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An assessment of intrapreneurship in public further education and training colleges in the Free State Province / A.E. JordaanJordaan, Aletta Elizabeth January 2008 (has links)
The focus of this research study was the assessment of intrapreneurship within public Further Education and Training (FET) Colleges that were earmarked by govemment to spearhead the alleviation of skills shortages in South Africa. Managers within four colleges in the Free State province of South Africa were selected as the study.
Establishing an intrapreneurial climate within public FET Colleges can play a significant role in improving the effectiveness and efficiency of services rendered, contributing to the long term sustainability of these institutions. Colleges face various challenges including a lack of intrapreneurial spirit and a fragmented approach regarding their visions, missions and strategic thrusts.
The primary objective of the study was to assess the level of intrapreneurship within the four public FET Colleges and to make recommendations on how to improve the level of intrapreneurship within these institutions. A number of secondary objectives were set to support the attainment of the primary objective. A comprehensive literature study was conducted, which was followed by an empirical study. By means of self -assessment and supervisor assessment, perceptions of managers were tested in relation to entrepreneurial characteristics. Furthermore, relationships were determined between demographic variables and intrapreneurship constructs. Following upon a detailed analysis of data in chapter 4, it was concluded that managers regarded the current intrapreneurial climate at FET Colleges as being average. Based on the findings of the empirical study and the insight gained during the literature study, recommendations were made on the fostering of intrapreneurship within the colleges. A framework of practical guidelines and an action plan were compiled that could facilitate the process, thereby assisting public FET Colleges in South Africa to
fulfill the vision of the National Department of Education of "...a modem and vibrant nationally co-ordinated FET college system that builds a foundation for lifelong learning and is responsive to the needs ofthe 21 st century". / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.
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An assessment of intrapreneurship in public further education and training colleges in the Free State Province / A.E. JordaanJordaan, Aletta Elizabeth January 2008 (has links)
The focus of this research study was the assessment of intrapreneurship within public Further Education and Training (FET) Colleges that were earmarked by govemment to spearhead the alleviation of skills shortages in South Africa. Managers within four colleges in the Free State province of South Africa were selected as the study.
Establishing an intrapreneurial climate within public FET Colleges can play a significant role in improving the effectiveness and efficiency of services rendered, contributing to the long term sustainability of these institutions. Colleges face various challenges including a lack of intrapreneurial spirit and a fragmented approach regarding their visions, missions and strategic thrusts.
The primary objective of the study was to assess the level of intrapreneurship within the four public FET Colleges and to make recommendations on how to improve the level of intrapreneurship within these institutions. A number of secondary objectives were set to support the attainment of the primary objective. A comprehensive literature study was conducted, which was followed by an empirical study. By means of self -assessment and supervisor assessment, perceptions of managers were tested in relation to entrepreneurial characteristics. Furthermore, relationships were determined between demographic variables and intrapreneurship constructs. Following upon a detailed analysis of data in chapter 4, it was concluded that managers regarded the current intrapreneurial climate at FET Colleges as being average. Based on the findings of the empirical study and the insight gained during the literature study, recommendations were made on the fostering of intrapreneurship within the colleges. A framework of practical guidelines and an action plan were compiled that could facilitate the process, thereby assisting public FET Colleges in South Africa to
fulfill the vision of the National Department of Education of "...a modem and vibrant nationally co-ordinated FET college system that builds a foundation for lifelong learning and is responsive to the needs ofthe 21 st century". / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.
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The provision of epistemological access for successful student learning at university: Towards a readiness model for business, commerce and management sciences learners in the further education and training phaseVenter, Antoinette January 2020 (has links)
Philosophiae Doctor - PhD / This study was about the provision of epistemological access to Grade 10 to 12 learners in the business-related subjects of Accounting, Business Studies and Economics at two public high schools in the Western Cape Province. The aim of the study was twofold. Firstly, it investigated whether the Grade 10 to 12 learners had adequate subject content knowledge and skills in Accounting, Business Studies and Economics. Secondly, it wanted to identify the challenges that the learners at the two high schools were experiencing in these subjects and the reasons why.
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The preparation of National Certificate vocational learners by work integrated learning for industryMabunda, Alucia January 2019 (has links)
This study was conducted at the TVET College X in Gauteng province. The main aim of the study was to establish the way in which national certificate vocational learners are prepared by work integrated learning for industry. Twenty participants were sampled qualitatively from Campus X. The unemployment and poverty rates are high in South Africa and are accompanied by income inequalities, hence the implementation of further education and training policies in an effort to reduce these high rates. Researchers concur that South Africa needs to invest in education and training in order to bring the country’s human capital to a level that is consistent with sustainable economic development.
The establishment of a dual education system which integrates theory and practice is possible through the effective implementation of a curriculum that embraces work integrated learning. A high percentage of the learners at college X are exiting the national certificate vocational programme without either practical experience or exposure in industry. The study was based on the following research question, namely, How are national certificate vocational learners prepared by work integrated learning for industry?
The study findings, which emerged from the structured interviews which were conducted, revealed that lecturers are informed about what WIL is but not on how it should be implemented and, thus, they are generally not very enthusiastic about it. It would appear that they tend to see WIL as the obligation of the college management and WIL facilitators and, thus, are prepared to convey only what is in the curriculum. However, the curriculum does not include a variety of obligatory WIL exercises. While learners understand what WIL entails, they are concerned that the workplace placement component of their learning is not prioritised as this may later place them at a disadvantage when applying for attractive jobs in the labour market. Existing literature highlights the difficulties experienced in WIL implementation and the lack of implementation models, with this possibly being the reason why learners are not being viably prepared by WIL. A work integrated model for national certificate vocational institutions to better prepare learners for industry was developed based on the findings of the study. / Dissertation (MEd)--University of Pretoria, 2019. / Education Management and Policy Studies / MEd / Unrestricted
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Experiences of Life Orientation teachers in teaching career guidance in rural high schoolsModiba, Matabe Rosa January 2017 (has links)
In South Africa, there are various stakeholders involved in career guidance services (Stead & Watson, 2006, P.160). The teaching of career guidance within the context of Life Orientation (LO) at schools is the responsibility of Life Orientation teachers. This study explores the experiences of Life Orientation teachers in teaching career guidance in rural high schools at Lephalale Municipality. The study used qualitative approach to obtain rich information about the experiences of Life Orientation teachers in teaching career guidance at rural high schools. The study was conducted in two rural high schools in the Palala North Circuit of Lephalale Municipality. The sample comprised of two Further Education and Training (FET) Phase Life Orientation teachers from two rural high schools (one from each school). The participants were purposefully and conveniently selected. The data was collected by means of the semi-structured interviews. The data was analysed using the inductive thematic data analysis where themes, subthemes and categories emerged. The findings of the study reflected both the negative and positive experiences of Life Orientation teachers in respect of their teaching of careers and career choices, training and support needs, and the career- related activities such as career exhibitions in which both the learners and LO teachers participate. The results of the study will be shared with the two schools in the Palala North Circuit and the Department of Education, Waterberg District in the Limpopo province. It is hoped that the results generated by the study might assist the training personnel or facilitators (education or subject specialists) to know the type of training and support that LO teachers require and to also inform policy makers to develop a model of teaching career guidance at rural high schools. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted
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Professional development of accounting teachers in the integration of instructional technology in Limpopo ProvinceTshiovhe, Takalani Elizabeth 18 September 2018 (has links)
DEd (Curriculum Studies) / Department of Curriculum Studies / See the attached abstract below
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Challenges faced by lectures in the implementation of National Certificate Vocational curriculum at Mopani South East FET CollegeMabale, Moshe Bedwin January 2013 (has links)
Thesis (M. Ed. (Educational Studies)) -- University of Limpopo, 2013 / This research was based on the challenges faced by lecturers in the implementation of the National Certificate Vocational (NCV) curriculum at Mopani South East FET College. The common idea was that the new NCV curriculum in South Africa was going to keep abreast of changes with the population. However, the implementation of the NCV curriculum was not as effective as expected. This was demonstrated by the fact that in 2007, numerous students in NCV Level 2, did not manage to progress to the next level. The through-put rate was low in almost all the programmes. Therefore, the researcher was led to believe that lecturers were finding it difficult to implement the new NCV curriculum.
In order to explore challenges faced by lecturers in the implementation of the NCV curriculum at Mopani South East FET, the researcher discussed different perspectives of and the rationale for curriculum change and implementation in different parts of the world including South Africa. The curriculum changes and implementation were discussed considering some of the countries, such as Romania, China, Qatar, Saudi Arabia, United States of America (USA), Malawi, Mozambique and South Africa. Scholars have proven that for effective curriculum implementation, there are a number of ideas, which cannot be undermined, especially when there are curriculum changes. It referred to issues, such as the availability of curriculum plans, proper curriculum implementation management and leadership and continuous development of all the implementers. The aim of the study was to explore the challenges faced by lecturers in the implementation of the NCV curriculum at Mopani South East FET College.
There were three objectives to this study, Firstly, to establish obstacles, which hindered the implementation of the NCV curriculum, secondly, explore what the causes for these obstacles were, and thirdly, describe the extent, to which these obstacles affected the implementation of NCV curriculum.
The challenges faced by lecturers in the implementation of the NCV at Mopani South East FET College were investigated in order to achieve the stated objectives. The findings of this study provided conclusions and implications to NCV curriculum lecturers as well as policy makers; and added a body of knowledge in curriculum implementation.
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A qualitative research method was used for the purpose of this study. Interviews and document analyses were used in order to gather information. The findings from this research project focused on four themes a) physical resources; b) student matters; c) staff matters and d) management matters.
After considering the findings and results from the interviews and documents analyses, the researcher was convinced that further research could be undertaken in line with the relevant lecturer qualifications, academic and staff development for the FET sector, articulation of the NCV curriculum by businesses, monitoring and evaluation of the NCV curriculum implementation by campus, college management, as well as relevant provincial and national officials.
In conclusion, the researcher believes that this study would play a very significant role to assist lecturers teaching or lecturing the NCV programmes, additionally, add to the body of knowledge in curriculum implementation and be of use to policy makers. Eventually, it will assist in bringing the desired expectations by Mopani South East FET College and the Department of Higher Education and Training (DoHET) to fruition.
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A Bernsteinian description of the recontextualising process of the national curriculum statement from conceptualisation to realisation in the classroom.Davey, Brenda G. January 2006 (has links)
The aim of this study is to describe the recontextualisation of the official pedagogical
field, in the form of the National Curriculum Statement (NCS), in the Further Education
and Training (FET) band. The study's focus concentrates specifically on the in-service
training programme devised by the KZN FET Directorate for teachers of Grade 10's in
2005, beginning with the creation of the FET curriculum statements at national level and
tracking the dissemination of this information to provincial level, then through regional
and district level and into the schools.
The researcher was able to analyse the documents created at national level, observe
and/or interview role-players at each level of the continuum: national, provincial,
regional, district and school (including parents of school-going teenagers). This evidence,
supplemented with video-recordings and posters produced at five different venues was
selectively described using Berasteinian terminology and his theoretical framework of the
pedagogic device.
Research findings in answer to the questions posed, viz. to what extent the social
transformation process was understood by the role-players in the process (concentrating
on English Home and First Additional Language teachers), indicate that in some cases
the official pedagogical field is carried over with minimal change, and in others it is
evident that careful monitoring and retraining may be the only means to concretise the
intended change in thinking in the minds of South Africa's teachers. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
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Provision of music education in the Western Cape through focus schools for the artsLewis, Franklin Arthur January 2014 (has links)
The enrolment of music in especially the secondary school is declining in many
countries such as South Africa, the United Kingdom, Hong Kong, Brazil, China,
Finland, Israel, Korea, Mexico and the United States of America. This decline in the
number of learners doing the subject in secondary school, despite its popularity
outside of the school, is often ascribed to the socio-economic context and the level of
difficulty of the subject, but most of all due to a music curriculum that is in stark
contrast to what learners are doing in their daily lives.
Post-Apartheid education focused on the redress of education by working towards the
provision of quality education through the improvement of educational resources,
wider subject choices for previously disadvantaged learners and transforming the
national curriculum to suit the needs of young people to prepare them adequately and
appropriately for tertiary education and the world of work. The demands of poor
communities for greater access to subjects that were previously denied to them,
compelled the national education department to introduce subjects such as the arts and
technology in secondary schools located in low socio-economic areas where these
subjects have not been offered before.
The Western Cape Education Department, as lead agent for the province’s Human
Capital Development Strategy (HCDS), established ten dedicated focus schools for
the arts that would become centres of excellence to provide quality arts education to
secondary school learners from poor urban and rural areas. It was envisaged that these
arts institutions would be equipped with the appropriate infrastructure, technology,
teaching and learning support materials and qualified arts teachers to ensure that
music, dance, drama, design and visual arts would be accessible to a broader spectrum
of secondary school learners. The aim of the study focused on the provision of music education at these institutions
by investigating the essential aspects of the focus school phenomenon such as
infrastructure that was built to create a conducive environment for music education,
curricular and extra-curricular music programmes, learner enrolment and retention,
use of technology, teaching and learning support materials and teacher effectiveness.
The study has a qualitative research approach and is based on a case study design that
served to provide a rich and in-depth description of the phenomenon. The data was
collected by means of focus group and individual interviews as well as observations
of lessons, extra-mural activities and music performances. An interrogation of
government policies and school records also informed the research to provide
trustworthy findings. After each finding, some suggestions are made concerning the
alleviation of challenges which focus schools face regarding the delivery of Music in
the FET phase.
Finally, the study makes recommendations for future research related to the provision
of Music in the FET phase of South African schools. / Dissertation (MMus)--University of Pretoria, 2014. / lk2014 / Music / MMus / Unrestricted
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The support needs of life orientation teachers in the Further Education and Training BandStrydom, Verena Zita 03 1900 (has links)
Thesis (MEdPsych)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can
potentially evolve into serious barriers to learning and development. Life Orientation is
a critical subject offered by the Further Education and Training (FET) band as it aims to
prevent the development of such problems. Furthermore, the role played by the teacher
in successfully and meaningfully presenting Life Orientation is a pivotal one. This study
therefore aimed at understanding the support needs of Life Orientation teachers in the
FET band in order to gain insight into the challenges experienced and what
recommendations can be made to improve support to teachers, and consequently,
learners. The theoretical framework on which this study was based was positive
psychology as its emphasis on the fostering of positive individual traits, emotions and
institutions is an appropriate and constructive way of understanding teachers’ support
needs within their school communities.
This study’s research methodology can be described as basic qualitative research which
is embedded within an interpretive paradigm. Purposive sampling was used to select
three schools and their Life Orientation departments as research participants. Three
methods of data collection were employed, namely written reflective notes and semistructured
focus group- and individual interviews. Furthermore, qualitative content
analysis was used to analyse the data.
The research findings indicated that Life Orientation teachers in the FET band
experience a range of support needs across the various levels within the school
community. Teachers experience a tension between the expectations of the Department
of Education, the needs of the learners, and their own expectations with regards to the
facilitation of a community of care within the Life Orientation classroom. Support
therefore needs to be aimed at increasing teachers’ competencies and providing
opportunities to collaborate with other teachers to develop positive individual traits and
foster positive emotions. Furthermore, school communities need to become aware of
their attitudes and perceptions towards the subject so as to initiate processes which can
lead to the promotion and development of positive, supportive institutions. A critical
step in doing so is to consider policies regarding the appointment of Life Orientation
teachers and ensure that qualified, specialist teachers who believe in the value of the
subject are employed in these posts. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings
wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel.
Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband
(VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die
rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van
Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die
ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te
verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word
vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese
raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van
positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n
toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders
binne hulle skoolgemeenskappe te verstaan.
Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese
kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef
is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te
identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe
notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is
kwalitatiewe inhoudsanalise gebruik om die data te analiseer.
Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO
band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van
die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die
Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met
betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer.
Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te
verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele
kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe
meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in
plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n
Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot
die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde,
gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel
word.
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