand the composition controlling processes. Lastly, the spatial distribution of the results was presented using ArcGIS. The results showed that the groundwater is alkaline in nature and that most of the samples are within the permissible range of both SAWQG (DWAF, 1996) and WHO (2011). Few samples showed concentration of Na+, Cl-, SO42- , F- and TDS above the guideline value as per WHO (2011) standards. The order of abundance of major ions in the groundwater, based on their mean values is as follows: Na+>Ca2+>Mg2+>K+ and HCO3->SO42- >Cl->NO3-. Classical hydro-chemical methods revealed four hydro-chemical facies in the study area, which are Ca-Mg-HCO3, Na-HCO3, Ca-Na-SO4-HCO3 and Na-Cl. The major ion chemistry analysis revealed that the main composition controlling processes in the study area is rock-water interaction. It further revealed that the ionic concentration is due to silicate weathering, carbonate weathering, cation exchange, gypsum dissolution and halite dissolution. Factor analysis indicated three factors, which explained 79.71 % of the total variance in the water quality data. The first factor which accounted for the highest variance in the data was the Alkalinity factor, followed by the Hardness factor and the Anthropogenic factor which accounted for the least variance. The cluster analysis revealed five clusters and discriminant analysis showed that Na+, TH, HCO3- and SO42- discriminate these clusters by 96.8%. In conclusion, the study revealed that the groundwater in most of the boreholes in the study area is generally suitable for drinking and irrigation. This is with exception to boreholes 13 and 31 which showed concentrations higher than the permitted level by WHO (2011) standards of TDS, Na+, Cl-, SO42- and F-. Similarly, 45.16% the groundwater samples showed that the groundwater has high sodium hazard potential which makes water from these boreholes unsuitable for irrigation purposes without proper treatment. accounted for the least variance. The cluster analysis revealed five clusters and discriminant analysis showed that Na+, TH, HCO3- and SO42- discriminate these clusters by 96.8%. accounted for the least variance. The cluster analysis revealed five clusters and discriminant analysis showed that Na+, TH, HCO3- and SO42- discriminate these clusters by 96.8%.In conclusion, the study revealed that the groundwater in most of the boreholes in the study area is generally suitable for drinking and irrigation. This is with exception to boreholes 13 and 31 which showed concentrations higher than the permitted level by WHO (2011) standards of TDS, Na+, Cl-, SO42- and F-. Similarly, 45.16% the groundwater samples showed that the groundwater has high sodium hazard potential which makes water from these boreholes unsuitable for irrigation purposes without proper treatment.