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Internal summative assessment tasks management and work-integrated learning in technical vocational education and training prospects in South Africa
No full textThis research explored prospects of acquiring (WIL) by managing Internal Summative Assessment Task as a tool that would enhance in-house practical work by preparing set tasks to be done at college in workshops to assist National Certificate (Vocation) students to qualify as capable mid-level artisan.
Mixed methods convergent design was used to understand the possibility of how ISAT would be managed at (TVET) Colleges to provide additional in-house practical hours. Data was collected and analysed separately for both methods qualitative and quantitative using in-depth interviews, with survey questionnaires were distributed to 181 TVET students. Observations were also done during ISAT and gave perspective for this research. The researcher used data analysis techniques to analyse mixed-methods data separately and then converged data to find similarities.
Internal Summative Assessment Task (ISAT) is an educational tool included as a practical requirement in TVET curriculum for students to acquire skills of a particular trade. This tool has not been well utilized at (TVET) Colleges as many students have graduated with academic knowledge and little practical experience consequently, limiting the National Certificate (Vocation) (NC(V) graduates’ professional prospects
The findings showed that students are happy at a TVET college and with the courses offer however, they felt more could be do with the ISAT tool to expand their possibilities of employment. If the proposed (ISAT) model is implemented, it would enhance their qualification and allow a total of 400 hours of in-house practical work by end of their three years training hence qualifying as employable mid-level artisans at a (TVET) College.
The study recommends that TVET stakeholders be open to the possibility of equipping the workshops with sufficient tools that are cost effective to allow creativity and necessary projects to take place in workshops, be open for discussions with lectures that are qualified artisans for advice, and enhance the ISAT tool to enable many to be equipped with necessary skills for work and knowledge to navigate both the global, local economic and labour market. Work-Integrated Learning (WIL) not only exposes students to real-world concepts but also provides them with opportunity to use their knowledge and engage in relevant activities to enhance their employability.D. Phil. (Education Management)Educational Leadership and Managemen
Primary health care students’ experiences of vocational subjects at a TVET college in Gauteng
No full textAbstracts in English, Northern Sotho and ZuluThutopatlisiso eno e tlhotlhomisitse maitemogelo a baithuti ba Tlhokomelo ya Ntlha ya Boitekanelo (PHC) mo dithutong tsa paakanyetsotiro tse di neelwang kwa kholetsheng ya Thuto le Katiso ya Paakanyetsotiro ya Setegeniki (TVET) go bona gore a dithuto tsa paakanyetsotiro di siamisetsa baithuti gore ba kgone go thapega mo isagong. Gape e tlhotlhomisitse gore a go fitlhelelwa maikemisetso a kharikhulamo le maitlhomo a dithuto tsa paakanyetsotiro le gore a kharikhulamo ya dithuto tsa paakanyetsotiro e maleba e bile e tsibogela ditlhokego tsa ikonomi tsa ga jaana.
Go fetogela mo demokerasing ga Aforikaborwa ka 1994 go tlile ka ditsholofelo tsa gore mebaraka e tokafale go latela kwelotlase ya ikonomi e e neng ya itemogelwa ka nako ya tlhaolele (Terblanche, 2017). Puso e ntshwa ya temokerasi e e tlhophilweng e ne ya tlhopha lephata la TVET jaaka le le maleba go tlamela MaAforikaborwa ka Thuto le Katiso ya Paakanyetsotiro (VET). Fela gompieno dialogane tse dintsi di sa ntse di sokola go bona tiro mo PHC. Mmatlisisi o tlhotlhomisitse maitemogelo a baithuti mo dithutong tsa paakanyetsotiro tse di amanang le Tlhokomelo ya Ntlha ya Boitekanelo kwa kholetsheng ya TVET gore a tlhaloganye lebaka le le dirang gore go bo go thapiwa baithuti ba se kae fela ba kholetshe eno mo lephateng la PHC .
Go dirisitswe thadiso ya patlisiso ya tobiso e e theilweng mo molebong wa khwalitatifi mo thupatlisisong eno. Go dirilwe dikopanotherisano tsa seka-thulaganyo le tsa ditlhophapuisano go bona maitemogelo a bannileseabe malebana le bomaleba jwa dithuto tsa paakanyetsotiro kwa kholetsheng ya TVET.
Go ne ga lokololwa data mme morago ga moo ga tlhagelela mereromegolo e e latelang go tswa mo dipholong: bomaleba jwa khoso ya PHC; kharikhulamo e e tletseng tiori go na le tiriso; borutegi jwa PHC ya TVET jo bo sa tseweng tsia mo indasetering; tlhokego ya ithuto e e nang le tirisano le ketsiso; go ikaega ga go thapega ga baithuti mo dikgonong tse di bonweng le ditlhokego tsa mmaraka wa ditiro; le ditsholofetso tsa kholetshe ya TVET tse di sa fitlhelelwang tsa ditirwana tsa go diragatsa.
Diphitlhelelo tsa thutopatlisiso di supa gore baithuti ba itemogetse kharikhulamo ya TVET mo dithutong tsa paakanyetsotiro tse di neng di totile tiori mme go sa ntse go na le tlhaelo ya tiragatso ya paakanyetsotiro, e leng se se tlhokang go tokafadiwa go lepalepanya dithuto tsa paakanyetsotiro le ditlhokego, ditopo le ditsholofelo tsa mmaraka le indaseteri.
Go solofelwa gore bakwadi ba kharikhulamo le ba ba e tsenyang tirisong ba tlaa dirisa dikatlenegiso tse di tswang mo diphitlhelelong go tokafatsa maemo a dithuto tsa paakanyetsotiro tsa Tlhokomelo ya Ntlha ya Boitekanelo tsa dikholetshe tsa TVET mo nageng gore go netefadiwe gore dithuto tseno di maleba mme di tsibogela ditlhokego tsa ikonomi le go oketsa go thapega ga baithuti.Lolu cwaningo belubheka ulwazi lwabafundi oluphathelene Nokunakekelwa Okuyisisekelo Kwezempilo be-Primary Health Care (PHC) ezifundweni zemisebenzi yezandla ezifundiswa ekolishi leTechnical Vocational Education and Training (TVET) ukuze kutholakale ukuthi izifundo zemisebenzi yezandla ziyabalungiselela yini abafundi ukuqashwa esikhathini esizayo. Iphinde yahlola ukuthi ingabe izinhloso zekharikhulamu kanye nezinjongo zezifundo zemisebenzi yezandla ziyafinyelelwa yini nokuthi ngabe ikharikhulamu yezifundo zemisebenzi yezandla ibalulekile yini futhi iyahambisana nezidingo zomnotho wamanje.
Ukushintshela kweNingizimu Afrika entandweni yeningi ngonyaka we-1994 kwafika nokulindelwe kuyintuthuko yemakethe kulandela ukwehla komnotho okwenzeka ngesikhathi sobandlululo (i-Terblanche, 2017). Uhulumeni wentando yeningi osanda kukhethwa ukhethe umkhakha (i-TVET) njengofanele ukuhlinzeka abantu baseNingizimu Afrika ngeMfundo Nokuqeqeshwa Kwezandla (MKK). Kodwa-ke, namuhla, abaningi abathweswe iziqu basazabalaza ukuthola umsebenzi wo-NOK. Umcwaningi ucubungule ulwazi lwabafundi ezifundweni zemisebenzi ehlobene Nokunakekelwa Okuyisisekelo Kwezempilo ekolishi le-TVET ukuze aqonde ukuthi kungani kunomsebenzi omncane emkhakheni we-NOK wabafundi bakuleli kolishi.
Kulolu cwaningo kusetshenziswe idizayini yocwaningo lwesigameko, eyayisekelwe phezu kwendlela yesimo. Izingxoxo ezakhiwe ngokungagcwele kanye nezamaqembu zenziwa ukuze kuthathwe ulwazi lwabahlanganyeli mayelana nokufaneleka kwezifundo zemisebenzi yezandla ekolishi le-TVET.
Idatha yahlaziywa, okwathi ngemuva kwalokho kwavela izingqikithi ezilandelayo emiphumeleni: ukubaluleka kwesifundo se-NOK; ikharikhulamu enethiyori kakhulu kunento eyenziwayo; Iziqu ze-TVET NOK ezingaqashelwa yimboni; ukuntuleka kokufunda okusebenzisanayo nokulingiswayo; ukuncika kokuqashwa kwabafundi kumakhono atholakele kanye nezidingo zemakethe yezabasebenzi; kanye nezithembiso ezingafezeki zemisebenzi eyenziwa yikolishi le-TVET.
Okutholwe kulolu cwaningo kukhomba ukuthi abafundi bathole ikharikhulamu ye-TVET ezifundweni zabo zemisebenzi egxile kakhulu kuthiyori futhi kusenokuntuleka kokwenza umsebenzi okufanele kuthuthukiswe ukuze izifundo zemisebenzi zihambisane nezidingo, izimfuno, kanye nokulindelwe imakethe kanye nemboni. Kwethenjwa ukuthi izincomo ezisuselwe kulokhu okutholakele zizosetshenziswa abaklami bohlelo lwezifundo kanye nabaluqhubayo ukwenza ngcono izinga lezifundo zemisebenzi yezandla zamakolishi ama-TVET kokuNakekelwa Okuyisiskelo Kwezempilo ezweni ukuze kuqinisekiswe ukuthi lezi zifundo zifanelekile futhi zihambisana nezidingo zomnotho kanye nokukhuthaza ukuqashwa kwabafundi.This study explored Primary Health Care (PHC) students’ experiences in vocational subjects in a Technical Vocational Education and Training (TVET) college to determine whether the vocational subjects offered prepared students for future employability. It also determined whether the curriculum's goals and objectives in vocational subjects had been met and if the curriculum offered for vocational subjects was relevant and responsive to the needs of the current economy.
South Africa’s shift to democracy in 1994 came with expectations of a marketplace improvement from the economic decrease suffered under the apartheid era (Terblanche, 2017). The newly democratic government selected the (TVET) sector as suitable for Vocational Education and Training (VET) skills for South Africans. Currently, many graduates still struggle to find occupation in PHC. This prompted the researcher to explore students' experiences in the vocational subjects of Primary Health Care at a TVET college in order to understand why there were limited employment in the field of PHC for graduates at this college.
The case study research design was used in this study, which was based on the qualitative approach. To capture the participants' experiences on the relevance of vocational subjects at a TVET college, semi-structured, and focus group interviews were conducted.
The data was analysed and results revealed a few main themes: the relevance of the PHC course; a curriculum that is more theoretical than practical; the TVET PHC qualification not being recognised by the industry market; lack of interactive and simulated learning; students’ employability as dependent on the skill acquired and labour market requirements, and TVET college promises of practical activities that are not realised.
The study's findings indicated that students experienced TVET curricula in their vocational subjects and there is still a lack of vocational practice that should be improved in order to align them with the needs, demands, and expectations of the market and industry.
It is hoped that the recommendations derived from the study's findings will be used by curriculum designers and implementers to improve the standard of the TVET college’s vocational subjects for Primary Health Care in the country in order to achieve relevance and responsiveness to students’ future employment.M. Ed. (Curriculum Studies)Curriculum and Instructional Studie
A framework for the application of the national quality infrastructure by small and medium-sized enterprises in developing countries - the case of South Africa
Get PDFThe primary purpose of this study was to develop a suitable framework for the application of Quality Infrastructure (QI) services by Small and Medium-Sized Enterprises (SMEs) in South Africa. The QI is a vital system that binds different helices within its value chain, including users of its services, such as firms and consumers. The framework contributes to the need to encourage SMEs to use QI services to optimise their business performance. The literature review suggested six significant factors as determinants to encourage SMEs to use QI services. The choice of research design was a sequential multi-method approach (qualitative followed by quantitative). Phase one involved qualitatively exploring the six factors from QI experts’ perspectives through semi-structured interviews, followed by focus groups with QI practitioners and SME representatives. A thematic analysis approach was applied during the data analysis. The validity and reliability of the data were tested via different strategies of trustworthiness, including debriefing. The results from phase one were used to design the questionnaire in phase two. The questionnaire was distributed to SMEs’ representatives and their associations. Data analysis in phase two was able to leverage the potential confirmation of the confirmatory factor analysis (CFA) after using the exploratory factor analysis (EFA). A conceptual measurement model was presented during EFA consisting of 28 variables represented by six primary constructs. Thus, the research design culminated in the final framework to achieve the study's main purpose. The six important factors that emerged from the study and were included in the final framework include (1) education; (2) requirement; (3) awareness; (4) impact resulting from the QI; (5) collaboration; and (6) affordability. The framework provides a much-needed building block towards an effective QI that the key QI institutions and other interested parties in South Africa can use.D.B.LGraduate School of Business Leadershi
Teachers improvement of mathematics achievements in rural schools of Mopani District : implications for professional development
Get PDFThroughout the globe, there is an outcry that learners’ performance in mathematics is below the expected standard. Hence, teachers need teacher development to improve their skills and knowledge in the subject. The purpose of this study was to explore the role of Professional Development (PD) in assisting teachers to improve learners’ achievements in mathematics in rural schools in the Mopani District of the Limpopo Province of South Africa.
The literature review explored how developed and undeveloped countries develop teachers. The literature view also discussed the benefits that teachers gained as well as the challenges encountered when they participate in PD programmes and this helped the researcher to understand the phenomenon better. This study addressed the theories and models that support PD of teachers in schools. The theories included Vygotsky’s social cultural theory and Guskey’s theory of teacher change which was the main theory in the study. This theory provided details on how teachers should be developed in schools which include training, mentoring, support, involvement in individual guided activities and teacher change.
The study used the qualitative approach to find out how mathematics teachers are professionally developed. It used a case study research design, which followed the interpretive research paradigm. It used purposive and snowball sampling to select the suitable candidates from the Mopani District who included mathematics teachers; mathematics curriculum advisors and school principals.
Data collection was conducted in the participants’ natural settings through semi-structured interviews. The participants were probed in order to acquire as much information as possible from them. The study used thematic analysis and focused on seven themes. Among other findings, the study found that teachers should improve their qualifications by furthering their studies with registered accredited higher education institutions and attending workshops. When it comes to challenges, it was found that teachers were invited to the workshops in the afternoon when they were already tired. As a result, the workshops were fruitless.
The study also generated new knowledge on the PD of teachers that can assist in improving the mathematics achievement of learners in schools. It was found that engagement of teachers in PD, led to improved learner performance in mathematics. In contributing to knowledge, the researcher proposed and developed a PD model for school-based teachers. The proposed model can be used to prepare teachers through various preparation strategies to improve their performance in mathematics teaching in schools.Ph. D. (Education)Mathematics Educatio
The Impacts of a Constructionist Scratch Programming Pedagogy on Student Achievement with a Focus on Gender
No full textLearning to program is a challenge for many novice computing students. This may be partially due to the inadequacy of many conventional pedagogical approaches resulting in dropouts and failure, especially among females and minoritized students. Consequently,
more effective methods to increase success rates and effectively broaden participation are needed. We investigated the effectiveness of a constructionist programming pedagogy with college-level CS1 students, and how that effectiveness varies by gender. Our
quasi-experimental design includes participants from CS1 classes at several polytechnics in Nigeria who were assigned to either experimental or control groups receiving six weeks of constructionist instruction using Scratch and a more conventional approach. Findings indicated that the constructionist cohorts had significantly higher mean post-test scores than the conventional classes. We observed no significant difference in post-test scores between genders. However, a significant gender difference was found in gain scores
within one study where we also observed a significant relationship between gender and academic background. Overall, our approach demonstrated positive effects on the programming achievements of novice programming students, emphasizing the need to consider the role of contextual factors such as academic background and regional disparities across gender differences.Institute for Science and Technology Education (ISTE)Tertiary Education Trust Fund,
UNISA MnD Gran
Curbing corruption in public procurement through effective public procurement policy in the public sector : a case study of the Western Cape Province
No full textThis study sought to address public procurement policy development and implementation to combat corruption. This study contends that developing and implementing public procurement policies are important to prevent corrupt activities in state institutions in the Western Cape, South Africa. State institutions encounter challenges such as the lack of internal control measures, public procurement policy lapses and vulnerabilities, conflicting opinions, and a lack of accountability and interpretation of implementation objectives. These challenges hamper the successful implementation of public procurement policies in state institutions. The main objective of the investigation was to develop a framework to combat corruption in public procurement in the state institutions in the Western Cape. The framework intends to assist state institutions in combating ever-increasing corruption practices. Both qualitative and quantitative methods were employed. Data were collected from public procurement managers and practitioners at selected state institutions in the Western Cape. Both qualitative and quantitative data were concurrently collected. The study used a convergent parallel mixed-method research method. Evidence from a case study of twenty-five (25) selected state institutions in the Western Cape, South Africa, is presented to achieve the research objectives. The data from both phases were analysed, and a practical model was developed.
The intention was to present a flexible, easy-to-understand model for use by state institutions. It is envisaged that the implementing of the model anticipates reduced corrupt practices in state institutions in the Western Cape. The study reveals that complex regulatory measures are challenging to operate when implementing public procurement policies, unlike what is stated in the objectives. It requires capability training, upskilling, strengthening of the internal control measures, clarity of policy objectives, accountability, and transparency. The root causes of corruption must be addressed so that the state institutions' capabilities to deliver on their mandates. These measures are critical factors in limiting opportunities for corrupt activities. The research focused on the public procurement environment and, therefore, its primary application in state institutions in the Western Cape effectively addressed specific challenges related to implementing procurement policies aiming to curb corruption. Recommendations are suggested in the study, provided the complexity of public procurement policy implementation at state institutions in the Western Cape. Further research could be conducted to investigate the potential applications of the model in state-owned enterprises. The model might also be adaptable to other service industries.D. Phil. (Public Administration)Public Administration and Managemen
The Role of Organized Psychology in Inspiring Hope and Preventing Hate victimization: Recommendations from a South African Hate and Bias Monitoring Initiative
No full textPsychology must have as its primary focus the well-being of humans, communities, and societies and cannot be detached from - or even neutral about - our social or political systems. For those who are impacted by hate, the focus on their well-being has never mattered more. In South Africa, which is the focal point of our research, and the world, hate victimization targeting people based on identity factors like race, nationality, religion, and sexual orientation is becoming more prevalent. Given the menacing intensification of hate, how is psychology as a profession, science, and discipline keeping the pulse of society at large? The South African Hate Crimes Working Group (HCWG) conducted a five-year longitudinal research study to assess the impact and nature of hate in South Africa. It is also the first study of this nature conducted in Africa. The Psychological Society of South Africa served as research lead for the HCWG member organization utilizing the customized HCWG Monitoring Form as a research instrument. A total of N=945 cases were quantitatively analyzed providing descriptive information. Key results inform the role of scientific and professional organizations representing psychology in preventing hate. Not only is there the need for policy and legislative changes to effectively address hate victimization, but most importantly the significance of attending to the impact of hate, including hopelessness, distrust, and dignity lost, is indicated. Based on the findings, recommendations underscore the ways in which global and nationally representative psychological associations may contribute to improved measures of prevention, add their voice to disrupting intolerance and condemn the ubiquitous rhetoric of bigotry that elicits hate-based victimization. And, in doing so, inspire hope for humanity.College of Human Science
Boundaries between mathematics and mathemetical literacy: does specialisation matter?
No full textMathematics Educatio
Assessment of the education of deaf students in the integrated primary schools of Amhara national regional state : practices, opportunities and challenges
No full textThe purpose of this study was to assess the educational practices, opportunities and challenges
of deaf learners in Amhara National Regional State Integrated Primary Schools. Both
qualitative and quantitative research approaches and descriptive research design have been
used to accomplish this purpose. The samples of this study were deaf learners, teachers of deaf
learners, and principals from ten (10) Integrated Primary Schools in the research area. From
343 deaf learners in Grades 5–8, only 170 (50%) of them were selected through simple
random sampling technique. Of the 110 teachers of deaf learners, 55 (50%) of them were
selected using probability sampling method of simple random sampling technique and from the
10 Integrated Primary Schools, 10 principals were selected using the non-probability sampling
technique of the purposeful sampling method. The data was gathered by means of observation,
interview and questionnaire. Deaf learners, their teachers in the classroom and the school
compound of the Integrated Primary Schools were observed. Deaf learners, teachers of deaf
learners and school principals were interviewed, and questionnaire was also administered to
deaf learners and their teachers. The result indicated that the overall school environments of
the Integrated Primary Schools are not conducive for deaf learners. In the classrooms, oral
communication is used as a means of instruction and to exchange ideas among deaf learners,
teachers and learners without hearing impairment that did not help deaf learners to be socially
integrated. In the teaching-learning process, deaf learners’ classroom participation was poor,
and their overall achievement is found to be less than learners without hearing impairment.
Besides, in the Integrated Primary Schools, teacher’s inability of sign-language, shortage of
teaching materials and resources, absence of different types of teaching and assessment
methodologies were the major challenges faced by deaf learners. The opportunities that deaf
learners receiving were monthly pocket money and school uniform from the Integrated Primary Schools. The Integrated Primary Schools need to design policies, strategies and
mechanisms that solve and/or minimize the educational challenges of deaf learners and on how
to maximize the integration of learners with and without hearing disabilities, teachers and the
school community in general to achieve better in the education system.Ph. D. (Inclusive Education)Inclusive Educatio
Factors contributing to unsafe abortion among women in Ngami sub-district, Botswana
No full textUnintended pregnancies are the root cause of unsafe abortions which place a major financial strain on the health care system. Access to comprehensive safe abortion care service packages by all women who need the service prevents complications of unsafe abortions. In countries where abortion is legally restricted like Botswana, women with unintended pregnancies opt for illegal and unsafe procedures which lead to maternal morbidity and mortality associated with sepsis, septic abortion and haemorrhage. As for the Ngami sub-district, little is known regarding the circumstances that lead to unsafe abortions among women, hence the need for research to gain a deeper understanding of the contributory factors to unsafe abortion and the development of measures to curb unsafe abortion.
Aim: The purpose of the study is to gain in-depth understanding of the contributing factors to unsafe abortions in order to develop possible measures to reduce unsafe abortions among women in the Ngami sub-district.
Methodology: In this study, a qualitative, descriptive, and exploratory phenomenology research approach was used. Relevant permissions and consent to conduct the study were obtained for the study to be ethical. COVID-19 pandemic preventative measures were also adhered to ensure continuous mitigation of potential harm to participants. The population included women of all ages who resided in the Ngami sub-district and were admitted to the gynaecological ward for unsafe abortions during the data collection period from June 2021 to August 2021. Convenience sampling technique was applied. Collection of data was through audio-taped face-to-face semi-structured interviews and analysis was done using the five steps of content analysis. Data saturation was reached with the 12th participant.
Study findings: Three themes and 18 sub-themes emerged from the interviews conducted. The major themes are participants' reasons for unsafe abortions, effects of unsafe abortions and interventions to reduce unsafe abortions. Factors contributing to unsafe abortion include fear of violating family values and women's lack of autonomy; family planning concerns; perceived lack of options; political viewpoint and human rights components; economic reasons; unstable relationships; and a desire to continue studying.
Contribution to the body of knowledge: The insights that the study has brought out are a steppingstone to interventions that the district health management team (DHMT) in the Ngami sub district should consider going forward to mitigate the prevalence of unsafe abortions.
Conclusion: Women in the Ngami sub-district have proposed psychosocial counseling, youth-friendly services, economic empowerment, and legalize abortion to reduce unsafe abortions and prevent unintended pregnancies. Life skills can help women gain confidence, advocate for their sexual rights, and avoid unexpected pregnancies. The policy implication brought out in this study is the need to review the laws on abortion in Botswana.M.A. (Public Health)Health Studie