Doctor Educationis / The central concern of this study has been to determine the effectiveness or otherwise of a combined Dialogical Argumentation Instructional Method (DAIM) and the Assessment for Learning Model (DAAFLIM) strategies in enhancing Tertiary and Vocational Education and Training (TVET) students’ conceptions of selected scientific topics. The extant literature has shown that students often hold other worldviews or funds of knowledge, which might be in conflict with canonical school science. In light of this, DAAFLIM has been chosen for a number of reasons: (1) it has been shown to be effective for revealing students’ scientific and alternative worldviews; (2) it provides the learning environment that encourages students to express themselves freely, exchange views with others, reflect on what they have learned, and even to change their minds in the face of stronger arguments; (3) it is compatible with the Curriculum and Assessment Policy Statements (CAPS) curriculum which emphasizes that educators should integrate school science with students’ indigenous knowledge as a way to make the former more relevant to their sociocultural environment; (4) assists educators to plan instruction in accordance with the needs of multicultural science classroom; and (5) the combination of classroom discourses with continuous or formative assessment (as exemplified by DAAFLIM), instead of the usual terminal summative assessment, tends to mitigate the fears that students usually associate with assessment. Specifically, a group of TVET students i.e. the Experimental group (E-group) was exposed to DAAFLIM while the other group i.e. the Control group (C-group) was exposed to traditional instruction method (TIM).

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The study investigates a Western Cape Technical Vocational and Education and Training (TVET) college internship programmes and how the curriculum prepare students for the workplace. The research utilizes and applies the Human Capital Theory (HCT) to student employability and college internships to generate new theoretical insights into the possibilities and limitations of an internship in preparing college students for the workplace. The study is motivated by observations of students in the workplaces who had completed the National Certificate Vocational (NCV) course with regard to hospitality and office administration who were participating in its associated internships. The research question underlines the relationship between the NCV qualification, HCT and internships.

This study aimed at determining the factors that significantly impact on the implementation rate of open learning in the South African TVET college sector. Despite government’s visionary papers and open learning policy framework, TVET colleges in South Africa have been slow in following international trends. Pre-COVID19, only a handful of the 50 public TVET colleges had even ventured into the idea of multi-modal, or any teaching mode, other than the traditional classroom. The methodological and analytical lens of the study is two-fold. The Critical Theory in Education (CTE) and the Stakeholder Theory that depicts the interests of the different stakeholder groups within the Higher Education band and their expectations towards the activities of TVET colleges. Case study, a qualitative research design, was utilized in the study. Semi-structured interviews with top key decision makers in the Department of Higher Education and Training, as well as open learning champions on institutional level, were used as data collection tools. The interview data was analysed using descriptive and content analysis, and themes were obtained. The findings are brought into terms with the theoretical framework and potential catalysts are suggested. / Dissertation (MEd)--University of Pretoria 2020. / pt2021 / Science, Mathematics and Technology Education / MEd / Unrestricted

Technical and Vocational Education and Training (TVET) colleges have become institutions of choice in the Department of Higher Education and Training (DHET) attracting youth between 15 and 24 years of age. College campuses are an opportune space for mixing of students with Grade 10 equivalence up to students with post-matriculation level. Students who enrol at TVET colleges for the first time are vulnerable to Human Immunodeficiency Virus (HIV) and Acquired Immuno Deficiency Syndrome (AIDS) since they mingle with students of different ages and diverse experiences. Sometimes they can be taken advantage of as the environment is inviting for transactional sex practices, casual and multi-partner sexual relationships with benefactors / “blessers”, promising them the world as angel babies, sugar pups and tuition babies in the sugar bowl of dating scene, hence risky sexual behaviours make college first year students vulnerable to HIV and AIDS. A qualitative research approach was followed underpinned by constructivism as a research paradigm. The theoretical framework followed in this study was the Social Cognitive Theory (SCT). A purposive sampling technique was used and six students who had enrolled in a TVET college as first year students for National Certificate Vocational (NCV) level 2 and were sexually active and willing to talk about the risky sexual behaviours they engaged in, participated during focus group interviews. Three students selected from the six were interviewed individually. The thematic analysis approach was used to identify patterns and themes which were considered for major findings. Findings of the study revealed that TVET college students who are enrolled as first year students in the NCV programme engage themselves in risky sexual behaviours such as transactional sex, casual and multi-partner sexual relationships, not using condoms, putting themselves at risk of contracting HIV. Among factors that were found to be contributing to risky behaviours were that students are away from the supervision of parents, peer pressure, partying, poverty, sugar daddy and sugar mummy (cougar) / Ben 10 with dating life style. / Psychology of Education / M. Ed. (Guidance and Counselling)

Mathematics has always been a problem at schools, colleges and universities and to address this problem the South African government has introduced a new subject called Mathematical Literacy into schools and colleges. Since this subject places the emphasis on real-life contexts, there has been a special focus on its management at schools and colleges so that its implementation is done in an efficient way. This study therefore focuses on the experiences and interactions of managers of this new subject and how their leadership can improve performance in it. In addition to the literature review, an empirical investigation based on a qualitative approach and involving semi-structured interviews with managers of three public TVET colleges in the Western Cape was conducted to collect data. The other method used was the analysis of documents relevant to the study. The research found that managers of Mathematical Literacy have varying experiences in both their roles and the implementation of the subject. They also face varied challenges in relation to lecturers and students although there are also similarities regarding these at the different colleges in the study. The strategies of instructional leadership in intervention methods to improve performance in the subject which are encouraged by managers also differ, and some have better results than others. Various methods to empower lecturers are recommended. Recommendations are also made on what was found in this study, as are recommendations for further study. / Educational Leadership and Management / M. Ed. (Education Management)

Heads of departments (HoDs) in TVET colleges perform a variety of tasks which include curriculum changes, conducting lecturer evaluation, recommending employment of new lecturers and staff, maintaining proper records about staff and students, organising departmental meetings and social gatherings, etc. Their responsibilities are also further compounded by some of the delegated duties from senior management of the college. In this regard, an HoD leadership style becomes an important factor that contributes to effective leadership of the department. Therefore, this study explores leadership styles exhibited by HoDs, as leaders in their own space in the TVET colleges. This qualitative study involved eight lecturers and four HoDs. The participants were purposively selected from two campuses in one TVET college in the Free State province. Research questions focused on how the HoDs perceive their leadership styles, how do lecturers perceive the leadership styles of HoDs, and what kinds of strategies are recommended to advance effective leadership styles of HoDs in TVET colleges. The findings indicate that HoDs at this particular TVET college need proper induction and intensive training on four management functions, namely Planning, Leading, Organising and Controlling. Although the majority of HoDs seem to be using democratic leadership styles, lecturers reporting to them are not entirely satisfied as they feel that they are not included in the decisions that affect them in class. Recommendations to remedy or improve the situation are provided including issues to consider for further research. / Educational Management and Leadership / M. Ed. (Education Management)

This study investigated how lesson study, a Japanese intervention tool, may be used as a management strategy to improve performance in space, shape and orientation in Mathematical Literacy at Technical and Vocational Education and Training colleges. In this study a qualitative approach was followed in both the pilot and the main study. Prior to the main study, a small-scale pilot study was conducted which consisted of two participant lecturers and lasted for about two months culminating in one complete lesson study cycle and a second partially completed cycle. Four lecturers participated in the main study which lasted about seven months from the last week of February 2019 to the last week of August 2019 at a campus of a TVET college where Mathematical Literacy is a subject in the NCV program. Data were collected from semi-structured interviews with lecturers and students, observations of students’ performance and behaviour while delivering the research lessons, including researchers’ journals and participant lecturers’ journals, students’ work and meeting notes which included debriefing notes. The LS - Participative Management model proposed in this study has shown to achieve the broad teaching and learning outcomes, personal and professional outcomes and managerial outcomes. Hence, it is possible that the model proposed in this study is an appropriate model which can be successfully implemented at TVET colleges in South Africa. With the application of the LS Participative Management model, findings revealed from this study showed that participant lecturers improved their teaching and learning by reflecting and engaging with the content of space, shape and orientation in Mathematical Literacy by highlighting the misconceptions students have around this topic. Participant lecturers were also brought out of isolation, giving them the opportunity to collaborate with other lecturers and the manager. Collaboration and participation in lesson study also brought about organisational effectiveness which was revealed through vigorous discussions, openness, trust and respect, positive relationships and sharing ideas. Lesson study also provided an enabling environment for lecturers to become personally and professionally empowered by increased confidence and motivation as they gained more experience in lesson study. The involvement of the manager as a participant observer showed that it can impact on curriculum management, sharing experience and expertise, influence the organisational culture and provide guidance and support. / Educational Management and Leadership / D. Ed. (Educational Management)

The study explored women’s underrepresentation in engineering at a Technical Vocational and Education and Training (TVET) College in Gauteng, South Africa. Research on the lack of women in engineering exists, however, the underrepresentation of women students in engineering at TVET Colleges is under-researched. Using a theoretical starting point Bandura’s concept of self-efficacy, a qualitative study explored views of selected female students on female underrepresentation in engineering at TVET Colleges, with reference to South West Gauteng College. Interviews with women in Engineering, Business Studies and Hospitality courses were undertaken. Findings indicated: engineering students' desire for equal career opportunities in engineering; recognition of the impact of gender stereotypes and differing ways of developing self-efficacy and capabilities as women to follow an engineering career; the barrier of gender stereotypes on secondary school girls’ choice of and achievement in Mathematics and Science and the information gap concerning career options in engineering; as well as benefits provided by TVET Colleges offering these courses. Some recommendations which are suggested are: TVET Colleges should ensure that more information about the engineering courses offered at these institutions be relayed to the public in a manner that is inclusive to everyone irrespective of gender. / Educational Studies / M. Ed. (Adult Education)

Student non-attendance is a main challenge in TVET Colleges, especially in teaching and learning and the academic functioning of students. Various studies on student absenteeism and absenteeism in schools were reviewed in the literature. However, not much has been written about the challenges in TVET colleges. The focus of this research is on the three TVET College campuses in the Bojanala District in the North West Province. The qualitative method was used. Semi-structured interviews and non-participative observation were employed to gather information and the views of the participants about student absenteeism. The researcher selected the participants purposefully, as they have experienced the problem of absenteeism. Students and lecturers were selected as participants in the study. Lecturers acknowledged that the poor background of students was a contributing factor to poor attendance. The study concludes with recommendations on how to reduce the challenge of student non-attendance. The lack of transport money is a socioeconomic factor that contributes to student absenteeism in TVET colleges. It is recommended that NSFAS pays the transport money directly to the service provider. When students apply for a NSFAS bursary, they should provide proof of the transport that they use to help the bursary office in terms of transport arrangements. It is further recommended that all campuses should have student accommodation, and that bursary money should be paid directly to the accommodation services. / Educational Management and Leadership / M. Ed. (Education Management)