Thesis (M. Ed.)--York University, 2001. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 151-173). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ66376.

published_or_final_version / Education / Master / Master of Education

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The aim of this study is to describe how the National Certificate (Vocational) Financial Management at the National Qualifications Framework (NQF) Level 4 is enacted in the classroom and to analyse some of the data gathered regarding the enactment. The study is premised on the assumption that to teach the NC(V) curriculum takes on a new meaning (a new role) for its implementers (college lecturers) as the curriculum, in the form of outcomes, has both theoretical (academic) and practical (vocational) parts. Hence, the college lecturer is expected to lecture using a specialised practice of pedagogy. Data were collected from video and audio recording from ten lessons of the NC(V) Level 4 Financial Management class. Thereafter, a series of interviews were conducted with the college lecturer, who taught the class, as well as interviews with two senior lecturers and the Head of Department of the college. The theoretical framework used in this study is framed using the theories of Basil Bernstein and of Lev Vygotsky. The study will use these theories as tools to analyse the data collected, based on the assumption that these theories underpin sound pedagogic practice. Furthermore, the works of some academic writers have been used to provide some background information about the demands being placed by the global market and on the college lecturers, as well as the current status of the colleges and their attempts in embracing the new curriculum – NC(V). The data reveals that the enactment of the curriculum is almost devoid of the most distinguishing characteristic of the NC(V), namely the vocational part of the curriculum, as well as the lack of training for the college lecturer in meeting the expectations of the curriculum in both the academic and practical components. The end result is that the demands of both the government as well as industry to alleviate the skills shortage South Africa is facing, may not be fulfilled. Lastly, the analysis of the data also indicates that in the absence of support structures, be it in the form of supervision or mentorship, the enactment of the NC(V) could result in students not receiving the overt curriculum as per the policy guidelines. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

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Thesis (Ed.D.)--University of Tulsa, 1972. / Bibliography: leaves 84-89.

Thesis (Ed.D.)--Duquesne University, 2005. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 123-132) and index.

Zugl.: Konstanz, Universiẗat, Diss., 2007. / "VS research"--Cover. Includes bibliographical references (p. [363]-387).