Acquisition of geometric thought: a case study of technical vocational Education and Training college learners
- Authors: Motseki, Puleng Dorah
- Date: 2018
- Subjects: Vocational education , Technical education , College students - Training of , Geometry - Study and teaching
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/296533 , uj:32310
- Description: Abstract: Please refer to full text to view abstract. , M.Ed. (Mathematics Education)
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- Authors: Motseki, Puleng Dorah
- Date: 2018
- Subjects: Vocational education , Technical education , College students - Training of , Geometry - Study and teaching
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/296533 , uj:32310
- Description: Abstract: Please refer to full text to view abstract. , M.Ed. (Mathematics Education)
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Bestuursopleiding vir onderwysstudente in die tegniese studierigting
- Authors: Human, Marthinus Cornelius
- Date: 2014-11-20
- Subjects: Technical education , Technology - Teacher training , Management - Study and teaching
- Type: Thesis
- Identifier: uj:13075 , http://hdl.handle.net/10210/12954
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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- Authors: Human, Marthinus Cornelius
- Date: 2014-11-20
- Subjects: Technical education , Technology - Teacher training , Management - Study and teaching
- Type: Thesis
- Identifier: uj:13075 , http://hdl.handle.net/10210/12954
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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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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- 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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The importance of a project manager’s degree of technical knowledge in project management
- Authors: Baloyi, Lucky Mahlatse
- Date: 2014-06-04
- Subjects: Project managers , Technical education , Project management
- Type: Thesis
- Identifier: uj:11364 , http://hdl.handle.net/10210/11001
- Description: M.Phil. (Engineering Management) , This dissertation provides an investigation on the level of technical knowledge which project managers have to carry to deliver technical projects. It has now become a standard to many organizations to run their deliverables in projects to reach their objectives and every project is set to be unique. Project management can be thought as the application of knowledge, skills, tools and techniques to meet project requirements or coordination of human, financial and material resources to achieve beneficial change defined by quantitative and qualitative objectives. At the heart of project management is the project manager a project director and driver. Project manager is a professional tasked with leading a project from inception to completion [27]. It is not clear as to which level of technicality must project managers be to delivering projects in time, on budget and in an acceptable quality, thus the duties and qualities of a technical inclined project manager are covered in this study. Project manager leads a project team from the start of a project life cycle to finish, accomplishing the project objectives on time and within budget. Facing obstacles, budget and time-constraints, project manager is a key to planning and executing projects that produce the desired deliverable or result [4]. Developing the literature around the project management industry outlines the duties and responsibilities of a project manager which then defines the skills needed for project managers. It is safe enough to have a project manager with all the required skills stretching from technical through to managerial. Organizations delivering large scale projects have developed a role of an engineering manager who takes control of all technical aspects of the project. A project with an engineering manager allows the project manager to administrate the project and in that case the level of technicality for project managers is not important. A great athlete does not always make a great coach. Some of the best coaches in the world were not the best athletes, but have a firm understanding of the game. As suggested in [28] by Richard Fanelli, an architect and project manager guru that “a complete project manager must be an expert technically and knowing how things are done, as well as being detail oriented”. The one person the place can't function without. Everyone, the boss, supervisors, assistants comes to you for help. But where do you as a project manager go when you need help? As a project manager one is part bookkeeper, part administrator, part leader, part human resource pro, part technical guru, and part many other parts without parting ways with your sanity. Findings to the research topic are drawn to support the final conclusions discussed in the later part of the report. The project manager must also have technical competence in some aspects of the work being performed on the project. It appears however that there is considerable disagreement between researchers on the issue of how much technical knowledge is required. The more technically aware one is, the better they will be able to understand risks, potential roadblocks, and impacts of delays to the schedule. Project manager requires skills in three primary areas, namely interpersonal, technical and administration to deliver project successfully.
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- Authors: Baloyi, Lucky Mahlatse
- Date: 2014-06-04
- Subjects: Project managers , Technical education , Project management
- Type: Thesis
- Identifier: uj:11364 , http://hdl.handle.net/10210/11001
- Description: M.Phil. (Engineering Management) , This dissertation provides an investigation on the level of technical knowledge which project managers have to carry to deliver technical projects. It has now become a standard to many organizations to run their deliverables in projects to reach their objectives and every project is set to be unique. Project management can be thought as the application of knowledge, skills, tools and techniques to meet project requirements or coordination of human, financial and material resources to achieve beneficial change defined by quantitative and qualitative objectives. At the heart of project management is the project manager a project director and driver. Project manager is a professional tasked with leading a project from inception to completion [27]. It is not clear as to which level of technicality must project managers be to delivering projects in time, on budget and in an acceptable quality, thus the duties and qualities of a technical inclined project manager are covered in this study. Project manager leads a project team from the start of a project life cycle to finish, accomplishing the project objectives on time and within budget. Facing obstacles, budget and time-constraints, project manager is a key to planning and executing projects that produce the desired deliverable or result [4]. Developing the literature around the project management industry outlines the duties and responsibilities of a project manager which then defines the skills needed for project managers. It is safe enough to have a project manager with all the required skills stretching from technical through to managerial. Organizations delivering large scale projects have developed a role of an engineering manager who takes control of all technical aspects of the project. A project with an engineering manager allows the project manager to administrate the project and in that case the level of technicality for project managers is not important. A great athlete does not always make a great coach. Some of the best coaches in the world were not the best athletes, but have a firm understanding of the game. As suggested in [28] by Richard Fanelli, an architect and project manager guru that “a complete project manager must be an expert technically and knowing how things are done, as well as being detail oriented”. The one person the place can't function without. Everyone, the boss, supervisors, assistants comes to you for help. But where do you as a project manager go when you need help? As a project manager one is part bookkeeper, part administrator, part leader, part human resource pro, part technical guru, and part many other parts without parting ways with your sanity. Findings to the research topic are drawn to support the final conclusions discussed in the later part of the report. The project manager must also have technical competence in some aspects of the work being performed on the project. It appears however that there is considerable disagreement between researchers on the issue of how much technical knowledge is required. The more technically aware one is, the better they will be able to understand risks, potential roadblocks, and impacts of delays to the schedule. Project manager requires skills in three primary areas, namely interpersonal, technical and administration to deliver project successfully.
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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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- 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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