Summaries in Afrikaans and English / Hedendaagse onderwys staan voor 'n omvattende voorligtings- en opleidingsopgawe om die jeug toe te rus om die arbeidsmark as entrepreneurs te betree. Onderwysers word toenemend voor die eis gestel om as fasiliteerders op te tree om leerlinge te begelei om beter by die eise van veranderende omstandighede, nuwe tegnologie en inligting aan te pas. In hierdie konteks vorm entrepreneurskapsgerigte onderwys een van die mees eietydse temas wat die onderwys moet aanspreek. Hoewel die voorsiening van entrepreneurskapsgerigte onderwys reeds in die nuwe Norme en standaarde vir onderwyseropleiding as 'n kruiskurrikulere aangeleentheid beskryf word, is die behoefte aan 'n omvattende entrepreneurskapsontwikkelingstrategie nog nie voldoende aangespreek nie. In 'n antwoord op hierdie leemte word 'n voorgestelde implementeringstrategie vir entrepreneurskapsgerigte onderwys in hierdie studie ontwikkel. In die verloop van die ondersoek moes daar deeglik rekening gehou word met aspekte soos: • die rol en betekenis van entrepreneurskap in die Suid-Afrikaanse skolekonteks; • faktore wat entrepreneuriese sukses of mislukking onderle; • die ontwikkeling van 'n positiewe entrepreneuriese ingesteldheid en entrepreneuriese vaardighede en • plaaslike en oorsese inisiatiewe om entrepreneurskap m die skoolkonteks te bevorder. In die empiriese ondersoek is die uitgangspunt gehuldig dat onderwysers se menings van deurslaggewende belang is om 'n entrepreneurskapsontwikkelingstrategie te rig. Onderwysers se menings is in elk van die volgende ondersoekvelde nagevors: • Onderwysers se toegerustheid om entrepreneurskapsgerigte onderwys aan leerlinge te voorsien; • Onderwysers se eie implementering van entrepreneurskapsgerigte onderwys; • Die behoefte by leerlinge aan entrepreneurskapsgerigte onderwys; • Onderwysers se geslaagdheid om entrepreneurskapsgerigte onderwys te implementeer; • Die aangewesenheid van entrepreneurskapsgerigte onderwys as 'n onderwyseropgawe. Die navorsingsresultate is aangewend om binne die raamwerk van die Suid-Afrikaanse skolekonteks en onderwysbeleid 'n strategie voor te stel om entrepreneurskapsgerigte onderwys te implementeer. Die onderwys kan hierdeur 'n aansienlike bydrae lewer om die jeug voor te berei om as volwaardige en verantwoordelike landsburgers hulle plek in die samelewing vol te staan. / Education today stands before the comprehensive task to empower our youth through appropriate guidance and training to enter the job market as entrepreneurs. Teachers are increasingly put to the task to act as facilitators in their guidance of the youth to adapt more effectively to changing circumstances, new technology and information. Within this context, education directed to entrepreneurship forms one of the most timely issues that education should address. Although the provision of education directed to entrepreneurship has been described as a cross curricular concern within the new Norms and standards for teacher education it does not provide in the need for a comprehensive strategy to develop entrepreneurship in education. In an answer to this deficiency, this study is directed to develop a proposed implementation strategy to enhance entrepreneurship in education. In the course of this investigation it was needed to thouroughly account with concerns such as: • the role and significance of entrepreneurship within the South African school context; • factors which underlie entrepreneurial success or failure; • the development of a positive entrepreneurial attitude and entrepreneurial skills and • local and foreign initiatives to enhance entrepreneurship within the school context. In the empirical investigation the v1ew is held that teachers opm10ns is of crucial importance to give direction towards a strategy to enhance entrepreneurship. Teachers views are examened within each of the following fields of investigation: • Teachers empoweredness to provide education directed to entrepreneurship to students. • Teachers own implementation of education directed to entrepreneurship • Students need for education directed to entrepreneurship. • Teachers sufficiency to implement education directed to entrepreneurship. • The appropriateness of education directed to entrepreneurship as a teacher concern. The results of the research is applied to propose an implementation strategy to enhance education directed to entrepreneurship within the framework of the South African school context and policy of education. The conclusion was reached that educators can greatly contribute to prepare our youth so that they can take up their positions in the community as responsible and able citizens. / Psychology of Education / D. Ed. (Psychology of Education)

Quality assurance has been a vexed and troubled journey for private providers in South Africa in a complex and burdensome educational environment. It is well recognised that private providers are significant role-players in the provision of education and training in South Africa and the stated intention is to create a more enabling regulatory framework The focus of this thesis is on the private providers at the post-school level. The quality assurance regime was examined and contextualised to analyse what is required, and to determine how the private provider is impacted by the regulatory requirements for the establishment and operation of a private tuition provider in South Africa. The experience of private providers, CEOs of professional bodies, ETQA managers and ETD practitioners was investigated using a mixed methods research approach. The conclusion is a call for a far more streamlined system with a centralised oversight body, greater stakeholder consultation, less political interference and a deeper appreciation for the contribution that private providers make to the education of learners in South Africa. / Educational Leadership and Management / D. Ed. (Education Management)

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)

In this qualitative study, the research objective was to present a theoretical framework for the phenomenon of discovering principals’ experiences when providing management and strategic leadership at Technical Vocational Education and Training (TVET) colleges in South Africa. Furthermore, the college Senior Management Team (SMT) members were also part of the study as they support and contribute towards to the functioning of TVET colleges. According to Hoy and Miskel (2013), an open social-systems model of schools provides an overarching and useful conceptual framework that organizes and relates this theory and research for educational administrators. At the heart of our social-systems model are four critical elements of school life—structure, motivation, culture, and politics (Hoy &Miskel 2013). The data were collected through semi-structured interviews conducted with participants, while the observation of how principals provided strategic management and leadership was done on a daily basis. The researcher was deputy principal corporate services at a TVET College therefore the contact with other TVET colleges and the DHET was used as a better way to conduct observation. It against the above background that the main themes were developed from the participants’ responses in the bureaucratic, political, and cultural sub-dimensions of the social system. In terms of the incorporation of the sub-dimensions of a social system, it was found that college SMTs should actively model and promote effective management and strategic leadership. This study focused on the strategic leadership and management initiatives, legislations and regulations aimed at enhancing the effectiveness of day-to-day operations of TVET colleges in South Africa. The study explored in depth the management and strategic leadership roles and responsibilities of the TVET college principals. A comparative study of South Africa’s public TVET college as well as the United States of America (USA), the United Kingdom (UK), the Netherlands, Denmark and Australia was also conducted. Furthermore, there is a need to contribute to the organizational culture and climate, job performance, employee morale and engagement, and staff retention. These may be achieved by capacitating college principals and their SMTs with relevant short courses. It is recommended that the role of the DHET and college council must shift from enforcing bureaucratic compliance to collective capacity building within the TVET colleges. This can be achieved by establishing processes and procedures that are supported by sound monitoring and reporting systems. Finally, recommendations made from this study are expected to empower principals and other middle managers and administrators to assist them to achieve the strategic objectives and to relate with all stakeholder that exists within the TVET sector. / Educational Management and Leadership / Ph. D. (Education Management)

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)

The support and promotion of public Technical and Vocational Education and Training (TVET) Colleges is fundamental in addressing South Africa’s intermediate-level and artisanal skills as shortages in these areas contribute to considerable unemployment in South Africa. These institutions have been earmarked by the South African government for extensive growth. Therefore, efficient and effective management and accurate decision-making within these institutions are essential. The evaluation of the management information systems (MISs) within these institutions, which provide data and information to inform institutional short-term and long-term management decision-making and day-to-day operations, should take place on a regular basis to so enhance the reliability and accuracy of the data and information. The problem is that no evidence of a methodology (artefact) for the evaluation of MISs at public TVET Colleges in South Africa could be found in the literature. Therefore, the rationale for this study is to develop a methodology for the evaluation of MISs at public TVET Colleges in South Africa. Hence the main research question for the study was formulated as: What are the components that constitute a methodology for the evaluation of a MIS at a public TVET College in South Africa? The study was conducted according to a design science paradigm. Design science is underpinned by a pragmatic philosophical paradigm which considers thought as a tool for prediction, problem solving and action. The Design Science Research Process (DSRP) model informed the research process utilised to develop the artefact for this problem centred initiated study. The iterated activities of the DSRP model which include: design, demonstrate, evaluate and and communicate, contributed to the refinement of the methodology (artefact). The artefact mainly underwent experimental evaluation to demonstrate its applicability. The methodology (artefact) was empirically evaluated at three cluster-random selected public TVET Colleges after all colleges, with similar MIS maturity levels, were clustered into groups.The study contributed to the extant knowledge base of: theory building, on different levels. The main theoretical contribution is the final evaluated methodology (DSR artefact) which enables IT practitioners and MIS managers at public TVET Colleges in South Africa to evaluate their MISs on a regular basis. The methodology (artefact) presents a theory for design and action which satisfies the conditions of importance, parsimony and novelty on a micro-level. The study furthermore contributed to the extant literature on the theory of MIS success evaluation by contributing to theory on the measurement of MIS success constructs and measuring of the relationships between the constructs. Another theoretical contribution is the innovative evidence-based method by which the public TVET Colleges were clustered. The clustering method was used to ensure a more rigorous sample selection technique than purposive or convenient sample selection of cases and is generalisable to other knowledge domain contexts. The research study furthermore produced results of interest to both technology-focused and management-focused audiences. For technology-focused audiences the processes by which the artefact was constructed and evaluated are described, thus establishing repeatability of the study and building the knowledge base for further research extensions by future design science researchers. The rigour of the artefact design process was complemented by a thorough presentation of the experimental design of the artefact’s field test in three public TVET College environments which provides sufficient detail for management audiences to determine if sufficient organisational resources exist for utilisation of the artefact. / Information Science / Ph. D. (Information Systems)

The support and promotion of public Technical and Vocational Education and Training (TVET) Colleges is fundamental in addressing South Africa’s intermediate-level and artisanal skills as shortages in these areas contribute to considerable unemployment in South Africa. These institutions have been earmarked by the South African government for extensive growth. Therefore, efficient and effective management and accurate decision-making within these institutions are essential. The evaluation of the management information systems (MISs) within these institutions, which provide data and information to inform institutional short-term and long-term management decision-making and day-to-day operations, should take place on a regular basis to so enhance the reliability and accuracy of the data and information. The problem is that no evidence of a methodology (artefact) for the evaluation of MISs at public TVET Colleges in South Africa could be found in the literature. Therefore, the rationale for this study is to develop a methodology for the evaluation of MISs at public TVET Colleges in South Africa. Hence the main research question for the study was formulated as: What are the components that constitute a methodology for the evaluation of a MIS at a public TVET College in South Africa? The study was conducted according to a design science paradigm. Design science is underpinned by a pragmatic philosophical paradigm which considers thought as a tool for prediction, problem solving and action. The Design Science Research Process (DSRP) model informed the research process utilised to develop the artefact for this problem centred initiated study. The iterated activities of the DSRP model which include: design, demonstrate, evaluate and communicate, contributed to the refinement of the methodology (artefact). The artefact mainly underwent experimental evaluation to demonstrate its applicability. The methodology (artefact) was empirically evaluated at three cluster-random selected public TVET Colleges after all colleges, with similar MIS maturity levels, were clustered into groups. The study contributed to the extant knowledge base of: theory building, on different levels. The main theoretical contribution is the final evaluated methodology (DSR artefact) which enables IT practitioners and MIS managers at public TVET Colleges in South Africa to evaluate their MISs on a regular basis. The methodology (artefact) presents a theory for design and action which satisfies the conditions of importance, parsimony and novelty on a micro-level. The study furthermore contributed to the extant literature on the theory of MIS success evaluation by contributing to theory on the measurement of MIS success constructs and measuring of the relationships between the constructs. Another theoretical contribution is the innovative evidence-based method by which the public TVET Colleges were clustered. The clustering method was used to ensure a more rigorous sample selection technique than purposive or convenient sample selection of cases and is generalisable to other knowledge domain contexts. The research study furthermore produced results of interest to both technology-focused and management-focused audiences. For technology-focused audiences the processes by which the artefact was constructed and evaluated are described, thus establishing repeatability of the study and building the knowledge base for further research extensions by future design science researchers. The rigour of the artefact design process was complemented by a thorough presentation of the experimental design of the artefact’s field test in three public TVET College environments which provides sufficient detail for management audiences to determine if sufficient organisational resources exist for utilisation of the artefact. / Information Science / Ph. D. (Information Systems)

Computing / M. Sc. (Information Systems)

Summaries in Afrikaans and English / Hedendaagse onderwys staan voor 'n omvattende voorligtings- en opleidingsopgawe om die jeug toe te rus om die arbeidsmark as entrepreneurs te betree. Onderwysers word toenemend voor die eis gestel om as fasiliteerders op te tree om leerlinge te begelei om beter by die eise van veranderende omstandighede, nuwe tegnologie en inligting aan te pas. In hierdie konteks vorm entrepreneurskapsgerigte onderwys een van die mees eietydse temas wat die onderwys moet aanspreek. Hoewel die voorsiening van entrepreneurskapsgerigte onderwys reeds in die nuwe Norme en standaarde vir onderwyseropleiding as 'n kruiskurrikulere aangeleentheid beskryf word, is die behoefte aan 'n omvattende entrepreneurskapsontwikkelingstrategie nog nie voldoende aangespreek nie. In 'n antwoord op hierdie leemte word 'n voorgestelde implementeringstrategie vir entrepreneurskapsgerigte onderwys in hierdie studie ontwikkel. In die verloop van die ondersoek moes daar deeglik rekening gehou word met aspekte soos: • die rol en betekenis van entrepreneurskap in die Suid-Afrikaanse skolekonteks; • faktore wat entrepreneuriese sukses of mislukking onderle; • die ontwikkeling van 'n positiewe entrepreneuriese ingesteldheid en entrepreneuriese vaardighede en • plaaslike en oorsese inisiatiewe om entrepreneurskap m die skoolkonteks te bevorder. In die empiriese ondersoek is die uitgangspunt gehuldig dat onderwysers se menings van deurslaggewende belang is om 'n entrepreneurskapsontwikkelingstrategie te rig. Onderwysers se menings is in elk van die volgende ondersoekvelde nagevors: • Onderwysers se toegerustheid om entrepreneurskapsgerigte onderwys aan leerlinge te voorsien; • Onderwysers se eie implementering van entrepreneurskapsgerigte onderwys; • Die behoefte by leerlinge aan entrepreneurskapsgerigte onderwys; • Onderwysers se geslaagdheid om entrepreneurskapsgerigte onderwys te implementeer; • Die aangewesenheid van entrepreneurskapsgerigte onderwys as 'n onderwyseropgawe. Die navorsingsresultate is aangewend om binne die raamwerk van die Suid-Afrikaanse skolekonteks en onderwysbeleid 'n strategie voor te stel om entrepreneurskapsgerigte onderwys te implementeer. Die onderwys kan hierdeur 'n aansienlike bydrae lewer om die jeug voor te berei om as volwaardige en verantwoordelike landsburgers hulle plek in die samelewing vol te staan. / Education today stands before the comprehensive task to empower our youth through appropriate guidance and training to enter the job market as entrepreneurs. Teachers are increasingly put to the task to act as facilitators in their guidance of the youth to adapt more effectively to changing circumstances, new technology and information. Within this context, education directed to entrepreneurship forms one of the most timely issues that education should address. Although the provision of education directed to entrepreneurship has been described as a cross curricular concern within the new Norms and standards for teacher education it does not provide in the need for a comprehensive strategy to develop entrepreneurship in education. In an answer to this deficiency, this study is directed to develop a proposed implementation strategy to enhance entrepreneurship in education. In the course of this investigation it was needed to thouroughly account with concerns such as: • the role and significance of entrepreneurship within the South African school context; • factors which underlie entrepreneurial success or failure; • the development of a positive entrepreneurial attitude and entrepreneurial skills and • local and foreign initiatives to enhance entrepreneurship within the school context. In the empirical investigation the v1ew is held that teachers opm10ns is of crucial importance to give direction towards a strategy to enhance entrepreneurship. Teachers views are examened within each of the following fields of investigation: • Teachers empoweredness to provide education directed to entrepreneurship to students. • Teachers own implementation of education directed to entrepreneurship • Students need for education directed to entrepreneurship. • Teachers sufficiency to implement education directed to entrepreneurship. • The appropriateness of education directed to entrepreneurship as a teacher concern. The results of the research is applied to propose an implementation strategy to enhance education directed to entrepreneurship within the framework of the South African school context and policy of education. The conclusion was reached that educators can greatly contribute to prepare our youth so that they can take up their positions in the community as responsible and able citizens. / Psychology of Education / D. Ed. (Psychology of 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)