Dissertationen zum Thema „National Curriculum (Vocational) L2“

The learning difficulties prevalent among mathematics students are widely documented. This case study explores the difficulties experienced by National Certificate (Vocational) Level 2 mathematics students at a Technical and Vocational Education and Training (TVET) College in Gauteng in the learning of functions. The primary research question was: What conceptual and procedural knowledge difficulties do NC(V) L2 students experience when learning the concept of functions in mathematics? Qualitative data was generated from the students (n=17) through lesson observations, test responses and interviews. The convenient sample of students all belonged to one L2 mathematics class. The findings revealed that the students experience conceptual knowledge difficulties in terms of defining a function, identifying functions, translating between representations of functions, and interpreting the behaviour of a function. The findings also revealed procedural knowledge difficulties prevalent among the students. The errors that students committed in this regard included factorisation errors, structural errors, misapplication and modification of the rules. In general, the findings indicated that the students in this sample lack procedural knowledge and conceptual understanding of functions. The lesson observations revealed a prevalence of several misconceptions regarding functions among the students which were seemingly not recognised nor remedied by the teacher. The teacher’s instructional practices thus appeared to be among the possible sources of the difficulties that the students experience in the learning of functions. This finding was also confirmed by the students during the interviews. Shaky foundations from previous grades were also a factor.<br>Dissertation (MEd)--University of Pretoria, 2020.<br>Science, Mathematics and Technology Education<br>MEd<br>Unrestricted

From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017<br>The purpose of this study was to determine whether the Technical and Vocational Education and Training colleges’ NCV curriculum structure complies with the national strategy and policy stipulations in offering WBE for students. The CASE study was conducted at the Umfolozi TVET College, specifically on two campuses of the college in northern KwaZulu-Natal. The NCV programmes were earmarked for the study, as its curriculum covers the workplace-based education (WBE) component. This study used purposive sampling to identify the sample size of 21, which comprised of two campus managers, six senior lecturers and thirteen WBE champions. Qualitative and quantitative approaches were employed in the study. The findings of this study reveal that the college management do not give necessary support to the implementers on the ground to carry out the WBE programme. It was also discovered that the college management seem not to understand their role in ensuring compliance with regard to the WBE implementation. It was evident that, there is a need not only to maintain strong ties with existing host employers, but also to ensure that new host employers are recruited to help address the shortage of them. It was evident from the findings that a number of respondents were not aware of the policies guiding the implementation of WBE. The results indicate that there is no regular training provided for implementers of WBE, such as the WBE champions. There is no clearness in the way the WBE budget is administered, and no proper planning of the budget (which is not administered on sites, but controlled centrally), and no workable plan in place to manage finances. The study recommends that there should be a clear vision for the implementation of WBE, and that vision should be clearly communicated to all role players to ensure effective implementation of the programme.

The BEC/BTEC National Diploma in Business and Finance was, from the late 1970s to the mid 1990s, a major vocational award in England, Wales and Northern Ireland. Although the majority of BEC/BTEC students were located in the further education colleges within the somewhat marginalised postcompulsory sector, the BEC/BTEC National level curriculum was directly experienced by hundreds of thousands of students as well as their lecturers, and indirectly by a range of educational stakeholders including employers and university tutors coming into contact with former BEC/BTEC students. Having transformed the rhetoric and substantially altered pedagogic practices within further education the BTEC National Diploma was beginning to establish an identity when it was, in effect, superceded by the Advanced GNVQ in Business. Notwithstanding the significance of BEC/BTEC as a major awarding body the associated curriculum attracted relatively little interest from researchers, receiving only a fraction of the attention which has been attracted by the more recent NVQs and GNVQs. This study is primarily a curriculum history which aims to provide an account of a curriculum which was conceived and implemented at a time before policy makers had come to recognise the value of the post-compulsory sector as an engine for potentially improving national economic performance, and as a catalyst for the creation of a culture of life-long learning. The study attempts to theoretically contextualise the BEC/BTEC curriculum as an important instance of vocationalism. Ideas drawn from Gramsci, Althusser, Foucault and Lyotard are utilised in order to provide a critical but multi-perspectival analytical framework. The study incorporates an outline discussion of vocationalism in England; an account of the genesis and development of BEC/BTEC as an institution; an overview of various versions (or "generations") of the BEC/BTEC National curriculum as well as those which have superceded it (using course specifications and associated documents); and presents perceptions of the BEC/BTEC National curriculum drawn from a questionnaire survey and interviews. The BEC/BTEC National curriculum is seen as an innovatory curriculum which, for many students, presented important opportunities to progress. It is suggested, however, that ideological assumptions implicit in the model of vocationalism as operationalised in late Twentieth Century capitalism have necessarily emasculated the critical potential and intellectual integrity of vocational education and training in England.

The purpose of this study was to determine the degree of importance of each of the curriculum competencies in the National Standards for Business Education (NBEA, 1995) for the successful performance of beginning secondary business teachers in Virginia as perceived by experienced and inexperienced business teachers. The standards consist of 102 competencies in the 11 subject areas of business education. The questionnaire used in the research study was an original survey instrument developed by the researcher after a review of the literature did not reveal an instrument that could be used with the NBEA document. The survey instrument was mailed to a sample of public high school business teachers in Virginia who were systematically selected from an available population. Results from the demographic question on the survey resulted in the identification of 161 experienced business teachers and 18 inexperienced business teachers. Means, standard deviations, and t-tests were used to describe the data. The competencies were rated with a five-point Likert scale. All competencies were rated as having either essential importance, above average importance, or average importance. Of the 102 competencies, experienced business teachers identified 11 as having essential importance, 86 as having more than average importance, and 5 as having average importance. Inexperienced business teachers rated 11 competencies as having essential importance, 87 as having more than average importance, and 4 as having average importance. When comparing the experienced and the inexperienced teachers' lists of rated competencies, 9 competencies rated as essential importance were the same for both groups, and 3 competencies rated as average were the same for both groups. When comparing the overall content areas, no significant differences existed between the perceptions of the experienced business teachers and the inexperienced business teachers.<br>Ph. D.

Made available in DSpace on 2017-07-21T20:31:21Z (GMT). No. of bitstreams: 1 Andrea Mulle Mariano.pdf: 1078642 bytes, checksum: 7a4c8e934bf5f15238a8ad5a7f945f64 (MD5) Previous issue date: 2015-02-24<br>This study aims to analyze the conception of vocational education in the National Curriculum Guidelines for the Middle Level Technical Vocational Education in order to understand how is the relationship between capital and labor and its implications for the formulation of the mentioned document. In this sense, the theoretical framework that guides this research lies within the dialectical and historical materialism, constituting a bibliographic and documentary research, carried through the analysis of the (new) National Curriculum Guidelines for the Middle Level Technical Vocational Education (CNE/CEB No. 06/2012 and CNE/CEB No. 11/2012). The labor category is taken as central discussion, as well as its senses and configurations considering its relations with education, under the dictates of capital, drawing from Marx (2011), Marx and Engels (2007), Lukács (2012), Netto and Braz (2010), Saviani (1989, 2007). In addition, we sought to address, drawing from Mészáros (2008, 2011a, 2011b), the ‘Capital, Labor and State’ tripod as essential category for understanding the study object of this research. Thus, grounded among others in Frigotto (2009, 2010a, 2010b, 2012a, 2012b), Kuenzer (2002, 2008, 2011), Ramos (2010, 2011a, 2012), Ciavatta and Ramos (2012); this research sought to raise determining factors in the education of the worker resulting from the changes caused by the industrial restructuring and flexible accumulation, explaining the implications for the Vocational Education from the 1990s. In this investigative journey, the examination of the conceptual basis and categories highlighted in CNE/CEB No. 11/2012 and CNE/CEB No. 06/2012 took place from the analyzes of Moura (2013) and Saviani (1989 2003), among others, as well as the survey of how these documents are located in the context of relations between capital and labor and to what extent the documents gave legitimacy to polytechnic education and pointed conditions for its development. From these analyzes, we identified improvements, setbacks and also continuities in the new guidelines with respect to previous guidelines. Current guidelines harbor contradictions that, from the point of view of an education project, weaken the idea of integral human education and, in this sense, the possibility of education processes guided by polytechnic. From this perspective, and agreeing with the authors that supported this research, the main challenge ahead certainly lies in Integrating Secondary School and Vocational Education, in its implementation as a right and its effectiveness considering an education project aligned with the polytechnic perspective. Thus, this research carries the intention of adding contributions in this complex and contradictory field.<br>Este estudo tem como finalidade analisar a concepção de educação profissional presente nas Diretrizes Curriculares Nacionais para a Educação Profissional Técnica de Nível Médio de forma a compreender como se dá a relação entre capital e trabalho e suas implicações na formulação do referido documento. Nesse sentido, a concepção teórica que orienta esse trabalho sustenta-se no materialismo histórico e dialético, constituindo-se em uma pesquisa de cunho bibliográfico e documental, efetivada por meio da análise das Diretrizes Curriculares Nacionais para a Educação Profissional Técnica de Nível Médio (Resolução CNE/CEB nº 06/2012 e o Parecer CNE/CEB nº 11/2012). A categoria trabalho é tomada como discussão central, bem como seus sentidos e suas configurações, tendo em vista suas relações, sob os ditames do capital, com a educação, com base em Marx (2011), Marx e Engels (2007), Lukács (2012), Netto e Braz (2010), Saviani (1989, 2007). Além disso, buscou-se tratar, com base em Mészáros (2008, 2011a, 2011b), do tripé “Capital, Trabalho e Estado”, como categoria essencial para a compreensão do objeto de estudo da presente pesquisa. Logo, fundamentada, entre outros, em Frigotto (2009, 2010a, 2010b, 2012a, 2012b), Kuenzer (2002, 2008, 2011), Ramos (2010, 2011a, 2012), Ciavatta e Ramos (2012); esta pesquisa buscou levantar elementos condicionantes na formação do trabalhador, decorrentes das mudanças originadas pela reestruturação produtiva e acumulação flexível, explicitando as implicações para a Educação Profissional a partir da década de 1990. Nesse percurso investigativo, o exame das bases conceituais e categorias evidenciadas no Parecer CNE/CEB nº 11/2012 e na Resolução CNE/CEB nº 06/2012 deu-se, entre outros, a partir das análises de Moura (2013) e Saviani (1989, 2003), assim como o levantamento de que modo se situam esses documentos no contexto das relações entre capital e trabalho e em que medida os documentos conferiram legitimidade à educação politécnica e apontaram condições para seu desenvolvimento. A partir dessas análises, identificaram-se avanços, retrocessos e também continuidades nas novas diretrizes, com relação às diretrizes anteriores. As diretrizes atuais abrigam contradições que, do ponto de vista de um projeto de educação, enfraquecem a ideia de formação humana integral e, nesse sentido, a possibilidade de processos formativos pautados na politecnia. Nessa perspectiva, e concordando com os autores que fundamentaram esta pesquisa, o grande desafio que se vislumbra, reside, certamente, no Ensino Médio Integrado à Educação Profissional, na sua implementação como um direito e na sua efetivação, tendo em vista um projeto de educação alinhado à perspectiva da politecnia. Assim, esta pesquisa carrega a intenção de agregar contribuições nesse campo complexo e permeado de contradições.

Thesis (D. Phil. Education) -- Central University of Technology, Free State, 2011<br>After the inception of the new government in 1994, a new curriculum was introduced, replacing the then existing curriculum. This new curriculum brought about challenges confronting the School Management Team (SMT) regarding its management and implementation. The changes required a paradigm shift and a proactive leadership approach by the SMT and particularly the principals of the Further Education and Training Schools (FET Schools). New policies were developed in respect of the management of this curriculum, which necessarily require the SMT to know and understand in order to be able to implement the curriculum. The aspect of training was also important in order for the SMT to be effective and efficient managers and implementers of the curriculum. The research study was therefore, about the investigation of the factors which influence the implementation of this curriculum known as the National Curriculum Statements (NCS) in the selected FET Schools in Motheo district. The literature in this study was informed and guided by both international and South African contexts and perspectives. The researcher in this study pursued a mixed mode approach. Quantitative investigation was conducted in selected FET schools within Motheo district specifically Bloemfontein, Thaba-Nchu and Botshabelo schools for deputy principals and Heads of the Departments (HOD) whilst qualitative, interviews were done with the principals. Data analysis was done through the development of categories and comparisons and contrasts were made. The data analysis also took into cognizance the visibility of contrary or alternative explanation for the findings. The investigation, therefore, discovered that most of the School Management Team particularly the principals were not trained on the National Curriculum Statement (NCS), and schools were also experiencing a shortage of resources. The recommendation was that the training for the SMT be an ongoing process as it will help with the successful and effective implementation of the NCS.

The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a ‘caretaker’ staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal.

A thesis submitted in the fulfilment of the requirements of the degree of Doctor of Philosophy to the Faculty of Humanities, University of the Witwatersrand, Johannesburg , 2017<br>This thesis is premised on the notion that the perceived lack of quality of curriculum delivery in the vocational education sector in South Africa is probably due in part to the weaknesses of content knowledge selected for inclusion in the curriculum of various programmes offered in the vocational education sector. The thesis examines the nature of knowledge specified in the English subject offered in the Technical Education and Vocational Training (TVET) Colleges. Drawing on Basil Bernstein’s notion of the pedagogic device, the study follows the English curriculum as it starts from the production field where new ideas are created and modified, to the recontextualization field where curriculum designers and textbook writers produce written curriculum documents, to the reproduction field where the students are taught and examined. The study further examines the English lecturers’ insights about their perceptions and understanding of the curriculum they teach from. My findings indicate that the English curriculum follows an outcomes-based design structure, and displays a lack of conceptual integration, knowledge sequence and progression. The approaches to the teaching of English which inform the construction of the intended curriculum display characteristics of a generic horizontal nature. The intended curriculum does not incorporate features that encourage a mastery of technical terms which are appropriate for different occupational fields followed by the TVET College students. The design structure of the curriculum fails to guide the lecturers in terms of unpacking approaches to the teaching of English and how to use them in their teaching, as well as clarify the progression process and ways of aligning lesson planning to the occupational needs of the students. An analysis of this curriculum identifies strengths and weakness, highlights accomplishments, and focuses on realistic policy alternatives for the TVET sector, curriculum design, pedagogical and assessment practices.<br>MT 2018

The aim of this study was to investigate how the National Certificate Vocational (NCV) curriculum is being managed at Majuba TVET College in ensuring that it impacts positively in addressing skills shortage in the Newcastle area. The following was the main question for the study: How is Majuba TVET College managing the National Certificate Vocational (NCV) curriculum in addressing skills shortage in the Newcastle area? A comprehensive literature review was conducted to provide strong arguments as presented by different authors who wrote on the topic after conducting research about Technical Vocational Education and Training (TVET) Colleges A qualitative method was chosen by the researcher to gather data on the management of the NCV curriculum in addressing skills shortage. The main aim was to discuss the methods the researcher used in the study to collect data meant to acquire the impact of the NCV curriculum management in addressing skills shortage. Data was collected through face-to-face interviews, non-participant observation and literature review. It was then put together and analysed according to themes aligned to the main study problem and the sub problems in order to realise the main aim of the study and the sub-aims. On the basis of the findings and the recommendations, the researcher proposed the importance of the college to review the NCV curriculum so that it is aligned with practical exposure enhanced by NCV students from the industry. In conclusion, the findings pointed out that NCV students’ practical exposure may have a big impact in addressing skills shortage and combating the high unemployment rate in the Newcastle area.<br>Educational Leadership and Management<br>M. Ed. (Education Management)

Abstract is in English, Zulu and Afrikaans<br>South Africa is facing a challenge regarding the shortage of South African (SA) engineers. The National Certificate (Vocational) (NC(V)) was introduced by Department of Education (DoE) in 2007 to address this challenge. However, there has been a cry and dissatisfaction from the government, industry, community and other stakeholders that NC(V) engineering curriculum is not addressing the shortage of engineers. SA has one engineer per 2 600 people compared to international norms, where one engineer serves 40 people. It has been ten years since the introduction of NC(V) curriculum, SA should not be in this state of importing engineers if the NC(V) engineering is achieving the goals of National Development Plan 2030. Since lecturers are the implementers of the NC(V) engineering curriculum, it was necessary to investigate their experiences in search for improvement of the curriculum and to find out the challenges facing lecturers which are hindering the success of this curriculum. Lecturers, Senior Lecturers and a Head of Department (HoD) as the primary implementers of the engineering curriculum were involved in the study as participants. There were 15 participants for this study who are lecturing in one selected college but at two different campuses which is why the qualitative research approach was employed, making use of a multiple case study. They took part in semi-structured individual interviews and shared their experiences with the researcher. Their experiences revealed that lecturers are experiencing challenges with the implementation of NC(V) engineering curriculum. Their main challenge was the minimum requirement, which is a Grade 9 pass. Their concern was that no matter what they try, a learner who has not mastered Mathematics up to Grade 12 will struggle with engineering subjects. Emanating from this challenge, low attendance rate, low pass rate, low throughput rate and high drop-out rate is experienced by participants every year. One of the aims of the Transformative Learning Theory (used as one of the theories in the theoretical framework) is to allow lecturers to identify challenges and design improvement plans on their own. This study has indicated that Technical Vocational Education and Training (TVET) colleges have challenges that are hindering teaching and learning. It was evident that some lecturers believe that government officials should resolve such challenges. However, on engaging with different lecturers they realised that they have the capacity to address classroom-based challenges. If this can be the case in every college, teaching and learning will improve because that will mean lecturers are focusing on teaching and learning and taking ownership of their subjects and students. The governance challenges, such as reviewing the NC(V) curriculum yearly, provide subject specific training to upskill lecturers and implementing Work Integrated Learning (WIL) in the professional development of lecturers were recommended to be addressed by the Department of Higher Education and Training (DHET).<br>INingizimu Afrika ibhekene nenselelo mayelana nokusweleka konjiniyela. Uhlelo lwemfundo iNational Certificate (Vocational) (NC(V)) lwethulwa wuMnyango wezeMfundo ngonyaka ka 2007 ukuze uxazulule le nkinga. Yize-kunjalo kuye kwaba khona ukungagculiseki ngasohlangothini lukahulumeni, lwezimboni, lomphakathi kanye nakwezinye izinhlaka ezidlala indima yenkinga yokuntuleka konjiniyela. INingizimu Afrika (SA) inonjiniyela oyedwa kubantu abayi 2 600 uma iqhathaniswa nezinga lomhlaba lokuthi unjiniyela oyedwa kufanele ibhekane nabantu abayi 40. Sekudlule iminyaka eyishumi selokhu kwethulwa lezi zinhlelo, ngakho-ke, iSA akufanele izithole isesimeni sokudinga onjiniyela abavela ngaphandle uma ngabe izinhlelo ezikhona ziyanceda ekufinyeleleni izimpokophelo zoHlelo lwezokuThuthukisa iZwe National Development Plan 2030. Njengoba abafundisi bangabaqhubi bezinhlelo zobunjiniyela, phecelezi NC(V), nokho sasikhona isidingo sokuphenya lokho abahlangabezana nakho ukuze kuthuthukiswe izinhlelo futhi kuvunjululwe izinselele ezibhekene nabafundisi, okuyizinselele ezikhinyabeza impumelelo yalezi zinhlelo. Abafundisi, abafundisi abaphezulu kanye neziNhloko zoMnyango Head of Department (HoD) njengabaqhubi bokuqala bezinhlelo bebebambe iqhaza kulolu cwaningo. Abadlalindima abayi 15 bebefundisa kwikholeji ekhethiwe, kodwa emagatsheni amabili ehlukene, lokho okwenza isizathu kusetshenziswe uhlelo locwaningo oluzinze kwizingxoxo, ngokusebenzisa izinhlobonhlobo zocwaningo lotho. Kwenziwe izinhlolovo ezimbaxambili zocwaningo kanti abadlalindima bavezele umcwaningi ulwazi lwabo. Baye baveza ukuthi behlangabezene nezingqinamba uma besebenzisa izinhlelo zobunjiniyela NC(V). Inselele enkulu abahlangabezene nayo kuye kwaba yisidingo sokuphumelela uGreyidi 9. Inkinga enkulu yabo ukuthi bethi bezama ngamandla kulokho abakwenzayo, umfundi owehluleke esifundweni seMethamethiki ukufikela kuGreyidi 12 uzohlangabezana nobunzima ukuze aphumelele ezifundweni zobunjiniyela. Okubhebhethekiswa yile nselele, yizinga eliphansi labafundi abahambela lesi sifundo, izinga eliphansi labafundi abaphumelelayo kanye nezinga eliphezulu labafundi abayeka ukufunda njalo nje ngonyaka. Enye yezinhloso zethiyori yemfundo eguqulayo (used as one of the theories in the theoretical framework) ukuvumela abafundisi ukuba bakwazi ukubona izinselele futhi badizayine izinhlelo zokuzithuthukisa ngokwabo. Lolu cwaningo luye lwaveza ukuthi amakholeji. Phecelezi Vocational Education and Training (TVET) colleges ahlangabezene nezinselele eziphazamisa uhlelo lokufunda nokufundisa. Kuye kwacaca ukuthi abanye abafundisi babekholelwa ekutheni abasebenzi bakahulumeni kufanele baxazulule izinselele ezinjengazo lezi. Yize-kunjalo, ngemuva kokuxoxisana nabafundisi abahlukahlukene, baye bazwisisa ukuthi banamandla okuqeda izinselele ezisemagunjini okufunda. Uma ngabe lokhu kuyenzeka ngempela kuwo wonke amakholeji, ngakho-ke uhlelo lokufunda nokufundisa luzothuthuka ngoba lokho kuzochaza ukuthi abafundisi bagxile ohlelweni lokufunda nokufundisa kanti ngokunjalo baba yibo abalawula izifundo kanye nabafundi babo. Izinselele zokuphatha, ezinjengokubuyekezwa kohlelo lwemfundo, phecelezi NC(V) njalo nje ngonyaka, lunikeza ukuqeqeshwa okuthile okuthuthukisa abafundisi. Ukulandela uhlelo lwemfundo oluhlangene nomsebenzi olumayelana nokuthuthukiswa ngokomsebenzi wabafundisi kuyinto enconywe ukuba ilungiswe uMnyango weMfundo ePhakeme kanye nokuQeqeshwa (Department of Higher Education and Training).<br>ʼn Tekort aan ambagslui staar Suid-Afrika in die gesig. Om hierdie rede het die Departement van Onderwys in 2007 die Nasionale Sertifikaat (Beroepsgerig) (NS(B)) ingestel. Tot die ontevredenheid van die regering, die bedryf, die gemeenskap en ander belanghebbendes vul hierdie kurrikulum nie die tekort aan nie. In Suid-Afrika is daar een ambagspersoon vir elke 2 600 mense teenoor die internasionale norm van een ambagspersoon per 40 mense. Hierdie kurrikulum is meer as tien jaar gelede ingestel en SA moet tans ambagslui invoer. Die oogmerke van die Nasionale Ontwikkelingsplan 2030 word dus nie verwesenlik nie. Aangesien dosente die NS(B) kurrikulum vir werktuigkundiges implementeer, moes hulle belewenisse ondersoek en hulle probleme bepaal word om die kurrikulum te verbeter. Dosente, senior dosente en departementshoofde, as die implementeerders van hierdie kurrikulum, het aan die studie deelgeneem. Die 15 deelnemers is verbonde aan een kollege wat twee kampusse het. Daarom is ʼn kwalitatiewe navorsingsbenadering gevolg en ʼn veelvuldige gevallestudie gebruik. ʼn Halfgestruktureerde onderhoud is met elke deelnemer gevoer. Uit die onderhoude blyk dat dosente moeite met die implementering van die NS(B) kurrikulum ondervind. Die grootste struikelblok is die minimumvereiste van Graad 9. Al doen hulle ook wat, ʼn leerder wat nie Graad 12-wiskunde geslaag het nie, sal tegniese vakke nie kan bemeester nie. Afgesien hiervan is die bywonings- en slaagsyfer sowel as die omset jaar na jaar laag en die uitsaksyfer hoog. Die transformatiewe leerteorie is deel van die teoretiese raamwerk. Die oogmerk hiervan is dat dosente self probleme aantoon en met verbeteringsplanne kom. In hierdie studie is bevind dat kolleges vir tegniese beroepsgerigte onderwys en opleiding (TBOO) met probleme te kampe het wat onderrig en leer belemmer. Sommige dosente is van mening dat staatsamptenare hierdie probleme moet oplos. Ná gesprekke het talle dosente egter besef dat hulle oor die vermoë beskik om self hulle klaskamerprobleme op te los. As dit van alle kolleges waar is, sal onderrig en leer verbeter omdat dosente hulle op onderrig en leer sal toespits en vir hulle vakke en studente verantwoordelik sal wees. Vakopleiding word gegee om aan bestuursprobleme, soos die jaarlikse hersiening van die NS(B)-leerplan, die hoof te bied. Daar word aanbeveel dat die Departement van Hoër Onderwys en Opleiding toesien dat werkgeïntegreerde leer deel uitmaak van dosente se professionele ontwikkeling.<br>Curriculum and Instructional Studies<br>M. Ed. (Curriculum Studies)

Thesis (M. Ed. (Educational Studies)) -- University of Limpopo, 2013<br>This research was based on the challenges faced by lecturers in the implementation of the National Certificate Vocational (NCV) curriculum at Mopani South East FET College. The common idea was that the new NCV curriculum in South Africa was going to keep abreast of changes with the population. However, the implementation of the NCV curriculum was not as effective as expected. This was demonstrated by the fact that in 2007, numerous students in NCV Level 2, did not manage to progress to the next level. The through-put rate was low in almost all the programmes. Therefore, the researcher was led to believe that lecturers were finding it difficult to implement the new NCV curriculum. In order to explore challenges faced by lecturers in the implementation of the NCV curriculum at Mopani South East FET, the researcher discussed different perspectives of and the rationale for curriculum change and implementation in different parts of the world including South Africa. The curriculum changes and implementation were discussed considering some of the countries, such as Romania, China, Qatar, Saudi Arabia, United States of America (USA), Malawi, Mozambique and South Africa. Scholars have proven that for effective curriculum implementation, there are a number of ideas, which cannot be undermined, especially when there are curriculum changes. It referred to issues, such as the availability of curriculum plans, proper curriculum implementation management and leadership and continuous development of all the implementers. The aim of the study was to explore the challenges faced by lecturers in the implementation of the NCV curriculum at Mopani South East FET College. There were three objectives to this study, Firstly, to establish obstacles, which hindered the implementation of the NCV curriculum, secondly, explore what the causes for these obstacles were, and thirdly, describe the extent, to which these obstacles affected the implementation of NCV curriculum. The challenges faced by lecturers in the implementation of the NCV at Mopani South East FET College were investigated in order to achieve the stated objectives. The findings of this study provided conclusions and implications to NCV curriculum lecturers as well as policy makers; and added a body of knowledge in curriculum implementation. v A qualitative research method was used for the purpose of this study. Interviews and document analyses were used in order to gather information. The findings from this research project focused on four themes a) physical resources; b) student matters; c) staff matters and d) management matters. After considering the findings and results from the interviews and documents analyses, the researcher was convinced that further research could be undertaken in line with the relevant lecturer qualifications, academic and staff development for the FET sector, articulation of the NCV curriculum by businesses, monitoring and evaluation of the NCV curriculum implementation by campus, college management, as well as relevant provincial and national officials. In conclusion, the researcher believes that this study would play a very significant role to assist lecturers teaching or lecturing the NCV programmes, additionally, add to the body of knowledge in curriculum implementation and be of use to policy makers. Eventually, it will assist in bringing the desired expectations by Mopani South East FET College and the Department of Higher Education and Training (DoHET) to fruition.

碩士<br>南華大學<br>視覺與媒體藝術學系碩士班<br>99<br>In response to the connecting vocational high schools from the nine-year integrated curriculum, the Ministry of Education has started to promote the new curriculum reform. In 2010 vocational school&apos;&apos;s group curriculum syllabus, it has mentioned that the art curriculum&apos;&apos;s goal is to cultivate and educate the students in basic concepts of art, enhance the students&apos;&apos; aesthetic abilities and the speculation abilities in lifestyle applications. We can thus see the necessary existence of appreciative course in art curriculum. Technology has changed the lives of human beings as well as teaching methods. The advancement of teaching medium from art appreciation teaching to the use of Internet has developed into an information technology of teaching medium. Teachers are able to use this information technology to enhance the students&apos;&apos; learning interests and improve the teaching results. There is a rich source of teaching materials in the National Palace Museum website, and researchers are attempting to use the network information contents of the Museum to blend in Chinese Art Appreciation teaching to stimulate the students&apos;&apos; learning interests and upgrade the students&apos;&apos; art appreciation abilities. 　　 　　Based on the aforesaid background, the three purposes of this study are: 1. Make an in-depth analysis on the network resources of the National Palace Museum, and blend in the information technology into the theory of art appreciation teaching. 2. Make actual uses of the network resource designs of the Museum into appropriate Chinese Art Appreciation curriculum in the vocational high school stage. 3. Implement action study in teaching to improve the teaching materials of Art Appreciation curriculum, thereby upgrading the researchers&apos;&apos; teaching professional knowledge. 　 　　The action study was adopted by this study to take the first-year students of vocational high schools as the subjects. The Chinese Art Appreciation, student creations, inter-appreciation of student creations were chosen as the three cycle tutorials of basic modes to implement such teaching topics as beautiful decorations, the beauty of shapes, and the beauty of lines, respectively for a period of 12 weeks. 　 　　The research conclusions are as follows: 1. Life experience guide and creation appreciation are regarded as the teaching strategies. 2. Utilize the network resources of the National Palace Museum to perform the plights and responses encountered in Chinese Art Appreciation curriculum, such as a need to reduce the excessive pictures prepared for appreciation, strengthen the classroom management, a must to continue providing students the opportunities to practice appreciation interpretation during the course, provide cultural creative concept for students to think creatively, and a need to fully prepare the teaching medium tools. 3. The students are fond of the teaching strategies. 4. The pictures and images in mystery shapes, enlarged partial parts, and feature special effects and interaction are more likely to attract the students&apos;&apos; attention. 5. Students lack the descriptive abilities in appreciation and sharing. 6. The pre-digitizing creation treatment is able to generate better results on publication activities. 7. The creation appreciation with grading standards is able to help students in appreciating the schoolmates&apos;&apos; creations. 8. The formation of collective consciousness in classes is able to help students to perform creation evaluation. 9. Students possess the spirit of mutual assistance. 10. The teaching outcomes will be better if teachers are able to pay more attention on pictures and animation sequence arrangement, and the class management skills will then be improved. 　 　　The study has come out with the following suggestions: 1. The National Palace Museum should encourage teachers to use network resources. 2. Under financial feasibility, the schools should add audio-visual equipment in art classes. 3. For teachers who wish to implement the curriculum, they should seek coordination with several teachers specializing in different domains to assist in teaching, they should know that the 3D cultural displays and the e-academy of the Museum are able to provide optimal help in art appreciation, in order to emphasize the sophistication of students&apos;&apos; creative results, it is necessary to limit the teaching scope and increase the creation guiding time, and strengthen the application abilities on teaching-related computer software. 4. On followed up research prospective, it is suggested to integrate the curriculum design of different creative categories, and develop the appreciation teaching materials for the entire school year systematically.

碩士<br>淡江大學<br>教育政策與領導研究所碩士在職專班<br>96<br>This study was to understand Senior High and Vocational High Schools’ Military Instructors’ cognitions, attitudes and coping styles toward the National Defense General Curriculum (NDGC). Based on literature review, a questionnaire was constructed by this researcher, and a survey was administered to a sample of 528 Military Instructors in Senior High and Vocational High Schools selected from different areas across Taiwan. Data collected by the questionnaire were analyzed by using SPSS12.0 software package, including mean, standard deviation, one-way ANOVA, t-test, Pearson’s product-monent correlation analysis. Based on results and findings, the following conclusions were reached: 1. The Schools’ Military Instructors had a high level of cognition toward the NDGC. 2. The Schools’ Military Instructors had positive attitudes toward the NDGC. 3. The Schools’ Military Instructors had positive and active coping styles toward the NDGC. 4. The cognitions of the Schools’ Military Instructors toward the NDGC were significantly different by their gender, job duties, years of militaries, educational experiences and type of school. 5. The attitudes of the Schools’ Military Instructors toward the NDGC were significantly different by their gender, job duties, years of militaries, years of teaching, educational experiences, in-service training hours. 6. The coping styles of the Schools’ Military Instructors toward the NDGC were significantly different by their gender, job duties, years of militaries, years of teaching, educational experiences, in-service training hours. 7. There was significant positive correlation among the Schools’ Military Instructors’ cognitions, attitudes and coping styles toward the NDGC. Based on research findings and conclusions, this study proposed some relevant suggestions for the Military Instructors in Senior High and Vocational High Schools.

碩士<br>南華大學<br>企業管理系管理科學碩博士班<br>98<br>The Ministry of Education in accordance with “ordinary Senior middle school curriculum temporary summary”, to begin starting national defense general curriculum from 2006 study year. The purpose of this study is to investigate students’ learning satisfaction of national defense general curriculum in senior high schools and vocational high schools in chiayi city. This study is the students in senior high schools and vocational high schools in chiayi city, use questionnaire about students’ learning motivation, class climate and learning satisfaction of national defense general curriculum in senior high schools and vocational high schools, filled out a questionnaire, the recovery in the questionnaire,First of all, in all of the respondents to delete incomplete questionnaire, and then collate the information to be effective on file coding, the use of SPSS( Satistics Package for Social Science) statistical software package for analysis tools. As regards the use of statistical analysis of the basis for research purposes and research structure, consider the variables of the measure and the applicability of statistical analysis tools, and can choose a suitable correctly handle the Institute to study the issue of verification analysis hypothesis. And the results provided to the education units and further understand the reference.

碩士<br>國立中正大學<br>戰略暨國家安全碩士在職專班<br>106<br>The subject of " All-out Defense " breaks the myth that the duty of national defense just belongs to the military. It builds people's awareness of national unity. People throughout the country are actively concerned with, supporting, and participating in national defense. Thus, they are showing the will and determination of national defense. The broad perspective of "National Defense Education" is to widely publicize national defense-related ideas, so that all citizens can recognize the importance of national defense and achieve the common goal of defending national security. The promotion of “Volunteer Force” system provides young people with vision of participating in the military and the working opportunities. And it diversifies the choices of young people who are willing to participate in the military. On the premise of stabilizing the overall national development, it is necessary to develop the "Elite Forces Policy". With it, not only does the military gain the simplification of personnel and weapons operations, but the overall quality of the PLA also improves. The promotion of “Volunteer Force” system is a major transformation of the national military service system. It involves the development of national defense security and the country's long-term development. If more outstanding young people can be recruited to join the military, the policy of recruiting soldiers will be succeeded. This study aims to explore how the effectiveness of the “All-out Defense Education” course in Salesian Technical School in Tainan affects high school students’ willingness to join the national military volunteer service. The study used literature review and interview methods to conduct research. The total of the interviewers was 38, and they were chosen intentionally from primary, secondary and third grade students. From the results of the study, it was found that the students had limited understanding of “All-out Defense Education” before the class was taught, and they could not deeply root the concept of “All-out Defense” in their minds. Some students responded to the “National Defense Education" curriculum objectives after the class. The effect will affect the students' perception of national defense or their wilingnessl of joining in the army. It is suggested that the high school students should increase the number of compulsory hours of " All-out Defense Education" course in order to increase their knowledge of all-out defense and their patriotism. This will be more beneficial to the national military volunteer recruitment. In addition, the recruitment work is suggested to be transferred to military instructors who are familiar with the operation of the campus so that the instructors will actively promote the volunteer recruitment of the national army.

Thesis (M.Dev. ( Planning and Management)) -- University of Limpopo, 2020<br>Motivation has been said to be a major factor in determining student academic performance, and in this study the researcher aimed to investigate the effects of motivation on National Curriculum Vocational (NCV) students‟ academic performance at Capricorn TVET College. Due to the nature of the study the researcher used mixed research methods to collect data. The research findings revealed that motivation has an effect on students‟ academic performance such that lack of motivation has been identified as a major factor that contributes to poor academic performance among NCV students. Lack of lecturer motivation, inadequate Learning, Teaching and Support Materials (LTSM), lack of practical work were also identified as factors that can hinder NCV students‟ motivation. The results also revealed that positive college culture and positive student competition as well as giving of rewards or incentives to students are the most effective motivational strategies to enhance students‟ motivation and can assist in keeping students motivated. The study also determined that it would be beneficial if lecturers use those strategies to motivate students. Alternative sustainable motivational strategies are essential in order to keep students motivated and for them to be able to perform well academically.

Little information is available on future vocational preparation for intellectually disabled learners in South African schools. Currently teachers adapt the Revised National Curriculum Statement (RNCS) to educate these learners. A literature study was conducted to investigate relevant models in the United States of America in order to develop a framework for a South African vocational training and transition planning programme in the school. Various South African vocational training programmes designed for disabled learners with good literacy and numeracy skills, the role of employment agencies and the local employment possibilities for intellectually disabled people were investigated to assess their suitability for intellectually disabled learners. An Individualised Vocational Programme that involves the parents and their child(ren) was developed to suit the needs of intellectually disabled learners. The RNCS was adapted by means of curriculum straddling and designing down to make the learning material suitable for intellectually disabled learners. The full programme consisted of an adapted interest test, curriculum training, the placement of learners in school jobs/tasks and a home independence programme, The programme was implemented and a mixed method research design facilitated the case study done in a school for severely intellectually disabled learners. Findings revealed that a vocational training and transition planning programme in the school can be managed successfully to the benefit of the parents, learners and the Department of Education. Based on the findings recommendations were made to improve the various sections of the comprehensive programme.<br>Educational Studies<br>D. Ed. (Educational Management)

Mathematics has always been a problem at schools, colleges and universities and to address this problem the South African government has introduced a new subject called Mathematical Literacy into schools and colleges. Since this subject places the emphasis on real-life contexts, there has been a special focus on its management at schools and colleges so that its implementation is done in an efficient way. This study therefore focuses on the experiences and interactions of managers of this new subject and how their leadership can improve performance in it. In addition to the literature review, an empirical investigation based on a qualitative approach and involving semi-structured interviews with managers of three public TVET colleges in the Western Cape was conducted to collect data. The other method used was the analysis of documents relevant to the study. The research found that managers of Mathematical Literacy have varying experiences in both their roles and the implementation of the subject. They also face varied challenges in relation to lecturers and students although there are also similarities regarding these at the different colleges in the study. The strategies of instructional leadership in intervention methods to improve performance in the subject which are encouraged by managers also differ, and some have better results than others. Various methods to empower lecturers are recommended. Recommendations are also made on what was found in this study, as are recommendations for further study.<br>Educational Leadership and Management<br>M. Ed. (Education Management)

A large number of students are struggling with Information System and other computer related subjects. This has a negative impact on students’ academic performance at large. In fact, a number of students from various institutions of higher learning are facing serious Information System challenges. Information System student on NATED curriculum at Majuba TVET College are facing serious challenges on their studies. This has been indicated by their performance on Information System. This article intends to draw an attention of education stakeholders, College management and lecturers to this matter. A number of reasons leading to students poor performance in this field has been mentioned. Various studies have been conducted but yet the lack of Information System skills still persists. The main question that guided this study was: What are the stakeholders’ perceptions of the challenges encountered Information System students? In order to explore and to get some findings for this case qualitative study, semi-structured interviews with relevant stakeholders were conducted. Sample of lecturers, student’s focus groups and college management members was conducted. Data collected from various participants were transcribed verbatim. A combination of literature and data collected produced some findings on the matter. In an attempt to answer the main question, recommendations were made.<br>Educational Leadership and Management<br>M. Ed. (Education Management)