Academic literature on the topic 'Technical education teachers Training of Australia Case studies'

The article analyzes the main trends in the development of the scientific and pedagogical personnel training system in Russia and foreign countries. The main method of collecting empirical information is quantitative content analysis of the leading universities’ site content. The case selection is based on the QS (Quacquarelli Symonds World University Rankings – 2016 and 2020) – global university ranking (top 500). The selection of Russian universities has been carried out on the basis of the QS BRICS – 2016 and 2020 university ranking. Based on the results of the selection of the leading universities, 60 universities of North and Latin America, Russia, China, Europe, and Australia have been selected. The comparison criteria of higher education institutions are codified in the content analysis matrix. We compared the entry requirements, the content and organization of the doctoral studies, and the “exit” – the learning outcomes. The results of the research are the distinctive characteristics of the Russian teacher training doctoral programs and foreign doctoral programs EdD, EdLd, PhD in Education. It is revealed that foreign universities are characterized by an orientation to a variety of labor markets, differentiation of programs and career paths; studentoriented approach; flexible choice of learning formats; focus on the preparation of the author’s original research; close attention to the idea of the dissertation research, programs, scientific publications, dissertation text, multilevel assessment (program Manager, scientific consultant, elective teachers on the topic of the dissertation, the head of the postgraduate seminar, external experts); online learning; high quality of technical and informational environment. The characteristics of the Russian doctoral studies, which impede differentiation of the paths of dissertation preparation by doctoral students depending on the specifics of the scientific research area, limit the possibility of implementing the practical results of the dissertation and reduce the potential for professional growth of doctoral students.

The analysis conducted in this paper provides useful insights about training of vocational and technical teachers, both in terms of the theoretical framework surrounding the concept and how it’s applied in Europe in general and Greece in specific. Taking the analysis of technical teachers’ training into account, as well as its basic concepts and characteristics, it is clear that the central aim of the concept is to combine the need for teachers to acquire the necessary professional skills to practice their profession and be consistent with labour market and industrial standards at the same time. In order for these objectives to be achieved, vocational and technical teachers need to be subject to professionalization, which shall accompany throughout the whole duration of their professional career. These needs are summarized in that teachers must be characterized by discipline, acquisition of certain academic knowledge, and their combination with pedagogical studies. The case study of ASPETE’s training program for vocational and technical teachers was very indicative of what these teachers actually need, in order to effectively practice their profession. Essentially, training programs must focus on the changing roles and tasks for vocational and technical teachers in modern years, as well as combine academic courses with real-life practice, so that prospective teachers are exposed to real teaching activities, long before they officially start building their professional career.

The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N-Level 4 economics in one college at Motheo Technical and Vocational Education and Training College. The seven categories of teacher knowledge by Shulman's (1987), underpinned this study. In addition, the pedagogical challenges of Business Studies in secondary schools by Kimotho (2016) serve as a lens to understand the economics teachers’ challenges in a Technical, Vocational Education, and Training college. This qualitative research approach used an exploratory case study research design, and selected two economics teachers purposefully and their students who were observed in two different classrooms and later interviewed individually. The findings revealed that the economics teachers displayed five pedagogical challenges associated with content knowledge (CK), curriculum knowledge, pedagogical content knowledge (PCK), knowledge of students, and the interaction with students. Based on the study’s limitation, there is a need to identify the educational implications on economics teachers’ pedagogical challenges when teaching economics to N-Level 4 students.

The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N-Level 4 economics in one college at Motheo Technical and Vocational Education and Training College. The seven categories of teacher knowledge by Shulman's (1987), underpinned this study. In addition, the pedagogical challenges of Business Studies in secondary schools by Kimotho (2016) serve as a lens to understand the economics teachers’ challenges in a Technical, Vocational Education, and Training college. This qualitative research approach used an exploratory case study research design, and selected two economics teachers purposefully and their students who were observed in two different classrooms and later interviewed individually. The findings revealed that the economics teachers displayed five pedagogical challenges associated with content knowledge (CK), curriculum knowledge, pedagogical content knowledge (PCK), knowledge of students, and the interaction with students. Based on the study’s limitation, there is a need to identify the educational implications on economics teachers’ pedagogical challenges when teaching economics to N-Level 4 students.

Teachers often test course materials by using them in class. Usability testing provides an alternative: teachers receive student feedback and revise materials before teaching a class. Case studies based on interviews and observations with two teaching assistants who usability tested materials before teaching introductory technical writing demonstrate how usability testing can make novice teachers more confident about and help them predict student experiences with their assignments. By helping to train teachers, usability testing can also help better serve students.

Studies have shown that solving real-world problems involving triangles is one of the most difficult topics for the pre-service secondary mathematics teachers engaging study and training in metropolitan institutions. We have known little about performances of the pre-service mathematics teachers from regional, rural and remote (RRR) areas engaging study and training in regional universities. This case study intends to explore whether solving word problems involving triangles would also be challenging for the RRR pre-service mathematics teachers, and what unique factors may negatively affect the RRR student teachers’ performances in solving word problems involving triangles. This study compared the works of two groups of the first-year pre-service mathematics teachers who enrolled in an undergraduate education program in a regional university in Australia. The two chosen word questions for comparison were parts of the assignments involving solving triangles to the students. Through statistical analysis, this study indicates that the considerable proportion of no attempts among the enrolled RRR students is the distinctive difference between the metropolitan and RRR pre-service mathematics teachers. Although still challenging, the RRR student teachers who attempted the word problems seemed performed better than the metropolitan students in solving word problems involving triangles.

Teachers play an important role in the development of human capital by nurturing and building the intellectual capacity of learners. Academic research revealed that teachers, particularly in Technical Vocational Education and Training (TVET) colleges are faced with array of challenges constricting the drive towards equipping students with the appropriate practical skills as a result of dwindling motivation. Previous studies in the canon of motivation and performance studies have largely focused on industrial organizations and financial institutions with a sparse attention on teachers of TVET colleges of education in Nigeria. The paper seeks to stimulate the important discourse of motivation as a pathway to the realization of effective teachers’ performance in Nigeria’s TVET colleges of education. The Multiple Case research design was employed with a total of 120 teachers recruited from three selected TVET colleges. Findings revealed that intrinsic motivation has no significant association with teachers’ performance. A positive and significant association exists between extrinsic motivation and teachers’ performance. Amongst all other factors of motivation, total basic salary package appears to be the most impactful motivating factor for teachers. The study makes a case that for a proactive and robust teachers’ performance, TVET must appreciate and harness effective extrinsic motivational strategies for viable teachers’ performance.

Many people in the twenty-first century are familiar with technology. The Education? Ministry of the Kingdom of Cambodia has also included ICT subjects in the school curriculum. However, due to the lack of preparation, many Cambodian teachers, especially those living in the countryside, face many challenges with ICT applications and seem unprepared to use ICT in their teaching. The current study employed a quantitative method through survey techniques. It aimed to examine Cambodian teachers' perceptions of ICT use in the classroom, the level of training on ICT, and the challenges of technical support and ICT infrastructure in schools. 109 teachers (25 females) were asked to participate in the study. The results show that all the teachers had a positive attitude toward using ICT in teaching. Although most of them are confident in their ability to use ICT, less than half use it in their teaching. The result also shows that most teachers received training on using ICT, but they possessed only basic computer skills. Most of them reported that having poor access to computers and the internet was their main challenge. Future studies should be conducted using a qualitative or mixed-methods design with similar topics. The study regarding the challenges of implementing an ICT school curriculum provided by MoEYS is also recommended.

Academic excellence of students with special needs depends on many factors such as the level of individual intelligence, slow development, the level of hearing loss, vision problems and age at diagnosis. Children who have been identified to undergo continued in the preschool early intervention such as the use of hearing aids, provide training in language and communication, socialization, teaching them how to read and write using Braille, improve motor skills, orientation and mobility to increase student confidence. The findings of previous studies have found the teachers lack the skills, knowledge, experience and the lack of disclosure of the technical conduct of early intervention. Therefore this study was conducted to explore the practice of implementation of early intervention preschool special education towards preparation for school. This study used a qualitative approach with case study design. Data were collected through structured interview techniques and document analysis. The study used purposive sampling involving three preschool special education teachers with learning disabilities, vision and hearing. Data was analyzed using ATLAS. ti 7.1.8.The findings show that there are seven themes identified practices affecting the implementation of early intervention teachers' understanding of early intervention, early intervention program implementation practices, Preschool Special Education curriculum, teacher recruitment, infrastructure, collaboration and monitoring. The implications of these findings suggest that preschool teachers need specialized training in the implementation of early intervention in preschool special education. The Ministry of Education should devise strategies to improve pre-school teachers in order to help special education students toward school supplies.

Sustainable education systems in tertiary institutions aim to reduce the negative impact of the COVID-19 pandemic. To identify the readiness of educational institutions for current and future problems, a survey was conducted among a representative number of teachers and students. The purpose is to substantiate the importance of distance technologies for sustainable education in Ukraine. As the result, we’ll have fine tools to select the best distance technologies for education that can fully support academic communication. The conducted studies allowed us to conclude that distance technologies expand the accessibility of sustainable education. However, we also The article identifies problems in the introduction of distance technologies into the system of sustainable education of a technical, organizational and psychological nature. However, the pandemic motivated teachers to actively explore the new possibilities of distance technologies, as well as to implement them in the educational process. The inclusion of online education into classical education makes it possible to expand competencies through specialized training and professional platforms, significantly improving the quality of education. A feature of the spread of distance technologies in Ukraine has become a one-time, large-scale implementation of them in the educational process, which ensures the stability of educational systems in the future.

Doctor of Philosophy
The current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)

Nesta dissertação será abordada a política da educação profissional no Estado do Paraná, a partir de 2003, e sua efetivação no Colégio X, mantido pela Secretaria de Estado da Educação (SEED-PR). O estudo de caso teve como objeto o Curso Técnico em Turismo, integrado ao ensino médio e ofertado pela referida instituição. Com base na pesquisa do tipo qualitativa, buscou-se analisar a oferta do curso Técnico em Turismo, integrado ao ensino médio do Colégio X na perspectiva apontada pelos documentos oficiais. Perpassaram pelos estudos questões relacionadas aos recursos materiais e aos humanos do curso. Destarte, foram estabelecidas relações entre a infraestrutura do Colégio X, disponibilizada ao referido curso técnico em relação às recomendações do Catálogo Nacional de Cursos Técnicos (CNCT). Também foi analisado o PPP do curso em relação às Diretrizes da Educação Profissional do Paraná (DEPs) bem como, caracterizado o corpo docente do mencionado curso, no qual pesquisamos suas representações acerca do trabalho como princípio e ensino médio integrado, categorias fundantes das DEPs. Os resultados revelaram que a infraestrutura (recursos materiais) se mostra insuficiente em relação às recomendações do CTNC, e que o PPP do Colégio X se encontra diametralmente oposto aos fundamentos das DEPs quando comparado os fundamentos de cada um desses documentos. Na caracterização dos professores, entre outros levantamentos, apuramos profissionais sem vínculos empregatícios, notadamente quando se trata dos docentes das disciplinas técnicas. Ainda foi constatado que suas formações continuadas, ofertadas pela mantenedora, não vem atendendo as especificidades para a formação técnica em turismo. Acerca das DEPs e dos fundamentos filosóficos que a sustentam, apuramos que um reduzido número de professores tem conhecimento sobre o assunto. A grande maioria dos docentes demostraram distanciamentos do referido documento e incompreensões acerca das categorias investigadas. Por fim, quando estudamos a história e estabelecemos relação com a atualidade, os dados revelam que pouco se alterou ao longo da existência da educação profissional no Brasil, marcada por sua dualidade estrutural.
In this dissertation will be addressed the professional education policy in the State of Paraná, since 2003, and its effectuation at school X, maintained by the State Department of education (SEED-PR). The case study had as object the technical course in tourism, integrated to high school and offered by the referred institution. On the basis of qualitative study, aimed to analyze the supply of technical course in Tourism, integrated into the high school of College X in the perspective indicated by the official documents. Permeated by studies issues related to material and human resources of the course. Thus, relations have been established between the infrastructure of the College X, provided to the referred technical course in relation to the recommendations of the national catalogue of technical courses (CNCT). Was also analyzed the PPP of the course in relation to the guidelines of the Professional Education of Paraná (DEPs) and yet, characterized the teaching staff of the mentioned course, in which we research their representations about work as a principle and integrated high school, foundational DEPs categories. The results revealed that the infrastructure (material resources) is insufficient compared to the recommendations of CTNC, and that the College‟s X PPP is diametrically opposed to the fundamentals of the DEPs when compared the fundamentals of each of these documents. In the characterization of teachers, among other surveys, we found no professional employment relationships, especially when it comes from teachers of technical subjects. Still was verified that their continued education, offered by the maintaining entity, does not answer the specifics for technical training in tourism. About the DEPs and the philosophical foundations that support it, was found that a small number of teachers have knowledge about it. The vast majority of teachers demonstrated distancing from the document and misunderstandings about the categories investigated. Finally, when we study the history and establish relationship with the present, the data shows that little has changed over the existence of professional education in Brazil, notably marked by its structural duality.

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).

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 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)

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)

This exploration investigates lecturers’ experiences of the role of professional development on TVET lecturers. Lecturers’ professional development is often viewed as the source to effective learning developments. Lecturer effectiveness at TVET Colleges depends on the constant professional development to avoid encounters that they face due to endless differences taking place in technology and national curriculum. The result of proper professional development of lecturers is that both students and the organisation benefit from it. Hence, lecturers are likely to be subjected to continuous professional development to be well informed with the constant adjustments taking place in the education system. This occurs as the lecturers are pressurised to participate in a variety of regular professional development programmes that are not designed to suit their specific requirements. This leads to, professional development becoming ineffective in assisting the lecturer developing their training in their specific areas of knowledge. A literature review was used to determine what other writers say about the concept of professional development. A qualitative study was employed and two research instruments were used: semi-structured interview sessions and document analysis.Information was collected through the interviews, centred on pre-planned interview questions. Purposive sampling was used and nine experienced participants were selected for this study. Lecturers’ were questioned about their experiences of professional development at a TVET College in the Kwazulu Natal district. The conversations were recorded, translated and scrutinised to discover lecturers’ opinions about professional development in their college. This investigation was guided by three important questions: How effective are staff development programmes managed for lecturers in their areas of specialisation? Secondly, How effective are the policies regarding staff development in TVET Colleges? Finally, what role does senior management play in CPD in Majuba TVET College? Findings indicate that the principals of the colleges are not managing the continuous professional development of lectures. It is left upon the lecturers themselves to manage their professional development. It is expected that this investigation and the literature review will influence the management of professional development for the advantage of lecturers and the college.
Educational Leadership and Management
M. Ed. (Education Management)

Three case studies are presented here to demonstrate some effective professional learning approaches set in remote contexts. Through the use of case studies, this chapter illustrates and discusses how remote workforce training is conducted in the school education sector in remote northern Australia. Workforce training in this chapter is geared towards professional learning required to build the capacity of school leaders located a long way from urban and city locations. Each case study focuses upon the interplay between the quality of professional learning opportunities available to remotely located participants and the use of technologies to support learning in remote locations. Issues emerging from the case studies are discussed, with particular attention paid to the enabling nature of the selected technologies. The chapter concludes by proposing some future directions and potential research activities.

This chapter provides a case study of professional development for a cohort of Asian languages teachers in Australia who undertook training with new technologies during 2011. While the use of emerging technologies requires a learning curve in terms of technical skill, the pedagogical understanding and affordance of those teaching and learning platforms have to be equally acquired. The group of 41 teachers of Chinese (Mandarin), Indonesian, and Japanese participated in three interwoven yet distinct components: exploration and integration of new technology devices and applications, familiarization with the pedagogical affordances of new media in the classroom, and acquaintance with action research as a tool for teacher professional development. Findings indicate that the chosen combination was a successful mixture to improve their professional practice while integrating innovative approaches into classroom practices that were not only effective in the immediate term but also sustainable over the longer term.

"The problem of motivation is one of the most important in determining the driving mechanisms that force a person to learn, work, master something new. Motivation to work is one of the key elements of challenging yourself on the way to self-development. Motivation has deep psychological and moral roots and is a complex multifaceted phenomenon that often defies logical comprehension. In addition, it is an ephemeral, elusive thing; it is not a permanent feature of a person in one or another area of his activity. Accordingly, it is the problem of origin, retention, and in a good scenario of strengthening the motivation that is in one of the first place among the tasks that modern teachers face. Rapid scientific and technological development and progress in various fields of knowledge, new scientific and technical discoveries and the need for new high-tech developments require specialists with a high level of education and high-quality professional training. This applies not only to scientific and technical spheres, but also to natural-applied and humanitarian areas. All this makes higher education today a prestigious and extremely attractive goal for most young people, making young people use their studies at a university as a social lift for further personal development and career development. At the same time, a situation is observed when entering universities, many young people are faced with a serious problem of lack of motivation to learn, or they are demotivated in the learning process, which often leads to a very low level of quality of their studies, and sometimes makes them interrupt study for academic leave or give it up completely. Pedagogical science has accumulated a wealth of experience in studying this problem, however, the modern challenges of a changing world require pedagogy to constantly monitor changes and search for new approaches to solving the problems that students have in the course of obtaining higher education. The authors study this problem, taking as an example Russia, which is a country at the crossroads of Europe and Asia, where features of European and Eastern culture are combined in people. The authors approached the issue from several important angles. The article analyzes the socio-economic and political characteristics that affect the motivation for learning among young people. Particular attention is paid to the state of the current Russian society, spiritual and moral guidelines of young people, their goals and views on life and their own future. The authors emphasize the importance of family, religion and spiritual and moral development in the issue of motivation to work and study. The authors come to the conclusion that the problem of lack of motivation is based on a combination of reasons, but its root is primarily in the family upbringing of the student, as well as in his moral component and emotional and psychological maturity of the individual. The article provides an overview and some of the changes in student motivation associated with the COVID-19 pandemic and online learning. It is important to note that in the course of their research, the authors relied on their many years of experience in teaching at higher educational institutions in Russia."