Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (Ed.D.)--Georgia Southern University, 2005. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 104-113) and appendices.

M.Ed. / According to government reports in the White Paper education must be accessible to the total population of the Republic of South Africa. Statistics indicate that a vast number of citizens have no qualification at all and a major part of the remainder only have a basic qualification. It is therefore vital that education be available to all, and the most effective way of providing education is by means of istance education. In order to solve the education crisis by means of distance education, one has to address the variety of problems that will be encountered. This study was intended to clarify some specific educational and personal problems encountered in distance education. With four of the problems identified i~ mind, a relevant literature study was done. From the insight gained by means of the literature study a questionnaire was formulated and distributed to ascertain the views of 7000 students. The students were all students at Technisa, the only technical college in distance education in the Republic of South Africa. After the acquired information was analysed, an interpretation of the data was done. The findings produced the following important information:- Students require study material with adequate information to enable them to work at an individual pace. Examples in the study material should be market related, and very clear step-by-step procedures should be provided. Lecturers should bear in mind that the students study on a part time basis, being employed during the day. For this reason unneccesary information is superfluous. Students also need extended time to finish a course. The language should be comprehensible at the level the students have enrolled at, t .e. NI-level terms and concepts shou1d be used for an NI student .. Alecturer should be able to express himsel f on paper and should provi de all the wri tten support needed by the student. This support and motivation should be fed back in the shortest time possible so that the student will not be left in the dark with long time delays between submitting an assignment and receiving it back again. Students need seminars/workshops by Technisa to enable them to put quest ions and queri es to their 1ecturer and to make contact with their fellow students. Such contact will mot ivate the students and ensure that they do not feel alone or left in the dark by Technisa. The questionnaire also brought to light that the majority of students were first time correspondence/distance education students, and this proves that distance education should adapt to di fferent student I s needs to study and succeed through distance education.

M. Ed. / There is no official management plan whereby former technical colleges in South Africa could be managed and operated strategically and efficiently. No distinction will be made between state and state aided colleges in future. The Act on Further Education and Training (Act 98 of 1998) only acknowledges two colleges of this nature for further education and training (FET), they are public and private institutions. Technical colleges will merge and continue to exist as public colleges for FET. A public college for FET will accordingly be forced to deliver proof of its physical, financial and human resources, to be declared a public college for FET. In this study, management areas were researched whereby a management plan could strategically and efficiently be developed and implemented at a college for FET. The purpose of such a management plan is to place a clear perspective on the management areas, ie. all the interested structures of a college whereby aspects of the organisational activities at a college, as well as the delivery of efficient educational and training services, can be attained. A thorough and comprehensive literary study of relevant and related literature was attempted to provide a solid theoretical foundation for the study. The result of this literary study gives a clear perspective on management areas of a management plan. Therefore such a management plan cannot only be developed but also implemented at a college for FET. A further empirical research, in the form of a questionnaire, in support of the literary study, was executed in order to determine to which extent, a college management will address managerial aspects as well as the development and applications thereof. Hypothesis was specifically directed at the context and aim of the research in order to establish not only the statistical significance of analysing the differences but also the interpretations thereof. It has been established that a management plan can be planned, developed and implemented according to a model at a public college for FET. This model poses as interaction between the management areas, levels and structures of the strategic, tactical and operational plans. The management plan is a professional and meaningful plan that sheds light on the mission, goals, objectives, priorities, policy and resources of the college, to ensure the involvement of staff members. The main objective is the understanding and aspirations of all concerned, to implement the mission and values of the college.

Thesis (Ph. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 1998. / Typescript (photocopy). Includes bibliographical references (leaves 122-127). Also available on the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 82-87). Available also in a digital version from Dissertation Abstracts.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Linda M. Arthur. ETD. Includes bibliographical references (p. 71-74) and appendices..

M.Ed. / The purpose of this research is to formulate responsible recommendations that will probably contribute to increased class attendance, academic success and job satisfaction of students at technical colleges. On closer investigation it would appear that four role-players, viz. lecturers, students, management staff and employers/parents, should be involved in solving the problem of student absenteeism and poor academic achievement. The contributions these individuals make can be distinguished but not separated. The research comprised a literature and a descriptive empirical study, as well as comments expressed by students and lecturing staff of an experimental technical college. Students' comments on class attendance, academic success of and job satisfaction experienced by students were classified under the following headings: * The lecturers' subject knowledge * Presentation of lectures * Emotional factors experienced by students * The influence exerted by fellow-students. During a two-day working seminar at the experimental technical college the lecturing staff formulated recommendations on the contribution and role of lecturers in guiding students to maximise their potential. It was established that staff development should be regarded as a priority with a view to the improvement of the academic success of both students and lecturers. A descriptive empirical investigation was undertaken to determine the class attendance and academic success of students of the 44 technical colleges which offer Engineering Studies. Particular focus was placed on the experimental college. It was established beyond doubt that there is a positive correlation between the class attendance and academic success of students. It was also statistically proven that the class attendance and success rate of students of the experimental technical college had improved considerably once the management team and lecturing staff of that college started focusing on the achievement and job satisfaction of lecturers and students and the class attendance of students. It is the responsibility of the management team of a technical college to remove all obstacles and to address all problems which may have a negative effect on the class attendance, academic success and job satisfaction of both students and lecturers. Consideration should also be given to a system of participatory management in which staff and student representatives are closely involved. It has also become clear that parents/employers should be more closely involved in order to ensure a greater measure of academic success of students. In conclusion, it can be stated that it is both advisable and possible to improve the students' class attendance, academic success and job satisfaction. In order to achieve this, however, all the role-players, i.e. lecturers, students, the management team and the parents/employers concerned should make a substantial contribution in this regard.

M.Ed. / The Technical Colleges are important links between the community and industry since it is eminently responsible for the academic training of mid-level manpower, namely artisans and apprentices. The responsibility of Technical Colleges is to make post-school education available. This post-school training is offer with a view to the practice of a career and is geared towards any school leaver, who requires practical-orientated career training. Technical Colleges offer training on a continual basis where the differentiated secondary school system ceases to prepare students to be able to practice a career, trade-or professional skill in commerce and industry. The technical college focuses on career training aimed towards the practice, which is market orientated and set towards job opportunities. With reference to the aforementioned mission of the Technical Colleges, it becomes essential that theory becomes reconciled with practice in order to apply practice-orientated career training. III This study is aimed at compiling a syllabus for Fitting and Machining Theory (N 1N3) at Technical Colleges on a scientific basis, which will comply with the demands and needs of the community and industry. The study has been carried out on the ground that a need has been established during an ATC (Association of Technical Colleges (now Committee of Technical College Principals CTCP) seminar for the curriculum development of the subject Fitting and Machining (N1-N3) at Technical Colleges. The researcher, as chairman of the CTCP sub-subject committee for Fitting and Machining (N1-N3) as well as Tool, Jig and Die Maker's Theory (N2 and N3) undertook this study with the approval and support of the CTCP under the direction of the University of Pretoria. The dissertation was eventually finalised and completed at the Rand Afrikaans University. A literary study has been undertaken in order to be able to choose a curriculum model based on the opinions of a number of curriculum experts. This should be useful in setting a direction according to which the present Fitting and Machining Theory syllabi (N1-N3) at Technical Colleges can be developed. The research includes the distribution of scientifically based questionnaire, which were sent to selected respondents, as well as with structured interviews. This was done to pinpoint the similarities between and the differences in the Fitting and Machining syllabus at Technical Colleges and the training schedules in the Metal Industries. The purpose with this information which has been computerised and processed by the Department of Information Management, Section: Research and Training Support, at the University of Pretoria is to compile well-founded syllabi for Fitting and Machining (N1-N3). It is nonetheless imperative that the curriculum development of Engineering Studies syllabi at Technical Colleges be developed on a regular basis and in co- IV operation with the industry with cognisance of technological development in order to offer career training in the real sense of the word.