published_or_final_version / Education / Master / Master of Education

Summaries in Afrikaans and English / Against the background of the social and economic problems of South Africa, certain aspects of the relatively successful education system of the Republic of South Korea are examined in this thesis with the purpose of gaining insight into the restructuring of the South African educational system and the influence that education has on society. The thesis is based mainly on a literature study. In the interpretation and comparison of information the structural- functional and systems approaches to educational provision were used, with the emphasis on the Confucian, African and Western ways of thinking (mentalities). In the thesis the contextual factors which influence the particularisation of the South Korean and South African educational systems are discussed, with specific reference to pre-school education, vocational and technical education, teacher training, moral education, parental involvement, distance and adult education and the financing of education. Certain conclusions and recommendations regarding South African education are also made. / Teen die agtergrond van die sosiale en ekonomiese probleme van Suid-Afrika word in hierdie verhandeling ondersoek ingestel na sekere aspekte van die relatief suksesvolle onderwysstelsel van Suid-Korea met die oog op die verkryging van moontlike insigte vir die herstrukturering van die Suid-Afrikaanse onderwysstelsel en die invloed van onderwys op die samelewing. Die verhandeling berus hoofsaaklik op 'n literatuurstudie. In die interpretasie en vergelyking van gegewens is daar gebruik gemaak van 'n struktureel-funksionalistiese en sisteembenadering tot onderwysvoorsiening, met besondere klem op Confucianistiese, Afrika- en Westerse lewens- en wereldbeskouings (mentaliteite). In die verhandeling word die kontekstuele faktore wat 'n invloed het op die verbesondering van die onderwysstelsels van Suid-korea en Suid-Afrika bespreek. Daar word ook 'n ondersoek gedoen na voorskoolse onderwys, beroeps- en tegniese onderwys, onderwysersopleiding, morele onderwys, ouerbetrokkenheid, afstands- en volwassene-onderwys in die twee lande, asook die finansiering van onderwys. Sekere gevolgtrekkings en aanbevelings ten opsigte van Suid-Afrikaanse onderwys word laastens gemaak. / Educational studies / M. Ed. (Vergelykende Opvoedkunde)

Summaries in Afrikaans and English / Against the background of the social and economic problems of South Africa, certain aspects of the relatively successful education system of the Republic of South Korea are examined in this thesis with the purpose of gaining insight into the restructuring of the South African educational system and the influence that education has on society. The thesis is based mainly on a literature study. In the interpretation and comparison of information the structural- functional and systems approaches to educational provision were used, with the emphasis on the Confucian, African and Western ways of thinking (mentalities). In the thesis the contextual factors which influence the particularisation of the South Korean and South African educational systems are discussed, with specific reference to pre-school education, vocational and technical education, teacher training, moral education, parental involvement, distance and adult education and the financing of education. Certain conclusions and recommendations regarding South African education are also made. / Teen die agtergrond van die sosiale en ekonomiese probleme van Suid-Afrika word in hierdie verhandeling ondersoek ingestel na sekere aspekte van die relatief suksesvolle onderwysstelsel van Suid-Korea met die oog op die verkryging van moontlike insigte vir die herstrukturering van die Suid-Afrikaanse onderwysstelsel en die invloed van onderwys op die samelewing. Die verhandeling berus hoofsaaklik op 'n literatuurstudie. In die interpretasie en vergelyking van gegewens is daar gebruik gemaak van 'n struktureel-funksionalistiese en sisteembenadering tot onderwysvoorsiening, met besondere klem op Confucianistiese, Afrika- en Westerse lewens- en wereldbeskouings (mentaliteite). In die verhandeling word die kontekstuele faktore wat 'n invloed het op die verbesondering van die onderwysstelsels van Suid-korea en Suid-Afrika bespreek. Daar word ook 'n ondersoek gedoen na voorskoolse onderwys, beroeps- en tegniese onderwys, onderwysersopleiding, morele onderwys, ouerbetrokkenheid, afstands- en volwassene-onderwys in die twee lande, asook die finansiering van onderwys. Sekere gevolgtrekkings en aanbevelings ten opsigte van Suid-Afrikaanse onderwys word laastens gemaak. / Educational studies / M. Ed. (Vergelykende Opvoedkunde)

Met die implementering van die Wet op Tegniese Kolleges, 1981 (Wet 104 van 1981) het 'n nuwe tydvak vir hierdie inrigtings begin. Indien die kort tydperk waarin tegniese kolleges in hulle huidige vorm bestaan in ag geneem word, kan aanvaar word dat daar nog verskeie probleme op hierdie terrein le. In hierdie werk is daar gepoog om enkele relevante probleme aan te spreek. Met die toekomstige rol van tegniese kolleges in die RSA in gedagte is veral drie belangrike knelpunte ondersoek, naamlik: * die werkterrein van tegniese kolleges; * bestuurstrukture vir tegniese kolleges binne dieAfrikaanse onderwysstelsel; en * die outonomie van kollegerade. Ten einde hierdie probleme te kon deurskou, is die huidige posisie van naskoolse beroepsonderwys aan tegniese kolleges, en die bestuurstrukture van hierdie kolleges binne die Suid­ Afrikaanse onderwysstelsel, nagegaan. Uit die literatuurondersoek, wat ook die situasie van soortgelyke onderwysinrigtings in 'n paar oorsese lande insluit, het dit geblyk dat sekere aanpassings aan die bestaande stelsel gemaak sal moet word ten einde tegniese kolleges in staat te stel om hulle toekomstige rol in die RSA te kan vervul. Om die menings van kundiges op die gebied van tegniese kolleges en naskoolse beroepsonderwys oor genoemde knelpunte te bekom, is 'n kwalitatiewe studie uitgevoer. Tydens ongestruktureerde onderhoude met tien informante is beskrywende data ingewin. Om 'n meer volledige siening oor die aspekte te verkry is resente uitsprake in toesprake, referate en skrywes bygewerk. Nadat alle data geanaliseer en bespreek is, is tot die gevolgtrekking gekom dat die wyse waarop tegniese kolleges huidiglik funksioneer aangepas sal moet word sodat hierdie inrigtings hulle toekomstige rol in die RSA sal kan vervul. Die vernaamste aanpas­sings wat aanbeveel word is: * die werkterrein van tegniese kolleges moet so wees dat hulle onderrigprogramme inpas by die van technikons; * die ideale bestuurstruktuur sal wees as alle tegniese kolleges onder 'n sentrale onderwysdepartement ressorteer; * die outonomie van kollegerade moet uitgebrei word; maar * ten einde dit te kan doen sal kolleges gerasionaliseer moet word. / The implementation of the Technical Colleges Act, 1981 (Act 104 of 1981) introduced a new era for these institutions. If the short period of time in which technical colleges have been in existence in their present form is considered, it can be accepted that many problems still exist in this field. The researcher has endeavoured to address certain relevant problems. With the future role of technical colleges in the RSA in mind, three important aspects came under close scrutiny, namely: * the fields of study of technical colleges; * management structures for technical colleges in the South African education system; and * the autonomy of college councils. In order to deal with these matters, the present position of post-school vocational education at technical colleges and the management structures of these colleges in the South African education system were examined. The study of literature, which included the study of educational systems of similar institutions in several overseas countries, revealed that certain adjustments would have to be made to the existing system in order to enable technical colleges to fulfil their future role in the RSA. A qualitative study was conducted in order to acquire the opinions of knowledgeable persons in the field of technical colleges and post-school vocational education on the above-mentioned aspects. During unstructured interviews with ten informants descriptive data was elicited. In order to obtain a more comprehensive view of these aspects, recent statements in speeches, papers and articles were also taken into consideration. After all the data was analysed and discussed, the conclusion was reached that the way in which technical colleges are functioning at present will have to be modified to enable these institutions to fulfil their future role in the RSA. The most important modifications which are recommended are: * the fields of study of technical colleges should be such that their instructional programmes fit in with those of the technikons; * the ideal management structure would be for all technical colleges to fall under a central education department; * the autonomy of college councils should be extended; but * in order for this to take place, colleges will have rationalised. / Educational Management and Leadership / D. Ed. (Onderwysbestuur)

Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde)

Thesis (DPhil)--University of Stellenbosch, 2008. / ENGLISH ABSTRACT: This thesis presents the findings and conclusions of the function of research in the technikons’ journey from apprenticeship training to technological degrees. The analysis and interpretation of primary sources on the development of technical higher education and research revealed that research developments at technikons evolved in a pattern so closely resembling and reflecting an evolving technical education mission that it is difficult if not impossible to pinpoint cause and effect. The evolving technical education mission was characterised by diversity entrenched in the provision of technical education, a continuing problematic process of differentiation between vocational and technical education, the development of formal centrally-controlled technical higher education and continuous differences between the Education Department and the sector officials on the nature of the technical higher qualifications and the role of research in these qualifications. As a result of the factors characterising the development of technical higher education, gaps were created between the technikon officials’ vision of research at technikons, the strategies and plans to establish a research culture and the technikons’ research performance. In addition, an evaluation of technikon research performance in terms of the nature, scope, content and volume of research reflects a limited understanding of the relation between the input factors and the process factors utilised to lead to a system capable of sustaining a research culture, especially in view of maintaining the newly-assigned University status. / AFRIKAANSE OPSOMMING: Hierdie dissertasie handel oor die bevindinge en slotsom ten opsigte van die funksie van navorsing in die technikons se reis van vakleerlingskapopleiding tot die aanbied van tegnologiese grade. Die analise en interpretasie van primêre bronne wat handel oor die ontwikkeling van hoër tegniese onderwys en navorsing het bewys dat navorsingontwikkeling by technikons op ‘n manier ontwikkel het dat dit die evolusie van die tegniese onderwysmissie streng navolg en reflekteer. Dit maak dit moeilik, indien nie onmoontlik nie, om die oorsaak en gevolg vas te stel. Die evolusie van die tegniese onderwysmissie is gekenmerk deur diversiteit wat ingebed is in die voorsiening van tegniese onderwys, ‘n voortdurende problematiese proses van differensiasie tussen beroeps- en tegniese onderwys, die ontwikkeling van formele sentraalbeheerde hoër tegniese onderwys en voortdurende verskille tussen die Department van Onderwys en die sektorbeamptes oor die aard van die hoër tegniese kwalifikasies en die rol van navorsing in hierdie kwalifikasies. As gevolg van die faktore wat die ontwikkeling van hoër tegniese onderwys gespeel het, het gapings ontstaan tussen die technikonbeamptes se visie van navorsing aan technikons, die strategieë en planne wat ontwikkel is om ‘n navorsingskultuur te vestig en die technikons se navorsingsuitsette. Saam daarmee het ‘n evaluasie van technikonnavorsingprestasie in terme van die aard, omvang, inhoud en volume ‘n beperkte begrip van die verhouding tussen insetfaktore en die prosesfaktore wat gebruik word om tot ‘n sisteem te lei wat daartoe in staat is om ‘n navorsingskultuur te onderhou, gereflekteer, veral met die doel om die nuuttoegekende universiteitstatus te onderhou.

Thesis (DComm)--Stellenbosch University, 1982. / ENGLISH ABSTRACT: Manpower development is a subsection of economic planning. The aim of this study was to make a contribution to the existing perception of the education planning and economic planning of manpower development by means of formal, technical and vocational education, so as to bring the manpower supply of trained persons in balance with the demand. The emphasis falls on the formal education and training and re-training of the EMPLOYEE as a means of combating the continuous shortage of skilled manpower in the Republic of South Africa. The planning of an education system must have as aim, to plan in such a way that sufficient skilled manpower can be supplied to the labour market, that is - a demand and supply system of formal education for the employee is advocated. A theoretical framework is constructed which indicates that a balance on all levels of manpower demand and supply can be pursued by means of a system of co-operative education for the employee. The essence of effective co-operative education was identified in the study as effective liaison mechanisms between the interested parties, the self-regulating role which financing plays in this type of education and the importance of the timely identification of manpower training needs by the formal education planners and employers. The empirical results indicated that the employees who received post school education and training in the Orange Free State, amount to 5,9 per cent, whilst 94,1 per cent received no such training. This investigation clearly proved that manpower development, as it appears at present in the Orange Free State, could be substantially improved by means of post-school, formal technical and vocational training of the employee by implementing the recommendations made in this dissertation. / AFRIKAANSE OPSOMMING: Mannekragontwikkeling is n onderafdeling van ekonomiese beplanning. Die doel van hierdie studie was om n bydrae te lewer tot die bestaande insigte aangaande onderwysbeplanning en ekonomiese beplanning van mannekragontwikkeling deur formele tegniese en beroepsonderwys, qm daardeur mannekragvoorsiening . van opgeleides in ewewig met die aanvraag te bring. Die klem val op die formele onderwys en opleiding en heropleiding van die GEeMPLOJEERDE as middel om die voortdurende tekorte aan geskoolde mannekrag in die Republiek van Suid-Afrika, die hoof te bied. Die onderwysstelselbeplanning moet ten doel he om so te beplan dat genoegsame geskoolde mannekrag, aan die arbeidsmark voorsien sal kan word, dit wil se n vraag-aanbodstelsel van formele onderwys vir die geemplojeerde word begunstig. n Teoretiese raamwerk is opgebou waarvolgens aangetoon word dat ewewig op alle vlakke van mannekragaanvraag en -aanbod nagestreef kan word deur n stelsel van kooperatiewe onderwys vir die geemplojeerde. Die wese van doeltreffende, kooperatiewe onderwys is in die studie geidentifiseer as doeltreffende skakelingsmeganismes tussen die belanghebbende partye, die selfregulerende rol wat finansiering in die soort onderwys speel en die belangrikheid van die tydige identifisering van mannekragopleidingsbehoeftes deur die formele onderwysbeplanners en werkgewers. Die empiriese resultate het getoon dat geemplojeerdes wat naskoolse onderwys en opleiding in die Vrystaat deurloop het 5,9 persent bedra, terwyl 94,1 persent geen sodanige opleiding gehad het nie. Uit die ondersoek het dit duidelik geblyk dat mannekragontwikkeling deur middel van naskoolse, formele tegniese en beroepsonderwys van die geemplojeerde, in die huidige opset in die Vrystaat, aansienlik verbeter kan word, deur dit aan te pas by die aanbevelings wat in hierdie proefskrif gemaak is.

Thesis (PhD)--Stellenbosch, 2015. / ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014). / AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt & McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.

published_or_final_version / Education / Master / Master of Education

This study investigated the following with regard to technical-occupational students in a multi-campus urban community college: The enrollment patterns in required general education courses at specific intervals of course work; the relation between successful completion of certain required general education courses (English and mathematics) and academic success as measured by grade point average; and the profiles or basic characteristics (age, GPA, sex, and high school graduation status) of (a) the student who had completed a specified amount of general education course work and (b) the graduate who had attained a higher grade point average in technical course work than in general education course work. The data was obtained from the academic records of 328 current student, selected by established criteria, and 284 graduates of six technical-occupational programs. The six programs were chosen by pairs to represent white-collar, technical-skilled, and blue-collar oriented occupations. Data on enrollment patterns were analyzed according to percentage in frequency distributions. Differences in mean grade point averages for completers and non-completers of English and mathematics were analyzed using the t-test. Significant variance among the groups representing types of occupations was analyzed using the chi-square test for independence. The Pearson Product Moment test was used to investigate correlations between grade point average and amount of general education work completed. Among the major findings were the following: over 57 per cent of the current students had completed general education requirements at a level proportional to their total program enrollments; current students tended to avoid enrollment in English more than in mathematics; current students who had completed mathematics had a higher mean GPA than those who had not completed mathematics; graduates who completed mathematics during the first half of the program had a higher mean GPA than those who completed mathematics later; a negative correlation was detected between GPA and the amount of general education course work completed; and more than 81 per cent of the graduates had a higher GPA in technical course work than in general education course work.