M.Ed. (Tertiary and Adult Education) / The technical teacher often enters the teaching profession via industry. He/she comes to realise that, because he/she is professionally unqualified, the posibilities for the development of his/her career are extremely limited. since 1986 the College of Education of South Africa has made provision for these teachers by offering a course that enables them to gain admission to a Higher Diploma in Education. The study showed that the adult learner differs from the typical bridging course student. Among other things, the CESA bridging course student differs in respect of age and finality of vocational choice, and generally has no particular academic needs requiring academic support. The technical teacher as a bridging course student receives no academic support; neither is he/she offered any course to compensate for underachievement or educational deprivation. The connotation in the term bridging course leads to comparisons with traditional bridging courses, and a change of name for the existing course would be advisable. The bridging course covers the acquisition of additional techical qualifications, thus complying with the reguirements for admission to a Higher Diploma in Education (Technical) . The empirical investigation revealed that these teachers are to a large extent academically under-qualified, almost 74% of them have not been promoted at all, with only 8,2% being granted a single promotion to post level 2. From the research it appears that the bridging course student's course should be adapted in such a way that its completion will enable the teacher to complete both his/her technical and professional qualifications simultaneously. After the successful completion of the course a Teachers Diploma should be awarded.

M.Ed. / Education in South Africa assumes that all learners should have access to effective teaching, so that inequalities can be eliminated and the skills of all learners be optimally developed. It is of cardinal importance that career guidance in schools attempt to maintain a balance between the technological demands of the world of work and the needs of each unique individual learner. Technology Education involves a radical change in the approach to education. It moves away from giving students a set body of knowledge, to a style of creating a wide range of learning activities. One such learning activity is problem-solving which teach learners to think for themselves and provides them with the skills and experiences in researching, designing and evaluating knowledge. Teachers become facilitators and work together with and help learners to reach successful outcomes and competencies. In recent research by the Curriculum 2005 Initiative (1997) in the field of career guidance, the emphasis has been placed on enabling learners to access career and other opportunities and to set goals which will enable them to make the best use of their full potential and talents. It is stated clearly that it has become imperative for education and the world of work to forge closer co-operation in order to prepare the learners for their future working lives and life-long learning prospects. The world of work changes from time to time. There is a need to continuously develop human resources to meet the demands of a growing economy and the needs of all people in the country. An effective career guidance programme is therefore essential in linking the needs of the country with the aspirations, abilities and skills of learners. The research in this study focuses primarily on career guidance in a technologically stimulating school environment. The secondary aims are to investigate the effectiveness of the career guidance teacher, the correlation between the possible influence of the career guidance teacher in grade 11 and 12, and the correlation between learners with Mathematics and Science and their study and career choices. A questionnaire with both open and closed questions was given to grade 12 learners to complete. The questionnaire was validated during a pilot study. The following interesting results were gathered: the aspects that mostly influenced the learner's subject, study and career choice are their interest and love for the subject; there is a correlation between the effectiveness of the guidance teacher and the teaching aids he or she uses in promoting careers; there is a positive correlation between the influence of the guidance teacher in grade 11 and his/her influence in grade 12. there is a correlation between learners with Mathematics and their eventual career choices. This study confirms the importance and influence of career guidance and highlights the reasons and choices which are made by learners regarding careers.

A challenge facing higher education institutions is the level of technological entrepreneurship of first-year students in the field of technological programmes. This challenge has put pressure on management of higher education institutions to introduce an entrepreneurial mindset and encourage innovation. According to Development Policy Research Unit (2007:18), 23 percent of students choose qualifications mainly for the employment opportunities. According to Shein, Crous, and Schepers (2010:1), not only in growing economies such as South Africa‟s, entrepreneurship contributes to a national growth and contributes to job creation. Shein, et al. (2010:1), further claim that recent studies have shown a shift towards studying entrepreneurship in an attempt to uncover its fundamentals and its importance in adding to the well-being of the country.

This thesis documents and analyses a process whereby practice-based applied knowledge achieved formal legitimacy in British Columbia. The study is a historical case study representing a unique case, the creation of a Bachelor of Technology degree at the British Columbia Institute of Technology (BCIT). The central research question is: What were the external and internal factors that enabled Or constrained the legitimation of applied knowledge to baccalaureate status at BCIT? The study is situated within both a theoretical and comparative context. The theoretical framework recognises the changing base of knowledge through discussion of pure and applied knowledge, knowledge stratification and its overt expression in terms of educational credentials, and the demarcation of knowledge units. A comparative backdrop to the study, traces the legitimation of applied knowledge in the United Kingdom, Germany, Australia and Canada. Methods of investigation included: interviews with stakeholders representing government, the corporate sector, professional associations, and BCIT personnel, past and present; analysis of archival materials and contemporary policy documents; and, participant observation resulting from the author's intimate involvement with the process. The study concludes that this new level of legitimacy conferred on applied knowledge in British Columbia results from the convergence of factors both external and internal to BCIT, the integrative factor being "timing." Practice-based applied knowledge was elevated to baccalaureate status for the following reasons: the proposal for a Bachelor of Technology degree aligned with government's vision; government had confidence in BCIT as a degree granting institution; the political environment was "safe"; and, the approach was cost effective and accountable. Constraining factors pertained primarily to, the effects of degree granting on BCIT's valued diploma programs. Future research could investigate the impact of degree status on the diploma programs and on the overall culture of the institution. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

M.Ed. / Please refer to full text to view abstract

M.A. (Industrial Psychology) / The professionalization of the training profession In South-Africa requires that the training of trainers should be goal-orientated and needs-directed. In order to ensure this goal-orientated training, it is Imperative that specific areas for the training of trainers be Identified, based om the training needs within the South-African industry. It Is also important that the contribution made through purposeful training of trainers should permeate the South-African industry through measurable results and eventually culminate In higher Quality training. A prerequisite for this, however, should be measurable and noticeable Improvements In trainers' behavioural outputs. The identification of specific competencies necessary in specialized roles in a particular functional area, (e.g. instructor, training officer, training manager, etc.) has therefore much more value than simply identifying subjects or contents typical of a particular function. The trainer, however, functions in a multi-dimensional environment In which a variety of external as well as behaviour variables or individual-orientated factors Influence his/her performance. EXternal factors such as the socio-political situation, economic climate, certain organizational variables as well as technological growth and development play an important part whi Ie behavioural sciences aspects such as andragogy, the psychology of learning and the competency level of the individual trainer also contributes to the complexity of the training situation.

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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.

Submitted in partial fulfilment of the requirements of the degree of Master of Education in the Department of Educational Planning and Administration, University of Zululand, 1991. / The main aim of this research is to identify some administrative challenges and related problems facing principals of Technical Colleges in KwaZulu. The major problem in KwaZulu Technical Education is the apparent lack of involvement of college principals in curriculum planning, research and administrative decision-making process. It appears that it is impossible in practice to carry out any proposals involving innovations within a technical college and also very difficult for principals to update knowledge or content to be in line with the demands of commerce and industry. The study was intended to reveal that certain challenges and problems in the technical college have a great effect on the quality of training. The lack of communication between principals of technical colleges and commerce and industry and also the lack of consultation between the Department of Education and Culture, KwaZulu and the business world has a negative effect on the training of employable students in KwaZulu. This problem is described in Chapter one. In order to understand the nature of the problem, it became necessary to sketch briefly the Historical Development of Technical Education for Africans in South Africa as a general background to the understanding of the problem confronting KwaZulu Technical Education. This is done in Chapter two. The conceptual framework regarding the administrative challenges and related problems facing technical education in KwaZulu is described in Chapter three. The research design and procedure are described in Chapter four. The interview and the questionnaire techniques were used in gathering data. Three areas were selected from which a sample of technical colleges would be used for purposes of interviewing principals. The three areas where urban, peri-urban and rural. The principals responses and analysis are presented in Chapter five. The summary of conclusions and recommendations are presented in Chapter six. Principal findings of the Investigation 1. The colleges emphasized mostly theory rather than skills to the (extent that most of the trained technicians are charged not to be suitable to the business and industry of today. 2. There was no or very limited co-operation between technical colleges and either business and industry community. The technical colleges are thus unable to project future needs of local industry with the result that many of their graduates are not yet employed. 3. There was high degree of concensus among the principals about staff-involvement in any attempt related to the research of the needs of community in KwaZulu. 4. Technical Education geared to meeting the needs of commerce and industry must be offered in all KwaZulu technical colleges. 5. There was also a high consensus among the principals about the appointment of Public Relations Officers in Technical Colleges of KwaZulu. 6. The principals of technical colleges must be given a chance to research the needs of commerce and industry and contribute to the curriculum development and construction on behalf of their technical colleges. 7. A curriculum Committee for all Technical Colleges in KwaZulu comprised of the representatives from commerce and industry, Department of Education (KwaZulu), and Principals and Heads of Departments from all technical colleges must be formed. This is essential for the continual revision of existing course content, whether the content is still in line with the demands of industry. Secondly, the committee will be responsible for curriculum research, planning and design for all technical colleges in KwaZulu. 8. Some new courses failed to attract the required number of students to make the course viable. The reason for failure is the fact that they were not sufficiently advertised and that the principals did not investigate whether there was a need for that course before introducing it. 9. It was agreed that an organized industry in Natal/KwaZulu be approached to consult with the RSA Association of Technical Colleges with the purpose of obtaining the necessary changes in the Nl, N2 and N3 Syllabuses which will make the latter more relevant to the various trades. 10. The Legislation governing apprentice training in KwaZulu be brought into line with that of the RSA and that the regulations pertaining thereto are applied both in the public and private sectors. 11. The practical training conducted at the technical colleges be brought into line with the competency based modular training schemes for the various trades instituted by the respective industry training boards in the RSA. 12. The development and provision of training courses for the workseekers in KwaZulu be either contingent on the avalability of appropriate job opportunities or be geared towards self employment. 13. Career education must be introduced into KwaZulu schools which ensures that the pupil leaves school with the training base required by industry.

Online education is the fastest growing form of course delivery of higher education in the United States. It has revolutionized how students and instructors interact in the educational process. Yet students in online courses continue to experience higher attrition rates than their counterparts in traditional face-to-face classes despite the advantages offered by the technology. This study examined the impact that institutional policies and practices at community colleges in the state of Texas have had on student persistence in online courses. It also examined how institutions collect and use data in addressing students' attrition. The findings were used to identify the most effective institutional practices to share with community college systems in Texas in an effort to improve student persistence in online courses across the state. The population for the study consisted of the 50 public two-year community college and the technical college systems in the state of Texas. The study used a mixed method. A theoretical model of institutional impact on online persistence was drawn from the literature review. This model's five categories were then used to construct a survey to collect data on institutional practices and measure the effectiveness in addressing student persistence. Four college systems were identified using the survey data that best met the five categories. Interviews were then conducted at these four college systems to produce case studies of these institutions' practices and experiences with online persistence. The results highlighted the roles that institutions play in promoting student persistence in online programs. They revealed differences in the ways institutions define and track student success in online programs and the difficulty these differences pose in comparatively evaluating various institutions' programs. Results lent support to the theoretical model of institutional impact on online persistence that was developed for this study, and results yielded a proposed list of promising practices to enhance student persistence in online programs in public two-year community and technical colleges.