Thesis (PhD)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The major concern in the world of work has been the mismatch between a person's vocational interests and job pursuits. The understanding has been that jobs make differing demands on people and that the abilities of the individual and demands of the job have a bearing on productivity hence the need for matching people to jobs. The most notable attempts to identify and organize vocational interests have been Holland's theory of vocational interests and personality types. Holland asserts that people can be categorized predominantly as one of six personality types, namely, realistic (R), investigative (I), artistic (A), social (S), enterprising (E), and conventional (C). The review of literature has shown that person-environment fit explains the degree of match between occupational pursuits and one's vocational interests and that before a measure can be used across cultures, its construct validity must be established in each culture. The current study was motivated by the Zimbabwe Public Service Commission's quest, in the absence of vocational interest measures tailored for Zimbabwe, for assessment tools that can assist in predicting suitability for recruitment or promotion. The study was therefore designed to (a) develop a measure of vocational interest validated on the Zimbabwe population, (b) build a model for predicting and classifying people into job sectors and (c) assess the adequacy of Holland's RIASEC structure for assessing person-job fit in the Zimbabwe Public Service. To achieve this, a correlational research design was used. The vocational interest measure and the MB-10 were the two instruments used for data collection. A sample of 500 public servants representing six occupational sectors in the Zimbabwe Public Service participated in the study. Statistical approaches to data analysis included reliability and validity analysis, factor analysis and multiple discriminant analysis. The results of the reliability coefficients were within acceptable levels. The subscale reliabilities of the vocational interest measure ranged from ra = 0.85 to ra = 0.89. Overall, the concurrent validity of the vocational interest measure was established. Factor analysis and correlation coefficients statistic assessed the adequacy of the hexagonal ordering of the RIASEC types. Factor analysis was computed resulting in 8 factors being extracted instead of the theoretically conceptualized 6 factors. The 8 extracted factors accounted for 65.88% of the total variance. Holland's theory affirms that occupational types that are more proximate on the hexagon are more similar than types that are more distant. Results of the RIASEC intercorrelations showed strong correlations between Realistic and Investigative (r = 0.69) and moderate correlations with four of the adjacent types. However, low and negative correlations were obtained between Conventional and Realistic (adjacent types) (r = -0.14) and between Investigative and Conventional (alternate types) (r = -0.11). On the other hand, there was strong correlation between Realistic and Social (opposite types) (r = 0.25.) The model for predicting and classifying people into appropriate job sectors was developed. The model's utility was confirmed using the scores from the sample data. The cross validation table obtained an error rate of 0.29, an indication of a relatively good model. Given the results of the present study, it appears the study hypotheses were generally supported. Further work in refining the model is recommended.

This research was carried out in order to gain a better understanding of the practice of governance in a technical or vocationally oriented college and the critical role played by the principal as a college manager within the governance system in which industrialists and head office are also key players. Conceptual literature relating to issues of governance and management within the education scenario is examined. The wider issues of governance are critically analysed in the context of power and control mechanisms initiated by the Ministry of Higher Education as the responsible authority for the colleges. The influence of the industrial sector as the consumers of skilled labour force is analysed through college advisory councils set up in terms of the relevant pieces of legislation. The research is qualitative and takes the form of three case studies of technical and vocational colleges in Zimbabwe. Data were collected through multiple methods from varied sources with a view to ensuring triangulation. The multiple-case design enabled me to dig beneath the surface of what apparently happens in these organisations and unearth issues and concerns at the wider governance and management levels. Views and experiences of participants are captured and explained through in-depth interviews, observations and documentary sources. Results are discussed in relation to the relevant literature allowing grounded theory to emerge. The research highlights the roles of key players in governance and the issues of relationships among these actors. What emerges is a desperate situation of ineffectiveness, problematic processes in governance and poor responsiveness of these colleges to the labour market demands. The potential for generalisability and transferability is discussed in the report and possible corrective intervention strategies are recommended. The thesis demonstrates that managers of these colleges and indeed senior officers in head office who are at the centre of governance and will need transformational leadership development in order for them to come to terms with such things as people’s feelings, abandoning ‘outdated’ policies, managing change, and handling communication effectively. Various strategies for revitalisation of governance and management in technical and vocational colleges are suggested.

Bibliography: pages 88-95. / The aim of the investigation is to assess the extent to which various initiatives aimed at improving the status of a technical subject like Home Economics (H/E), have helped to transform the attitudes and perceptions of teachers and students in a school in Zimbabwe. The study was carried out at Rusununguko Secondary School in Zimbabwe, where H/E was one of the technical subjects within a curriculum mainly dominated by academic subjects. Students and teachers' attitudes and perceptions towards H/E were assessed along the following dimensions: 1. The extent to which H/E is subjected to gender stereotyping; 2. The extent to which H/E is viewed as suitable for slow learners and low-achieving students; 3. The extent to which the subject suffers from subject choice constraints; 4. The extent to which H/E is viewed in terms of low academic and occupational expectations; 5. The extent to which the subject is perceived as offering low-status knowledge when compared to other subjects.

The study sought to investigate factors that influence the choice of career pathways among high school students in Midlands Province of Zimbabwe. The investigation serves as a springboard to establishing a career guidance model that would assist career guidance teachers in high schools in their endeavours to help students make career choice from a well-informed perspective. A survey design which was mainly quantitative in nature was used in this empirical study. A self-designed questionnaire was used in collecting data from the participants. One thousand and ten high school students and 20 career guidance teachers participated in the study. The Statistical Package for Social Sciences version 19 calculated the percentages that were used to analyse the data. The study revealed that family members, both nucleus and extended, had an influence on students’ choice of careers. The influence of mothers and fathers was rated highly as compared to other family members. The study also revealed that schools had an impact on high school students’ choice of careers. Career guidance, especially school career days, was cited as having a positive impact on students’ choice of careers. The geographical location of schools was cited as quite influential in the choices of careers by students. The study also revealed that peers had an influence on students’ choices of careers through peer advice and encouragement. However, the influence of gender on career choice was lowly rated. In other words, gender did not influence the students’ choice of careers. Several recommendations were made. The study recommended the training of parents, peers and teachers to enhance students’ choice of careers. It was also recommended that only trained career guidance teachers be allowed to teach career guidance. Lastly, the study also recommended a career guidance model to assist in helping students choose suitable careers. / Psychology of Education / D. Ed. (Psychology of Education)