This is a qualitative case study which encompasses a thick description of an organization's workplace training programme and how it relates to the National Qualifications Framework and Skills Development. The organization in question is Imana Foods (Pty) Ltd. The purpose of conducting this particular study is to take a close look at the workplace training programme of a particular organization and to see how it has embraced the implementation of new legislative acts such as the South African Qualifications Authority Act, the Skills Development Act, the Skills Development Levies Act, and the Employment Equity Act into its education and training policy . These legislative acts are interrelated in the sense that they have one very significant common goal, and that is to improve the South African economy. By implementing these acts, the government hopes to increase the amount of skilled labour, which in turn should lead to better job opportunities for those employees who already have jobs, and also to promote education and training to those people who are unemployed. The government hopes to keep a watchful eye on the labour market with the intention of providing training in the areas where there is a shortage of skills. My intention for wanting to examine the workplace training programme of a single organization is to determine whether or not the training programme under study is serving its purpose which is to provide equal opportunity for all the employees within the organization. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

Since the advent of democracy in 1994 South Africa has been faced with the shortage of skilled people and this is caused, amongst other things, by the inadequacy of the outdated National Education Programmes for Technical Colleges (NATED) and later referred to as the N-programmes. To address the problem, the former Department of Education (DoE) developed new programmes called the National Certificate Vocational NC (V) for the students of the Further Education and Training colleges (FETs), which were renamed the Technical Vocational Educational and Training Colleges (TVET). The TVET programmes were implemented with the collaboration of industry and other stakeholders who were involved when the NC (V) programmes were developed to ensure their buy-in. Despite all these efforts, Magnus et al. (2013) are of the view that the vocationally-oriented NC (V) programmes offered at colleges are not useful, work-focused and flexible, as a result some leading employers reject the products of the programmes. Returning to the global debate, Lewis (2009) contends that failure of vocational programmes anywhere ought not to be taken as an indictment of vocationalism. Based on the above scenario, this study surveyed and traced TVET graduates who graduated from 2009 to 2012, to determine the impact of the NC (V) programme on those who decided to either further their studies or be employed. Although the programmes offered by the FET’s are rolled out in various study fields throughout the country, the research was limited to graduates who were enrolled in the following three programmes in the North West Province: building construction, electrical, and engineering related studies. The three mega FET Colleges, composed of more than ten campuses as listed in point 1.2.1, are spread throughout the province, which is regarded to be predominantly rural even though it boasts the biggest hub of mines, especially platinum mines. There is also high concentration of tourism industry as well as agricultural businesses that require a skilled labour force to drive economic activities. An extensive literature review was conducted to appropriately inform the study and to provide a firm basis for the arguments. The NC (V) programmes by their nature and design are closely related to the work of the Sector Education and Training Authorities (SETAs) with respect to the apprenticeships and the learnerships. Factors relating to the research scope, context and the geographical environment were analysed to ensure proper delineation and delimitation of the study since it covered only the North West Province of South Africa. The study used both qualitative and quantitative research methodologies for the collection of data. An interview schedule was used for the collection of the qualitative data from the Colleges, Department of Higher Education and Training, the Sector Education and Training Authorities (SETAs), the Universities of Technologies (UoTs), and the various employer organizations. The questionnaire was applied to collect quantitative data from the graduates because of their large numbers. The use of both methods, the qualitative and quantitative, enhanced the quality of the verification and the validation of the data. The correlational relationship and connection between the NC (V) graduates and their post college destinations was determined. This refers to the correlation between NC (V) graduates and the opportunities seized after their college studies. Charles (1998:11) attests that “although in most cases data for correlation studies are obtained through measurement, at times they come from judgments made by researchers, teachers, or other qualified persons”. In line with this, the researcher presented the findings from the qualitative method in a manner that outlines the opinions and the post college status of the graduates. The findings of the qualitative method provided background knowledge into the NC (V) programmes, the graduates and their destinations, thereby validating the quantitative findings. A work integrated learning framework model is proposed for the enhancement of the FET College curriculum, for the improvement of quality work-placement and for the promotion of partnership amongst the beneficiaries; graduates, employers, colleges and the intermediaries. / Educational Leadership and Management / D. Ed. (Education Management)

This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and researchers in the areas of language policy and planning.

Submitted in fulfillment of the requirements for the degree of Master of Management Sciences Specialising in Marketing, Durban University of Technology, Durban, South Africa, 2017. / The South African Space Industry is growing rapidly but is lacking in commercialization. Based on the literature review, the industry is not introduced to citizens at the stage at which they begin to plan their careers. Many learners venture into careers due to peer influence and choose careers that they do not have knowledge of. There are also barriers to communication between the industry and the Department of Higher Education, as shown by the fact that there are few high school students who have progressed to participate in the space industry. The main aim of the study was to explore high school students’ awareness of the South African space industry; how career opportunities have been promoted to these students; and what has influenced such awareness, or lack thereof. The objectives of the study were to identify students’ levels of awareness of the South African space industry; to identify students’ perceptions of employment opportunities in the South African space industry; to identify the knowledge of the educational requirements to gain employment in the space industry; to determine the demographic differences of levels of awareness of the space industry in South Africa (male/female, grades 10, 11 and 12, types of schools); and to identify the marketing communication factors that influence students’ levels of awareness about the South African space industry. A quantitative, descriptive study was employed, and structured questionnaires were administered to 171 respondents. Purposive and quota sampling methods were used for the study. The SPSS statistical package (version 23 for windows) was used to analyze the data. The study was conducted in selected high schools located in rural, urban and sub-urban areas within the EThekwini municipality region. In terms of validity, relevant statistical tests were undertaken to ensure the validity and reliability of the instrument. Confidentiality and anonymity was ensured. In term of ethical issues, permission was granted from the KwaZulu Natal Department of Education. Some of the main findings of the study were that the majority of respondents indicated awareness of the space industry as a discipline in the field of science and technology. The respondents had limited knowledge about career opportunities. However, due to inadequate resources in rural schools the respondents’ knowledge about career opportunities was insufficient in these schools. Due to the lack of resources, the respondents did not have sufficient information to choose a career opportunity in space. Furthermore, differences in terms of resources (electricity supply, Internet access, classroom size, furniture and fittings, travelling time to and from school) and the location of school were noted. It was also noted that respondents are unclear about how and where to apply for space-related subjects. The space industry was found lacking in terms of marketing itself in South Africa. Thus, the marketing communication strategy needs to be developed and taken into consideration. It is recommended that the South African space industry should develop more outreach programmes; engage with the Department of Higher Education; sponsor science and technological projects; provide more scholarships; and create a Space Science University (SSU). / M

MPM / Oliver Tambo Institute of Governance and Policy Studies / See the attached abstract below

Thesis (Ph.D. (Education) -- University of Limpopo, 2019 / Refer to the document

Thesis (D. Phil. Education) -- Central University of Technology, Free State, 2011 / After the inception of the new government in 1994, a new curriculum was introduced, replacing the then existing curriculum. This new curriculum brought about challenges confronting the School Management Team (SMT) regarding its management and implementation. The changes required a paradigm shift and a proactive leadership approach by the SMT and particularly the principals of the Further Education and Training Schools (FET Schools). New policies were developed in respect of the management of this curriculum, which necessarily require the SMT to know and understand in order to be able to implement the curriculum. The aspect of training was also important in order for the SMT to be effective and efficient managers and implementers of the curriculum. The research study was therefore, about the investigation of the factors which influence the implementation of this curriculum known as the National Curriculum Statements (NCS) in the selected FET Schools in Motheo district. The literature in this study was informed and guided by both international and South African contexts and perspectives. The researcher in this study pursued a mixed mode approach. Quantitative investigation was conducted in selected FET schools within Motheo district specifically Bloemfontein, Thaba-Nchu and Botshabelo schools for deputy principals and Heads of the Departments (HOD) whilst qualitative, interviews were done with the principals. Data analysis was done through the development of categories and comparisons and contrasts were made. The data analysis also took into cognizance the visibility of contrary or alternative explanation for the findings. The investigation, therefore, discovered that most of the School Management Team particularly the principals were not trained on the National Curriculum Statement (NCS), and schools were also experiencing a shortage of resources. The recommendation was that the training for the SMT be an ongoing process as it will help with the successful and effective implementation of the NCS.

Little information is available on future vocational preparation for intellectually disabled learners in South African schools. Currently teachers adapt the Revised National Curriculum Statement (RNCS) to educate these learners. A literature study was conducted to investigate relevant models in the United States of America in order to develop a framework for a South African vocational training and transition planning programme in the school. Various South African vocational training programmes designed for disabled learners with good literacy and numeracy skills, the role of employment agencies and the local employment possibilities for intellectually disabled people were investigated to assess their suitability for intellectually disabled learners. An Individualised Vocational Programme that involves the parents and their child(ren) was developed to suit the needs of intellectually disabled learners. The RNCS was adapted by means of curriculum straddling and designing down to make the learning material suitable for intellectually disabled learners. The full programme consisted of an adapted interest test, curriculum training, the placement of learners in school jobs/tasks and a home independence programme, The programme was implemented and a mixed method research design facilitated the case study done in a school for severely intellectually disabled learners. Findings revealed that a vocational training and transition planning programme in the school can be managed successfully to the benefit of the parents, learners and the Department of Education. Based on the findings recommendations were made to improve the various sections of the comprehensive programme. / Educational Studies / D. Ed. (Educational Management)

Text in Afrikaans / A labour market-oriented curriculum component for grade 7 - 9 learners in the existing education curriculum for South Africa could be achieved on the basis of an analysis and synthesis of various curricula by using curriculum components. The aim of the study is to reveal the essence of curriculation in order to bring the outcomes in the curriculum in line with the labour market needs of South Africa. An appropriate educational curriculum should not only address the high unemployment rate in South Africa, but should also bring about improvements in teaching practice as well as set standards that will be comparable both nationally and internationally. An analysis of different curricula shows clearly that various relevant theories can lead to the development of a curriculum component. These theories are not necessarily contradictory, but rather attempt to reveal the essentials for teaching and training. An analysis of the definitions of curricula gives an indication of the teaching possibilities of an appropriate labour market-oriented educational curriculum, whereby such a curriculum can be integrated in a sensible way with teaching practice by using the curriculum components. This theoretical consideration of different theories, curriculum components and teaching models has found a practical expression in a teaching labour market-oriented curriculum component that could possibly address current teaching and unemployment labour problems in South Africa. / Educational Studies / D. Ed. (Didactics)

Since 1994, the South African education system has been undergoing continuous transformation which has had an impact on the governance of Further Education and Training (FET) colleges. This study, which focused on an investigation of the principles of effective governance at FET colleges, was conducted in three purposefully sampled FET colleges. Qualitative content analysis was used to analyse data collected using semi-structured interviews, observation and document analysis. The main finding of this study revealed that college councils do not have either the capacity or the resources to develop policies for colleges, nor is there a clear and documented reporting process in place. The study highlighted that the roles and responsibilities of college council’s sub-committees are not clearly defined in the 2006 FETC Act. Based on the research findings, recommendations were made in respect of the effective participation of college councils in the governance of FET colleges. / Educational Leadership and Management / M. Ed. (Education Management)