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The recontextualisation of the technical vocational education and training in the Limpopo ProvinceMthanji, Albert Mpotla January 2019 (has links)
Thesis (Ph.D. (Education) -- University of Limpopo, 2019 / Refer to the document
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The curriculum as preparation for the world of work: A critical analysis of the learner curriculum for young adults at a Community Education and Training College.Daniels, Margaret January 2020 (has links)
Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The main objective of the research is to analyze critically how the curriculum at a Community College in the Western Cape prepares young adults for the world of work in the fields of Travel and Tourism and Small Medium and Micro Enterprise (SMME) and develops their capabilities to become functioning members in society. I was guided by concepts such as knowledge and skills necessary to enhance employability as well as people‟s wellbeing and capability development. The data was gathered through interviews and analysis of national and institutional policy documents. The analysis of documents helped me to understand the curriculum‟s orientation to the world of work and its responsiveness to personal and social needs of young adults. The interview data helped me to reflect on the main research question, “What are the perspectives of academic staff, industry/sector representatives and young adults themselves on the knowledge and skills needed in the curriculum to prepare young adults for the world of work?” My research shows that the curriculum of the ABET Level 4 programme has become more vocationally oriented. It prepares students for the world of work in a general way; but there are some limitations. There is no practical work experience or work exposure as in the curricula of programmes at TVET colleges and universities. The research also found that the formal curriculum in combination with the extra-curricular activities had benefits for students in terms of personal development and equipping them to function better in their social environments. However, offering these activities depends on efforts made by lecturers over and above their normal duties and on donations from various sources. Extending or sustaining this combination of activities requires adequate staffing and resources. Finally the research highlighted various barriers students encountered and suggested that many of these barriers arise from structural constraints in the world of work and society. The research suggests that it is necessary but not sufficient to focus on the employability of young people and to equip them with knowledge and skills to prepare them for the world of work; it is also necessary to look beyond employability and consider the wellbeing of students (Powell, 2012; Jackson, 2005; Baatjes and Baatjes, 2008; Ngcwangu, 2019; Motala and Pampallis, 2007). Therefore my research suggests that education should not have a narrow focus and that the curriculum should integrate vocational and general education (Young, 1999). Furthermore, there should be a holistic approach in the curriculum which responds to multiple objectives including preparation for work and for functioning effectively in other areas of one‟s life. This implies that the curriculum should prepare students for the world of work AND take into account their well-being, dreams and aspirations for a better life.
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The use of messaging service applications as an educational support tool in higher education institutionsMatli, Walter 04 1900 (has links)
M.. Tech. (Information Technology, Faculty of Applied and Computer Sciences), Vaal University of Technology) / The Green Paper for Post-School Education and Training states that higher
education and training institutions are faced with the challenge of teaching
underprepared students. Vaal University of Technology (VUT) Ekurhuleni has
experienced an increase in the number of underprepared first year students from
basic education to higher education, similar to other higher education institutions
(HEIs) and training centres, and most of these students are familiar with messaging
service applications. The purpose of this research is to determine if messaging
service applications have a constructive role to play in supporting tertiary education.
A variety of journals, books and other online materials were reviewed to learn and
confirm the current information on messaging service applications and electronic
communication interaction in higher education. A mixed methods research
methodology has been adopted comprising of both qualitative and quantitative
research. Data was collected through semi-structured interviews as well as
questionnaires with structured questions to address the objectives of the study. A
total of 250 questionnaires were distributed to students and the sample (N=212)
resulted in a response rate of 84.8%. Interviews were conducted targeting students
doing a bridging course in Information Technology. In addition, data was collected
from one of the messaging service applications, Whatsapp, for one semester with
one class. For the analysis of the data, two theories—Social Presence Theory and
Context Awareness Theory—were adopted.
This research found that students who partook in the study displayed a positive
perception of using messaging service applications in an educational environment.
Furthermore, the textual interaction analysis indicates that students were able to
successfully interact and use messaging services as educational supporting tool
outside the classroom. From the findings a model has been developed which
demonstrates how student learning outside the formal classroom learning
environment can be supported through the use of messaging service applications.
The research contributes to a better understanding of using of messaging service
applications as an educational supporting tool in higher education. Messaging
service applications enable students to forget about gender and cultural differences;
it encourages them to work together as an online community.
This research furthermore provides a basis for HEIs and academic leaders to initiate
the discussion and consider the possibility of introducing messaging service
applications as educational supporting tool outside the classroom.
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Quality assurance challenges for private providers in post-school education and training in South AfricaBaumgardt, Jacqueline 09 1900 (has links)
Quality assurance has been a vexed and troubled journey for private providers in South
Africa in a complex and burdensome educational environment. It is well recognised that
private providers are significant role-players in the provision of education and training in
South Africa and the stated intention is to create a more enabling regulatory framework
The focus of this thesis is on the private providers at the post-school level. The quality
assurance regime was examined and contextualised to analyse what is required, and to
determine how the private provider is impacted by the regulatory requirements for the
establishment and operation of a private tuition provider in South Africa. The experience of
private providers, CEOs of professional bodies, ETQA managers and ETD practitioners was
investigated using a mixed methods research approach.
The conclusion is a call for a far more streamlined system with a centralised oversight body,
greater stakeholder consultation, less political interference and a deeper appreciation for the
contribution that private providers make to the education of learners in South Africa. / Educational Leadership and Management / D. Ed. (Education Management)
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Quality assurance challenges for private providers in post-school education and training in South AfricaBaumgardt, Jacqueline 09 1900 (has links)
Quality assurance has been a vexed and troubled journey for private providers in South
Africa in a complex and burdensome educational environment. It is well recognised that
private providers are significant role-players in the provision of education and training in
South Africa and the stated intention is to create a more enabling regulatory framework
The focus of this thesis is on the private providers at the post-school level. The quality
assurance regime was examined and contextualised to analyse what is required, and to
determine how the private provider is impacted by the regulatory requirements for the
establishment and operation of a private tuition provider in South Africa. The experience of
private providers, CEOs of professional bodies, ETQA managers and ETD practitioners was
investigated using a mixed methods research approach.
The conclusion is a call for a far more streamlined system with a centralised oversight body,
greater stakeholder consultation, less political interference and a deeper appreciation for the
contribution that private providers make to the education of learners in South Africa. / Educational Leadership and Management / D. Ed. (Education Management)
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