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An investigation of career guidance and placement at an FET college

  • Authors: Booyens, Catharina Elizabeth
  • Date: 2012-08-28
  • Subjects: Career guidance , Career education , Vocational education , Further Education and Training Colleges
  • Type: Mini-Dissertation
  • Identifier: uj:3308 , http://hdl.handle.net/10210/6711
  • Description: M.Ed. , The choice of a career, an institution to study at and an appropriate course programme are some of the important decisions that have to be made by learners who leave school. The more informed, rational and independent the decisions are made, the better the chances to make choices that might provide personal and career satisfaction on the long term (Beekman, Cilliers, and De Jager, 2011, p. 235). Career decisions need thorough self-knowledge in terms of personality, interests, values, aptitude and ability as well as knowledge of the world of work and occupations (Stead and Watson, 2006, p. 35). Career guidance in South Africa is an integral part of career education throughout the education bands, meaning that it is integrated in Life Orientation as one of the learning areas and school subjects. Career guidance also forms part of services rendered by post-school education and training institutions, such as Further Education and Training (FET) colleges and Higher Education and Training institutions (universities and universities of technology). This study is an investigation of career guidance and placement at an FET College. The purpose of this study was to investigate the career counselling and placement of students at a selected FET College in order to make recommendations regarding the development of guidelines for career counselling and student placement. The aim was to conduct a situational analysis at one specific college where there is currently only a few guidelines to help prospective students with career and study choices. The results of the analysis informed the researcher to make recommendations to the FET college regarding the development of guidelines for career counselling for careers and study choice. A qualitative approach was followed. Henning describes qualitative research as a form or strategy that allows for a different view of the theme that is studied and in which the respondents have a more open ended way of giving their views and demonstrating their actions (Henning, van Rensburg, and Smit, 2004, p. 5). The qualitative approach provided a perspective of the situation in its unique context, taking all aspects of the context into consideration whilst attempting to make meaning of the phenomenon. The understanding was an end in itself, which did not attempt to predict what may happen in future settings, but to gain a greater understand of the nature of this setting (Merriman, 1998, p. 6).
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The experiences of out-of-school youth in the Orhovelani Education Centre in Vosloorus : guidelines for programme managers

  • Authors: Chaka, Mpho Agnes
  • Date: 2012-08-20
  • Subjects: Blacks -- Education (Continuing education) -- South Africa -- Vosloorus , Youth, Black -- South Afica -- Vosloosrus -- Social conditions , Vocational education
  • Type: Mini-Dissertation
  • Identifier: uj:2800 , http://hdl.handle.net/10210/6239
  • Description: M.Ed. , The study explored the experiences of out-of-school youth at the Orhovelani Education Centre. Its main aim was to find out whether the programme offered by the Orhovelani Education Centre is addressing the youths' needs. The ultimate aim is to develop guidelines from an educational psychological perspective for educators and policy makers on how to improve the effectiveness of the programme. Research Method A qualitative research method that aimed at the exploration and description, and reconstruction of meaning was employed. The research was conducted in two phases. Phase one consisted of the exploration and description of the experiences expressed by the youths, as well as educators with regard to the programme offered at the Orhovelani Education Centre. In Phase two guidelines for education centres such as the Orhovelani Education Centre were developed. The research was conducted against the background of a conceptual framework that explained the parameters for conducting the research. Research Design In this study, a qualitative approach was deemed most suitable, as it provides the youth and educators with an opportunity of narrating their own perceptions and experiences. The research was designed to be exploratory and descriptive and thus no attempts were made to establish cause and effect relationships. Data in this research was collected by means of observation, as well as through individual and focus group interviews to understand the experience of the youths with regard to the programme. The aim of observation was to obtain a general feel of the school climate and classroom interaction. Individual interviews were conducted with educators at the Centre, and focus group interviews were conducted with the youths. Focus group interviews with the youths were used because they are specially suited to exploring the experiences and attitudes of the youths. A pilot study was conducted in order to identify any problems prior to going into the field, so that they could be eliminated. The data analysed in this study consist of six sets of transcribed interviews as well as the field journal of observation and informal conversations. Tape recordings of the interviews, which were conducted in the respondents' home language, were transcribed and translated. The themes and categories identified through data analysis formed the basis for the development of guidelines.
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Exploring card sorting as an intervention to facilitate career exploration and assessment

  • Authors: Claassen, Lauren
  • Date: 2012-08-27
  • Subjects: Card games , Vocational interests - Testing , Vocational guidance , Vocational education
  • Type: Mini-Dissertation
  • Identifier: uj:3157 , http://hdl.handle.net/10210/6574
  • Description: M.Ed. , This study explores how card sorting facilitates career exploration and assessment within the context of career development and with an emphasis on the career constructivist theory. This study focuses on the experience of an adolescent in a secondary school environment and how card sorting facilitated his process of career exploration and assessment. The research design was relied on a case study format, in which a career intervention with the aid of a card sorting technique in collaboration with a story book was explored. One adolescent participant and one care-giver participant were selected for this study. The adolescent participant was selected purposively. The data was collected by means of semi-structured and unstructured interviews, observations and the researcher’s reflections. Data was analysed through means of content analysis. A constructivist paradigm allowed the researcher to construct the self-concept and identity as the main themes in response to the research question and five sub-themes: (1) identity formation, (2) gaining insight into self, (3) uncertainty and conflict with self, (4) self-knowledge, and (5) self-acceptance. It was found that the intervention in career counselling with the aid of card sorting can be used to facilitate career exploration and assessments as it allowed for the participant to engage actively in the process of meaning-making. This allowed for the participant to gain a deeper understanding of personal strengths and assets, which he was able to utilise within his process of career development.
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The relationship between time management behaviour, flow, happiness and life satisfaction in the hospitality training environment

  • Authors: Geyser, Ita
  • Date: 2013-07-11
  • Subjects: Hospitality industry - Management , Time management , Happiness , Vocational education , Occupational training
  • Type: Thesis
  • Identifier: uj:7607 , http://hdl.handle.net/10210/8473
  • Description: M.Comm. (Industrial Psychology) , There is ample evidence to suggest that optimal experience (flow), happiness and life satisfaction are related to one another in the creative culinary training environment. In this study, the effect of time management behaviour on these relationships was investigated within the hospitality training environment. Furthermore, the mediating role of perceived control of time on flow was explored, as well as the direct effect of happiness and life satisfaction on flow, among the different demographic groups. A quantitative research design was used and data were gathered with the use of an online questionnaire (cross-sectional survey). The sample consisted of n=229 students within the culinary training environment, in a tertiary institution spanning across different gender, age, racial groups and educational levels. Significant results were found for mechanics of time management that mediated fully through the perceived control of time on flow; goals and priorities mediated partially through the perceived control of time on flow. Happiness, however, had a direct link on flow. The practical implications of this study are that time management behaviour training should become more prominent in the culinary studies practical training for hospitality students. Successful time management behaviour skills may be beneficial in increasing the flow, happiness and life satisfaction outcomes of the students. This research further contributes to the body of knowledge of positive psychology, particularly within a South African vocational training context.
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The responsiveness of the technical and vocational education and training tourism curriculum to the South African Tourism Industry

  • Authors: Mbewe, Evidance
  • Date: 2020
  • Subjects: Vocational education , Technical education , Tourism , Curriculum evaluation
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/438070 , uj:38061
  • Description: Abstract:The National Accredited Technical Education Diploma (NATED) tourism studies qualification in Technical and Vocational Education and Training (TVET) colleges focuses on producing a skilled labour force for the South African tourism industry. The training programme aims at imparting both the theoretical knowledge and practical skills required for employment in the tourism industry or entrance into institutions of higher education. The primary purpose of this qualitative study was to investigate whether the NATED tourism studies curriculum in TVET colleges responds to the needs of the South African tourism industry. Interviews were used to gain insights from tourism employers, tourism lecturers, and NATED tourism graduates. Data from document analysis was used to interpret the findings from the interviews. The study found that tourism graduates exit TVET colleges with some skills, but not the most critical practical skills needed by the tourism industry. However, the findings indicated that some of the skills that employers highlighted as lacking were actually present in the NATED tourism syllabi. Further probing revealed a failure by TVET institutions to effectively translate the syllabi into classroom activities. Some discrepancies were identified as far as following syllabi instructions was concerned: the time allocated for workplace-based experiences, the contact time allocated for the subjects, practicals not being done as recommended, the failure to invite officials from industry as speakers, the failure to use the recommended teaching and learning resources, lecturers not establishing links with industry, and no compilation of the practical portfolio. Less time was allocated for certain subjects and lecturers did not go for work-integrated learning as recommended in the tourism syllabi. The study further revealed that teaching and learning emphasised theory at the expense of practical skills, but that employers from the different sectors of the tourism industry valued these practical skills more than theoretical knowledge. Moreover, the findings established that there was an absence of certain up-to-date knowledge areas from the tourism syllabi. The study therefore recommends a number of strategies for TVET colleges to improve their interpretation and implementation of the tourism curriculum. , M.Ed. (Curriculum Policy Evaluation)
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Acquisition of geometric thought: a case study of technical vocational Education and Training college learners

Identifying and addressing errors and misconceptions in differential calculus : a case study of National Vocational (Certificate) students at Technical Vocational and Education College

  • Authors: Motseki, Puleng Dorah
  • Date: 2021
  • Subjects: Vocational education , Technical education , College students , Differential calculus
  • Type: Doctoral (Thesis)
  • Identifier: http://hdl.handle.net/10210/486736 , uj:44283
  • Description: Abstract: The research interrogated the learning of introductory calculus at a particular Technical Vocational and Education Training Education (TVET). The major area of interest was the errors and misconceptions students displayed in basic differential calculus. It was apparent from the onset that the TVET college lecturers were in most cases aware of the errors and the misconceptions National Certificate (Vocational) (NC(V)) level 4 students displayed in introductory differential calculus. The crucial point was that the causes of the students’ errors and the misconceptions were not established. There was lack of error analysis methods and intervening strategies that would effectively address students’ deficiencies in the learning of introductory differential calculus. TVET college lecturers’ awareness of students’ level of pre-requisite knowledge is crucial in developing appropriate teaching and learning intervention strategies that supported effective learning outcomes. The researcher argues that research on TVET students’ errors and the misconceptions they exhibit in introductory calculus would provide critical information on the transition from one level of mathematics conception to the next. During the process of assimilation students take in new information and accommodate concepts in cognitive structures that are modified when new mathematical concepts are introduced. During the process of prior and new knowledge acquisition, misconception and errors associated with the concepts are exhibited. If the newly acquired mathematical knowledge is not properly accommodated, interference/ unstable behaviours occur. During this process, students may harbour concept images that are competing with established mathematical knowledge. The rationale is therefore that TVET college mathematics lecturers’ ability to identify and analyse these alternative conceptions and how students came to acquire them is a critical enabler for effective instruction and optimal learning outcomes in differential calculus. Apart from the error analysis framework, the researcher assumed that misconceptions held by students in mathematics, specifically differential calculus may be explained within the frameworks of procept (Tall, 1995), Action Process Object Schema (APOS) (Dubinsky, 1991), and Sfard’s (1991) structural and operational descriptions of mathematical notions. The frameworks assert that students come to understand mathematical concepts based on the prior knowledge. However, some of the knowledge they construct may appear truthful to them but conceptually untrue. This may occur through overgeneralization of prior knowledge, mislearning and inappropriate definitions of mathematical conceptions during new mathematical knowledge acquisition situations. Differential calculus is first introduced at NC(V) level 3 at TVET colleges. Despite students having learnt it at high school (Grades 10 - 12), students and lecturers have registered challenges in the learning and teaching of the various construct associated with the topic. It was therefore found compelling to conduct this study. The study focused on identifying, discussing and categorizing errors and the misconceptions responsible for the errors on differential calculus as displayed by NC(V) level 4 students in their pre- and post-tests. The research study was qualitative in nature and employed a case study design with the pre- and post-tests as well as interviews with the learners as data collecting methods. Content and interpretive analysis as well as Stein et al conceptual frameworks on mathematics that hinged on differential calculus and the errors the students displayed. A purposeful sample of 350 NC(V) level 4 students from diverse social backgrounds were selected to write the pre-and post-test. The interviews were used as a follow -up from the test to cement the students’ responses in the pre-test and establish the source of the misconceptions. The unit of analysis was therefore students’ written pre and post-test responses as well as the spoken responses they provided during the interviews. Reliability and validity of data collection instruments were validated using the Rasch Analysis framework. The Rasch framework was critical for this study because it was used to: authenticate the test items that were used in the pre and post intervention tests; provide customized analysis of differential calculus items against the students whom the test was administered to and provide and analysis how the selected students performed against the set of the test items at different levels of difficulty as located by the Rasch. Findings in the pre-test were varying. About 75% of students performed lowly in terms of differentiating calculus concepts related to basic algebra concepts. There were errors that were common across all the students and those that were specific to a particular group of students. Students experienced difficulties with algebra and procedures. Most students experienced difficulties with the function concept. Their inability to operationalise the function concept affected their understanding of calculus and the application thereof. In addition, students grappled with calculus terminologies accepted and used by the mathematics fraternity. Students had difficulties conceptualising critical differential calculus terms such as: function, surds, limit, power-rule, trigonometric functions, chain rule, maxima-minima concept, logarithmic functions, and quotient rule among others. Students displayed conflicting definitions of these terms. Further analysis of the students’ pre-test work revealed that most of them could not substitute correctly where required which revealed lack of basic differential calculus operations. I used Tall (1981) knowledge acquisition conceptions of concept definition and concept image to interpret students’ conceptual understanding and how that related to their concept definitions. The analysis, hence, established that students conceptual and procedural knowledges of basic differential calculus were weak. To mitigate their weak knowledge acquisition skills that related to the identified feeble conceptual and procedural knowledge of basic differential calculus an intervention programme was developed. Using research based instructional approaches a group of 30 students were involved in the intervention program. The finding were that when students’ prior knowledge of differential calculus is established, using appropriate intervention approaches it is possible to reduce misconception and errors and facilitate concrete learning outcomes. , Ph.D. (Mathematics Education)
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Locus of control and the achievement of short term career goals

  • Authors: Roberts, Vivien
  • Date: 2016
  • Subjects: Job hunting - South Africa , Psychology - Vocational guidance , Vocational education
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/124635 , uj:20941
  • Description: Abstract: Statistics South Africa (2015) reports that the unemployment rate in South- Africa averaged 25.27 percent from 2000 until 2015. Nearly 1.3 million unemployed people are between the ages of 15 and 34 years. Many interventions are on offer to assist this group with their endeavours to find full time employment. This study involved putting job-seekers through the Career Workshop Programme (CWP), a job search intervention that prepares jobseekers to confidently attempt to penetrate the job-market. The assumption of this study was that a job search intervention like a CWP may assist unemployed people to achieve their short-term career goals. Behaviourally, research has shown that a higher internal locus of control (LoC) influences functional career thinking and that confidence levels, beliefs and perceptions around career expectations are positively orientated towards career efficacy (Austin & Cilliers, 2011; Breeding, 2008). The key focus of this study was to determine to what extent biographical factors and LoC contribute to unemployed people achieving their short-term career goals, if they have attended a CWP. Autonomy was included in the assessment because of the role autonomy plays in problem-solving and being able to work independently towards achieving goals. LoC assessments were done before and after the CWP intervention and results were interpreted to ascertain the relationship between the CWP and LoC, as well as the relationship between LoC and achieving of short-term career goals. The study was quantitative in nature, and a cross-sectional field survey, ex post facto study design was employed. A sample size of N = 149 participants was obtained. Various statistical analysis was performed to test assumptions. The results of the study revealed that there is no significant difference in the mean scores of internal LoC and external LoC for males and females. Significant relationships between autonomy and LoC is reported, between age and autonomy, and between age and LoC... , M.Phil.
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The career aspirations of grade seven learners in a community school

  • Authors: Robinson, Lucy Ann
  • Date: 2015
  • Subjects: Vocational guidance , Vocational education , Career development
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/83190 , uj:19059
  • Description: Abstract: The shift in career development in recent years towards a lifespan developmental concept of career behaviour (Watson, McMahon, Foxcroft & Els, 2010) where career development is viewed as occurring in stages, beginning in childhood and continuing throughout one’s life (Auger, Blackhurst & Wahl, 2005; Gottfredson, 1981), has meant that it has become increasingly more important to explore the career aspirations of primary school learners in order to assist learners in fulfilling their career goals. Studies show that children’s career aspirations are a reliable indicator of their future careers (Schoon, 2001; Seligman, Weinstock & Heflin, 1991; Trice & McClellan, 1993), and this contradicts the common misconception that children and adolescents are incapable of comprehending the world of work (Porfeli, Hartung & Vondracek, 2008). Given the scarcity of literature on the career aspirations of primary school learners, there is a growing demand for research in this area in both an international and local context (Patton & Creed, 2007). Furthermore, research on the career aspirations of South African children from low socio-economic backgrounds is needed as the career research that has been done focuses on white, middle-class learners, and the relevance of this research to learners from differing socio-economic backgrounds is not clear (Arulmani, Van Laar & Easton, 2001; Venter, Watson & Fouche, 2006). The implications of such research could include the implementation of contextually-relevant career guidance programmes and support in order to assist learners to experience continuity in their career development and achievement of their long-term career goals. Therefore, this research aimed to explore the career aspirations of grade seven learners at a community school. Set within an interpretivist paradigm, this research utilised a qualitative approach in order to conduct an in-depth exploration of the research topic. A generic qualitative research design was used to explore the career aspirations of the research participants because this design allowed for thorough exploration and included elements of description, interpretation and understanding (Merriam, 2009)... , M.Ed. (Educational Psychology)
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Implementation of technical vocational education in the senior phase

  • Authors: Snelling, Andrew Michael
  • Date: 2017
  • Subjects: Vocational education , Technical education
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/270303 , uj:28728
  • Description: M.Ed. (Educational Psychology) , Abstract: Education has always played an important role in the passing of knowledge and skills to its learners. This is no different in South Africa. However, South Africa has been plagued by large dropout rates once the learners pass their compulsory school age of 15 or Grade 9. These young South Africans are either unemployed or not in some form of education or training. While the country struggles with a skills shortage, there is a large group of youth that would be able to positively contribute to the growth of the country, but have not been given the necessary skills and knowledge to be able to contribute. The Department of Education has earmarked this as a target for intervention with the implementation of a 3-stream Technical and Vocational Education system planned for implementation in 2018. Education reform and policy change has always been key to educational endeavours, and is something all schools are required to deal with at a senior management level. The senior management team are highly active role players within a school, and play an important role in any change of curricula or policy. Thus, they are able to give valuable insights and perceptions on the topic. The aim of this study was to explore the senior management team’s perceptions of the implementation of TVE in the senior phase of schooling. The research followed an interpretive paradigm through purposeful sampling of the senior management participants. Data was collected through semi-structured interviews, and analysed by means of content analysis. Using Concerns-Based Adoption Model theory as the literature framework, and a qualitative research design, four main themes emerged. The first was the obtaining of a technical skill, which had the sub-themes ‘associated with high school’ and ‘for academic refuge’. The second theme was ‘lack of knowledge of the 3-stream programme’. The third theme was ‘benefits to the learners’, and the final theme was ‘dearth of infrastructure’, with the sub-theme ‘a supportive government’. Furthermore, valuable insights were gained into their perceptions of senior management of the implementation of TVE. The findings suggest that senior management members had a positive perception of the implementation of TVE, and viewed it as a system that could be beneficial to the learners; however, with a lack of documentation, a stigma that may still be attached to TVE and lack of infrastructure will hinder the implementation.
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