Function Shift is the transference of functions, which involves responsibilities, assets
and human resources (including their employment packages), from one department
to the next. The Function Shift to which I refer in this study entails the shifting of
functions from the former Adult Education and Training provincial directorates to the
Department of Higher Education and Training (DHET). This process started in 2009
in terms of proclamation 48 of 2009. The purpose of my active research is to
investigate in depth the experienced positive and negative consequences of
Function Shift with the intention of exploring problematic features and challenges of
Community Education and possibilities for addressing them. By ‘experienced’
consequences, I mean consequences that are not just imagined but were expressed
by participants. I employed an 'active' qualitative research approach whereby I, as a
researcher, am actively involved in the research process in trying to ensure that the
research is bearing results for me as well as for the participants. I based the
selection of Community Education and Training Colleges on the characteristics of
the regions in which the colleges belonged. I clustered regions that portrayed similar
characteristics and came out with 3 clusters. I selected one region and its respective
college from each of the 3 clusters. From each of the selected regions and their
corresponding colleges, I sampled a Regional manager, Curriculum Implementer or
regional official, Principal, 1 Centre manager, 1 lecturer and 1 student. I collected
data through first and second interview sessions, focus group discussion in 1 college
and through evaluative discussion with 2 head office officials. To carry out data
analysis, I used the principles of Atlas TI that encourages the coding, categorisation
and thematising data collected from participants simultaneously with data from the
reviewed literature. It emerged that all participants agreed that a multilevel change
management system is suitable for Function Shift as opposed to the traditional
rational/linear model and that Function Shift is a potential solution to Adult Education
and Training challenges. The prevailing challenge was insufficient consultation,
which resulted in some transitional challenges that could have been identified and
mitigated against. My concluding recommendation is that the oral or print input made
by members on the ground including the assessment of the real and practical
situation in Community Learning Centres must drive the development of policies that are still cascaded by the DHET. Consultation must be characterised by dialogue, not
announcements of deadlines. / Ku susumetiwa ka mintirho swi vula ku susiwa ka vutihlamuleri endzawuleni yinwana
byi yisiwa endzawuleni yin’wani. Vutihlamuleri lebyi byi katsa tinhundu, timali, vatirhi
ni miholo ya vona ni hikwaswo leswi fambelanaka ni xiyenge xexo. Ndzavisiso lowu
wu vulavula hi ku susiwa ka vutihlamuleri bya dyondzo ni vudzaberi/vuthwaseli bya
vatswatsi (Adult Education and Training) e mindzawuleni ya dyondzo ya le hansi ya
swifunda (Provincial Department of Basic Education) ku yisiwa e ndzawuleni ya le
henhla ya dyondzo ni vudzaberi (Department of Higher Education and Training).
Nghingiriko lowu wa ku cinciwa ka vutihlamuleri wu sungurile hi lembe ra 2009.
Makungu ya ndzavisiso lowu wa mahika I ku lavisisa hi vuxokoxoko vumbhoni bya
switandzaku (mbuyelo lowunene ni lowu wu nga tsakisiki) leswi vangiwanga hi ku
cinciwa ka vutihlamuleri, hi xikongomelo xo paluxa swirhalanganyi swa dyondzo ya
vaaki (Community Education) ni ku ololoxa swirhalanganyi leswi. Loko ni ku
vumbhoni bya switandzaku, ndzi vula switandzaku leswi swi nga kumbeteriwiki,
kambe leswi vahlamuri (participants/respondents) va nyikaka vumbhoni bya leswi va
nga swi vona ni ku switwa. Ndzi endlile vulavisisi bya mahika (active research), laha
mina tani hi mulavisisi ndzi tlangeke xiyenge xa ku endla leswaku vulavisisi lebyi byi
va ni mbuyelo lowu nga ta pfuna mina xikan’we na muhlamuri. Ndzi hlawurile
tilholichi ta dyondzo ni vudzaberi ta vaaki ku ya hi tindhawu /tirhijini laha tikholichi leti ti kumekaka kona. Ndzi longoloxile tirhijini hinkwato, ndzi ti katsakanya hi timpawu ta
tona, ivi ndzi huma na mintlawa minarhu. Ndzi hlawule kholeji yin’we eka ntlawa
wun’wani ni wun’wani ni tirhijini ta tona. Eka rhijini yin'wana na yin'wana ndzi
hlawurile no tihlanganisa na vanhu lava landzelaka: mufambisi wa rhijini,
mukamberi/museketeri wa dyondzo a rhijinini, nhloko ya kholeji, mufambisi wa
sentara, mudzaberi na xichudeni. Eka Kholeji yo sungula ni ya vumbirhi, ndzi
hlengeletile mahungu hi ku burisana ni vahlamuri hi wun’we ha wun’we. Eka Kholeji
ya vunharhu, ndzi hlengelete mahungu hi mbhurisano wa hlengeletano ya
murhangeri wa senthara, vadzaberi va nharhu ni machudeni mambirhi. Ku kuma
voxokoxoko ni nhlavutelo wa mahungu lawa ndzi wa hlengeleteke, ndzi tirhisile
maendlelo ya "Atlas Tl" yaku hlohlotela ku kuma vuxokoxoko hi ku tirhisa tekinoloji,
ku longoloxa ku ya hi swiyimo ni ku endla vulavisisi eka tibuku tin'wana. Vahlamuri
va pfumelelanile leswaku mafambiselo ya ku cinca loku khumbhaka swiyenge swo
hambana-hambana (Multilevel change management) hi nkarhi wun’we hi wona lama
fanelaka ku susumetiwa ka vutihlamuleri. Nakambe vahlamuri va pfumelelanile
leswaku ku susmetiwa ka vutihlamuleri swi nga tisa xintshuxo eka ku tikeriwa loku a
ku ri kona e ka dyondzo ni vudzaberi bya vatswatsi. Ndzi heta hi ku vula leswaku
swibumabumelo leswi tsariweke ni ku vuriwa hi milomo ya vaaki, ni ku xopaxopela
xiyimo lexi xi nga etisenthareni ta dyondzo ya vaaki, hi swona leswi fanelaka ku va
makombandlela ya ku tumbuluxiwa ni ku hangalasiwa ka milawu (policies) leyi ya ha
endliwaka hi ndzawulo ya le henhla ya dyondzo ni vudzaberi. Njhenhjekisano wa
miehleketo exikarhi ka varhangeri ni vaaki hi yona ndlela ya kahle yaku tihlanganisa
(consultation) na vanhu. / Phetišetšo ya mošomo ke go fetišetša mešomo, yeo e amago maikarabelo, dithoto
le methopo ya batho (go akaretšwa ditshwanelo tša bona tša mošomo), go tloga go kgoro ye nngwe go ya go ye nngwe. Phetišetšo ya mošomo yeo ke bolelago ka yona
ka mo dinyakišišong e ama go fetišetša mešomo ya Thuto ya Batho ba Bagolo le
Tlhahlo go tloga go diofisi tša bolaodibogolo bja diprofense tša Thuto ya Batho ba
Bagolo le Tlhahlo tša pele go ya go go Thuto ya Godimo le Tlhahlo (DHET).
Tshepetšo ye e thomile ka 2009 go ya ka pego ya 48 ya 2009. Nepo ya dinyakišišo
tša ka tša go rarolla bothata ke go nyakišiša go tsenelela dipoelo tše dibotse le tše
dimpe tša maitemogelo tša Phetišetšo ya Mošomo ka nepo ya go nyakišiša
dibopego tša mathata le ditlhohlo tša Thuto ya Setšhaba le dikgonagalo tša go
šogana le tšona. Ka ‘dipoelo tša maitemogelo’ ke bolela ka dipoelo tšeo di sa
akanywego fela eupša di tšweletšwa ke bakgathatema. Ke šomišitše mokgwa wa
dinyakišišo wa boleng wa “go rarolla bothata’ moo nna, bjalo ka monyakišiši, ke
amana ka dinyakišišong ka mafolofolo go kgonthiša gore dinyakišišo di na le dipoelo
tše dibotse go nna le go bakgathatema. Ke theile kgetho ya ka ya Thuto ya
Setšhaba le Dikholetšhe tša Tlhahlo go dibopego tša dilete tšeo dikholetšhe tše di
lego gona. Ke hlopile dilete tšeo di bontšhago dibopego tša go swana gomme ka
tšweletša dihlopha tše tharo. Go tšwa go dilete tše dingwe le tše dingwe tšeo di
kgethilwego le dikholetšhe tšeo di amanago le tšona, ke dirile sešupo ka molaodi wa
Selete, Mophethagatši wa Lenaneothuto goba mohlankedi wa selete, Hlogo ya
Sekolo, molaodi wa Senthara yo motee, mofahloši yo motee le moithuti yo motee.
Ke kgobokeditše data ka dikopano tša mathomo le tša bobedi tša dipoledišano,
dipoledišano tša sehlopha sa nepišo kholetšheng ye tee ka dipoledišano tša tekolo
le bahlankedi ba babedi ba kantorokgolo. Go dira tshekatsheko ya data, ke šomišitše
methopo ya Atlas TI ye e hlohleletšago go swaya, go hlopha le go kgetha data ye e
kgobokeditšwego go tšwa go bakgathatema ka nako ye tee le data go tšwa go
dingwalwa tšeo di sekasekilwego. Go tšweletše gore bakgathatema ka moka ba
dumetše gore mokgwa wa taolo ya phetogo ya magato a mantši o loketše Phetišetšo
ya Mošomo kgahlanong le mmotlolo wa tlwaelo/thwii wa mathomong le gore
Phetišetšo ya Mošomo ke tharollo ye e kgonagalago ya ditlhohlo tša Thuto ya Batho
ba Bagolo le Tlhahlo. Tlhohlo ye e tšwelelago e be e le therišano yeo e sa lekanago,
yeo e feleditšego ka ditlhohlo tša phetišetšo tšeo di bego di utollotšwe gomme tša
fedišwa. Tigelo ya ka ya go phetha ke dikgopolo tša molomo le tšeo di gatišitšwego
tšeo di filwego ke maloko a mo fase go akaretšwa kelo ya maemo a nnete le a tiro
mo Disenthareng tša Go ithuta tša Setšhaba di swanetše go eta pele tšweletšopele ya dipholisi tšeo di sa fetišwago ke DHET. Ditherišano di swanetše go bopša ke
poledišano, e sego ditsebišo tša matšatši a mafelelo. / ABET and Youth Development / D. Ed. (Socio Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/25241 |
| Date | 06 February 2019 |
| Creators | Rivombo, Alfred Mashau |
| Contributors | Romm, Norma R. A. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xxi, 236 leaves) : illustrations (some color) |
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