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.

The purpose of this study was to develop operational guidelines for the construction of an area vocational-technical school. The data collected were incorporated into an outline of a manual concerned with the construction of an area vocational-technical school.The research was planned to outline, with the use of systems, the constructing, equipping, and operating phases of an area school. A questionnaire was sent to the administrative head of twenty four selected schools to collect data concerned with constructing, equipping and operating their vocational-technical schools. After the questionnaire responses were tabulated and reported, a summary was given showing how each part was dependent upon the whole. A sequence of the thr9e phases was set up to show how each phase was dependent upon the whole for completion of the project.Tie greatest expressed concern in the category of construction was the planning of a facility with a specific educational program in mind. Major concerns in the category of equipment dealt with space requirements and written specifications to be drawn up.In the operation of a facility, high priority was given to the establishment of a governing board and to the availability of funds for actual operational costs.In addition to the questionnaires, a personal interview was conducted with a superintendent of schools; a secondary school principal; and a representative from each of the following categories: labor, management, city council, teachers other than vocational, a school board member, and a chamber of commerce. The interviews were used to determine the degree of awareness of vocational-technical principles and of problems that need to be considered before building an area vocational-technical school in a specific community. While the author had to define some terms to the people being interviewed, these people were experts in at least one of the following areas: School Administration, Superintendent; School Administration, School Board; School Administration, High School Principal; School Instruction, Academic Instructor; Community, Labor Leader; Community, City Council; Community, Management; Community, Chamber of Commerce.In Chapter V of the paper the initial draft of "A Manual for Initial Development of an Area Vocational-Technical School" was outlined. The text of the manual included the philosophy of an area school, the components of a feasibility study, use of existing facilities and equipment, selecting and obtaining new facilities and equipment, curriculum development, legal counsel, bid procedures, laboratory design, related classrooms, operation of a facility, revenue from all sources, expenditures by accounts, and supporting services.

"The enrollment in the Business Education Department of the Orange County Vocational School for the five-year period, beginning July 1, 1950, and ending June 30, 1955, will be surveyed according to the following classifications: (a) sex, (b) source components, (c) average number of monthly enrollments per student, (d) educational preparation of the students, (e) course enrollments, (f) student enrollment by years, (g) student enrollment by months. It is obvious that these classifications are indicative of the scope of the study rather than of the strict order of its development. Four chapters will be devoted to a consideration of enrollment, job calls, job interviews, and job placements. A summary chapter will conclude the study"--Introduction. / Typescript. / "May, 1956." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science in Education." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references.

This thesis was written as part of a process to secure funds for developing a "Preparatory Vocational Education" training academy for entry-level "Irrigation Technicians." Research revealed that funding for vocational program development was being awarded to "All-inclusive" or academy-style programs. These programs provide instruction necessary for students with zero experience to compete as entry-level journeymen. This project is based on a partial proposal draft for a U.S. Department of Labor Grant.

Historically, vocational education has been sex-typed by program area, following patterns in the work force. Increasing enrollments and employment of females and males in fields traditionally dominated by the opposite sex is one of the goals of vocational educators. In order to do this, vocational educators need to understand the individuals who now choose nontraditional programs and why they make the choices they do. Two questions guided this study: l. How do high school students come to make the decision to enroll in vocational programs nontraditional for their sex? 2. How do these students think about their current training in relation to their future plans? / Master of Arts