Dissertations / Theses on the topic 'Technical education Australia Case studies'

Since 1963, Kenya has undergone extensive upgrading of its educational system. New institutions like the "youth polytechnic" have been created to serve post-elementary school people in need of employment skills. In this study, the case method was used to investigate two, one rural and one urban, reputedly exemplary polytechnics. In particular, this study sought the organizational factors associated with the two exemplary institutions.
Data were collected using observation, interviews, questionnaires, and salient documents.
A number of factors associated with exemplary youth polytechnics were uncovered. The Polytechnics developed training that was suited to the respective areas and to employment. Dedicated principals created an environment conducive to training such as discipline, duty delegations, and a communication network. Committed staff used innovative means of instruction, and a close link to the world of work was adopted. Trainees valued their studies. Management committees had a clear vision of the polytechnics' direction, and they had community support.

Higher education has undergone significant change as universities have sought to respond to government reforms in a period of globalisation. One major reform that globalisation has introduced is the reduction in state funding for higher education. Universities have turned to other resources to provide funding and one of these is the recruitment of international students. The focus of this thesis is on contrasting the internationalisation policies of two nations, Australia and the United States, by analysing published policies, statistics and carrying out interviews on two campuses. Two universities, one in Australia and the other in the United States, served as case studies to examine the strategies used to implement these policies. Approximately 100 participants were interviewed, including administrators and faculty members, international and domestic students. Each university featured internationalisation as a goal in its mission statement. By integrating intercultural and global dimensions into the teaching, research and service functions of a university, internationalisation encompasses a multitude of activities that provide an educational experience. While administrators generally stated that the implementation of strategic plans to achieve international goals had been successful, many faculty members, domestic and international students were of the view that international goals were yet to be realised. These contrasting discourses revealed that each university was falling short of achieving its internationalisation goals. Faculty members and domestic and international students expressed dissatisfaction about cultural insensitivity, lack of adequate services that offered housing and emotional/social support, and language barriers. At the same time, each university was achieving some of its internationalisation goals. In conclusion, strategies are suggested that might improve the implementation of internationalisation at both universities.

Study of the research literature showed that literacy skills are socialised in young children along with their learning of oral language. This socialisation process occurs within a child's home environment long before they enter formal schooling. Family literacy has been shown to have the potential to impact powerfully on children's perceptions about literacy use through role models and support provided by various family and community members. Literacy activity is often deeply embedded in daily family practices. For some children, differences between home and school literacy practices can occur. Where this mismatch occurs for children in low socio economic homes the problems associated can be compounded. In the present study a formative experimental design was used to investigate and describe some of the literacy practices of eight families living in a low socio-economic environment as identified by the parents of children attending a preprimary centre. Some family literacy programs designed to reduce the effect of the literacy mismatch between home and school have been found, in research literature, to be unsuitable for certain communities because of their inability to address the needs of individual families. The present study reports on the results of a family literacy program jointly planned by the teacher/researcher and parents of eight families from a low socio-economic community. It describes the nature of the family literacy program and the perceptions of the program held by the eight participants. Issues arising from this family literacy program design are highlighted and some implications for educational practice and further research are presented.

This study investigates the links between devolution and Year 8-10 Society and Environment (SAE) curriculum policy in Western Australia (WA) since 1987. It explores whether changes to the structure within which SAE resides, the process through which curriculum decision making occurs, and the content of SAE are consistent with the principles and practice of devolution. An attempt is made in the study to determine whether these changes would have occurred anyway, even if devolution had not been introduced. The investigation is based on a radical humanist model of social inquiry, As such, it uses a critical theory conceptual framework to inform a qualitative research paradigm. Two sources provide qualitative data for the study, namely, interviews and documentary material. The interview material comes from discussions with twenty six senior education officers, school staff, academics and other stakeholders. The documentary material includes key system-wide policy documents, Year 8-10 curriculum frameworks, guidelines and syllabi, and relevant school level publications. Generally, the analysis of data gained from those two sources support the claims made by critical theorists about the impact of devolution upon curriculum policy. More specifically, the findings show that in WA, since 1987, state curriculum development has contributed to a reinforcement of social control, a widening of social inequality and an intensification of the school's role as an agent of narrowly defined economic interests. These links are shown to be consistent with the critical theory argument that devolution is underpinned by corporate managerialism and that it involves not only a decentralisation of responsibility but also a recentralization of power. The study concludes by suggesting that the implications of WA's experience of devolution for China depend largely on whether China's context and needs are examined in terms of a consensus model or a critical theory model of society.

The purpose of this study was to analyze the characteristics of innovative designs within community college short-term certificate programs. Innovations in workforce training occur as stakeholders identify highly successful vocational programs and replicate those programs. Educational leaders in several states have developed short-term certificate programs to provide training that rewards students for completing modules of competencies en route to further certificates or degrees. Collective case studies were performed on the content of policy documents and of interviews with administrators at three California community colleges pertaining to the design of short-term vocational courses. The cross-case analysis showed agreement of the need for high levels of collaboration, development of fast-track programs to meet employability needs, and design of pathways to allow credits toward other certificates or degrees. Charts are displayed of data trends for short-term certificates earned by unit category over the years 1998-2007. Examples of short-term curricular schema are included in the appendices.

The purpose of this qualitative case study research was to explore in-depth the research question, "How do texting and Textese influence students' learning of writing in Standard English in composition classes?" Yin's Five-Phase Cycle guided the research and aided in the determination of a qualitative case study research. The literature review identified that no single theory covered the phenomenon, so research was guided by five key theories: Technology Acceptance Model, Transactional Distance Theory, Media Richness Theory, Uses and Gratification Approach, and Threaded Cognition Theory. Participants included college English faculty from Illinois, 25 students enrolled in Composition I classes, and three consecutive semesters of former composition students' e-mails. Semi-structured, one-on-one interviews were held with faculty and member checked. A pilot study was conducted prior to inclusion of the 25 student volunteers completing the student questionnaires, and three consecutive semesters' e-mails from former students were analyzed for frequency data. All qualitative data were coded using MAXQDA+ software and analyzed. Results from data analysis revealed an evolving perception and usage of texting and mobile communication devices among faculty and students, a disconnect between faculty and students concerning use of texting and Textese, and frequency data revealing the influence did not permeate writing as much as previous studies implied. Results indicated most faculty and students had mixed attitudes, leading to implications that faculty needed to incorporate lessons involving texting, code switching, and detail richness into the course pedagogy.

Keywords: Texting, Textese, composition, social media, short message systems, formal/informal writing, Technology Acceptance Model, Media Richness Theory

The reasons why non-English speaking background (NESB) shopfloor employees participate in workplace language and literacy classes and the factors that affect their motivation to participate are relative unknowns. This study investigates NESB shopfloor employees' motivation to participate in a Communication Skills Development Program (CSDP) course and the factors that affected their motivation. An inductive analysis of findings revealed that all of the employees participated in one of the CSDP courses for a variety of pre-determined life-specific reasons. These reasons are represented by three main categories of goals (i.e., 'Self-improvement through language and literacy development', 'Work', 'Outside work'). Of these goals, all of the employees reported 'Self-improvement through language and literacy development' as the underlying reason why they participated in one of the CSDP courses. Further, each employee reported a language/literacy practice that is peculiar to all of his/her goals and most sub-goals. An extended analysis of the employees' motivation to participate identified the employees as being 'transactional-', 'vocational-', 'fellowship-', 'social camaraderie-' and/or 'self-satisfaction- oriented' learners. Findings also revealed that a variety of 'personal', 'course-related' and 'context-related' factors either positively or adversely affected the employees' motivation to participate. A qualitative case study design was implemented. Data was collected through interviews, observations, field notes and the review of artifacts. Data was inductively analysed by classifying patterns of relationships into categories that represent the employees' motivation to participate and factors that affected their motivation. ii This study's findings have implications for theory and practice. At a theoretical level, these findings add to the existing theoretical understanding of why English as second language adults participate in workplace language and literacy classes and the factors that affect their motivation. At a practice level, these findings illustrate the need for Food Products management and program teachers to have an understanding of the reasons 'why' NESB shopfloor employees participate in workplace language and literacy classes and the factors that affect their motivation. For with such an understanding, first, Food Products management will be able to implement organisational practices that positively affect the employees' motivation to participate in future CSDP classes. Second, teachers will be able to assist the employees to set realistic goals, and design and implement course content that assists the employees to attain these goals.. For it is when employees attain their goals that they will form and hold positive perceptions of the course in which they participate.

Thesis (MPA)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: Public institutions require financial resources in order to deliver quality services to the community. The survival of each and every organisation primarily relies on the availability and proper management of financial resources in order to provide effective and efficient service to its clients. Section 195 (1) (b) of the Republic of South Africa Constitution Act, 1996 , Act 108 of 1996 compels public institutions to promote and implement mechanisms that will promote efficient , economic and effective use of resources. South African Public Universities derives larger part of their revenue from the government. The South African government finances South African Universities on the basis of student enrolments. Funding for South African universities and technikons has increased from 10% in the 1996/1997 financialyear to 14% in the 2000/2001 budget. Despite the increase in the financing of the education sector, there were also significant changes in student enrolments at South African universities (Kulati, 2000: 27). Students are leaving from historically black universities for historically white ones and many more are enrolling at technikons than at universities. There are a number of reasons attributed to the decrease in student enrolment in former black universities. Black universities are perceived to be of inferior status as compared to former white universities in terms of their quality and resources. It is expected that government subsidies to historically black universities might fall by 26% over the next three years because of the projected decline in student enrolments. Taking into consideration the enrolment linked subsidy, changed enrolment patterns have drastically affected subsidy allocations by the government to most historically black universities such as Vista University. According to Caruna et al.,(1998: 55), tertiary educational institutions are required, like business firms, to monitor and adapt to the continuous changed taking place in the political, economic, social and the technological environment. The affected institutions are compelled to adapt their service delivery mechanisms if they are to remain financially viable in the near future. It is for this reason that the researcher will explore the use of privatisation as an alternative strategy to service delivery. This study investigate the manner in which activities of the technical services department within Vista University Welkom Campus can be contracted out with an aim of improving cost efficiency within the University. The study developed a normative model which can be used as a guideline in the process of contracting out services and also explain how such model can applied in the process of contracting out activities of the technical services department. The study further identified the responsibilities of different role players who will in one way or another be affected by the contracting process within the University. The study concluded that for the contracting out process to be cost effective, the University have to adopt a seasonally priced contract which reduces activities of the service producer in winter and concentrate activities of the service producer in summer.
AFRIKAANSE OPSOMMING: Openbare instellings benodig finasiele hulpbronne om 'n gehalte diens aan die gemeenskap te lewer. Die voortbestaan van elke organisasie berus primer op die beskikbaarheid en behoorlike bestuur van finansiele hulpbronne om 'n effektiewe en doeltreffende diens aan kliente te lewer. Afdeling 195 (1) (b) van die Grondwet van die Republiek van Suid Afrika, 1996, Wet 108 van 1996, verplig publieke instellings om meganismes te implimenteer en bevorder wat doeltreffende, ekonomiese en effektiewe gebruik van hulpbronne verseker. Suid Afrikaanse openbare universiteite verkry die grootste gedeelte van hulle inkomste vanaf die regering. Hierdie finansiering geskied volgens die aantal geregistreerde studente by die onderskeie universiteite. Bevondsing vir Suid Afrikaanse universiteite en technikons het gestyg van 10% in die 1996/1997 finansiele jaar tot 14% in die 2000/2001 begroting. Ten spyte van die finansiering van die opvoedkundige sektor, was daar beduidende veranderinge in die studente getalle by Suid Afrikaanse universiteite (Financial Mail, 3l.03.2000). Studente verlaat historiese swart universiteite om by histories blanke universiteite in te skryf en meer studente skryf by technikons in as by universiteite. Daar is 'n aantal redes waaraan die afname van registrasies by histories swart universiteite toegeskryf kan word. Voormalige swart universiteite word as minderwaardig betreffende gehalte en hulpbronne beskou, in vergelyking met voormalige blanke universiteite. Die verwagting is dat staat subsidies aan historiese swart universiteite met so veel as 26% oor die volgende drie jaar kan daal, as gevolg van die geprojekteerde daling in studente getalle. Gegewe die feit dat subsidie gekoppel is aan studente registrasies, het die verandering in studente registrasie patrone 'n drastiese invloed op die subsidie toewysing op meeste historiese swart universiteite, waaronder Vista Universiteit resorteer. Volgens Caruna et al.,(1998:55), word daar van tersiere instellings (net soos van besigheidsfirmas), verwag om by die veranderende politieke, eknomiese, sosiale en tegnologiese omgewings aan te pas. Die instellings wat geraak word, gedwing om hul diensleweringsmeganisme aan te pas om finansieel lewensvatbaar te bly. Om hierdie rede gaan die navorser privatisering as alternatiewe strategie tot dienslewering ondersoek. Hierdie studie ondersoek maniere om aktiwiteite van die Tegniese Dienste Departement uit te kontrakteur met die uitsluitlike doel om koste effektiwiteit binne die Vista Universiteit te bewerkstelling. Die studie poog ook om 'n normatiewe model te formuleer en te implementeer om bogenoemde aktiwiteite te rugsteun. Die studie verduidelik ook hoe so 'n model die uitkontrakteur van Tegniese Dienste lewering kan assisteer en komplimenteer. Die studie identifiseer ook verskeie rolspelers wat deel sal vorm van die voorgestelde proses en wat ook direk en indirek deur die proses geraak en geaffekteer sal word. Die studie kom tot die slotsom dat die proses van uitkontraktering van Tegniese Dienste, kostebesparings binne die universiteit sal bewerkstellig. Die universiteit moet 'n stelsel implementeer wat seisoensgebonde is asook prysgebonde strukture daar stel wat die aspek van koste effektiwiteit sal aanspreek.

The increase in Indigenous participation in university courses in recent years has not been matched by an increase in graduation. In the mainstream university population, student success has been linked to approaches to learning, which are linked to conceptions of learning. This study investigates what conceptions of learning Indigenous students identify at the beginning of their university career. Thirty six students completed a 'Reflections on Learning Inventory' developed by Meyer (1995). Nine of these students were interviewed in depth about what they thought learning was and how they would go about it. The interview analysis for each of the nine students was compared with their individual inventory profile. It was anticipated that the use of such complementary methods would increase the validity of the findings, but this was not the case. The participants identified a range of conceptions comparable with those identified by mainstream students, but with a greater emphasis on understanding. However, the descriptions of how learning happens were undeveloped and not likely to result in the kind of learning described. The findings will be useful in making curricula decisions in an Indigenous university preparation course that encourage students to adopt successful strategies for learning. In addition, it will also be useful information for the participants themselves as they become reflective learners.

This was an investigation of factors that assisted Australian Aboriginal students complete or incomplete a business course at a University in Perth between 2000 and 2010. The concept of resilience and related factors of inclusion and exclusion from the participants’ past were assumed clues by the researcher. The investigation involved four inquiries. First, the researcher reviewed recent statistics of Aboriginal population, education and employment. A short history of Aboriginal education in Western Australian was also made. Both reviews indicated Aboriginal people endured relative exclusion and a lower status than the mainstream population in areas of education and employment. Second, the researcher assumed that a shared interdependency existed between distinct “ethnic groups” (Barth, 1969) in terms of “levels of engagement at the cultural boundaries”. The cultural boundaries consisted of four layers, namely observable behaviour and material artefacts, institutions, values and worldviews (Barney, 1973; P. D. Milnes & Grant, 1999b). At these “cultural boundaries” that the researcher explored, there were more than three “Rs” (i.e. reading, writing and arithmetic) concerns active in the classroom, namely the silent “R”, resilience. Third, the researcher built upon the theoretical work of Francis’ (1981) ‘teach to the difference’, Nakata’s (1997) idea of ‘cultural interface’ and Milnes’ (2008) concept of ‘meeting place’. The researcher then adapted a new research model called ‘engagement at the cultural boundaries’. Fourth, the researcher conducted a large case study on four samples. A short life-history interview was made of each sample: 1) a pilot study of a previous business graduate; 2) Aboriginal graduates (n=17); 3) Aboriginal non-graduates (n=13); 4) teaching and administrative staff (n=6). Then the pilot study and three groups of stakeholders were rated with a ‘resilience score’ in terms of their engagement at social and economic boundaries based on their personal, public, training and economic identities. The researcher concluded that overall ten factors of resilience had assisted the Aboriginal students complete or incomplete the tertiary business course. These ten factors were: a strong self-reference point, sense of community, structured living, strong support network, stakeholders identifying with struggles, significant role models, strong status and a single mindedness to complete the task at hand, skills in crisis management, and a previous history of successful engagement at the cultural boundaries. Besides the pilot study, the students who completed the tertiary business course had a high resilience score based on previously, strong inclusive engagements at the two key cultural boundaries, the social and economic boundaries. Those students who did not complete the tertiary business course still had a high resilience score, but showed less experiences and examples of inclusive engagement at the overall cultural boundaries prior to and for the duration of the tertiary business course. Teachers of Aboriginal students would do well to discern that Aboriginal students do have a high resilience score overall despite their publicly acknowledged low status and historic loss of economic power. Teachers and key stakeholders in Aboriginal tertiary education also would do well to recognise that some of the ten factors of resilience in Aboriginal tertiary students, especially those resilience factors linked to training and economic identity, require more focus and strengthening. The challenge for all stakeholders of tertiary education is to develop all factors of resilience so that Aboriginal students can experience more inclusion as the latter engage at the tertiary cultural boundary.

In 1993 a Career and Technical Preparation Task Force, was formed in a nothern Virginia suburban school system, to study and recommend changes to the vocational education curriculum and two high school vocational centers. The task force met for thirteen months and concluded its study in a report entitled "Securing Our Students' Future in a High Tech Global Economy." The Division Superintendent presented this report and its recommendations to the county school board on January 12, 1995. The Board voted unanimously to accept the recommendations of the task force. After that point, an Implementation Task Force met from 1996to 1996 to plan the implementation of the original task force's seven recommendations. The recommendations represented a paradigm shift by advocating the elimination of the traditional vocational education philosophy of training some students for jobs while academically preparing others for future education. Vocational education was transformed into Professional Technical Studies, an academic discipline that integrated academic and career education. High school academies were established to replace the two vocational centers located within two existing high schools. The history that surrounded the implementation of the task force recommendations is presented in this study.
Ed. D.

This dissertation addresses the discursive representation of international undergraduate students from the areas of South East Asia and Africa. The central question is: how are international students discursively represented in an Australian university setting? The study considers the university's teaching and learning practices and cultures as well as wider matters of policy. The study draws on postcolonial theory particularly on selected aspects of the work of Edward Said, Homi Bhabha and Gayatri Spivak and in so doing demonstrates the usefulness of postcolonial theory for exploring issues associated with international students in universities.
thesis (PhDEducation)--University of South Australia, 2004.

Thesis Statement The thesis argument is that theory can be developed about the implementation, maintenance and dissemination of school health education based on a school development approach. Such theory development can assist teachers to design programs appropriate to the needs of their classrooms, schools and communities. Thesis Setting The implementation and maintenance of school health education programs has not usually been the focus of research and as a consequence is rarely reported in the literature. The research in this thesis draws upon many disciplines and fields but in order to answer the thesis questions methodological processes were required that were consistent with current school situations. The earlier School Development in Health Education (SDHE) program's work in research, development and dissemination provided the setting for the thesis. Methodology of the Research The methodology of the research study involved a case study approach using both multiple and single case studies. Data have been drawn from SDHE schools in South Australia undertaking health, sexuality and drug education. The methodology adopted for the studies in this thesis is a case study design incorporating an iterative theory-study-theory sequence in which an initial theory statement derived from the literature guides the development of a multiple case study which, in effect, 'tests' the theory in a qualitative way. The finding of the case study then informs development and elaboration of the theory statement in its second version. This is then used to test the next multiple case study which leads to further development of the theory in its third version. The third iteration of the theory is tested in a single case study that leads to the fourth and final version of the theory. Data analysis was aided by the use of the Q.S.R. NUD.IST computer package that helped to manage and explore the thesis ideas about the data. In establishing these syntheses the chain of evidence in the data sets was maintained. The analysis also allowed the thesis findings to be used to test theories about the data that answered the thesis questions. Thesis Findings The findings of the thesis are contained in the final version of the theory. The theory is structured around program drivers, phases, types and processes that together produce implementation, maintenance and dissemination. This final theory statement is the basis for drawing the thesis conclusions. Thesis Conclusions It was concluded that patterns of factors that enhance and inhibit the implementation, maintenance and dissemination of school health education programs could be placed in a theoretical framework that can guide practice in school health education. To be successful school health education programs have to include three critical elements: leadership, action research and funding. Leaders or program drivers need to be identified and resourced; they may be principals or designated teaching staff with access to decision making, policy processes and resource allocation in schools. Teachers need to engage in a reflective action research process to develop, modify and sustain their curriculum development work. Programs require adequate funding resources for teachers' professional development, including action research, and the purchase of human and material resources. Schools planning to introduce programs may learn from the experience of others but they must themselves engage in the critical and essential program features identified in the final version of the theory. Implications The thesis conclusions imply the need to use more efficient ways of bringing schools' and teachers' hidden competence to the fore to support school health education program through varied patterns of professional development, technical support and curriculum development and implementation, and through funding of enhanced professional practice for health literacy. A major implication for the health sector is that many health workers need to learn collaborative skills since there is a tendency to take control and attempt to direct what teachers should do rather than work with and support them. An implication for programs in complex social environments is the need for careful planning in collaboration with other stakeholders. The critical elements developed in this thesis also apply - leadership, action research and funding. Evaluation can adopt a case study approach as a more suitable method for examining what happens in programs than an overly simplistic approach of assessing goals and objectives which ignores the differences in program implementation for different sites with the necessary localisation. Further Research Further research suggested by the thesis findings are in the areas of school health education in the changing administrative and management environment today, and of the use of various types of case study research in tandem to answer comprehensive and complex program performance questions.

This study explores teacher's knowledge and practice of empowering young children as learners. Empowerment is a complex and multifaceted construct, and a recurring theme in early childhood literature. This study took place in four early childhood settings in Australia and the United Kingdom. The research was conducted using qualitative methodology, primarily with the use of video-taped observations and stimulated-recall teacher interviews. Findings indicate that the teachers enacted their knowledge and practice of empowerment. However, empowerment was interpreted differently by each teacher. The current study found links existed between teachers' knowledge and practice and their pedogogic orientation.

Children are not as active as they may appear and they do not voluntarily engage in moderate to high intensity activity as commonly perceived by the general public. With coronary heart disease risk factors now found to have origins in childhood there is a real need for children to adopt lifestyles that will produce healthier adults. In Perth the Western Australian Schools Physical Activity and Nutrition project (WASPAN) has been implemented, as a Year 6 intervention, addressing the problems of poor nutritional habits and low activity levels. The focus of this case-study was to describe the physical activity component of the WASPAN project and to monitor the process of its implementation. The physical activity programme is founded on the concept of systematically increasing children's activity and fitness levels at school in a secure and enjoyable environment, then planning for this and associated activity to generalise into the children's own settings. Two schools were chosen for the study. One Year 6 class of children at each school was intensively monitored for levels of fitness and physical activity. Their attitudes towards fitness, sports and activity were recorded. At both schools the class teachers and their implementation of the fitness programme became an important area of the study. In addition the influence of the school principal and the children's parents in the promotion of physical activity and their contribution to the behaviour modification of the children's lifestyles was described. Multiple data methods were utilised, centering on participant observation and combining field notes, document analysis, interviewing, questionnaires, fitness testing, heart-rate monitoring, interval recording and surveys. Within both classes low and high fitness children were targeted for additional indepth investigation. The study was directed by the data, which revealed that the two teachers implemented the physical education programme in two vastly different ways. This difference in the implementation process impacted on the influence the programme had on the children at the different schools. Results showed the children were enthusiastic towards the programme and fitness and activity levels increased. Closer analysis revealed that the low fitness/low activity children did not make significant activity increases. These children tended to get little support from home compared with high fitness children. Analysis of the parent interviews indicated that the parents of the low fitness children also tended to live in lower socioeconomic areas than the high fitness children's families. A second 'at risk' group also emerged in the course of the study. These were the 'average' children whose level of fitness caused the teachers little concern. At the end of the study several of these children were antagonistic towards the fitness programme. They had received little praise or encouragement from their teachers and as a result their motivation and attitude towards the programme had declined. Some had been overtaken by several of the low fitness children in the fitness levels measured. The attitude of the principal towards physical fitness proved to have a significant effect on the teacher and the children. The two school principals studied also provided a good contrast in levels of enthusiasm and support for the implementation.

Reforms to the national research and research training system by the Commonwealth Government of Australia sought to effectively connect research conducted in universities to Australia's national innovation system. Research training has a key role in ensuring an adequate supply of highly skilled people for the national innovation system. During their studies, research students produce and disseminate a massive amount of new knowledge. Prior to this study, there was no research that examined the contribution of research training to Australia's national innovation system despite the existence of policy initiatives aiming to enhance this contribution. Given Australia's below average (but improving) innovation performance compared to other OECD countries, the inclusion of Finland and the United States provided further insights into the key research question. This study examined three obvious ways that research training contributes to the national innovation systems in the three countries: the international mobility and migration of research students and graduates, knowledge production and distribution by research students, and the impact of research training as advanced human capital formation on economic growth. Findings have informed the concept of a research training culture of innovation that aims to enhance the contribution of research training to Australia's national innovation system. Key features include internationally competitive research and research training environments; research training programs that equip students with economically-relevant knowledge and the capabilities required by employers operating in knowledge-based economies; attractive research careers in different sectors; a national commitment to R&D as indicated by high levels of gross and business R&D expenditure; high private and social rates of return from research training; and the horizontal coordination of key organisations that create policy for, and/or invest in research training.

Technology has provided more people access products and services, yet some individuals who would benefit the most from digital access to resources are frequently excluded from participation. One group that is largely neglected is the disability community. Despite federal regulations intended to ensure that people with physical/mental disabilities are included in public digital platforms, organizations continuously design websites, applications, and interfaces without people with disabilities in mind. This is particularly the case with small businesses, which are most commonly reported as having inaccessible digital platforms. Digital inclusion attempts to ensure equity in digital properties by providing a model to operationalize inclusion across technologies. This qualitative case study examines how a small business owner in an urban U.S. city prioritizes digital inclusion in his daily operations. Using a responsive interview model, the business owner’s experiences, attitudes, and priorities were recorded. Six themes appeared from this study: perceptions of disability influence digital inclusion, powerful branding suggests digital access, unawareness of accessibility guidelines, UX testing overlooks input from people with disabilities, inclusion is tough to enforce on digital platforms, and workarounds hinder digital improvements.

Mito, Susanna K. A.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (p. 211-226).
Abstracts in English and Chinese; appendix also in Japanese.
ABSTRACT (English) --- p.i
ABSTRACT (Chinese) --- p.ii
ACKNOWLEDGEMENTS --- p.v
TABLE OF CONTENTS --- p.vii
LIST OF TABLES --- p.xix
ACRONYMS --- p.xx
Chapter CHAPTER 1 --- INTRODUCTION
Chapter 1.1 --- Background to this Study --- p.1
Chapter 1.2 --- Purpose of this Study --- p.2
Chapter 1.3 --- Research Questions --- p.3
Chapter 1.4 --- Significance of this Study --- p.4
Chapter 1.5 --- Organization --- p.5
Chapter CHAPTER 2 --- LITERATURE REVIEW
Chapter 2.1 --- Introduction --- p.7
Chapter 2.1.1 --- Terminology --- p.7
Chapter 2.1.1.1 --- Study Abroad --- p.7
Chapter 2.1.1.2 --- Program Duration --- p.8
Chapter 2.2 --- Overview of Study Abroad Literature --- p.8
Chapter 2.2.1 --- Product-Orientated Studies of Language and Intercultural Learning --- p.9
Chapter 2.2.2 --- Process-Orientated Studies of Language and Intercultural Learning --- p.11
Chapter 2.3 --- Intercultural Communicative Competence --- p.16
Chapter 2.3.1 --- Byram's (1997) Model of Intercultural Communicative Competence --- p.21
Chapter 2.4 --- Individual Differences and Study Abroad --- p.27
Chapter 2.4.1 --- Attitude --- p.28
Chapter 2.4.2 --- "Motivation, Investment and Language Learning" --- p.31
Chapter 2.4.3 --- Willingness to Communicate (WTC) --- p.33
Chapter 2.4.4 --- Language Anxiety --- p.35
Chapter 2.4.5 --- Self-Efficacy --- p.36
Chapter 2.4.6 --- "Ecology, Linguistic/Cultural Affordances and Agency" --- p.37
Chapter 2.4.7 --- Culture Shock and Adjustment --- p.39
Chapter 2.5 --- Summary --- p.44
Chapter CHAPTER 3 --- STUDY ABROAD PROGRAM OVERVIEW AND RESEARCH METHODOLOGY
Chapter 3.1 --- Introduction --- p.46
Chapter 3.2 --- Part One: Overview of the Micro-term Study Abroad Program --- p.46
Chapter 3.2.1 --- Overview of the Micro-term Study Abroad Program --- p.46
Chapter 3.2.1.1. --- Program Aims --- p.46
Chapter 3.2.1.2 --- Home Institution --- p.47
Chapter 3.2.1.2.1 --- Background --- p.47
Chapter 3.2.1.2.2 --- International Course --- p.47
Chapter 3.2.1.3 --- Host Institution --- p.48
Chapter 3.2.1.3.1 --- Background --- p.48
Chapter 3.2.1.3.2 --- Homestay Family Selection Process --- p.48
Chapter 3.2.1.3.3 --- The Buddy System --- p.49
Chapter 3.2.2 --- Program Components --- p.49
Chapter 3.2.2.1 --- Pre-Sojourn --- p.49
Chapter 3.2.2.1.1 --- Pre-Sojourn Preparation --- p.49
Chapter 3.2.2.1.1.1. --- Pre-Sojourn Recruitment --- p.50
Chapter 3.2.2.1.2 --- Orientation Materials --- p.51
Chapter 3.2.2.1.3 --- Orientation Procedures --- p.53
Chapter 3.2.2.1.3.1 --- Cultural Exchange Preparation --- p.53
Chapter 3.2.2.1.3.2 --- Comparative Study --- p.53
Chapter 3.2.2.1.3.3 --- Goal Setting --- p.54
Chapter 3.2.2.1.3.4 --- Linguistic Preparation --- p.54
Chapter 3.2.2.2 --- Sojourn --- p.54
Chapter 3.2.2.3 --- Post-Sojourn --- p.55
Chapter 3.3 --- Part Two: Investigation of the Micro-term Study Abroad Program --- p.55
Chapter 3.3.1 --- Research Design --- p.55
Chapter 3.3.2 --- The Researcher --- p.56
Chapter 3.3.3 --- Pilot Study --- p.57
Chapter 3.3.3.1 --- Aims --- p.57
Chapter 3.3.3.2 --- Instrument Testing --- p.57
Chapter 3.3.3.3 --- Data Processing and Analysis --- p.58
Chapter 3.3.3.4 --- Findings --- p.59
Chapter 3.3.3.5 --- Lessons Learned --- p.60
Chapter 3.3.4 --- Main Study --- p.61
Chapter 3.3.4.1 --- Stakeholders --- p.61
Chapter 3.3.4.1.1 --- Home Institution --- p.61
Chapter 3.3.4.1.1.1 --- Ms Mori --- p.61
Chapter 3.3.4.1.1.2 --- Mr Fujimori --- p.62
Chapter 3.3.4.1.1.3 --- Japan Travel Bureau (JTB) --- p.62
Chapter 3.3.4.1.2 --- Host Institution --- p.63
Chapter 3.3.4.1.2.1 --- Ms Ross --- p.63
Chapter 3.3.4.1.2.2 --- Mrs Farmer --- p.63
Chapter 3.3.4.1.2.3 --- Mr Cressing --- p.64
Chapter 3.3.4.1.2.4 --- Mr French --- p.64
Chapter 3.3.4.1.3 --- Host Family Profiles --- p.64
Chapter 3.3.4.2 --- Data Collection --- p.66
Chapter 3.3.4.2.1 --- Questionnaires --- p.67
Chapter 3.3.4.2.2 --- Interviews --- p.70
Chapter 3.3.4.2.3 --- Journals --- p.71
Chapter 3.3.4.2.4 --- Observation and Field Notes --- p.72
Chapter 3.3.4.3 --- Triangulation of Data --- p.73
Chapter 3.3.4.4 --- Time Frame and Data Collection --- p.73
Chapter 3.3.4.5 --- Data Processing and Analysis --- p.75
Chapter 3.3.4.6 --- Participants --- p.76
Chapter 3.3.4.6.1 --- Selection Criteria for Four Case Participants --- p.76
Chapter 3.3.4.6.2 --- Demographic and Language Background --- p.77
Chapter 3.3.5 --- Validity and Reliability --- p.79
Chapter 3.3.6 --- Ethics --- p.80
Chapter 3.3.7 --- Limitations --- p.81
Chapter 3.3.8 --- Summary --- p.83
Chapter CHAPTER 4 --- STUDENT STORIES:HlROKO AND KENJI
Chapter 4.1 --- Introduction --- p.85
Chapter 4.2 --- Hiroko's Journey --- p.85
Chapter 4.2.1 --- Profile & Family Background --- p.85
Chapter 4.2.2 --- Background in English --- p.86
Chapter 4.3 --- Pre-Sojourn --- p.87
Chapter 4.3.1 --- Concerns --- p.87
Chapter 4.3.2 --- Sojourn Aims --- p.87
Chapter 4.4 --- Sojourn --- p.88
Chapter 4.4.1. --- Sabrina & the Host Family --- p.88
Chapter 4.4.2 --- First Impressions --- p.88
Chapter 4.4.3 --- Interaction with her Buddy..............................: --- p.90
Chapter 4.4.4 --- School Recess Time --- p.91
Chapter 4.4.5 --- Stomachaches --- p.91
Chapter 4.4.6 --- Rejecting her Buddy --- p.92
Chapter 4.4.7 --- Outpourings --- p.93
Chapter 4.4.8 --- Different Styles of Mentoring --- p.94
Chapter 4.4.9 --- Growing Calm --- p.95
Chapter 4.4.10 --- A Good Ending --- p.96
Chapter 4.5 --- Immediately Post-Sojourn --- p.96
Chapter 4.6 --- Four Months Post-Sojourn --- p.98
Chapter 4.7 --- Kenji's Journey --- p.100
Chapter 4.7.1 --- Profile & Family Background --- p.100
Chapter 4.7.2 --- Background in English --- p.102
Chapter 4.8 --- Pre-Sojourn --- p.103
Chapter 4.8.1 --- Concerns --- p.103
Chapter 4.8.2 --- Sojourn Aims --- p.103
Chapter 4.9 --- Sojourn --- p.104
Chapter 4.9.1. --- Nancy & the Host Family --- p.104
Chapter 4.9.2 --- Sudden Apprehension --- p.104
Chapter 4.9.3 --- Feeling I11 --- p.106
Chapter 4.9.4 --- Return to School following his Illness --- p.108
Chapter 4.9.5 --- Inability to Connect with his Buddy --- p.108
Chapter 4.9.6 --- Kenji´ةs Need for Company Satisfied --- p.110
Chapter 4.9.7 --- Starting to Feel Part of the Family --- p.111
Chapter 4.9.8 --- Program Participation --- p.112
Chapter 4.9.9 --- Departure from the Australian School --- p.113
Chapter 4.10 --- Immediately Post-Sojourn --- p.114
Chapter 4.11 --- Four Months Post-Sojourn --- p.116
Chapter 4.12 --- Summary --- p.118
Chapter CHAPTER 5 --- STUDENT STORIES: CHIAKI AND YUMI
Chapter 5.1 --- Introduction --- p.119
Chapter 5.2 --- Chiaki´ةs Journey --- p.119
Chapter 5.2.1 --- Profile & Family Background --- p.119
Chapter 5.2.2 --- Background in English --- p.120
Chapter 5.3 --- Pre-Sojourn --- p.121
Chapter 5.3.1 --- Concerns --- p.121
Chapter 5.3.2 --- Sojourn Aims --- p.121
Chapter 5.4 --- Sojourn --- p.122
Chapter 5.4.1 --- David & the Host Family --- p.122
Chapter 5.4.2 --- First Impressions --- p.123
Chapter 5.4.3 --- “Enviable´ح --- p.123
Chapter 5.4.4 --- A Full Homestay Program --- p.124
Chapter 5.4.5 --- Easy Communication with her Buddy --- p.125
Chapter 5.4.6 --- Lack of Agency --- p.126
Chapter 5.4.7 --- New Perspectives on Gender Relations --- p.128
Chapter 5.4.8 --- Deepening Buddy Friendship --- p.128
Chapter 5.4.9 --- Departure from the Australian School --- p.129
Chapter 5.5 --- Immediately Post-Sojourn --- p.130
Chapter 5.6 --- Four Months Post-Sojourn --- p.132
Chapter 5.7 --- Yumi´ةs Journey --- p.134
Chapter 5.7.1 --- Profile & Family Background --- p.134
Chapter 5.7.2 --- Background in English --- p.135
Chapter 5.8 --- Pre-Sojourn --- p.136
Chapter 5.8.1 --- Concerns --- p.136
Chapter 5.8.2 --- Sojourn Aims --- p.136
Chapter 5.9 --- Sojourn --- p.137
Chapter 5.9.1 --- Joy & the Host Family --- p.137
Chapter 5.9.2 --- First Impressions --- p.138
Chapter 5.9.3 --- Feeling Rejected by her Hosts --- p.139
Chapter 5.9.4 --- An Ethnocentric Lens --- p.140
Chapter 5.9.5 --- The Role of the Japanese Group --- p.141
Chapter 5.9.6 --- Host family Perspectives --- p.142
Chapter 5.9.7 --- Breakdown and Mediation --- p.143
Chapter 5.9.8 --- Identifying with her Group --- p.144
Chapter 5.9.9 --- Departure from the Australian School --- p.146
Chapter 5.10 --- Immediately Post-Sojourn --- p.146
Chapter 5.11 --- Four Months Post-Sojourn --- p.147
Chapter 5.12 --- Summary --- p.150
Chapter CHAPTER 6 --- RESULTS AND DISCUSSION
Chapter 6.1 --- Introduction --- p.152
Chapter 6.2 --- Guiding Question One --- p.152
Chapter 6.2.1 --- Savoir etre --- p.152
Chapter 6.2.2 --- Savoirs --- p.157
Chapter 6.2.3 --- Savoir faire --- p.159
Chapter 6.2.4 --- Savoir apprendre --- p.163
Chapter 6.3 --- Guiding Question Two --- p.166
Chapter 6.3.1 --- Personal Development --- p.166
Chapter 6.3.2 --- Intercultural Development --- p.167
Chapter 6.3.3 --- Linguistic Development --- p.169
Chapter 6.4 --- Guiding Question Three --- p.170
Chapter 6.4.1 --- The Japanese Home Institution --- p.170
Chapter 6.4.2 --- The Australian Host Institution --- p.173
Chapter 6.5 --- Guiding Question Four --- p.173
Chapter 6.5.1 --- Yumi --- p.173
Chapter 6.5.2 --- Hiroko --- p.175
Chapter 6.5.3 --- Chiaki --- p.175
Chapter 6.5.4 --- Kenji --- p.176
Chapter 6.6 --- Summary of Findings --- p.178
Chapter 6.7 --- Summary --- p.180
Chapter CHAPTER 7 --- CONCLUSION
Chapter 7.1 --- Introduction --- p.182
Chapter 7.2 --- Pedagogical Implications --- p.182
Chapter 7.2.1 --- Pre-Sojourn --- p.183
Chapter 7.2.1.1 --- Initial Stages and Procedures --- p.183
Chapter 7.2.1.1.1 --- Needs Analysis --- p.183
Chapter 7.2.1.1.2 --- Program Design --- p.184
Chapter 7.2.1.1.3 --- Advance Planning and Communications --- p.186
Chapter 7.2.1.2 --- Home Institution --- p.186
Chapter 7.2.1.2.1 --- Pre-Sojourn Orientation --- p.187
Chapter 7.2.1.2.2 --- Linguistic Preparation --- p.188
Chapter 7.2.1.2.3 --- Intercultural Learning Preparation --- p.190
Chapter 7.2.1.2.4 --- Intercultural Awareness Building --- p.191
Chapter 7.2.1.2.5 --- Student Goals --- p.191
Chapter 7.2.1.2.6 --- Cultural Exchange Preparation --- p.192
Chapter 7.2.1.2.7 --- Access to Past Sojourners --- p.193
Chapter 7.2.1.3 --- Host Institution --- p.193
Chapter 7.2.1.3.1 --- Selection of Buddies and Peer-matching --- p.193
Chapter 7.2.1.3.2 --- Orientation of Buddies --- p.194
Chapter 7.2.1.3.3 --- Selection of Homestay Families --- p.195
Chapter 7.2.1.3.4 --- Orientation of Homestay Families --- p.196
Chapter 7.2.2 --- Sojourn --- p.198
Chapter 7.2.2.1 --- Arrival Orientation --- p.198
Chapter 7.2.2.2 --- Program Content --- p.198
Chapter 7.2.2.3 --- Mid-Sojourn Debriefing --- p.199
Chapter 7.2.2.4 --- Reflective Learning using Diaries --- p.200
Chapter 7.2.2.5 --- Programmed Cultural Learning --- p.201
Chapter 7.2.2.6 --- Activities with Buddies --- p.202
Chapter 7.22.7 --- Support and Guidance throughout the Sojourn --- p.203
Chapter 7.2.2.8 --- Closure --- p.204
Chapter 7.2.3 --- Post-Sojourn --- p.204
Chapter 7.2.3.1 --- Home Institution --- p.204
Chapter 7.2.3.1.1 --- Reentry Shock --- p.204
Chapter 7.2.3.1.2 --- Sojourner Debriefing --- p.205
Chapter 7.2.3.2 --- Host Institution --- p.205
Chapter 7.2.3.2.1 --- Buddy Debriefing --- p.205
Chapter 7.3 --- Research Implications --- p.206
Chapter 7.3.1 --- Limitations of this Study --- p.206
Chapter 7.3.2 --- Suggestions for Further Study --- p.207
Chapter 7.4 --- Summary --- p.209
REFERENCES --- p.211
APPENDIX A Stakeholder Interviews
Chapter A.1 --- Mr Oda (JTB) --- p.227
Chapter A.2 --- Mr French --- p.228
Chapter A.3 --- Mr Cressing --- p.229
Chapter A.4 --- Mrs Farmer --- p.230
APPENDIX B Pilot Study - Questionnaires (Japanese & English)
Chapter B.1 --- Pre-Study Abroad Language Contact Profile --- p.231
Chapter B.2 --- Pre-Study Abroad Questionnaire - Students --- p.236
Chapter B.3 --- Pre-Study Abroad Questionnaire - Teachers --- p.239
Chapter B.4 --- Pre-Study Abroad Questionnaire - Parents --- p.241
Chapter B.5 --- Adapted SES Survey 1 --- p.243
Chapter B.6 --- Adapted SES Survey 2 --- p.247
APPENDIX C Main Study - Questionnaires (Japanese & English)
Chapter C.1 --- Pre-Study Abroad Language Contact Profile - Students --- p.251
Chapter C.2 --- Pre-Study Abroad Questionnaire for Students --- p.257
Chapter C.3 --- Pre-Study Abroad Questionnaire for Parents --- p.261
Chapter C.4 --- Pre-Study Abroad Questionnaire for Teachers --- p.265
Chapter C.5 --- Adapted SES Survey 1 --- p.268
Chapter C.6 --- Adapted SES Survey 2 --- p.272
Chapter C.7 --- Homestay Family Questionnaire --- p.276
Chapter C.8 --- Post-Study Abroad Language Contact Profile --- p.278
Chapter C.9 --- Post-Study Abroad Questionnaire for Students --- p.282
Chapter C.10 --- Post Study-Abroad Questionnaire for Parents --- p.286
Chapter C.11 --- Post SA Questionnaire for Teachers --- p.289
APPENDIX D Four Month Post-Sojourn Interviews (Semi-structured)
Chapter D.1 --- Group Interview Session --- p.291
Chapter D.2 --- Individual Interview - Hiroko --- p.292
Chapter D.3 --- Individual Interview - Kenji --- p.293
Chapter D.4 --- Individual Interview - Chiaki --- p.294
Chapter D.5 --- Individual Interview - Yumi --- p.295
APPENDIX E Nisshi Diary (Japanese & English) --- p.296
APPENDIX F Consent Form --- p.302

Considering that Mpumalanga province has a large petrochemical plant owned by a multinational company that runs and owns mines, the province should abound with employment opportunities for Technical and Vocational Education and Training (TVET) college graduates, especially those from the local Gert Sibande TVET College. However, students with TVET college qualifications struggle to attract employment. Therefore, this study explored the question, “What can TVET providers in Mpumalanga do to enhance students’ employability?” The research was conducted in a selected TVET college in the province. The study employed a qualitative approach and an interpretive paradigm. Data were collected using semi-structured interviews, focus groups and document analysis. The identities of all respondents were protected. Upon analysis of the results, several measures that the TVET college, stakeholders and employers could employ, emerged. There was a lack of proper skills for graduates, qualifications without relevance and employers hardly acknowledging the TVET college qualifications. Some of the recommendations made include collaboration, relationship building between stakeholders and revision of the National Certificate (Vocational) [NC-(V)] curriculum. Topics for future research are also suggested.
Educational Management and Leadership
M. Ed. (Education Management)

In this qualitative study, the research objective was to present a theoretical framework for the phenomenon of discovering principals’ experiences when providing management and strategic leadership at Technical Vocational Education and Training (TVET) colleges in South Africa. Furthermore, the college Senior Management Team (SMT) members were also part of the study as they support and contribute towards to the functioning of TVET colleges. According to Hoy and Miskel (2013), an open social-systems model of schools provides an overarching and useful conceptual framework that organizes and relates this theory and research for educational administrators. At the heart of our social-systems model are four critical elements of school life—structure, motivation, culture, and politics (Hoy &Miskel 2013). The data were collected through semi-structured interviews conducted with participants, while the observation of how principals provided strategic management and leadership was done on a daily basis. The researcher was deputy principal corporate services at a TVET College therefore the contact with other TVET colleges and the DHET was used as a better way to conduct observation. It against the above background that the main themes were developed from the participants’ responses in the bureaucratic, political, and cultural sub-dimensions of the social system. In terms of the incorporation of the sub-dimensions of a social system, it was found that college SMTs should actively model and promote effective management and strategic leadership. This study focused on the strategic leadership and management initiatives, legislations and regulations aimed at enhancing the effectiveness of day-to-day operations of TVET colleges in South Africa. The study explored in depth the management and strategic leadership roles and responsibilities of the TVET college principals. A comparative study of South Africa’s public TVET college as well as the United States of America (USA), the United Kingdom (UK), the Netherlands, Denmark and Australia was also conducted. Furthermore, there is a need to contribute to the organizational culture and climate, job performance, employee morale and engagement, and staff retention. These may be achieved by capacitating college principals and their SMTs with relevant short courses. It is recommended that the role of the DHET and college council must shift from enforcing bureaucratic compliance to collective capacity building within the TVET colleges. This can be achieved by establishing processes and procedures that are supported by sound monitoring and reporting systems. Finally, recommendations made from this study are expected to empower principals and other middle managers and administrators to assist them to achieve the strategic objectives and to relate with all stakeholder that exists within the TVET sector.
Educational Management and Leadership
Ph. D. (Education Management)

Student non-attendance is a main challenge in TVET Colleges, especially in teaching and learning and the academic functioning of students. Various studies on student absenteeism and absenteeism in schools were reviewed in the literature. However, not much has been written about the challenges in TVET colleges. The focus of this research is on the three TVET College campuses in the Bojanala District in the North West Province. The qualitative method was used. Semi-structured interviews and non-participative observation were employed to gather information and the views of the participants about student absenteeism. The researcher selected the participants purposefully, as they have experienced the problem of absenteeism. Students and lecturers were selected as participants in the study. Lecturers acknowledged that the poor background of students was a contributing factor to poor attendance. The study concludes with recommendations on how to reduce the challenge of student non-attendance. The lack of transport money is a socioeconomic factor that contributes to student absenteeism in TVET colleges. It is recommended that NSFAS pays the transport money directly to the service provider. When students apply for a NSFAS bursary, they should provide proof of the transport that they use to help the bursary office in terms of transport arrangements. It is further recommended that all campuses should have student accommodation, and that bursary money should be paid directly to the accommodation services.
Educational Management and Leadership
M. Ed. (Education Management)

The aim of the study was to investigate ways in which student dropout rates could be managed at a Technical Vocational Education and Training College (TVET) in KwaZulu-Natal, Amajuba District. Twenty-eight participants were purposively selected from two campuses in the area representing the Business and Engineering studies. This was done using the non-probability purposive sampling. The researcher focused on determining ways to assist in improving the management of student dropout rates in the above TVET College so as to increase the throughput and the certification rates. The study employed a qualitative design with semi-structured interviews that were conducted with senior managers from the central office, Heads of Departments, lecturers and students who had previously dropped out from the college so as to examine their views and perceptions on the effects of student dropout rates and how the management of student dropout rates could be improved. Data were analysed thematically whereby information was categorised into themes that emerged from the responses of the participants. The findings revealed that causes of student dropout emanate from the financial challenges experienced by students in this area since most of them are from disadvantaged backgrounds, institutional factors such as poor or lack of career guidance, the curriculum, poor enrolment procedure and poor student support services. The study recommends that well organised and effective career guidance should be conducted, the curriculum should be reviewed, and the selection and enrolment procedures should be transparent and understood by everyone. Recommendations for further study are also provided.
Educational Leadership and Management
M. Ed. (Education Management)

Abstract in English, Afrikaans and Zulu
The majority of the learners completing Grade 12 in South Africa (SA) further their studies in the Technical and Vocational Education and Training Colleges (TVETCs). This is because, among other things, colleges seem to be more affordable and accessible in most communities in all the provinces (SA). However, many of these students appear to be struggling to complete their studies owing to failure to complete the Work Integrated Learning (WIL) module, which is a prerequisite for graduating and becoming employable. The researcher was interested to know how the WIL module affects the completion of students’ studies. The researcher approached the investigation as an idealist (constructivist) using a case study design. Data was collected through the semi-structured and focus groups interviews. It was found that, among other things, the WIL module was seldom completed owing to its reliance on the availability of jobs. In addition, the lack of jobs for college students was a result of the curriculum mismatch with employers’ actual needs, in Business Studies in particular. Correspondingly, the Fourth Industrial Revolution threatens job losses, which are likely to affect those with qualifications in Business Studies, hence its selection for this investigation. To address this, the researcher proposed a model which requires the colleges, businesses, government and the communities to collaborate in the creation of projects that cater for the needs of the different communities. Such projects could also help to update the curriculum to be more responsive. In this way, more opportunities for WIL could be created for students. In addition, the researcher proposed three phases for the integration of WIL, and colleges could decide on each depending on their programme specifications. The researcher concludes that no matter how good the models, without collaboration WIL could remain a constraint and qualifications could become meaningless owing to the lack of jobs. Subsequently, the researcher suggests that more research be conducted in line with the development or growth of the business sector. The findings of this study were limited to four selected colleges in the four provinces of SA, yet are applicable and useful to all higher education in the world.
Die meerderheid van die leerders wat graad 12 in Suid-Afrika (SA) voltooi, studeer in die Tegniese en Beroepsonderwys- en Opleidingskolleges (TVETC's). Dit is omdat onder meer kolleges meer bekostigbaar en toeganklik is in die meeste gemeenskappe in al die provinsies (SA). Die meeste van hierdie studente sukkel egter om hul studies te voltooi vanweë die gebrek aan die Work Integrated Learning (WIL) -module, wat 'n voorvereiste is vir die graduering en indiensneming. Die navorser was geïnteresseerd om te weet hoe die WIL-module studente beïnvloed om hul studies te voltooi. Die navorser het die ondersoek benader as 'n idealis (konstruktivis) met behulp van 'n gevallestudie-ontwerp. Data is versamel deur middel van die semi-gestruktureerde en fokusgroeponderhoude. Daar is gevind dat die WIL-module onder andere skaars voltooi is as gevolg van die afhanklikheid van die beskikbaarheid van poste. Daarbenewens was die gebrek aan werk vir universiteitstudente die gevolg van die kurrikulumverskuiwing wat strydig was met die behoeftes van die werkgewers, veral sakestudies. Daarmee saam dreig die Vierde Industriële Revolusie oor werkverliese, wat waarskynlik persone met kwalifikasies uit die sakestudies sal beïnvloed, en daarom gekies vir hierdie ondersoek. Om dit aan te spreek, het die navorser 'n model voorgestel wat vereis dat kolleges, ondernemings, die regering en die gemeenskappe moet saamwerk, en 'n paar projekte skep om in die behoeftes van die verskillende gemeenskappe te voorsien. Sulke projekte kan ook help om die kurrikulum op te dateer vir meer respons. Op hierdie manier kan meer geleenthede vir WIL vir studente geskep word. Daarbenewens het die navorser die drie fases vir die integrasie van WIL voorgestel, en kolleges kan self besluit, afhangende van hul programspesifikasies. Die navorser kom tot die gevolgtrekking dat WIL, ongeag hoe goed die modelle sonder samewerking is, 'n beperking kan bly, en dat kwalifikasies betekenisloos sou raak van wee die gebrek aan werk. Vervolgens stel die navorser voor dat meer navorsing gedoen moet word in ooreenstemming met die ontwikkeling of groei van die sakesektor. Die bevindings van hierdie studie was beperk tot die vier geselekteerde kolleges in die vier provinsies van SA, maar tog toepaslik en nuttig vir alle hoër onderwys in die wêreld.
Iningi labafundi abaphothula iBanga le-12 eSouth Africa (SA) baqhubekisela phambili izifundo zabo emaKholeji wezobuchwepheshe nezokuqeqeshwa (i-TVETCs). Lokhu kungenxa yokuthi, phakathi kokunye, amakolishi abukeka engabizi kakhulu futhi ayatholakala emiphakathini eminingi kuzo zonke izifundazwe (SA). Kodwa-ke, iningi lalaba bafundi libonakala linenkinga yokuphothula izifundo zabo ngenxa yokwehluleka ukuqeda imodyuli ye-Work Integrated Learning (WIL), okuyimfuneko yokuqala yokuthola iziqu nokuqashwa. Umcwaningi wayethanda ukwazi ukuthi imojula ye-WIL ikuthinta kanjani ukuphothulwa kwezifundo zabafundi. Umcwaningi asondele kulolu phenyo njengento efanelekayo (i-constructivist) esebenzisa umklamo wokufunda icala. Idatha yaqoqwa ngokuxoxisana namaqembu ahlelwe ngokwedlule. Kwatholakala ukuthi, phakathi kokunye, imodyuli ye-WIL yayingavunyelwe ukuqedwa ngenxa yokuncika kwayo ekutholakaleni kwemisebenzi. Ngaphezu kwalokho, ukuntuleka kwemisebenzi kwabafundi basekolishi bekungumphumela wokungalingani kahle kwekharikhulamu ngezidingo zangempela zabaqashi, ezifundweni zeBhizinisi. Ngokunjalo, i-Fourth Industrial Revolution isongela ukulahleka kwemisebenzi, okungenzeka ukuthi ithinte labo abaneziqu ku-Business Studies, yingakho ukukhethwa kwayo kulolu phenyo. Ukubhekana nalokhu, umcwaningi uhlongoze imodeli edinga ukuthi amakolishi, amabhizinisi, uhulumeni kanye nemiphakathi basebenzisane ekwenziweni kwamaphrojekthi anakekela izidingo zemiphakathi ehlukahlukene. Amaphrojekthi anjalo futhi angasiza ukuvuselela ikharikhyulamu ukuthi iphenduleke ngokwengeziwe. Ngale ndlela, amathuba amaningi e-WIL angakhelwa abafundi. Ngaphezu kwalokho, umcwaningi uhlongoze izigaba ezintathu zokuhlanganiswa kwe-WIL, futhi amakolishi anganquma ngakunye ngokuya ngemininingwane yohlelo lwabo. Umcwaningi uphetha ngokuthi noma ngabe amamodeli amahle kangakanani, ngaphandle kokubambisana u-WIL angahlala eyisibopho futhi iziqu zingaba yizezi ngenxa yokuntuleka kwemisebenzi. Ngemuva kwalokho, umcwaningi uphakamisa ukuthi kwenziwa ucwaningo olwengeziwe ngokuhambisana nokukhula noma ukukhula komkhakha webhizinisi. Ukutholwa kwalolu cwaningo bekukhawulelwe kumakholiji amane akhethiwe ezifundazweni ezine ze-SA, kodwa asasebenza futhi alusizo kuyo yonke imfundo ephakeme emhlabeni.
Educational Management and Leadership
D. Ed. (Education Management)

Over the last decade, the Early Childhood Education and Care (ECEC) sector in Australia has undergone major reform with both federal and state governments introducing learning frameworks to address the quality of early education and care. The National Quality Framework (NQF) (Australian Children’s Education and Care Quality Authority [ACECQA], 2018a) was established to raise quality and ensure that every Australian child receives the best possible start in life. As part of these reforms, the National Quality Standard (NQS) (ACECQA, 2018a) stipulates a requirement for the appointment of an Educational Leader in all prior to school settings: someone who will support, guide, and build the capacity of educators. The role of Educational Leader in ECEC is relatively new and there is a limited amount of research in this area. The aim of this research was to gain a deeper understanding of, and insight into, the day-to-day pedagogical leadership enactment and decision-making of Educational Leaders, with a view to broadening current definitions and understandings of the role. A constructionist approach that ascribes to an interpretivist theoretical perspective underlies the qualitative single-case study design adopted in this study. The research was conducted within the context of one early childhood education setting in Melbourne, Victoria, Australia. It involved participants with different roles in the setting, aimed at exploring how pedagogical leadership is understood and enacted. A qualitative single-case study design was selected to generate thick descriptions of how the Educational Leader gives direction, professional insight and informed expertise to educators in an ECEC setting, with major attention given to the uniqueness and complexity of the single case. Multiple methods of data collection were used over a six-month period: semi-structured interviews, shadowing, and the analysis of documents, artefacts and social media posts. Shadowing is not a commonly used method in early childhood research but was used in this study because of the richness of descriptive data that it offered and because of its suitability to the setting. The study sought to address two research questions: ‘How does the Educational Leader provide pedagogical leadership to early childhood educators in a particular early childhood setting?’ and ‘What are the influences that determine how the Educational Leader provides pedagogical guidance to educators in a particular early childhood setting’? Analysis of the data identified two main findings that addressed these questions. The first highlights the main features of the day-to-day functions of the Educational Leader at the setting. The second highlights some factors that influence the work of the Educational Leader. At times, these factors encourage success in their work and at other times they constrain success. The findings from this study provide a better understanding of the Educational Leader role in early childhood education and have the potential to inform policy. Of scholarly significance is the contribution of the shadowing method in research methodology, which is particularly useful in small-scale studies such as this one. Furthermore, the study contributes knowledge to the ECEC sector by providing insight into factors that influence how leadership practice is shaped and how the role of the Educational Leader is enacted in an ECEC setting.

碩士
東海大學
工業工程與經營資訊學系
107
In the past, technical and vocational education has cultivated basic technical talents of all occupational stratification, which not only contributed a lot to Taiwan's economic development, but also played an important role in social development. In 2010, the Ministry of Education, which attaches importance to industry-university cooperation, began to promote the “Technical and vocational education Reengineering Program”. In particular, the program will strengthen the link of industry-university practice to enhance the professional level of students. Technical and vocational education plans to highlight practical for enhanced features, cultivating high-quality professionals, and can be used to shorten the learning gap. However, the loss of industry-study policy’s essential can not improve the lack of labor, and the blind training strategy and goals of the company cause the student's training mechanism to be abnormal. These phenomena show that the Taiwan manufacturing industry is not mature enough to cultivate talents for industry-university cooperation. Taiwanese manufacturers still ponder how to invest in talent cultivation. Through literary review and in terms of “Ambidextrous Organization-Exploration and Exploitation” and” Resource dependence theory-Outcome interdependence and Behavior interdependence” of the two dimensions. At the same time, we choose six mechanical equipment company who participate the Cooperative Education System to our research subject. Through the talent cultivation process of six manufacturers, the cooperation interactional mode between enterprise and university, verify and complement of the four technical talent cultivation BA type. Through cooperation, the company and school gain the necessary resources between each other, is named “Labor position Ba”. To create a suitable learning style and tailoring the appropriate learning style, “Technical cultivation Ba” emphasis on interacting with students, adjusting the scope of the technology to the individual's performance or strengthening the depth of technology. Based on mutual help, not only the scope and depth of study can vary from person to person, but even empowers to teaching management level. It is possible to form an “active Ba type” that stimulates, innovates and learns, so students are encouraged to explore problems and inspire their potential. The process has a lot of groping or excessive, unmanaged or uninformed "inactive Ba type." the study is not only containing theoretical and practical meanings, also expected that how to build Talent cultivation and found Ba.

The Technical Vocational Education and Training (TVET) system in South Africa has undergone transformation. This includes the introduction of the National Certificate (Vocational) [NC (V)]. The literature on curriculum development and on the TVET college sector in South Africa informed a qualitative inquiry into the lecturers’ experiences of the implementation of the NC (V). The research site was the Tshwane South TVET College, Gauteng Province. Data were gathered by means of individual and focus group interviews with the Campus Manager, four Divisional Heads, and seven lecturers, selected by means of purposeful sampling. The findings were organised around the following key themes, namely the limited participation of the lecturers in curriculum design, the effectiveness of curriculum dissemination, the lecturers’ participation in curriculum review, their perceptions of the NC(V) entry level requirements, the NC(V)’s positioning on the NQF, assessment in the NC(V), the fit between the lecturers’ qualifications and the curriculum, the lecturers’ capacity-building, and finally, their perceptions of the involvement of the industry in the NC(V).
Educational Studies
M. Ed. (Comparative Education)

The phenomena of stakeholder identification and involvement in the affairs of public entities has become of great importance in the recent years. Literature review reveals the extent of knowledge and discloses gaps that exist in the management of technical training institutions in Kenya. Therefore, key research questions aimed at achieving the objectives of this study were formulated. For empirical responses, a sample comprising three institutions was chosen, where respondents were selected purposively. Focus group and individual interviews were conducted for qualitative data collection from purposively selected respondents. The data analysis led to the conclusion that stakeholders are varied and their involvement in specific issues minimal. This implies lack of clarity of knowledge of the stakeholders and variation regarding the extent to which they need involvement and the effects. One recommendation is to carry out an analysis to establish legitimate stakeholders and their specific potential influences.
Educational Studies

The purpose of this study was to determine how a specific group of lecturers identified and supported students experiencing language barriers. The study aimed to make a contribution by adding to literature on how language barriers affect teaching and learning at TVET level. The study was guided by the theory of Lev Vygotsky, known as the Sociocultural and Cognitive Perspective on Language and Communication Barriers in Learning. The study was conducted within a qualitative, constructive paradigm. Interview schedules were used for data collection. The researcher used semi-structured interviews and open-ended questions for data collection. Six National Certificate (Vocational) programme lecturers for NC (V) level 2 of the National Qualifications Framework (NQF) from the selected TVET College in Bojanala District, North West (NW) province were interviewed. The interviewees were purposively selected from three campuses in the district. Findings revealed that lecturers are affected by lack of support, lack of resources and lack of staff development when addressing language barriers experienced by students The study recommended that the Department of Higher Education and Training should provide a budget to provide professional development to lecturers teaching students experiencing language barriers.
Inclusive Education
M. Ed. (Inclusive Education)

The TVET colleges in South Africa contribute to the social and economic development of the country. It is for this reason that TVET colleges are expected to provide quality teaching and learning, but this core business of the colleges has been hampered by a lack of professional development or irrelevant professional development of lecturers. The study aims to investigate the relevance of professional development offered at a selected TVET college in the Free-State province and the improvement thereof. The study employed a qualitative research design involving 22 participants. The participants comprised of two executive managers, two campus managers, four heads of department, six senior lecturers and eight lecturers. The participants were purposively selected using purposive sampling. Face-to-face semistructured interviews were conducted to collect data from managers and two focus group interviews were employed to collect data from lecturers. The findings of the study revealed that there is a need for relevant professional development of lecturers at the selected TVET college. The most important recommendation with the potential to change the situation at the studied college is that the planning, organising, leading and control of professional development need to be done more professionally. If managers utilise management functions (planning, organising, leading and control) properly to manage lecturer’s professional development, lecturers will be in a better position to provide quality teaching. Other relevant recommendations are also provided.
Educational Management and Leadership
M. Ed. (Education Management)

M.Ed. (Education and Curriculum Studies)
In future, the twentieth century will be remembered as the century in which an unparalleled explosion 'occurred in knowledge, population, expectations and technology. Wherever people and progress are present, needs arise which may escalate out of proportion if there is not a certain measure of restraint or control over the tempo of augmentation and/or progress. As a result of certain critical deficiencies, the Southern African community finds itself battling with the challenges and problematic nature of the twentieth century. An area in which one of these deficiencies has reached alarming proportions is the area of skilled manpower, especially in terms of technology provisioning. To cope with this deficiency, more people had to be trained. This resulted in an acute shortage of appropriately qualified trainers and teachers. In an attempt to address" this further, underqualified and even unqualified teachers were appointed to meet the original need. Now, however, the formal training of prospective teachers is receiving urgent attention. The nature of formal training programmes is such that the growing number of under- or unqualified teachers cannot be accommodated. Even the formal groups who have received a more theoretical training and who have completed training, prove that there is an urgent need for practice directed training in particular. While this group of under- and unqualified teachers cannot be dispensed with, nor replaced on account of shortages and moral considerations, and, in most instances, do not comply with the minimum admission requirements for formal training, they are conveying knowledge in a "hit-ormiss" way and are acquiring experience (Kruger, 1980:4-5).

Despite much policy and research that underscores the need for a greater focus on the professionalism of teachers, including the capacity of teachers to collaborate around curriculum, the historical and contemporary framework of school organisation and practice tends to require individualist approaches to planning and teaching. This study examines the practices of teachers who are collaborating to design interdisciplinary curriculum as part of the South Australian Certificate of Education (SACE). A collective, purposeful case study is constructed to document collaborative planning practices in three key schools and a group of schools taking part in a professional learning STEM strategy to integrate subjects. To appreciate the demands of interdisciplinary planning the study includes the design and facilitation of workshops with Aboriginal women about Indigenous ways of knowing, being and doing, to seek alternative narratives to describe the emerging collaborative design cultures in the case study schools. Policy and SACE Authority data are interrogated to demonstrate the ways in which teacher collaboration is both encouraged and made relatively invisible. The study argues that the invisibility of collaboration around interdisciplinary approaches to learning needs to be addressed in policy and practices and exemplars made visible to promote wider take-up of interdisciplinary planning practices. Teachers and school leaders in the case study sites point to the ways in which collaborative design work interrupts routine individual practices and replaces them with more collaborative solutions. The study further finds that teachers embrace opportunities to build professional practices through planning learning discourses around curriculum creation processes. The study concludes with the design of a 'Collaborative Design Framework’ to support teachers to consider more collaborative ways of planning learning and inclusion of Aboriginal planning standpoints in mainstream education contexts.

Abstract is in English, Zulu and Afrikaans
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).
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).
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.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)

The aim of this study was to investigate the management of the function shift of Technical and Vocational Education and Training Colleges at the Department of Higher Education and Training. When the function shift of TVET Colleges took place, it provided an opportunity to research a phenomenon and obtain data that were not previously researched, as this was the first ever function shift or migration of colleges from the Department of Basic Education to the Department of Higher Education and Training. As such, this research not only explores a new phenomenon but also contributes to the body of knowledge regarding TVET in South Africa. This research was conducted at a TVET College in Newcastle, Kwa-Zulu Natal, South Africa. A qualitative, phenomenological study was conducted. The instruments for collecting data were individual and focus group interviews. Field notes were compiled during the various interviews, as deemed necessary by the researcher. All interviews were recorded digitally. The said digital recordings were transcribed and emanating themes were identified. Managers were selected as the interviewees. As this research was based on the management of the function shift, they were the most appropriate choice. A sample of staff was also interviewed, as two separate focus groups, to balance the scope and extent of the data, thus attempting to not only view the managerial paradigm as the sole reality. Findings made from the data were that the function shift was preceded by a previous migration of staff. That migration, however, saw colleges remaining in the same educational stream or level namely that of basic education. The staff at colleges, or technical colleges as they were called at the time, were previously employed by the State. This changed when the State created governing bodies for colleges or college councils, as they are known. Technical Colleges were then renamed Further Education and Training Colleges. These colleges were reporting to the Department of Education which saw a name change to the Department of Basic Education, as explained above. Employees were given the opportunity to migrate from State employment to council employment, which most staff members did. These college councils were later found to be dysfunctional, and the State arranged for colleges to be returned to the auspices of the State, but this time round they were usurped in the newly formed Department of Higher Education and Training. From a management perspective, the function shift was successful with minor challenges. Thus the staff felt that they did not receive adequate communication, thereby adversely affecting their financial positions. The researcher recommends further research among TVET Colleges regarding the management of this function shift. It is also recommended that all current channels of communication with staff be revisited, and improvement therein pursued, where possible. A final recommendation is that managers involved in a function shift be subject to a refresher course in change management before a function shift is implemented.
Educational Leadership and Management
M. Ed. (Education Management)

By drawing on community development values and principles as well as a social constructivist theoretical perspective, this study aims to understand how people who are homeless and the volunteers who serve them perceive their roles in terms of empowerment and disempowerment. Twenty-nine individuals have participated in this study: 18 had personal experiences of homelessness and 11 volunteered in the homelessness sector. This study collects data through informal in-depth interviews, and it thematically examines a research diary. Research outcomes suggest that volunteers feel elements of perceived and actual power in their volunteerism. The study argues that such power stems from a belief that volunteering benefits the volunteer, people experiencing homelessness and broader society. These findings are consistent with existing literature and popular discourse; however, my research discovers that volunteers also express guilt and a reluctance to self-identify as a volunteer. This reticence, which accompanies volunteers’ scrutiny of the role’s characterisation as superior, runs contrary to how scholarship and popular discourse often understand volunteers. Participants with first-hand experiences of homelessness characterise the role of the Australian ‘homeless person’ through notions of disempowerment and empowerment. They perceive disempowerment in the various ways they experience social disconnection: family rejection, a lack of companionship through friends and low-quality or precarious relationships within the home-less community. They also connect socially expected behaviours, rights, obligations, beliefs and norms to the disempowerment of welfare users. Nevertheless, through topics of public space, safety and protection, these participants express a sense of belonging and perceived empowerment. Crucially, this study finds that 13 of the 18 ‘homeless’ participants had volunteered in the homelessness sector. This unanticipated observation expands the study’s analytical focus beyond an oppression-privilege binary in order to explore the nuances of participants’ complex social positions. As a result, the study tracks the ways by which volunteering challenges what it means to be ‘homeless’ in Australia and how it helps some ‘homeless people’ overcome aspects of the power inequalities encountered in mainstream society and welfare contexts. Overall, the study submits that volunteering signals the personal resources, abilities, skills, knowledge and potential that home-less people possess to improve their own lives and determine their own future. Finally, the process of research challenges the student researcher’s expectations of what it means to perform as an effective scholar. The willingness and ability to listen - to offer kindness, sympathy and compassion – reconfigures how the student understands himself, others and good social work.

Bibliography: leaves 369-398.
xiv, 398, [19] leaves : ill., maps, ports ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
A comparative study of a selection of South Australian secondary schools during the period 1880-1919. The ideals of gender and national identity of the various schools are investigated through an analysis of archival records relating to their rhetoric, organisation and curricula.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000

Bibliography: leaves 369-398.
xiv, 398, [19] leaves : ill., maps, ports ; 30 cm.
A comparative study of a selection of South Australian secondary schools during the period 1880-1919. The ideals of gender and national identity of the various schools are investigated through an analysis of archival records relating to their rhetoric, organisation and curricula.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000

In recent years the use of digital technologies in education settings has increased dramatically worldwide, as devices such as tablets, digital cameras, interactive smartboards, and user-friendly software and applications have enabled teachers to harness the digital world. Research shows that digital technologies in educational contexts have had a very positive impact, because they allow teachers to enhance their teaching practices and support their students' learning. My study explored and presented the use of digital technologies in an Australian primary school by their teachers and students. The main objective was to describe early primary school teachers’ perceptions and teaching practices of including digital technologies (i.e. iPads and smartTV), and to show how young students used digital technologies enhancing their learning experiences. The research involved one single case of a school in western Melbourne. The data collection occurred during four terms in August 2016-July 2017. Foundation Year and Year One/Two learning communities were selected for classroom observation; students were aged between 5 and 8 years which fitted in early childhood range as well as in formal education setting (the primary school sector). The case study involved interviews with six classroom teachers, and observations of four learning communities (one Foundation Year learning community, and three Year One/Two learning communities) and students’ digital artefacts. These enabled me to generate an in-depth description of the contexts and meaning of digital technology mediated learning and pedagogical practices in a contemporary Australian classroom. I employed a constructivist paradigm to inform the research design and adopted a Learning by Design framework to help explain the findings. My study found that the participant teachers presented positive perceptions towards the use of digital technologies by young children and demonstrated a high level of understanding of the role and value of digital technologies in terms of supporting learning and teaching. These teachers used digital technologies in various ways to scaffold young students’ learning including offering rich learning resources, multimodal tools, game scenarios and in-built instruction and feedback. Learning activities involving digital technologies were categorised in the themes of I- Ready, I-Practise and I-Create to provide a complete picture of current implementation in the studied learning communities. Three themes of learning activities are important in terms of implementing digital technologies with young students. This is because young students need to be well prepared with digital operational skills with the learning activities in the theme of I-Ready. They also need to develop an understanding and gain knowledge about abstract concepts and theories from literacy and numeracy curricula in the theme of I-Practise. Since young students obtain digital operational skills and conceptualised knowledge, it is important to elevate their learning practices in the theme of I-Create which support them to be a digital producer who can apply their knowledge and skills of digital technology, literacy and numeracy to create multimodal texts and solve the new problems. In addition, my analysis of the I-Create theme implies that early childhood and primary school teachers need to increase their promotion of learning activities for supporting young students to be digital producers. Therefore, they may need practical and rich examples to inform their future implementation of digital technologies. Documenting and sharing practical uses of digital technologies would inspire teachers to tailor these learning examples and implement them in their own classes.

As new teaching and learning technologies begin to challenge the boundaries between time and place, distance and elearning are becoming mainstream approaches to increase access and improve quality in post-secondary education. Educators and educational managers are being challenged by the need to manage technology integration within institutions and within education systems. In 2007, the Government of Botswana established a new technical college with the specific mandate to expand technical and vocational education and training (TVET) provision by introducing distance and elearning programme delivery. This thesis reports on the findings of a case study undertaken during the first two years of the life of the college. The study aimed to identify the organisational structures and change processes needed for the successful implementation of distance and elearning and to discover how these structures and processes can be best managed. The field work was carried out within an interpretive paradigm in a longitudinal case study over 30 months. The approach was ethnographic and the data collection methods included documentary analysis and participant observation. Focussed interviews were carried out with a purposive sample of key respondents in order to further explore observations. Different theoretical and practical models of technology integration were investigated and the MIT 90s model was considered to be the most applicable and pragmatic. Theories of organisational change were researched to help understand the process. Lewin’s seminal work on field theory, group dynamics and the 3-step change model with the notion of driving and restraining forces on change gave a framework against which to analyse the process of change. The findings detail a change process which features a lack of preparation, perceived lack of management commitment by staff and poor timing in a top down approach to introducing distance and flexible learning. The findings show how an external group of change agents working as technical experts within clearly defined policy objectives and facilitating extensive staff development, were an insufficient driving force for change against the restraining forces of a bureaucratic organisational culture, strong mental models of traditional teaching and perceived lack of leadership.
Sociology
D. Litt. et Phil. (Sociology)

Abstract in English, Sesotho and French
Technical and Vocational Education and Training (TVET) colleges in South Africa face several challenges including low throughput rate. Low throughput rates have a strong bearing on the success of the TVET sector and its ability to respond to the needs of the country, such as skills shortages. The aim of the study was to investigate the implications of the National Certificate Vocational (NCV) students’ academic support on the throughput rate at the selected TVET college. Qualitative research methodology has been used to help the researcher to explore and gather rich information on the college throughput rate and provision of academic support. The study utilised a case study design. Participants were student support services and academic staff at the selected TVET college. The collection of participants in this research was using a purposive sampling technique. The researcher recorded and transcribed semi-structured interviews. The analysis of the data is based on thematic data. The themes used were derived from the research objectives and further broken down into categories and sub-categories. The study found that there are various factors that influence the students’ academic performance and the throughput rate such as students’ family background, academic difficulties, poor class attendance, poor infrastructure, lack of professional development opportunities, lack of career guidance, lack of academic support and shortage of Student Support Services (SSS) staff. The study also found that students are not making use of the student support services because of lack of information about the SSS unit at the college. Without proper students’ academic support programmes, students are likely not to succeed academically. Various challenges that hinder the effective utilisation of the academic support services include lack of qualified personnel, being understaffed, low prioritisation of academic support programmes by college management and limited access time. The college needs to develop ties with key stakeholders such as other TVET colleges and the Department of Basic Education to provide a forum for sharing crucial academic support information. The researcher suggests that more trained and qualified personnel should be hired to support students’ academic support. Administration of admission tests for students should be enhanced, and the test results should be available round the clock. College management should demonstrate dedication to the well-being of students by prioritising and acknowledging academic support as vital to the academic performance of students.
Likoleche tsa thuto ea mahlale le koetliso (TVET) Afrika Boroa li tobana le liphephetso tse 'maloa ho kenyeletsa le tekanyetso e tlase. Litefiso tse tlase tse kenang li na le katleho e kholo katlehong ea lekala la TVET le bokhoni ba eona ba ho arabela litlhoko tsa naha tse kang khaello ea litsebo. Morero oa thuto e ne e le ho etsa lipatlisiso mabapi le litlamorao tsa tšehetso ea thuto ea baithuti ba NCV ka sekhahla sa thuto e fumanehang kolecheng ea TVET. Tlhahlobo e matla ea lingoliloeng e ile ea etsoa ho lekola phepelo ea lits'ebeletso tsa tšehetso ea thuto le sekhahla sa koleche e tsoang. Mokhoa oa ho etsa lipatlisiso tse nepahetseng o ile oa sebelisoa ho lumella mofuputsi ho fumana leseli le fumanehang ka sekhahla sa koleche le tlhahiso ea tšehetso ea thuto. Boithuto bo sebelisitse moralo oa thuto ea linyeoe. Barupeluoa e ne e le litšebeletso tsa tšehetso ea baithuti le basebetsi ba TVET koleche e khethueng. Mokhoa o nang le sepheo oa ho etsa sampole o sebelisitsoe ho khetha barupeluoa thutong ena. Lipuisano tse hlophisitsoeng hantle li ile tsa tlalehoa tsa ba tsa hatisoa. Ho ile ha sebelisoa tlhahlobo ea tlhaiso-leseling ho hlahlobisisa lintlha. Litema tse sebelisitsoeng li nkiloe ho sepheo sa lipatlisiso 'me li arotsoe hape ka mekhahlelo le likarolo tse ka tlase. Boithuto bo fumanoeng ho na le lintlha tse fapaneng tse amang ts'ebetso ea barutoana le maemo a thuto a fetoloang joaloka maemo a lelapa a baithuti, mathata a thuto, ho se be teng hantle ha sehlopha, tikoloho e mpe, ho haella ha menyetla ea nts'etsopele ea mosebetsi, ho hloka tataiso ea mosebetsi le khaello ea basebetsi ba SSS. Boithuto bo boetse bo fumane hore baithuti ha ba sebelise litšebeletso tsa tšehetso ea baithuti ka lebaka la tlhaiso-leseling e mabapi le yuniti ea SSS eo koleche e e hlokang. Ntle le mananeo a ts'ehetso ea thuto ea baithuti, baithuti ba ka nna ba se atlehe sekolong. Liphephetso tse fapaneng li sitisa ts'ebeliso e ntle ea lits'ebeletso tsa tšehetso ea borutehi ho kenyelletsa, ho haella ha basebetsi ba tšoanelehang, ho se sebetse, ho etelletsa pele merero ea tšehetso ea borutehi ke batsamaisi ba koleche le nako e lekanyelitsoeng ea ho fihlella. Ho na le tlhoko ea koleche ea ho theha likhokahano le bankakarolo ba bohlokoa joalo ka likoleche tsa TVET tse ling, Lefapha la Thuto ea Motheo ho ba le sethala sa ho arolelana leseli la bohlokoa ka tšehetso ea thuto. Mofuputsi ke mohopolo oa hore basebetsi ba tšoanelehang le ba ngolisitsoeng haholo ba lokela ho hiroa ho matlafatsa phepelo ea tšehetso ea thuto ho baithuti. Tsamaiso ea liteko tsa kamohelo ea baithuti e lokela ho ntlafatsoa, 'me liphetho tsa liteko li lokela ho fumaneha ho potoloha le nako. Tsamaiso ea koleche e lokela ho bonts'a boitlamo boiketlong ba baithuti ka ho etelletsa pele le ho amohela tšehetso ea thuto ea baithuti e le karolo ea bohlokoa katlehong ea thuto ea baithuti.
Les collèges d'enseignement et de formation techniques et professionnels (EFTP) en Afrique du Sud sont confrontés à plusieurs défis, dont un faible débit. Les faibles taux de production ont une forte incidence sur le succès du secteur de l'EFTP et sa capacité à répondre aux besoins du pays tels que les pénuries de compétences. Le but de l'étude était d'étudier les implications du soutien académique des étudiants NCV sur le taux de débit au la selection TVET collège. Un examen approfondi de la documentation a été effectué pour explorer la prestation de services de soutien scolaire et le taux de rendement des collèges. Une méthodologie de recherche qualitative a été utilisée pour permettre au chercheur d'explorer et d'obtenir de riches informations sur le taux de rendement des collèges et la fourniture d'un soutien académique. L'étude a utilisé un plan d'étude de cas. Les participants étaient des services de soutien aux étudiants et du personnel universitaire du collège la selection TVET. Une technique d'échantillonnage raisonné a été utilisée pour sélectionner les participants à cette étude. Des entretiens semi-structurés ont été enregistrés et transcrits. Une analyse thématique des données a été utilisée pour analyser les données. Les thèmes utilisés étaient dérivés des objectifs de la recherche et ceux-ci étaient ensuite divisés en catégories et sous-catégories. L'étude a révélé qu'il existe divers facteurs qui influent sur le rendement scolaire des élèves et le taux de rendement, tels que les antécédents familiaux des élèves, les difficultés scolaires, la faible fréquentation des classes, les mauvaises infrastructures, le manque de possibilités de développement professionnel, le manque d'orientation professionnelle, le manque de soutien scolaire. et la pénurie de personnel SSS. L'étude a également révélé que les étudiants n'utilisent pas les services de soutien aux étudiants en raison du manque d'informations sur l'unité SSS que le collège. Sans programmes de soutien scolaire appropriés, les étudiants ne réussiront probablement pas sur le plan scolaire. Divers défis entravent l'utilisation efficace des services de soutien scolaire, notamment le manque de personnel qualifié, le manque de personnel, la faible hiérarchisation des programmes de soutien scolaire par la direction du collège et le temps d'accès limité. Il est nécessaire que le collège établisse des liens avec les principales parties prenantes telles que les autres collèges de l'EFTP, le Département de l'éducation de base afin d'avoir une plateforme pour partager des informations vitales sur le soutien académique. Le chercheur est d'avis qu'un personnel plus qualifié et plus inscrit devrait être embauché pour renforcer la prestation d'un soutien scolaire aux étudiants. L’administration des tests d’admission des étudiants devrait être améliorée et les résultats des tests devraient être accessibles 24 heures sur 24. La direction du collège devrait montrer son engagement envers le bien-être des étudiants en priorisant et en reconnaissant le soutien scolaire des étudiants comme étant essentiel à la réussite scolaire des étudiants.
Educational Leadership and Management
M. Ed. (Education Management)

Fundamental educational change is necessarily an outcome of authentic participation confirmed in community struggle against defined forms of oppression: this is the proposition explored in the course of the three case study experiences presented here. Similarly, the contexts, conditions and terms of participation are considered with regard to defining the character of authentic 'political' success.