Abstract: Transformation at a historically disadvantaged technikon in South Africa : a research project: South Africa is in the seventh year of democracy. During the first term of office, the ANC government proposed radical shift from the system(s) of education that was/were in existence in this country. A change in the education system in South Africa was inevitable. The ANC government have realised the need and proposed plans for a change in the education system in this country. We might be able to overcome the inequalities of the past and have an education system relevant for all South Africans that promote an equal opportunity for success as envisaged by Outcomes Based Education (OBE). This research project, using a qualitative case study methodology, reports on the readiness of Border Technikon in implementing Outcomes Based Education (OBE) as a teaching/lecturing strategy. Since 1998 Border Technikon organised a series of staff training workshops to empower the academic staff in Outcomes Based Education. A preliminary study on the topic was conducted during 1999, in which questionnaires (to 16 academic staff) and semi-structured interviews (with three academic staff) were used to collect data. During 2000, when the second and final round of this study was conducted semistructured interviews were employed with 4 staff members to gather data. Literature review and document analysis was also part of the research. The analysis of data indicated that the very nature of most of the Technikon Programmes demands an OBE approach in teaching/lecturing and hence OBE based teaching/lecturing is largely practised at Border Technikon. However a few areas of concerns were identified. Some of these concerns were: (i) Technikon employed academic staff (from industry, etc...) with no professional qualification in teaching and it was difficult to provide OBE training to such people and (ii) lack of sufficient support from the Technikon Management might be a cause for the poor attendance of academic staff during the training programme. Another aspect emerged from the data analysis was that all academic staff participated in this study expressed the need for further training in OBE and related topics. Abstract: Science for all - myth or reality?: Different educational projects around the world have made Scientific Literacy a world-wide concern. This study through a literature review shows that Scientific Literacy is a term that has many definitions and interpretations. This literature review reveals that, in the present system Science for All is a myth for various reasons. Governments around the world in general, and South Africa in particular, are in the process of introducing different projects such as the Year of Science and Technology (YEAST), science week and science exhibitions for the purpose of popularising science and technology. The Department of Education in Thailand has modified its education system to accommodate Science for All. In this literature review among other issues the status quo in South African science education and the Thailand model were examined. A few recommendations to achieve Science for All are also included in this project. Abstract: Developing and evaluating the use of learning material in science - a constructivist approach towards learning Newton's laws : a research project: The Government of National Unity in 1994 introduced a new educational policy for South Africa. This represented a shift in paradigm from a transmission mode of teaching and learning to a learner-centred education. The shift marks a transformation from a content-based curriculum to an Outcomes Based Education (OBE). Various authors found that different sections in the Physical Science syllabus in South Africa are often misunderstood by students for different reasons. One of the reasons was that students had their own ideas about laws of nature and these (mis)conceptions were resistant to change. From the literature and from the author's personal experience it was found that Bodies in Motion is a topic that is difficult to conceptualise by students of different age groups. The challenge facing educators is how to tackle this issue. In this research project a diagnostic test is developed and used to identify the topics where students have conceptual problems. To address these problem areas further, concept sheets/work sheets where developed and implemented. The different challenges and tasks given in the work sheets/learning material are organised in such a way as to make the students aware of their own ideas about Bodies in Motion in general and the key-concepts in particular and also to make them aware of the ideas of their peers (group members). It was also aimed at offering the learners the scientific alternative to their own beliefs. At the end, it was discovered that, even though the general understanding of the learners has improved in this topic (namely, Bodies in Motion), their original beliefs were largely unaffected. It is the hope of the researcher that the project would be the basis for further research on the development of learning material in science.

Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde)

Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde)

South Africa is a developing country that contends with a serious skills deficit that hampers its economic growth prospects. To address this skills deficit particularly at intermediate level, the government identified the public Further Education and Training (FET) College sector to serve as a medium to counter the challenge. Subsequent to the aforementioned decision by the government, political and financial support was pledged to the sector. Legislation that is attributed to the sector was also enacted and amended to capacitate the sector to perform optimally. The focus of this research was the capability of the public FET College sector in the province of Gauteng to respond credibly and qualitatively to the skills needs of the province‟s labour markets. Thus, the primary purpose was to evaluate the role that the sector in the province plays to address the skills shortage. The research design for the study was triangulation in nature, encompassing qualitative and quantitative methods. Nine public FET colleges, six companies and the Indlela Training Centre were sampled for gathering information regarding the responsiveness, articulation and efficiency of the province‟s public FET College sector. Students, lecturers, HODs and company‟s skills development managers were interviewed and sampled for the completion of questionnaires. Some significant differences in perceptions relating to the role played by the province‟s public FET college sector in addressing the skills shortage were found. Findings indicated that the massive financial and political support pledged to the sector by the government did not translate into efficiency, credibility and responsiveness nor capacitate the sector. In terms of the findings employers are skeptical about the quality of graduates that the province‟s public FET colleges ect or produces. Further, it was found that the sector‟s lecturers are inappropriately qualified and this contributes to the inefficiency of the sector in performing optimally. The lack of a formal skills development partnership between the sector and the labour markets hampers the articulation and the responsiveness of the sector to the skills needs of labour market. However, the current development whereby all the skills development institutions have been placed under one department has the potential to add value to the skills development landscape, particularly the public FET College sector. / Educational Leadership and Management / D. Ed. (Educational Management)

Work integrated learning (WIL) for the training of engineering technicians and technologists combines the theoretical learning of the fundamentals with their practical application in a real-world situation and environment. The activities in WIL are intended to provide students with specific learning outcomes in each engineering field of study, as well as with the general skills that are necessary for engineers in any field. The WIL learning outcomes are very specific and provide the student with the opportunity to practise and apply the fundamentals in an actual workplace. WIL includes various modalities such as problem-based learning, project-based learning and workplace learning. In this thesis, work integrated learning is referred to specifically as a period of work placement for engineering students. The other modalities of learning are usually included in all engineering qualifications. Thirty percent of the curriculum for the National Diploma engineering qualification in South Africa consists of work integrated learning, which translates into approximately 120 credits. WIL provides a valuable context for learning. However, there has been debate about the offering, placement, quality and supervision of it. This thesis investigates the various factors that may affect the offering of this component of learning in addition to ascertaining the importance of WIL in the training of technicians and technologists. This research comprises a survey conducted among engineering students as well as interviews with lecturers and supervisors directly involved in the implementation of the WIL component. The study investigates the format of WIL and its duration, the presence or absence of supervisors, mentors, a syllabus and clear guidance within the context of the Higher Education Qualification Frameworks. Quantitative data was collected from Engineering National Diploma and B-Tech students in two universities in Gauteng and then captured and processed. Statistical analysis such as factor analysis, analysis of variance, Cronbach’s Alpha coefficient, Pearson chi-squared, the Bartlet test and others were carried out, using various standard tests. The study reveals the extent to which both students and lecturers appreciate WIL. The study also offers recommendations for the unique and on-going collaboration between industry and academic institutions for the purpose of the training of future technicians. In addition, it provides reasons for the possibility of a shorter work placement period provided certain preparations are made by the universities prior to placement. It highlights the need for clarity on the responsibilities of the role players involved and on assessment methods, and for the provision of a more specific, yet flexible, curriculum, while also recommending regular reflection on this component of learning. All of these points are discussed within the context of the Higher Education Qualification Framework in South Africa. This framework recommends that higher education institutions accept responsibility for WIL placement and for ensuring that programmes are properly structured and supervised. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Technology Education))

Function Shift is the transference of functions, which involves responsibilities, assets and human resources (including their employment packages), from one department to the next. The Function Shift to which I refer in this study entails the shifting of functions from the former Adult Education and Training provincial directorates to the Department of Higher Education and Training (DHET). This process started in 2009 in terms of proclamation 48 of 2009. The purpose of my active research is to investigate in depth the experienced positive and negative consequences of Function Shift with the intention of exploring problematic features and challenges of Community Education and possibilities for addressing them. By ‘experienced’ consequences, I mean consequences that are not just imagined but were expressed by participants. I employed an 'active' qualitative research approach whereby I, as a researcher, am actively involved in the research process in trying to ensure that the research is bearing results for me as well as for the participants. I based the selection of Community Education and Training Colleges on the characteristics of the regions in which the colleges belonged. I clustered regions that portrayed similar characteristics and came out with 3 clusters. I selected one region and its respective college from each of the 3 clusters. From each of the selected regions and their corresponding colleges, I sampled a Regional manager, Curriculum Implementer or regional official, Principal, 1 Centre manager, 1 lecturer and 1 student. I collected data through first and second interview sessions, focus group discussion in 1 college and through evaluative discussion with 2 head office officials. To carry out data analysis, I used the principles of Atlas TI that encourages the coding, categorisation and thematising data collected from participants simultaneously with data from the reviewed literature. It emerged that all participants agreed that a multilevel change management system is suitable for Function Shift as opposed to the traditional rational/linear model and that Function Shift is a potential solution to Adult Education and Training challenges. The prevailing challenge was insufficient consultation, which resulted in some transitional challenges that could have been identified and mitigated against. My concluding recommendation is that the oral or print input made by members on the ground including the assessment of the real and practical situation in Community Learning Centres must drive the development of policies that are still cascaded by the DHET. Consultation must be characterised by dialogue, not announcements of deadlines. / Ku susumetiwa ka mintirho swi vula ku susiwa ka vutihlamuleri endzawuleni yinwana byi yisiwa endzawuleni yin’wani. Vutihlamuleri lebyi byi katsa tinhundu, timali, vatirhi ni miholo ya vona ni hikwaswo leswi fambelanaka ni xiyenge xexo. Ndzavisiso lowu wu vulavula hi ku susiwa ka vutihlamuleri bya dyondzo ni vudzaberi/vuthwaseli bya vatswatsi (Adult Education and Training) e mindzawuleni ya dyondzo ya le hansi ya swifunda (Provincial Department of Basic Education) ku yisiwa e ndzawuleni ya le henhla ya dyondzo ni vudzaberi (Department of Higher Education and Training). Nghingiriko lowu wa ku cinciwa ka vutihlamuleri wu sungurile hi lembe ra 2009. Makungu ya ndzavisiso lowu wa mahika I ku lavisisa hi vuxokoxoko vumbhoni bya switandzaku (mbuyelo lowunene ni lowu wu nga tsakisiki) leswi vangiwanga hi ku cinciwa ka vutihlamuleri, hi xikongomelo xo paluxa swirhalanganyi swa dyondzo ya vaaki (Community Education) ni ku ololoxa swirhalanganyi leswi. Loko ni ku vumbhoni bya switandzaku, ndzi vula switandzaku leswi swi nga kumbeteriwiki, kambe leswi vahlamuri (participants/respondents) va nyikaka vumbhoni bya leswi va nga swi vona ni ku switwa. Ndzi endlile vulavisisi bya mahika (active research), laha mina tani hi mulavisisi ndzi tlangeke xiyenge xa ku endla leswaku vulavisisi lebyi byi va ni mbuyelo lowu nga ta pfuna mina xikan’we na muhlamuri. Ndzi hlawurile tilholichi ta dyondzo ni vudzaberi ta vaaki ku ya hi tindhawu /tirhijini laha tikholichi leti ti kumekaka kona. Ndzi longoloxile tirhijini hinkwato, ndzi ti katsakanya hi timpawu ta tona, ivi ndzi huma na mintlawa minarhu. Ndzi hlawule kholeji yin’we eka ntlawa wun’wani ni wun’wani ni tirhijini ta tona. Eka rhijini yin'wana na yin'wana ndzi hlawurile no tihlanganisa na vanhu lava landzelaka: mufambisi wa rhijini, mukamberi/museketeri wa dyondzo a rhijinini, nhloko ya kholeji, mufambisi wa sentara, mudzaberi na xichudeni. Eka Kholeji yo sungula ni ya vumbirhi, ndzi hlengeletile mahungu hi ku burisana ni vahlamuri hi wun’we ha wun’we. Eka Kholeji ya vunharhu, ndzi hlengelete mahungu hi mbhurisano wa hlengeletano ya murhangeri wa senthara, vadzaberi va nharhu ni machudeni mambirhi. Ku kuma voxokoxoko ni nhlavutelo wa mahungu lawa ndzi wa hlengeleteke, ndzi tirhisile maendlelo ya "Atlas Tl" yaku hlohlotela ku kuma vuxokoxoko hi ku tirhisa tekinoloji, ku longoloxa ku ya hi swiyimo ni ku endla vulavisisi eka tibuku tin'wana. Vahlamuri va pfumelelanile leswaku mafambiselo ya ku cinca loku khumbhaka swiyenge swo hambana-hambana (Multilevel change management) hi nkarhi wun’we hi wona lama fanelaka ku susumetiwa ka vutihlamuleri. Nakambe vahlamuri va pfumelelanile leswaku ku susmetiwa ka vutihlamuleri swi nga tisa xintshuxo eka ku tikeriwa loku a ku ri kona e ka dyondzo ni vudzaberi bya vatswatsi. Ndzi heta hi ku vula leswaku swibumabumelo leswi tsariweke ni ku vuriwa hi milomo ya vaaki, ni ku xopaxopela xiyimo lexi xi nga etisenthareni ta dyondzo ya vaaki, hi swona leswi fanelaka ku va makombandlela ya ku tumbuluxiwa ni ku hangalasiwa ka milawu (policies) leyi ya ha endliwaka hi ndzawulo ya le henhla ya dyondzo ni vudzaberi. Njhenhjekisano wa miehleketo exikarhi ka varhangeri ni vaaki hi yona ndlela ya kahle yaku tihlanganisa (consultation) na vanhu. / Phetišetšo ya mošomo ke go fetišetša mešomo, yeo e amago maikarabelo, dithoto le methopo ya batho (go akaretšwa ditshwanelo tša bona tša mošomo), go tloga go kgoro ye nngwe go ya go ye nngwe. Phetišetšo ya mošomo yeo ke bolelago ka yona ka mo dinyakišišong e ama go fetišetša mešomo ya Thuto ya Batho ba Bagolo le Tlhahlo go tloga go diofisi tša bolaodibogolo bja diprofense tša Thuto ya Batho ba Bagolo le Tlhahlo tša pele go ya go go Thuto ya Godimo le Tlhahlo (DHET). Tshepetšo ye e thomile ka 2009 go ya ka pego ya 48 ya 2009. Nepo ya dinyakišišo tša ka tša go rarolla bothata ke go nyakišiša go tsenelela dipoelo tše dibotse le tše dimpe tša maitemogelo tša Phetišetšo ya Mošomo ka nepo ya go nyakišiša dibopego tša mathata le ditlhohlo tša Thuto ya Setšhaba le dikgonagalo tša go šogana le tšona. Ka ‘dipoelo tša maitemogelo’ ke bolela ka dipoelo tšeo di sa akanywego fela eupša di tšweletšwa ke bakgathatema. Ke šomišitše mokgwa wa dinyakišišo wa boleng wa “go rarolla bothata’ moo nna, bjalo ka monyakišiši, ke amana ka dinyakišišong ka mafolofolo go kgonthiša gore dinyakišišo di na le dipoelo tše dibotse go nna le go bakgathatema. Ke theile kgetho ya ka ya Thuto ya Setšhaba le Dikholetšhe tša Tlhahlo go dibopego tša dilete tšeo dikholetšhe tše di lego gona. Ke hlopile dilete tšeo di bontšhago dibopego tša go swana gomme ka tšweletša dihlopha tše tharo. Go tšwa go dilete tše dingwe le tše dingwe tšeo di kgethilwego le dikholetšhe tšeo di amanago le tšona, ke dirile sešupo ka molaodi wa Selete, Mophethagatši wa Lenaneothuto goba mohlankedi wa selete, Hlogo ya Sekolo, molaodi wa Senthara yo motee, mofahloši yo motee le moithuti yo motee. Ke kgobokeditše data ka dikopano tša mathomo le tša bobedi tša dipoledišano, dipoledišano tša sehlopha sa nepišo kholetšheng ye tee ka dipoledišano tša tekolo le bahlankedi ba babedi ba kantorokgolo. Go dira tshekatsheko ya data, ke šomišitše methopo ya Atlas TI ye e hlohleletšago go swaya, go hlopha le go kgetha data ye e kgobokeditšwego go tšwa go bakgathatema ka nako ye tee le data go tšwa go dingwalwa tšeo di sekasekilwego. Go tšweletše gore bakgathatema ka moka ba dumetše gore mokgwa wa taolo ya phetogo ya magato a mantši o loketše Phetišetšo ya Mošomo kgahlanong le mmotlolo wa tlwaelo/thwii wa mathomong le gore Phetišetšo ya Mošomo ke tharollo ye e kgonagalago ya ditlhohlo tša Thuto ya Batho ba Bagolo le Tlhahlo. Tlhohlo ye e tšwelelago e be e le therišano yeo e sa lekanago, yeo e feleditšego ka ditlhohlo tša phetišetšo tšeo di bego di utollotšwe gomme tša fedišwa. Tigelo ya ka ya go phetha ke dikgopolo tša molomo le tšeo di gatišitšwego tšeo di filwego ke maloko a mo fase go akaretšwa kelo ya maemo a nnete le a tiro mo Disenthareng tša Go ithuta tša Setšhaba di swanetše go eta pele tšweletšopele ya dipholisi tšeo di sa fetišwago ke DHET. Ditherišano di swanetše go bopša ke poledišano, e sego ditsebišo tša matšatši a mafelelo. / ABET and Youth Development / D. Ed. (Socio Education)

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)

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)

The purpose of this study was to determine how a specific group of lecturers identified and supported students experiencing language barriers. The study aimed to make a contribution by adding to literature on how language barriers affect teaching and learning at TVET level. The study was guided by the theory of Lev Vygotsky, known as the Sociocultural and Cognitive Perspective on Language and Communication Barriers in Learning. The study was conducted within a qualitative, constructive paradigm. Interview schedules were used for data collection. The researcher used semi-structured interviews and open-ended questions for data collection. Six National Certificate (Vocational) programme lecturers for NC (V) level 2 of the National Qualifications Framework (NQF) from the selected TVET College in Bojanala District, North West (NW) province were interviewed. The interviewees were purposively selected from three campuses in the district. Findings revealed that lecturers are affected by lack of support, lack of resources and lack of staff development when addressing language barriers experienced by students The study recommended that the Department of Higher Education and Training should provide a budget to provide professional development to lecturers teaching students experiencing language barriers. / Inclusive Education / M. Ed. (Inclusive Education)

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)