"Education For All" is the goal which the Ministry of Education and Human Resources, in Mauritius, wishes to attain, based on the recommendations of UNESCO. Mauritius urges for quality education, that is, a world-class education in which each Mauritian child should be given the opportunity to reach high educational success. Education must be the privilege of all and not the sole right of a few elites. This study analyses, from an educator‘s point of view, the extent to which Mauritius is proficient in reaching quality education at secondary level. It is mainly based on hypothesis-testing. The research process also includes a case study of the Zone 2, for which a selfadministered questionnaire was distributed to a sample of 90 educators. The study reveals that Mauritius is heading towards a quantified education rather than a quality education. Mass education can be seen as a better rhetoric for its current educational plan. / Sociology / M.A. (Sociology)

The focus of the study was to investigate the role of Learning and Teaching Support Materials (LTSMs) in determining a school performance and quality education. For sampling purposes, a rural disadvantaged school was selected to reveal how such schools organise and implement their instructional programs devoid of LTSMs. A school library, school laboratory and computer technology were prioritised for their bearing on National Curriculum Statement (NCS) implementation. According to the study‘s findings, the prioritised LTSMs were found to be vital in modernising, appropriating and improving a school performance and the quality of education. The study argued that without relevant LTSMs, schools can neither hope nor manage to successfully implement outcomes based education. Hence, learners in those schools are still excluded from quality education. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies and Didactics)

The issue of quality education is a critical topic of discussion, for South Africa facing the challenge of implementation amidst a plethora of progressive policies. This research project is undertaken in collaboration with the Curriculum, Evaluation, and Management Centre (CEM) at Durham University in the United Kingdom. The Middle Years Information System (MidYIS) project was developed with the aim of providing schools with information on how learners would perform at the end of two national examinations namely Key Stage 3 and General Certificate in Secondary Education, in addition to providing value-added information. The purpose of the research reported here is to describe the procedures undertaken to explore the feasibility of implementing the MidYIS system in the South African context. The research was guided by two main research questions. The first research main research question is how appropriate is the Middle Years Information System (MidYIS) as a monitoring system in the South African context? The word “appropriate” here interrogates the suitability of the MidYIS system for South Africa looking specifically at validity and reliability issues. This non-experimental study used a mixed methods design, rooted in pragmatism, to explore validity and reliability issues of using MidYIS as a possible monitoring system that would provide a balanced view of the school’s contribution to academic gains made by learners. The sample included in the study ranged from National Department of Education officials (two officials from curriculum and assessment), Provincial Department of Education officials (one mathematics specialist, one language specialist and one specialist from the Gauteng Department of Education Office for Standards in Education), specialists in the field of language, mathematics, and psychology as well as 11 schools. In particular content-related validity (including curriculum validity), construct-related validity, and predictive validity were examined while inferences drawn with regard to reliability were done by means of internal consistency reliability. From a curriculum perspective for content-related validity, it was found that there was moderate curriculum validity for language while inferences drawn for mathematics were substantially stronger. For content-related validity from a psychometric perspective, it was found that there was overlap between the domain of developed abilities and the MidYIS assessment. Construct-related validity was explored by means of Rasch analysis and it was found that items in the MidYIS assessment tend to form well-defined constructs. Predictive validity was explored by means of correlation analysis between the MidYIS assessment and school-based results in language and mathematics. The analysis shows that it could be possible to use the MidYIS assessment for prediction purposes. However, additional research would be needed to explore this facet of validity further with a larger sample and using standardised school-based results. The MidYIS assessment was found to be reliable for the sample as a whole as well as for population groups within the sample. The second main research question extends the first research question. If MidYIS is valid, with South African adaptations, and reliable, then what factors on a school, classroom, and learner-level could have an effect on learner performance. Thus, the second main research question is which factors could have an effect on learner performance and therefore inform the design of the monitoring system? In order to explore factors, multilevel analysis was undertaken on the various levels within the school system namely the principals, mathematics and language educators, as well as learners who completed questionnaires. It was found that four learner-level factors (with whom learners live, mother’s level of education, importance of mathematics and importance of English), one educator level factor (challenges to assessment due to lack of in-service training) and two school-level factors (educators make use of monitoring systems and encouraging academic achievement) seem to have an effect on the performance of learners. / Thesis (PhD (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2007. / Curriculum Studies / PhD / Unrestricted

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-10-16T16:56:28Z No. of bitstreams: 1 Elaine Aparecida da Costa.pdf: 2653373 bytes, checksum: ef2e8a0ea208979191d35879ea59bfb5 (MD5) / Made available in DSpace on 2017-10-16T16:56:28Z (GMT). No. of bitstreams: 1 Elaine Aparecida da Costa.pdf: 2653373 bytes, checksum: ef2e8a0ea208979191d35879ea59bfb5 (MD5) Previous issue date: 2017-03-23 / This research aims to analyze the strategies used by the school director to optimize the implementation of the school dimensions of Democratic and Participatory Management, Pedagogical Management, Management of Administrative Processes and Management of Teams and People, of a periphery school from São Paulo, with a view to the transformation of educational practices, in order to broaden and improve the quality of education, in accordance with Resolution SE 56/2016. It is a qualitative research, based on the reflections and the description of the actions carried out within the school institution by the director herself, having as reference LIBÂNEO (2004), LÜCK (2008), who consider that the Dimensions of implementation involving democratic and participatory management, pedagogical management, management of administrative processes and management of people and teams, with a direct focus on promoting the learning and training of students with social quality, is the responsibility of the school director. The research describes how the investigated director assumes the responsibility of implementing the mentioned dimensions, skills and competencies established by the Education Department. To do so, it is necessary to present the factors that changed the functions of the school director and some reflections on democratic and participatory management, people management and their implications in the context of democratic management, finally presenting the strategies used by the director. / Esta investigación tiene como objetivo analizar las estrategias utilizadas por la directora de la escuela para optimizar la ejecución de las dimensiones de Gestión Democrática y Participativa, Gestión de la Educación, Gestión de procesos administrativos y Gestión de Equipos y Personas, a las afueras de la escuela de la Red Estatal de Sao Paulo, con miras a la transformación de las prácticas educativas con el fin de ampliar y mejorar la calidad de la enseñanza, de acuerdo con la Resolución SE 56/2016. Se trata de una investigación cualitativa, llevada a cabo por las reflexiones y la descripción de las acciones realizadas dentro de la institución escolar por la propia directora, con referencia LIBÂNEO (2004), LÜCK (2008),, que consideran que las dimensiones de aplicación que implican la gestión democrática y participativa, gestión de la educación, gestión de procesos administrativos y gestión de personas y equipos, con enfoque directo en la promoción del aprendizaje y la formación de los estudiantes con calidad social, es responsabilidad del director de la escuela. La investigación describe cómo la directora investigada asume la responsabilidad de poner en práctica estas dimensiones, las habilidades y las competencias establecidas por la Junta de Educación. Por lo tanto, se presentan los factores que alteran las funciones principales de la escuela y algunas reflexiones sobre la gestión democrática y participativa, gestión de personas y sus implicaciones en el contexto de la gestión democrática, presentando finalmente, las estrategias utilizadas por la directora, y se basan en las interrelaciones de las dimensiones de la gestión escolar para transformar la escuela en un espacio democrático de ejercicio de la ciudadanía, con el objetivo de una práctica exitosa en la gestión de una escuela pública y el compromiso con el aprendizaje significativo de los estudiantes. / Esta investigação tem como objetivo analisar as estratégias utilizadas pela diretora da escola para otimizar a implementação das dimensões escolares da Gestão Democrática e Participativa, Gestão Pedagógica, Gestão de Processos Administrativos e Gestão de Equipes e Pessoas, de uma escola de periferia da Rede Estadual de São Paulo, com vista às transformações das práticas educacionais, de modo a ampliar e melhorar a qualidade do ensino, conforme a Resolução SE 56/2016. Trata-se de uma pesquisa qualitativa, realizada a partir das reflexões e da descrição das ações realizadas no interior da instituição escolar pela própria diretora, tendo como referência LIBÂNEO (2004), LÜCK (2008), os quais consideram que as dimensões de implementação que envolvem estas gestões, com foco direto na promoção da aprendizagem e formação dos alunos com qualidade social, é incumbência do diretor de escola. A pesquisa descreve como a diretora investigada assume a incumbência de implementar as referidas dimensões, as habilidades e competências estabelecidas pela Secretaria da Educação. Para tanto, apresentam-se os fatores que alteraram as funções do diretor de escola e algumas reflexões sobre a gestão democrática e participativa, gestão de pessoas e suas implicações no contexto da gestão democrática, apresentando finalmente, as estratégias utilizadas pela diretora, pautando-se nas inter-relações das dimensões da gestão escolar para transformar a escola num espaço democrático de exercício da cidadania, tendo como meta uma prática bem sucedida na gestão de uma escola pública e compromisso com a aprendizagem significativa dos alunos.

Department of Curriculum Studies and Education Management / DEd (Curriculum Studies) / Also availabe in print

The aim of the current research was to analyse existing trends in school leadership and to explore how transformational leadership could be the root for aligning the Growth and Transformation Plan (GTP) with school change and transformation. Accordingly, the study was conducted in two phases. The first phase was to identify the type of leadership style currently practised by school leaders (principals). The second phase was to implement transformational leadership in the educational leadership system of the country. In this research project, the researcher used the mixed-method approach. The data collection methods used were a structured questionnaire and unstructured interviews. Data were analysed using the Social Sciences Statistical Package (SPSS) and the computer data analysis system for the ATLAS-TI software. The general findings of this study are the following: currently the transactional leadership style is more common among school principals in Ethiopia. Many respondents explained that the focus of their principals was on routine work and much of the training content provided by Region Education Bureau (REB) was not related to the actual problems of schools, which made them reluctant to work towards the development of their school. The other major finding was that school leaders had no motivation to develop and maintain the teachers’ commitment for effective teaching and school reform. Teachers perceived their principals as passive and inactive in their efforts to adjust themselves to reform and transformation in their schools. From the analysis of interview data, it was found that the education plan, the GTP and leadership guidelines were not synchronised; students, teachers, and school leaders were not visionary people who could effectively facilitate the school reform and transformation. The interview results showed that the current school leadership system is not transformational. Respondents confirmed that though in some schools, leaders reflected some characteristics of transformational leadership, in most cases, the prevailing practices in school systems reflected transactional leadership behaviour. Generally, the results of analysis of both quantitative and qualitative data showed that in the Harari region (Ethiopia) currently the most practised leadership style at school level is the transactional leadership one. After intervention, at the school level, the transformational leadership style (TrLS) began to be implemented by principals as opposed to the transactional leadership style. Therefore, adequate training on the model of transformational leadership should be given to school principals and community. In addition, continuous follow-up and updating the awareness of school leaders is essential for effectiveness and quality of the school system. The Ministry of Education (MOE) should incorporate transformational leadership behaviour in the national training programme for leadership in conjunction with the GTP for the incumbent school leaders. / Educational Management and Leadership / Ph. D. (Education Management)

In this study, the researcher aimed to investigate and explore the instructional leadership role of the high school head in creating a culture of teaching and learning (COTL), with specific reference to high schools in the Midlands Province of Zimbabwe. In an attempt to realise that end, a qualitative approach drawing from ethnographic studies was used to collect data. Therefore, the research instruments included qualitative observations, individual and focus group interviews and document analysis. The participants included five high school heads, ten heads of departments (HODs), ten assistant teachers, and twenty five parents. These were drawn from the five high schools selected for the study. The main findings of the study are that a model for effective instructional leadership aimed at creating a culture of teaching and learning (COTL) consists of long-term and short-term dimensions. The long-term instructional leadership dimension comprises: visioning, communication of the school vision, value management, professional development of staff, and empowerment. The short-term instructional leadership dimension comprises of characteristics of the instructional leader, characteristics of the followers and characteristics of the situation. Characteristics of the instructional leader include his or her perception of stakeholders, task or people orientation, personality, knowledge and experience, value system and trust in followers. Characteristics of the followers include their readiness to take responsibility, motivation to excel, knowledge and experience. Characteristics of the situation include the school climate and culture, relationships among members of the school community, structuring of tasks, availability of human and material resources, and the use of incentives. The effective application of the instructional leadership model for effective practice by the high school head as the instructional leader in creating a culture of teaching and learning (COTL) takes into account both the long-term and short-term dimensions of effective instructional leadership in order to achieve meaningful educational change. / Educational Leadership and Management / D. Ed. (Education Management)

<p>Глобализација светске привреде довела је да је квалитет постао приоритетан фактор у борби са конкуренцијом за опстанак на тржишту. Квалитет се дефинише као скуп особина, карактеристика производа, робе, услуга, рада, изазивајући њихову способност да задовоље потребе и захтеве потрошача у складу са циљем и њиховим очекивањима. Због потребе привреде за радном снагом која ће бити компетента да производи производе који ће задовољити потребе и жеље купаца, све су израженији захтеви за квалитетом у стручном образовању. Основу за оцену квалитета образовног процеса чине образовни исходи који обухватају знања, способности вештие и ставове ученика који се стичу кроз формално образовање у школама. Квалитетно образовање не би требало посматрати као процес потрошње него као процес интгеракције између наставника и ученика. Образовање мора имати за циљ давање ученицима прилика за лични развој и поверење да ће се прилагодити новим ситуацијама да ће их променити ако то буду сматрали потребним. Образовање никад не може бити неутралан процес; увек ће бити базиран на вредности. Равнотежа између објективних чињеница и испитивање тих чињеница представља велик изазов за професионалног наставника (<a href="http://www.ei-ie-org">www.ei-ie-org</a>).</p><p>На квалитет образовних исхода средњег стручног образовања утичу разни фактори међу којима су: наставници са својим компетенцијама, менаџмент школа, наставни планови и програми, материјални ресурси.</p><p>За истраживање утицаја поменутих фактора, констурисан је упитник за директоре, наставнике, ученике, родитеље и привреднике којим је вршено прикупљање податак у узорку. Смањење количине података вршено је помоћу факторске анализе у SPSS Statistics 17, односно, извршили смо издвајање најмањег броја фактора који добро представљају међувезе у скупу променљивих из помоћ:</p><p>- анализе главних фактора (Кајзеров критеријум),</p><p>- факторизације слике (дијаграм одрона,&nbsp; engl.scree тест),</p><p>- паралелне анализе (користећи програм MONTE CARLO PCA for PARALLEL ANALYSIS),</p><p>- оцене прикладности података за факторску анализу (Бартлетов тест сферичности и Кајзер-Мајер-Олкинов-КМО показатељ адекватности узорка).</p><p>У обради података и доказивању галавне и помоћних хипотеза &nbsp;коришћене су основне статистичке методе:</p><p>1. дексриптивна статистика,</p><p>2. непараметарски тест:</p><p>-Колмогоров-Смирновљев тест нормалности дистрибуције</p><p>-HI квадрат тест</p><p>3. графички приказ резултата статистичке обраде.</p><p>Резултати истраживања су показали да квалитет средњег стручног образовања зависи од наставног кадра, менаџмента школа, модуларних наставних планова и програма и материјалних ресурса. Да квалитет средњег стручног образовања утиче на повећање нивоа производње, доказ је изведен на основу резултата истраживања које је проведено међу привредницима.</p><p>Даља истраживања у области квалитета средњег стручног образовања треба усмерити на: компетенције наставника, компетенције менаџмента, корелације опремљености школа са успехом ученика, утицај модуларних наставних планова и програма из појединачних предмета, смањење оптерећења ученика, сарадње школе и предузећа на утврђивању програмских садржаја практичне наставе, мотивације наставника и менаџмента школа за квалитетан рад и постизање резултата којима ће бити задовољни сви корисници.</p> / <p>Globalizacija svetske privrede dovela je da je kvalitet postao prioritetan faktor u borbi sa konkurencijom za opstanak na tržištu. Kvalitet se definiše kao skup osobina, karakteristika proizvoda, robe, usluga, rada, izazivajući njihovu sposobnost da zadovolje potrebe i zahteve potrošača u skladu sa ciljem i njihovim očekivanjima. Zbog potrebe privrede za radnom snagom koja će biti kompetenta da proizvodi proizvode koji će zadovoljiti potrebe i želje kupaca, sve su izraženiji zahtevi za kvalitetom u stručnom obrazovanju. Osnovu za ocenu kvaliteta obrazovnog procesa čine obrazovni ishodi koji obuhvataju znanja, sposobnosti veštie i stavove učenika koji se stiču kroz formalno obrazovanje u školama. Kvalitetno obrazovanje ne bi trebalo posmatrati kao proces potrošnje nego kao proces intgerakcije između nastavnika i učenika. Obrazovanje mora imati za cilj davanje učenicima prilika za lični razvoj i poverenje da će se prilagoditi novim situacijama da će ih promeniti ako to budu smatrali potrebnim. Obrazovanje nikad ne može biti neutralan proces; uvek će biti baziran na vrednosti. Ravnoteža između objektivnih činjenica i ispitivanje tih činjenica predstavlja velik izazov za profesionalnog nastavnika (<a href="http://www.ei-ie-org">www.ei-ie-org</a>).</p><p>Na kvalitet obrazovnih ishoda srednjeg stručnog obrazovanja utiču razni faktori među kojima su: nastavnici sa svojim kompetencijama, menadžment škola, nastavni planovi i programi, materijalni resursi.</p><p>Za istraživanje uticaja pomenutih faktora, konsturisan je upitnik za direktore, nastavnike, učenike, roditelje i privrednike kojim je vršeno prikupljanje podatak u uzorku. Smanjenje količine podataka vršeno je pomoću faktorske analize u SPSS Statistics 17, odnosno, izvršili smo izdvajanje najmanjeg broja faktora koji dobro predstavljaju međuveze u skupu promenljivih iz pomoć:</p><p>- analize glavnih faktora (Kajzerov kriterijum),</p><p>- faktorizacije slike (dijagram odrona,&nbsp; engl.scree test),</p><p>- paralelne analize (koristeći program MONTE CARLO PCA for PARALLEL ANALYSIS),</p><p>- ocene prikladnosti podataka za faktorsku analizu (Bartletov test sferičnosti i Kajzer-Majer-Olkinov-KMO pokazatelj adekvatnosti uzorka).</p><p>U obradi podataka i dokazivanju galavne i pomoćnih hipoteza &nbsp;korišćene su osnovne statističke metode:</p><p>1. deksriptivna statistika,</p><p>2. neparametarski test:</p><p>-Kolmogorov-Smirnovljev test normalnosti distribucije</p><p>-HI kvadrat test</p><p>3. grafički prikaz rezultata statističke obrade.</p><p>Rezultati istraživanja su pokazali da kvalitet srednjeg stručnog obrazovanja zavisi od nastavnog kadra, menadžmenta škola, modularnih nastavnih planova i programa i materijalnih resursa. Da kvalitet srednjeg stručnog obrazovanja utiče na povećanje nivoa proizvodnje, dokaz je izveden na osnovu rezultata istraživanja koje je provedeno među privrednicima.</p><p>Dalja istraživanja u oblasti kvaliteta srednjeg stručnog obrazovanja treba usmeriti na: kompetencije nastavnika, kompetencije menadžmenta, korelacije opremljenosti škola sa uspehom učenika, uticaj modularnih nastavnih planova i programa iz pojedinačnih predmeta, smanjenje opterećenja učenika, saradnje škole i preduzeća na utvrđivanju programskih sadržaja praktične nastave, motivacije nastavnika i menadžmenta škola za kvalitetan rad i postizanje rezultata kojima će biti zadovoljni svi korisnici.</p> / <p>Globalization of the world economy has brought about the fact that the quality is a<br />priority factor in the competition for the survival on the market. The quality is defined<br />as a collection of features, characteristics of products, goods, services, work, which challenges their capacities to meet the needs and the demands of the consumers in accordance with the goal and their expectations.<br />Because of the needs of the economy for labour forces, that are competent to produce products which would meet the needs and desires of buyers, the demands for the quality in the vocational education have become prominet. The assesment of the quality of the educational process is based on the educational results which comprise knowledge, abilities, skills and attitudes of students, which are required<br />through formal education in schools. A high quality education should not be viewed<br />as a process of consumption but as a process of interaction between teachers and students. The educational goal should be to provide opportunities for the students for their personal developement and for boosting their confidence that they would be able to adjust to new situations, and that they would be able to change such situations, if necessary. The education can never be a neutral process; it is<br />always based on values. The balance between objective facts and the examination of these facts represents a big challenge for a professional teacher (www.ei-ie.org).<br />The quality of educational results in the secondary vocational education is affected by<br />various factors, some of which are: teachers with their competences, management of<br />schools, educational curricula and programmes, material resources. For the purposes of research of the impacts and of the abovementioned factors, a questionnaire was designed for schoolmasters, teachers, students, parents and businessmen, through which a collection of data in the sample was<br />made. The reduction of the quantity of the data is conducted by means of factor analysis in SPSS Statistics 17, i.e., the extracting of the smallest number of factors was done, which represents well the interrelations in the collection of variables by means of: Analysis of major factors (Kajzer&#39;s<br />criterion), Factorization of the picture (screen test), Parallel analyses (programme used: Monte Carlo PCA for Parallel Analysis), The assessments of the adequacy of the data for the factor analysis (Bartlet test of specification and Kajzer-Majer-Olikin -<br />KMO indicator of the sample adequacy) For the data processing and in proving the main hypothesis as well as the auxilliary hypotheses, two basic statistical methods were used:<br />1. Descriptive statistics<br />2. Non-parameter test:<br />1. Kolmogorov-Smirnov test of the normality of the distribution<br />2. HI-square test<br />3. Graphic representation of the results of the statistical processing.<br />The results of the research have shown that the quality of the secondary vocational education depends on the teaching staff, school management, modular educational curricula and programmes and material resources.<br />For the fact that the quality of the secondary vocational education affects the increase of the level of production, the evidence was deducted on the basis of the results of the research which was conducted among businesmen. Further researches in the area of the quality of the secondary vocational education should be focused on: competences of teachers, competences of the management, correlation between the level of equipment of a school and the achievemtents of students, the impact of<br />modular educational curricula and programmes of individual subjects, reduction of the encumbrance of students, co-operation of schools and companies on defining the content of the programme of practical education, motivation of teachers and of the management of schools for a high qulity work and for achieving results with which all the beneficiaries will be satisfied.</p>

The transition from apartheid education to the present education system in South Africa caused a myriad of challenges pertaining to curriculum implementation and management. Therefore, this study was aimed at exploring the extent to which School Management Teams (SMTs) were able to manage curriculum implementation in primary schools within Sekhukhune District, Limpopo Province in South Africa after the inception of the contemporary curriculum, CAPS. The study focused primarily on the SMTs, which comprise the principal, deputy principal, Heads of Departments, subject heads, and senior teachers. The purpose of this qualitative study was to explore the experiences of SMTs in terms of curriculum management in primary schools. A qualitative research approach was chosen, employing data collection methods which included individual interviews, focus group interviews, non-participant observation and documents analysis. Therefore, this study is embedded in a constructivist or interpretivists paradigm which is used to understand and describe human nature. A phenomenological model of naturalistic inquiry categories was used to describe the meanings of lived experiences. Instructional leadership and classical management theories were used as a lens for interpreting aspects about the management of curriculum implementation. Purposive sampling was used to select information-rich participants; the SMTs because they were considered to be knowledgeable and informative concerning the management of curriculum implementation in schools. Sekhukhune District consists of five local municipalities. One primary school was purposefully selected from each local municipality. Thus, five primary schools were selected for the purpose of this study. vi The study revealed that for effective management of curriculum implementation, the SMTs need to incorporate both management and leadership constructs in their application. Without appropriate leadership and management, effective teaching and learning cannot prevail in schools. Moreover, the quality of leadership and management in schools is a prerequisite for the schools’ efficacy. / Educational Management and Leadership / D. Ed. (Education Management)

This exploration investigates lecturers’ experiences of the role of professional development on TVET lecturers. Lecturers’ professional development is often viewed as the source to effective learning developments. Lecturer effectiveness at TVET Colleges depends on the constant professional development to avoid encounters that they face due to endless differences taking place in technology and national curriculum. The result of proper professional development of lecturers is that both students and the organisation benefit from it. Hence, lecturers are likely to be subjected to continuous professional development to be well informed with the constant adjustments taking place in the education system. This occurs as the lecturers are pressurised to participate in a variety of regular professional development programmes that are not designed to suit their specific requirements. This leads to, professional development becoming ineffective in assisting the lecturer developing their training in their specific areas of knowledge. A literature review was used to determine what other writers say about the concept of professional development. A qualitative study was employed and two research instruments were used: semi-structured interview sessions and document analysis.Information was collected through the interviews, centred on pre-planned interview questions. Purposive sampling was used and nine experienced participants were selected for this study. Lecturers’ were questioned about their experiences of professional development at a TVET College in the Kwazulu Natal district. The conversations were recorded, translated and scrutinised to discover lecturers’ opinions about professional development in their college. This investigation was guided by three important questions: How effective are staff development programmes managed for lecturers in their areas of specialisation? Secondly, How effective are the policies regarding staff development in TVET Colleges? Finally, what role does senior management play in CPD in Majuba TVET College? Findings indicate that the principals of the colleges are not managing the continuous professional development of lectures. It is left upon the lecturers themselves to manage their professional development. It is expected that this investigation and the literature review will influence the management of professional development for the advantage of lecturers and the college. / Educational Leadership and Management / M. Ed. (Education Management)