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A dissertation presented in fulfilment of the requirements for the degree of Magister Educationis in the Faculty of Education at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2013 / This study explores the experiences and perceptions of students enrolled in an inclusive Further Education and Training College in South Africa. A qualitative, phenomenological design using interviews was found to be the most suitable approach to data production that would allow for the examination of feelings and perceptions around students’ inclusion. The guiding questions for the study were: 1. What are the day-to-day experiences and expectations of students enrolled at one Further Education and Training college in the Western Cape? 2. What feelings and perceptions are generated by these experiences and expectations? The data was analysed using a constant comparative method of analysis in order to accentuate the meanings that student experiences held for them. Bronfenbrenner’s Ecosystemic Theory has been used to describe the way different systems and structures influence the development of students. Through Maslow’s Hierarchy of Needs, students’ needs are examined, revealing what their perceptions of inclusion are. The findings have indicated that while institutional intentions might express details of what is deemed to be inclusive, students’ experiences and voices are often not taken into consideration, with the result that full inclusion is not achieved.

A thesis submitted to the Faculty of Education in fulfilment of the requirement for the Doctor of Education Degree in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018. / The vision of the Department of Higher Education and Training (DHET) is about increasing enrolments and marketing Technical and Vocational Education and Training (TVET) colleges as viable institutions. The first college entrants often have hurdles that can challenge qualification completion, placing them at high risk of dropping out. The focus of the study was to determine the level of contribution student support services may have on the academic success of first college entrants. The study was carried out in two public TVET Colleges, purposely selected. Data were collected from a sample of 172 respondents of which 100 were first-year students, 20 entry-level lecturers, 20 Campus Management Team members, 2 Student Support Service Managers, 10 Student Liaison Officers, 10 SSS-SACs, and 10 Career Development Officers, purposively and randomly selected. Thirty two participants were purposively selected from SSS unit personnel for qualitative data collection. The study used questionnaires and structured interviews as data collection instruments. Validity was warranted through the judgement of experts in the SSS unit, CMT and lecturing staff, and made possible by allowing them to have access to the instruments of data collections. Reliability was determined by ensuring that an audit trail was done, and it was made available to all participants. Post-positivism paradigm was employed as the study utilised mixed methodology which incorporate both quantitative and qualitative approaches in one study. The findings of this study revealed that, students with learning challenges are not adequately supported to better cope with the college lifestyle. It was also discovered that, opportunities provided by the campuses for academic support were not enough to support the first college entrants. Findings revealed that (100 %) respondents agreed that opportunities provided by the campus for academic support were not enough to support the first college entrants. It was evident from the findings that (62, 2 %) percent respondents disagreed that a major share of SSS budget was allocated for academic support programmes. Equality of opportunity and outcomes is constrained by inadequate funding to address under preparedness (conceptual, knowledge, academic literacy and numeracy) for higher education programmes of especially indigent students. The findings revealed that over eighty percent respondents disagreed that they were satisfied with technological facilities. Furthermore, a majority of participants interviewed remain resolute that the existing infrastructure does not allow effective rendering of support services to students. The study concluded with a recommendation of an initial student integration model, which supports Tinto’s (1993) model of student integration. Adding to that, this study recommended that further research be conducted on academic support focusing primarily on private TVET colleges for comparison purposes, as the present study focus was mainly on public TVET colleges. The study is significant in the sense that its’ findings would provide insight into the TVET college governance councils, management at all levels, SSS managers, SSS units at campus level and policy makers to understand the role of a SSS unit, and the positive impact it may have on students’ academic success.

The purpose of this study was to ascertain the role of colleges of education in the North West Province. Put differently it wished to determine to what extent colleges of education in the North West Province as institutions are adjusted to their real potential environments so that adjustments could be made if necessary. In order to be able to investigate teacher training in the North West Province, a literature survey was conducted to determine the core criteria regarding quality and efficiency in teacher training. The instruments used in the planning process are explained and the one which deals with strategic planning in an education system is used to plan the functioning of colleges of education in the North West Province to comply with the identified core criteria. A detailed consideration of the functioning of colleges of education in the North West Province is introduced by a brief overview of the evolving pattern of the South African teacher education and a review of proposals to unify higher education and to broaden the role of colleges. The literature study on the historical background of teacher education in South Africa revealed that it has been a fragmented and inefficient system in which teachers were inequitably distributed across South Africa. An investigation into the functioning of colleges of education in the North West Province is based on the components of the education system as entailed in the chosen strategic planning in education model mentioned earlier. The opinions of experts and stakeholders in the field of the role of colleges of education in the North West Province were obtained through the empirical study done according to the steps of strategic planning in education. The findings obtained after data interpretation were then compared with the information from the literature study. The following trends were identified amongst others: Firstly that there is a great need for in-service or further training to upgrade the qualifications of practising teachers. Secondly, that there is a great need for properly trained teachers for the technical, mathematics and science subjects and also that there is a need for trained teachers to assist with non-formal programmes. An analysis and evaluation of the identified trends revealed that colleges of education can play a larger and more important role and would be in a position to utilise their facilities and skills more effectively if they made the necessary adjustments. In sketching the future possibilities for colleges of education in the North West Province it was shown that colleges of education will function more cost-effectively if they diversify their function to include other tasks than the training of teachers, like carrying out the function of community colleges. / Thesis (MEd)--PU for CHE, 1998

Student Number : 0206171T - MEd research report - School of Education - Faculty of Humanities / The aim of the study is to explore the relevance to the workplace of the Further Education and Training college curriculum in electrical subjects. The study uses a combination of interviews, questionnaires and document analysis to collect data. The study was carried out in Johannesburg and Germiston, and involved six learners, four training managers, three educators, a curriculum developer and an education specialist. Educators noted that there had been no changes in the curriculum for a considerable period, and felt that there was a need for change. They mentioned in particular the absence of practicals as a cause for concern. The curriculum developer agreed that there had been no substantial curriculum change. He cited report 190/191 and the FET Act of 1998 as contributing to the stagnation in the curriculum. Employers continue to recruit learners from the FET colleges, but do not feel that they have been fully equipped for the workplace. The colleges provided only the basics, and training continued at the workplace. Colleges play a vital role in qualifying learners for a trade. One of the entry requirements for trade test is that candidates have N2, which is only obtainable at FET colleges. Learners were divided on the question of whether or not the FET college empowered them to cope in the world of work, with some, but not all, expressing satisfaction. This response was understandable as the electrical field is very broad, and companies operate on various levels within the field. In the electrical field, FET colleges have adopted a technocratic approach to the curriculum, characterized by inflexibility and stagnancy. New curricular approaches beckon with the government’s recapitalization plan for the FET colleges.

The purpose of this study was to ascertain the role of colleges of education in the North West Province. Put differently it wished to determine to what extent colleges of education in the North West Province as institutions are adjusted to their real potential environments so that adjustments could be made if necessary. In order to be able to investigate teacher training in the North West Province, a literature survey was conducted to determine the core criteria regarding quality and efficiency in teacher training. The instruments used in the planning process are explained and the one which deals with strategic planning in an education system is used to plan the functioning of colleges of education in the North West Province to comply with the identified core criteria. A detailed consideration of the functioning of colleges of education in the North West Province is introduced by a brief overview of the evolving pattern of the South African teacher education and a review of proposals to unify higher education and to broaden the role of colleges. The literature study on the historical background of teacher education in South Africa revealed that it has been a fragmented and inefficient system in which teachers were inequitably distributed across South Africa. An investigation into the functioning of colleges of education in the North West Province is based on the components of the education system as entailed in the chosen strategic planning in education model mentioned earlier. The opinions of experts and stakeholders in the field of the role of colleges of education in the North West Province were obtained through the empirical study done according to the steps of strategic planning in education. The findings obtained after data interpretation were then compared with the information from the literature study. The following trends were identified amongst others: Firstly that there is a great need for in-service or further training to upgrade the qualifications of practising teachers. Secondly, that there is a great need for properly trained teachers for the technical, mathematics and science subjects and also that there is a need for trained teachers to assist with non-formal programmes. An analysis and evaluation of the identified trends revealed that colleges of education can play a larger and more important role and would be in a position to utilise their facilities and skills more effectively if they made the necessary adjustments. In sketching the future possibilities for colleges of education in the North West Province it was shown that colleges of education will function more cost-effectively if they diversify their function to include other tasks than the training of teachers, like carrying out the function of community colleges. / Thesis (MEd)--PU for CHE, 1998

The focus of this research study was the assessment of intrapreneurship within public Further Education and Training (FET) Colleges that were earmarked by govemment to spearhead the alleviation of skills shortages in South Africa. Managers within four colleges in the Free State province of South Africa were selected as the study. Establishing an intrapreneurial climate within public FET Colleges can play a significant role in improving the effectiveness and efficiency of services rendered, contributing to the long term sustainability of these institutions. Colleges face various challenges including a lack of intrapreneurial spirit and a fragmented approach regarding their visions, missions and strategic thrusts. The primary objective of the study was to assess the level of intrapreneurship within the four public FET Colleges and to make recommendations on how to improve the level of intrapreneurship within these institutions. A number of secondary objectives were set to support the attainment of the primary objective. A comprehensive literature study was conducted, which was followed by an empirical study. By means of self -assessment and supervisor assessment, perceptions of managers were tested in relation to entrepreneurial characteristics. Furthermore, relationships were determined between demographic variables and intrapreneurship constructs. Following upon a detailed analysis of data in chapter 4, it was concluded that managers regarded the current intrapreneurial climate at FET Colleges as being average. Based on the findings of the empirical study and the insight gained during the literature study, recommendations were made on the fostering of intrapreneurship within the colleges. A framework of practical guidelines and an action plan were compiled that could facilitate the process, thereby assisting public FET Colleges in South Africa to fulfill the vision of the National Department of Education of "...a modem and vibrant nationally co-ordinated FET college system that builds a foundation for lifelong learning and is responsive to the needs ofthe 21 st century". / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

The focus of this research study was the assessment of intrapreneurship within public Further Education and Training (FET) Colleges that were earmarked by govemment to spearhead the alleviation of skills shortages in South Africa. Managers within four colleges in the Free State province of South Africa were selected as the study. Establishing an intrapreneurial climate within public FET Colleges can play a significant role in improving the effectiveness and efficiency of services rendered, contributing to the long term sustainability of these institutions. Colleges face various challenges including a lack of intrapreneurial spirit and a fragmented approach regarding their visions, missions and strategic thrusts. The primary objective of the study was to assess the level of intrapreneurship within the four public FET Colleges and to make recommendations on how to improve the level of intrapreneurship within these institutions. A number of secondary objectives were set to support the attainment of the primary objective. A comprehensive literature study was conducted, which was followed by an empirical study. By means of self -assessment and supervisor assessment, perceptions of managers were tested in relation to entrepreneurial characteristics. Furthermore, relationships were determined between demographic variables and intrapreneurship constructs. Following upon a detailed analysis of data in chapter 4, it was concluded that managers regarded the current intrapreneurial climate at FET Colleges as being average. Based on the findings of the empirical study and the insight gained during the literature study, recommendations were made on the fostering of intrapreneurship within the colleges. A framework of practical guidelines and an action plan were compiled that could facilitate the process, thereby assisting public FET Colleges in South Africa to fulfill the vision of the National Department of Education of "...a modem and vibrant nationally co-ordinated FET college system that builds a foundation for lifelong learning and is responsive to the needs ofthe 21 st century". / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

Au moment de l'instauration de la IIIe République, la politique scolaire menée pour l'instruction publique contribua au développement de l'enseignement scientifique dans les classes de l'élémentaire. Les écoles normales primaires qui avaient vocation à fournir aux écoles leurs instituteurs et leurs institutrices furent l'objet d'une attention particulière de la République naissante et l'action des pouvoirs institutionnels pour mettre en place en leur sein un enseignement scientifique continua à s'exercer tout au long du quart de siècle qui suivit. La formation scientifique dispensée dans les écoles normales avait pour finalité de former des enseignants capables d'apporter des connaissances appropriées aux besoins des couches populaires et selon des démarches d'enseignement qui étaient jugées conformes aux normes de l'instruction publique. Les connaissances tirées des sciences de la nature se spécifiaient pour le primaire par leur utilité pour la vie des futurs adultes, ce qui se traduisait dans la formation normale par la présence d'enseignements comme l'enseignement de l'agriculture, des travaux manuels, de l'économie domestique, de l'hygiène. En même temps, l'enseignement des sciences qui participait d'une éducation intellectuelle dans les écoles élémentaires se voyait réévalué dans les écoles normales. La confrontation des documents de portée nationale avec les sources collectées au plan local des dix écoles normales de l'académie de Montpellier conduit à adopter une approche originale pour l'étude des canons de la formation scientifique normale. Les transformations du curriculum scientifique ainsi que la comparaison des discours sur la formation dispensée par les écoles normales à différents moments de la période permettent de mettre en évidence des changements significatifs. Ces transformations se traduisirent par une réorientation dans les finalités de la formation scientifique des élèves-maîtres et des élèves-maîtresses. Les places respectives des matières d'enseignement constituant le parcours d'études des écoles normales évoluèrent conduisant à resituer les applications des sciences par rapport à l'enseignement des sciences physiques et naturelles. Avec l'enseignement de l'agriculture dans les écoles normales et l'introduction de l'enseignement des travaux manuels la forme donnée au curriculum évolua. La mise en évidence de ces évolutions ainsi que la recherche de leurs causes dans les conditions historiques liées à la question de la dualité des ordres du primaire et du secondaire et dans les conditions de fonctionnement de l'institution normale chargée de la certification des maîtres du primaire sont au cœur de cette étude des canons de la formation scientifique normale entre 1880 et 1905. / When the French Third Republic was established, the academic policy conducted for public education contributed to develop scientific teaching in elementary classes. The nascent republic gave particular attention to teacher training colleges (écoles normales primaires), the mission of which was to provide masters for primary schools ; then public authority kept on exerting its action in order to set up scientific training in colleges for the following quarter century. Scientific training was meant to give future school teachers – men and women in separate entities – the ability to bring appropriate knowledge to the lower classes, through teaching processes that were in compliance with the standards required for public education. Knowledge, learnt from natural science, then taught in primary schools was supposed to be useful for the lives of future adults ; that specificity came out in teacher training as schemes including courses on agriculture, arts and crafts, home economics and hygiene. While it pertained to intellectual education in elementary schools, science teaching was also revalued in training colleges. Comparing documents of national significance to references collected at local level – from ten teaching colleges under the Montpellier Teaching Authority – leads to adopt an original approach for studying the ideals of scientific training for teachers. Alterations to the scientific curriculum together with the analysis of lines that were taken on training offered in colleges, at different times through that period, help to stress significant changes. Those changes resulted in redirecting the purpose of scientific training for future teachers. Respectively the status of each subject taught in training colleges evolved and urged public authority to relocate scientific applications in relation to physical and biological science. Teaching agriculture along with arts and crafts in colleges brought changes to the curriculum. Highlighting the changes and researching their causes in the historical conditions regarding the issue of duality between primary and secondary education, through the operating of colleges, are at the heart of this study on the ideals of scientific training for primary school teachers from 1880 to 1905.

The use of instructional technologies has an impact on students' content acquisition and adds to class performance (Baylor and Ritchie, 2002). However, Beggs (2000) notes that research has shown that it is not only the technology that is important, but also how it is used that improves learning and increases pupils' interest. In view of this, since not much was known about the use of technologies in teacher training colleges in Malawi, this study was designed to establish how instructional technologies were used by tutors in those colleges. The technologies studied were chalkboards, flip charts, overhead projectors, videos, computers, and local resources from the environment. The research questions were (a) How often did tutors use instructional technologies in their teaching? (b)What reasons did tutors have for using and not using instructional technologies in their teaching? (c)How did college tutors perceive their competence levels in using instructional technologies? (d)What attitudes did the college tutors have towards the use of instructional technologies? (e)What did tutors consider important factors in influencing their use of instructional technologies? The sample consisted of tutors from Karonga, Lilongwe, St. Joseph's, Blantyre, and Montfort Teacher Training Colleges, who completed a survey designed to address the research questions. In addition to the tutors, a snapshot study was conducted with faculty at Domasi College of Education to establish how use of computer technology was established and sustained and what lessons could be learned that could assist the teacher training colleges as they encourage computer use among their tutors. The results of the survey that was conducted with the tutors revealed that there was infrequent use of higher order instructional technologies i.e. overhead projectors, videos, and computers, which was attributed to lack of training, unavailability of the technologies, and lack of maintenance. The failure to use the locally available resources by some of the tutors was attributed to lack of creative thinking as well as lack of initiative to use the local environment in their teaching. Constant training and peer support on how to use the instructional technologies are some of the lessons to be learned from Domasi College of Education. The study concludes with a suggested process for how government and the teacher training institutions can work collaboratively to maximize the use of instructional technologies in the teaching and learning process for prospective teachers. Several possibilities for further research on the use of instructional technologies have been highlighted. / Ph. D.