Abstract
The main objective of this study was to establish how level 4 vocational study programmes were being implemented at Soweto Community Education and Training Centres (CETCs). Based on the phenomenological paradigm within the qualitative approach, a total of 20 teachers from level 4 vocational study programmes were purposively drawn from two CETCs to participate in the study. Interviews, observations, focus groups and document analysis were used to elicit data from these participants. Overall, the results showed that most level 4 teachers hold qualifications that are consistent with the requirements of the vocational study programme; although more still needs to be done to help those holding certificates to upgrade their qualifications over time. Implementation of vocational study programmes was generally standardised across the participating CETCs. The study further revealed that level 4 teachers had both positive and negative experiences of implementing the vocational study programmes in their respective CETCs...
M.Ed. (Inclusive Education)