The overall aim of the study was to study the relevance of educational provision in KwaZulu-Natal. There have been no vocationally orientated alternatives available in the schools of this province. The poor performance of our matriculants results in wide-spread media coverage. A further consideration in the formulation of the aims of this study was the decline in the socio-economic development of this province. It was postulated that the problems of high youth unemployment were related to the perceived irrelevance of educational provision. A basic needs approach for human development was adopted as the theoretical foundation for the study. The aims included a comparative examination of a selection of international systems of education from high and low-income economies of the world. Primary analysis was vis-a-vis a historical, legal, socio-economic, and structure of education analytical framework .. The secondary analysis was visa- vis a framework that included trends, critical issues and anticipated future developments or reforms in education. The analytical framework was applied stringently through-out the study. Consequently the data reduction process was cyclical and on-going. Data gathering process was done by means of a process of document collection supplemented by interviews with stakeholders and educators. Two questionnaires were designed for implementation at a critical stage of the study .. These two surveys focused on critical areas of relevant education in the region. Data reduction took place systematically the context of Chapters 3, 4 and 5. The emerging themes were concluded in a final summarising chapter. The findings indicated that the problems of relevance in KwaZulu-Natal were linked to a fragmented historical past. The perpetuation of irrelevance in education was however, associated with neo-ideological considerations. The study suggested that the provincial education department did not have the capacity to provide relevant education. A decline has taken place in the standards of education in the public school sector. The strength of the private sector of this province was concluded to be a factor of relevance. Further research in human resources development was critical for the future development of the province. / Educational Studies / D. Ed. (Comparative Education)

Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Information Technology in the Faculty of Informatics and Design at the Cape Peninsula University of Technology / It is well recognised that Information and Communication Technology (ICT) can enhance the quality of teaching and learning in tertiary education. Similarly, research has uncovered a range of factors that impede the successful adoption of digital technology for educational purposes. It remains unclear, furthermore, how educators in institutions of higher learning negotiate and frame their experiences with technology, and how this implicates the teaching and learning process. In this thesis, I will examine this problem, with particular focus on educators from Technical Vocational Education and Training (TVET) institutions in the Western Cape of South Africa. In addressing the research problem, I use symbolic interactionism as analytic framework to unpack and reconstruct the meaningful engagement with technology. Understanding the multiple symbolic meanings that arise from interactions with technology can illuminate the diverse and nuanced perspectives that underpin the use of ICT in teaching and learning. A symbolic interactionist lens can shed further light on the matter of adoption, and allow this research study to make a practical contribution to the introduction of ICT tools in TVETs. To elicit and interpret the multiple meanings that TVET educators associate with ICT, I will employ photo-elicitation methodology, observation and fieldnotes, and self-reflection. Photo-elicitation involves participants taking photographs along the line of inquiry (e.g. the benefit of using technology to teach), after which they undergo a reflexive interview in which they reflect on the meanings of the photographs they have taken. I will couple direct participant observation (documented in field notes) with symbolic interactionism and photo-elicitation to contribute to the production of meaningful data. Finaly, I will apply guidelines of self-reflection by compiling a reflective journal. Self-reflection will allow me to reflect on my own thoughts about the social phenomenon under study and will enable me to understand how my own behaviour may affect the inquiry. The meanings that emerged from the data were grouped into interactionist themes through which the engagement with technology is framed and understood. Educators are generally appreciative of the support and creative capacities that ICT provides to teaching and learning. They are however frustrated with their own inability to fully understand technology and the lack of support from government and institutional decision makers. Despite educators’ struggles with ICT, they are determined to overcome challenges. These themes can be useful in the repositioning of technology for education in TVETs, and can support implementers and policymakers in more effective application.

M.Ed. (Didactics) / In this study attention is paid to the use of technical college student evaluators of teaching..Specia! attention is focused on certain factors which influence students in their evaluation of the teaching skills of lecturers. The problem addressed, is the vital role played by vocational training in South Africa as a developing country. In the light of the acute shortage of skilled manpOwer, it is essential that vocational training, as practised at technical colleges, should function optiIllally. Lecturers at technical colleges can play an important role in this resPect and what is needed is a willingness on the part of both lecturers and organisations responsible for vocational training, to optimalise effective teaching and the concomitant successful learning by students. The aim of this study centres round an overview of literature regarding methods of teaching evaluation as applied locally and internationally, the identification of the possible influence of certain factors on the evaluation by students and the e,d:ent 1;0 which these factors apply ~o male and female students of different seniority levels at six technical colleges. In the study of relevant Literature , attention is paid to the aim and function of technical colleges. Certain indicators of effective teaching, as well as teaching evaluation are dealt with and special attention is paid to self evaluation, peer evaluation and evaluation by means of objectives. Evaluation of teaching by students is investigated in depth, together with factors which influence students in" their evaluation of teaching, such as humour, sex of student and lecturer, seniority of students, class siZe, enthusiasm and course content. The research group consists of full-time N4, NS and N6 technical and commercial students at six technical colleges on the witwatersrand and in the Pretoria area. The lecturers teaching these students are evaluated by means of a questionnaire.

M.Ed. / Technical development, which has its roots in technical education is a high priority in any developing country that aims at the creation of well being for all its citizens. On the other hand, over the past decades, technical education in the Republic of South Africa has not been able to offer sufficient drive to become a contributing factor to bring about the expected economic growth. Certain underlying causes in this regard, were and are today still acceptable. Although certain practical experience in industry is a prerequisite for entry into the education profession, this experience is ignored in terms of salary, promotion service and leave once the person is a fully fledged member of the profession. This is surely the greatest contributory factor to the disillusionment of these teachers during the past decades. Should this underlying problem be removed, it will serve as the necessary stimulus for the people concerned to address the technological demands and a new dimension will occur. The role that the well qualified teacher plays in any teachingand learning situation cannot be over emphasized. He serves as an important bolster against didactic neglect of the child. Should the most recent discussion documents namely the CUMSA, National Training Board as well as the ANC's points of view in connection with educational affairs be integrated, the possibility of an excellent epucational policy may result. The following are the main points from the discussion documents that address the proposed training model: * technology education and engineering studies, which are regarded as career subjects in the senior secondary phase, may be taken as choice subjects. * the possible integration of education and training. * that the modular system to the curriculum with its exit points be followed at schools. * that an adult trainer will receive recognition by means of a certification council for all previous learning and teaching experience (formal as well as informal). The proposed training model in this study makes provision for the trainers, namely that the fechnical teachers who comply with the provisions/requirements of the proposed model be accountably and financially considered qualified so s to optimally fulfil their education and teaching tasks.

M.A. / Please refer to full text to view abstract

M.Ed. (Educational Management) / Since 1973 teaching authorities have been compelled to employ artisans due to the shortage of technically trained teachers. This precaution has not been satisfactory because the artisan who has no formal teachers training has now become part of the educational profession. Methods have to be found to provide in-service training for this category of teacher with the view of preparing him for his task as teacher. The headmaster, as manageri all eader, can in thi s case, make use of a tutor-teacher and subject-head. The tutor-teacher must be an experienced and successful teacher , seeing that he has to convey his knowledge and teaching experience to the artisan-teacher. The subject-head can also play an important and valuable role in the initial in-service training programme by conveying knowledge and expertise concerning teaching practice, to the artisan-teacher. In the designing of an initial in-service training programme, attention should be given to the practical side of the subject, so that the knowledge acquired can be implemented immediately. Later in the training programme more time can be allocated to the theoretical aspect. The aim of this programme should be to encourage the artisan-teacher to acquire formal teaching qualifications. The school's in-service training programme is only an endeavor to provide the artisan-teacher with sufficient knowledge to teach his subject. The school cannot, in the final instance, replace tertiary institutions in the training of teachers.

Met die implementering van die Wet op Tegniese Kolleges, 1981 (Wet 104 van 1981) het 'n nuwe tydvak vir hierdie inrigtings begin. Indien die kort tydperk waarin tegniese kolleges in hulle huidige vorm bestaan in ag geneem word, kan aanvaar word dat daar nog verskeie probleme op hierdie terrein le. In hierdie werk is daar gepoog om enkele relevante probleme aan te spreek. Met die toekomstige rol van tegniese kolleges in die RSA in gedagte is veral drie belangrike knelpunte ondersoek, naamlik: * die werkterrein van tegniese kolleges; * bestuurstrukture vir tegniese kolleges binne dieAfrikaanse onderwysstelsel; en * die outonomie van kollegerade. Ten einde hierdie probleme te kon deurskou, is die huidige posisie van naskoolse beroepsonderwys aan tegniese kolleges, en die bestuurstrukture van hierdie kolleges binne die Suid­ Afrikaanse onderwysstelsel, nagegaan. Uit die literatuurondersoek, wat ook die situasie van soortgelyke onderwysinrigtings in 'n paar oorsese lande insluit, het dit geblyk dat sekere aanpassings aan die bestaande stelsel gemaak sal moet word ten einde tegniese kolleges in staat te stel om hulle toekomstige rol in die RSA te kan vervul. Om die menings van kundiges op die gebied van tegniese kolleges en naskoolse beroepsonderwys oor genoemde knelpunte te bekom, is 'n kwalitatiewe studie uitgevoer. Tydens ongestruktureerde onderhoude met tien informante is beskrywende data ingewin. Om 'n meer volledige siening oor die aspekte te verkry is resente uitsprake in toesprake, referate en skrywes bygewerk. Nadat alle data geanaliseer en bespreek is, is tot die gevolgtrekking gekom dat die wyse waarop tegniese kolleges huidiglik funksioneer aangepas sal moet word sodat hierdie inrigtings hulle toekomstige rol in die RSA sal kan vervul. Die vernaamste aanpas­sings wat aanbeveel word is: * die werkterrein van tegniese kolleges moet so wees dat hulle onderrigprogramme inpas by die van technikons; * die ideale bestuurstruktuur sal wees as alle tegniese kolleges onder 'n sentrale onderwysdepartement ressorteer; * die outonomie van kollegerade moet uitgebrei word; maar * ten einde dit te kan doen sal kolleges gerasionaliseer moet word. / The implementation of the Technical Colleges Act, 1981 (Act 104 of 1981) introduced a new era for these institutions. If the short period of time in which technical colleges have been in existence in their present form is considered, it can be accepted that many problems still exist in this field. The researcher has endeavoured to address certain relevant problems. With the future role of technical colleges in the RSA in mind, three important aspects came under close scrutiny, namely: * the fields of study of technical colleges; * management structures for technical colleges in the South African education system; and * the autonomy of college councils. In order to deal with these matters, the present position of post-school vocational education at technical colleges and the management structures of these colleges in the South African education system were examined. The study of literature, which included the study of educational systems of similar institutions in several overseas countries, revealed that certain adjustments would have to be made to the existing system in order to enable technical colleges to fulfil their future role in the RSA. A qualitative study was conducted in order to acquire the opinions of knowledgeable persons in the field of technical colleges and post-school vocational education on the above-mentioned aspects. During unstructured interviews with ten informants descriptive data was elicited. In order to obtain a more comprehensive view of these aspects, recent statements in speeches, papers and articles were also taken into consideration. After all the data was analysed and discussed, the conclusion was reached that the way in which technical colleges are functioning at present will have to be modified to enable these institutions to fulfil their future role in the RSA. The most important modifications which are recommended are: * the fields of study of technical colleges should be such that their instructional programmes fit in with those of the technikons; * the ideal management structure would be for all technical colleges to fall under a central education department; * the autonomy of college councils should be extended; but * in order for this to take place, colleges will have rationalised. / Educational Management and Leadership / D. Ed. (Onderwysbestuur)

Thesis (DPhil)--University of Stellenbosch, 2008. / ENGLISH ABSTRACT: This thesis presents the findings and conclusions of the function of research in the technikons’ journey from apprenticeship training to technological degrees. The analysis and interpretation of primary sources on the development of technical higher education and research revealed that research developments at technikons evolved in a pattern so closely resembling and reflecting an evolving technical education mission that it is difficult if not impossible to pinpoint cause and effect. The evolving technical education mission was characterised by diversity entrenched in the provision of technical education, a continuing problematic process of differentiation between vocational and technical education, the development of formal centrally-controlled technical higher education and continuous differences between the Education Department and the sector officials on the nature of the technical higher qualifications and the role of research in these qualifications. As a result of the factors characterising the development of technical higher education, gaps were created between the technikon officials’ vision of research at technikons, the strategies and plans to establish a research culture and the technikons’ research performance. In addition, an evaluation of technikon research performance in terms of the nature, scope, content and volume of research reflects a limited understanding of the relation between the input factors and the process factors utilised to lead to a system capable of sustaining a research culture, especially in view of maintaining the newly-assigned University status. / AFRIKAANSE OPSOMMING: Hierdie dissertasie handel oor die bevindinge en slotsom ten opsigte van die funksie van navorsing in die technikons se reis van vakleerlingskapopleiding tot die aanbied van tegnologiese grade. Die analise en interpretasie van primêre bronne wat handel oor die ontwikkeling van hoër tegniese onderwys en navorsing het bewys dat navorsingontwikkeling by technikons op ‘n manier ontwikkel het dat dit die evolusie van die tegniese onderwysmissie streng navolg en reflekteer. Dit maak dit moeilik, indien nie onmoontlik nie, om die oorsaak en gevolg vas te stel. Die evolusie van die tegniese onderwysmissie is gekenmerk deur diversiteit wat ingebed is in die voorsiening van tegniese onderwys, ‘n voortdurende problematiese proses van differensiasie tussen beroeps- en tegniese onderwys, die ontwikkeling van formele sentraalbeheerde hoër tegniese onderwys en voortdurende verskille tussen die Department van Onderwys en die sektorbeamptes oor die aard van die hoër tegniese kwalifikasies en die rol van navorsing in hierdie kwalifikasies. As gevolg van die faktore wat die ontwikkeling van hoër tegniese onderwys gespeel het, het gapings ontstaan tussen die technikonbeamptes se visie van navorsing aan technikons, die strategieë en planne wat ontwikkel is om ‘n navorsingskultuur te vestig en die technikons se navorsingsuitsette. Saam daarmee het ‘n evaluasie van technikonnavorsingprestasie in terme van die aard, omvang, inhoud en volume ‘n beperkte begrip van die verhouding tussen insetfaktore en die prosesfaktore wat gebruik word om tot ‘n sisteem te lei wat daartoe in staat is om ‘n navorsingskultuur te onderhou, gereflekteer, veral met die doel om die nuuttoegekende universiteitstatus te onderhou.

Thesis (DComm)--Stellenbosch University, 1982. / ENGLISH ABSTRACT: Manpower development is a subsection of economic planning. The aim of this study was to make a contribution to the existing perception of the education planning and economic planning of manpower development by means of formal, technical and vocational education, so as to bring the manpower supply of trained persons in balance with the demand. The emphasis falls on the formal education and training and re-training of the EMPLOYEE as a means of combating the continuous shortage of skilled manpower in the Republic of South Africa. The planning of an education system must have as aim, to plan in such a way that sufficient skilled manpower can be supplied to the labour market, that is - a demand and supply system of formal education for the employee is advocated. A theoretical framework is constructed which indicates that a balance on all levels of manpower demand and supply can be pursued by means of a system of co-operative education for the employee. The essence of effective co-operative education was identified in the study as effective liaison mechanisms between the interested parties, the self-regulating role which financing plays in this type of education and the importance of the timely identification of manpower training needs by the formal education planners and employers. The empirical results indicated that the employees who received post school education and training in the Orange Free State, amount to 5,9 per cent, whilst 94,1 per cent received no such training. This investigation clearly proved that manpower development, as it appears at present in the Orange Free State, could be substantially improved by means of post-school, formal technical and vocational training of the employee by implementing the recommendations made in this dissertation. / AFRIKAANSE OPSOMMING: Mannekragontwikkeling is n onderafdeling van ekonomiese beplanning. Die doel van hierdie studie was om n bydrae te lewer tot die bestaande insigte aangaande onderwysbeplanning en ekonomiese beplanning van mannekragontwikkeling deur formele tegniese en beroepsonderwys, qm daardeur mannekragvoorsiening . van opgeleides in ewewig met die aanvraag te bring. Die klem val op die formele onderwys en opleiding en heropleiding van die GEeMPLOJEERDE as middel om die voortdurende tekorte aan geskoolde mannekrag in die Republiek van Suid-Afrika, die hoof te bied. Die onderwysstelselbeplanning moet ten doel he om so te beplan dat genoegsame geskoolde mannekrag, aan die arbeidsmark voorsien sal kan word, dit wil se n vraag-aanbodstelsel van formele onderwys vir die geemplojeerde word begunstig. n Teoretiese raamwerk is opgebou waarvolgens aangetoon word dat ewewig op alle vlakke van mannekragaanvraag en -aanbod nagestreef kan word deur n stelsel van kooperatiewe onderwys vir die geemplojeerde. Die wese van doeltreffende, kooperatiewe onderwys is in die studie geidentifiseer as doeltreffende skakelingsmeganismes tussen die belanghebbende partye, die selfregulerende rol wat finansiering in die soort onderwys speel en die belangrikheid van die tydige identifisering van mannekragopleidingsbehoeftes deur die formele onderwysbeplanners en werkgewers. Die empiriese resultate het getoon dat geemplojeerdes wat naskoolse onderwys en opleiding in die Vrystaat deurloop het 5,9 persent bedra, terwyl 94,1 persent geen sodanige opleiding gehad het nie. Uit die ondersoek het dit duidelik geblyk dat mannekragontwikkeling deur middel van naskoolse, formele tegniese en beroepsonderwys van die geemplojeerde, in die huidige opset in die Vrystaat, aansienlik verbeter kan word, deur dit aan te pas by die aanbevelings wat in hierdie proefskrif gemaak is.

Thesis (PhD)--Stellenbosch, 2015. / ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014). / AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt & McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.