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

The main purpose of this study was to investigate the attitudes of the staff and students at a metropolitan high school towards the vocational Education program, through examining the factors affecting the development of those attitudes and the factors affecting the implementation of the program at the school. The theoretical base of the study draws on the theories of attitude formation proposed by Fishbein (1963) who believed that there is a close relationship between individual belief systems and attitude formation. With respect to the formation of attitudes towards Vocational Education, this study proposes that in a school context influential areas are significant others, past experiences, individual personalities and information. The research is descriptive in nature. The staff and students were asked to complete a questionnaire and were formally interviewed. A measure of the non-verbal behaviour of staff and students during the interviews was also undertaken using a five point scale from negative to positive. The research was undertaken in a single metropolitan senior high school in Western Australia and the sample consisted of 14 staff and 240 students. The main findings of the study show that the majority of staff and students had developed negative attitudes towards Vocational Education. They believed that the course lacked rigour and that significant others such as peers, parents, students and the Western Australian Ministry of Education did not esteem Vocational Education. No needs analysis had been conducted prior to the introduction of the course in the school and staff were given no choice as to their involvement in teaching the units. Staff believed they were inadequately trained in the Vocational Education area and this led to low levels of confidence in teaching the course. The research question was investigated in terms of eight variables: individual attitudes towards Vocational Education; ,perception of the attitudes of significant others towards Vocational Education; satisfaction with course structure; satisfaction with availability of resources and equipment; level of choice with regards to involvement in Vocational Education; degree of ownership towards the course; level of involvement in decision making; and inservicing availability. With the exception of variable four; response to resources and equipment, the response by staff and students to questionnaire and interview items relating to the remaining variables were negative. The implications of the results of the study are discussed in full.

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.<br>Data were collected using observation, interviews, questionnaires, and salient documents.<br>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.

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.

This dissertation examines literacy practices in settings that have been transformed by changes in capitalism of the last forty years. These settings are characterized by increased technologization, accrediting processes, team-building, and a requirement for independent critical thinking on the part of workers. The two school-to-work programs included in the dissertation are biotechnology and nursing. Both were sited in a two-year urban community college and both had the characteristics mentioned above. However they also provided a contrast it two ways. First, nursing is a traditional practice that has recently been transformed by changes in capitalism while biotechnology is a completely new field that didn't exist forty years ago. Second, students in these school-to-work programs were pointed towards different class positions within their work settings; biotechnology students toward elite positions, and nurses toward a more traditional and less elite position. The dissertation examines how apprentice workers in these settings learn new practices of a changed capitalism through literacy and other discursive processes as they move back and forth between school and work settings. It also examines students as they learn other aspects of capitalism through the grammars of their respective fields. These include gendered work identities, highly prescriptive critical thinking processes that bear the footprints of a sociohistorical past, and new processes of thinking and acting that are characteristic of a new moment in capitalism.

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.

Thesis (MEd)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: The main goal of this thesis was to better understand the role and function of the focus schools project in the Western Cape, to explore the reasons for their emergence in 2006, and to locate the policy initiative within historical and policy developments around vocationalism in the province. The study focused in particular on how one focus school experienced the roll-out of this policy decision, what the impressions of the learners and educators at a case study school were, and also how officials attached to the Western Cape Education Department described the emergence and implementation of the policy. Further goals of the study were to contextualize the policy process that led to this form of provision, and to conceptualise how this fitted in with educational development issues in the province. A brief backdrop of historical developments and its role in the education of communities in the Western Cape, particularly the coloured community, was provided to contextualize the policy initiative. The main contribution of the thesis is its description and analysis of policy documents and the viewpoints of a range of people connected to a new provincial initiative, focus schools, with regard to what a focus school is meant to achieve and how it is experienced. Data was collected by studying a range of unpublished policy documents, and to link these to interviews conducted with departmental and district officials, educators, learners, and one principal in relation to one case study school. The study showed that focus schools were regarded mainly as a form of vocational education provision to accommodate the desire of the Western Cape economy for intermediate skills in the mid-2000s. It illustrated how the focus school band has run its own unique course within educational structures since 2006, and highlighted how they have fulfilled their goal of getting more learners from historically disadvantaged communities into further study or into positions that better serve the needs of the local economy. The thesis suggested that the policy focus of getting learners into higher education seemed misguided and contrary to the goals of vocational education provision. This policy confusion was further highlighted by learners interviewed in the study who noted that they would have preferred to follow a more academically-based path. Few believed they could either get to university (as claimed by policy officials) or into a viable employment poisition by following a vocational route at school.<br>AFRIKAANSE OPSOMMING: Die hoofdoel van die tesis was om ´n beter begrip van die rol en funksie van die fokusskool-projek in die Wes-Kaap te verkry, die redes vir die ontstaan van hierdie skole in die jaar, 2006 te ondersoek, asook om die beleids-inisiatief binne die historiese en beleidsontwikkeling rondom beroepsonderwys (vocationalism) in die provinsie na te speur. Die navorsing konsentreer hoofsaaklik op hoe een fokusskool die implementering van die beleidsbesluit ervaar, en in hoe ´n mate die leerders en die opvoeders verbonde aan die gevallestudie-skool die onderwysvoorsiening beleef. ´n Gedeelte van die ondersoek gee ook die sieninge van sleutelpersone in die Wes-Kaapse Onderwysdepartement weer. Verdere doelwitte van die ondersoek was om die beleidsproses wat gelei het tot hierdie onderwysvoorsiening te kontekstualiseer, en om dit te konseptualiseer in hoe ´n mate dit inpas in die opvoedkundige ontwikkeling binne die provinsie. ´n Kort agtergrond skets van die historiese ontwikkeling en die rol wat onderwys in die gemeenskappe van die Wes-Kaap, spesifiek die van die bruin (kleurling) gemeenskap was aangebied om die beleids-inisiatief te konseptualiseer. Die belangrikste bydrae van die tesis is die beskrywing en analise van beleidsdokumente en die standpunte van 'n verskeidenheid van mense wat betrokke is by die nuwe provinsiale inisiatief, fokusskole, met betrekking tot wat fokusskole beoog om te bereik en hoe dit beleef word. Inligting was versamel deur die bestudering van 'n reeks van ongepubliseerde beleidsdokumente, en dit verbind met onderhoude wat gevoer was met departementele- en distriks-amptenare. Opvoeders, leerders, en 'n skoolhoof verbonde aan een gevallestudie skool was ook ondervra. Die navorsing het getoon dat fokusskole ´n vorm van beroepsonderwys is om die strewe van die Wes-Kaapse ekonomie vir intermediêre vaardigheidsvlakke te verhoog. Die planne was gedurende die middel 2000´s in werking gestel. Die navorsing het ook getoon dat die fokusskool-projek sy eie unieke verloop binne die onderwys strukture sedert 2006 gehad het. Die ondersoek het ook getoon dat die strewe om meer leerders uit die historiese benadeelde gemeenskappe sover te kry om verder te gaan studeer of posisies te vervul om die plaaslike ekonomie te bedien, nie so suksesvol is soos die beleid dit vooruitstel nie. Die tesis stel voor dat die beleidsfokus om leerders na hoër onderwys te lei, misleidend is en teenstrydig is met die doelwitte van beroepsonderwys. Die verwarring wat deur die beleid veroorsaak was, was verder belig deur die leerders wat onderhoude mee gevoer was. Die leerders se mening is dat hulle liefs verkies om die meer akademiese-gebaseerde weg te volg. Min van hulle het geglo dat hul weg oop is na hoër onderwys soos wat amptenare van die Wes-Kaapse Onderwysdepartement beweer of dat beroepsmoontlikhede daar is nadat hy beroepsonderwys in fokusskole gevolg het.

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 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.

The purpose of this study was to develop a profile of the successful secondary marketing teacher based upon perceptions of teaching award recipients in marketing education. A naturalistic inquiry paradigm using the case study approach was the research design selected for the study. Semistructured, open-ended interviews were conducted with 11 teachers who were recipients of the annually presented, state-level teaching award in marketing education in the states of North Carolina and Virginia. Data collected from the interviews were analyzed according to tenets associated with the constant comparative method. The perceptions of the participants were organized and coded into the following five core categories established by the research questions: (a) teacher preparation, (b) personal motivations and abilities, (c) students, (d) professional roles and practices, and (e) teaching environment. Conceptual categories which emerged within each core category formed the framework for a perceptual profile of the successful secondary marketing teacher presented in the case report. Based on the findings from this study, it can be concluded that the successful secondary marketing teacher: (a) approaches the job with enthusiasm and strives to accomplish more than the minimum job requirements; (b) receives satisfaction from watching students experience success and develop positive self-concepts; (c) is professionally committed and involved; (d) is a very caring, student-centered teacher; (e) is most effective when allowed the freedom to work with minimum supervision; (f) performs teaching and other program duties in a somewhat structured, methodical manner; (g) realizes the success of the marketing education program is dependent on his or her ability to maintain good interpersonal relationships; and (h) receives thorough preparation in both technical content and pedagogy. It is recommended that secondary marketing teachers attempt to improve their performance in teaching, coordination, and other areas of the job through the emulation of the profile produced from this study. Additional recommendations are presented for education policymakers, teacher educators, and future research.<br>Ed. D.

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.

Research indicates that parents are an important influence on the career development of their children, but, that they have often been considered as an untapped resource. Rural high school aged students, who reside in metropolitan hostels, often live with their parents for less than 15 weeks per year. How do their parents contribute to their career development? This one year research explored the involvement of parents of hostel children, in the career development process of their youth. Through a case study, an analysis described what it means to be a parent of a hostel adolescent with respects to how they help their youth make career decisions. Based within an ecological framework, parents of hostel adolescents completed a questionnaire. Subsets of this group participated in interviews that focused on narratives and a modification of the critical incident technique as used by Young et al. (1992, 1998), and/or group interviews incorporating a ‘direct to print’ methodology as used by Jeffery et al. (1992).This study supported early findings recognising the important parental role in the career development of todays youth by exploring five areas. The cultural capital of parents of hostel adolescents indicates that they have a real sense of pride in their rural status, actively choosing to live in rural centres. They value honesty and respect, enjoying the freedom ‘country’ life affords them. There are general concerns of safety when their children are living in urban centres and at times an acute awareness of costs. Specific concerns for career development focus on parents perceiving they have a lack of knowledge, skills and expertise essential to adequately assist their childs career development. This situation appears to be compounded by a lack of awareness of resources and/or a reluctance to access them. Parent intentions are to instill in their children independence, responsibility, initiative, perseverance and respect. The most common focal point for career development is the selection of subjects for studies and/or courses to complete. Parents of hostel adolescents favour delivery activities that involve them advising their children and requesting and giving information. They encourage and support their children, showing interest and communicating values. They also see the need to set expectations and limits. This research illustrates that parents of hostel adolescents, although not necessarily attempting to influence particular occupational choice are active agents in influencing their children in a broad range of areas in career development.

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.<br>Ed. D.

Global consensus on the importance of gender equity in education is perhaps one of the greatest agreements reached in the twentieth century. However, for countries in the sub Saharan African region where disparities of gender are wide and primary education takes priority, secondary education continues to remain in the periphery. As countries make progress towards the attainment of Universal Primary Education (UPE), the concerns for gender equity and equality have become associated with school access and pupil retention. Yet, patterns and trends in school enrollment suggest that disparities of gender are more complex. As lessons are learned from the achievements and challenges of attaining UPE, it is increasingly apparent that gender disparities within education occur in, within and beyond access to schooling. In other words, the challenge of making education gender equal goes beyond school access and school enrollment. Kenya is a signatory to the 1990 Jomtein Declaration on Education For All (EFA). It is also among the few countries in the sub Saharan Africa region with a significantly reduced gender gap in primary and secondary education. This is in tandem with the third of the eight Millennium Development Goals whose aims bear a broad social and economic development agenda. While education equity is important in Kenya and tremendous progress has been made in primary education, beyond the attainment of Universal Primary Education (UPE) there is an even more significant target; gender equity in education both in primary and secondary education by 2015. The attainment of this target requires more than access to schooling and for this reason it poses great challenges to governments and schools. In light of the progress made in Kenya and the need for more equitable education beyond primary education, this study conceives a need for an incisive examination of education equity priority areas in Kenya. The study argues on the need for a shift of concern and debate from primary education to secondary education because the gains of UPE only become meaningful when education equity is secured in secondary education. The study underscores that beyond school access and retention, education output and outcomes need to become prominent variables because they gauge trends and patterns and the quality of gains made where education is claimed to be both accessible and equitable. Using case study method, the study makes a critical interpretation of the schooling experiences, educational choices, preferences and aspirations of girls taking secondary education in single-sex schools in Murang’a district, Kenya. The study shows that girls schooling experiences are not homogenous and that there are contradictions in the ways that girls experience their schooling and make educational choices. It also shows that girls do not necessarily stand good chances with their education simply because they are enrolled in single-sex schools. The study reveals individual subjectivities and schooling culture to be at the centre of the differences between schools and the schooling experiences that girls have. The two have impact on how girls perceive themselves and their abilities, the preferences they nurture and the educational choices they make. The study draws attention to nuances in access and equity within girls’ education. It draws out issues and nuances linked to gender access, equity and equality with respect to school, teacher and subject access. Though the study is not generaliseable, it shows that in contexts where female access and survival is secured, there is need for attention to be paid to the environments that nurture educational choices and preferences so that the high rates in school access become translated into equally high educational output and outcomes.

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.<br>thesis (PhDEducation)--University of South Australia, 2004.

This research is an investigation into the factors that influence the decisions of grade 12 learners from Grahamstown East disadvantaged communities to pursue higher education. Research on learner aspirations has largely focused on access to higher education and little or no attention has been has been paid to the enabling or limiting factors and what can be done to increase the numbers of learners from disadvantaged communities who enrol at higher education institutions. This study aims to fill that gap. The research was a qualitative case study located in the interpretive paradigm. The data was gathered using questionnaires and focus group interviews for grade 12 learners. Individual interviews were conducted with the parents of the grade 12 research participants, educators and the school management team. Observation and documentary evidence from school documents were also used for data collection. The data were analysed using systematic patterning, were interpreted, and given meaning linking it to the literature surveyed. The main findings indicate that a number of enabling factors that influence grade 12 learners to pursue higher education co-exist with limiting factors. Recommendations arising from the main findings are presented and the limitations of the research are identified. Areas for possible further research in strengthening learner support so as to increase the numbers of learners who qualify for higher education and to enable the learners from disadvantaged communities to realise their aspirations, are suggested.

Bibliography<br>Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in knowledge, technology and information. These changes pose challenges to the providers of education and training in general and vocational education and training in particular. The impact of technological advancement and the nature of organisational changes in the workplace demand skills of an increasingly higher level – particularly skills in the areas of information technology, problem solving and communication. The problem identified in this study was that graduates from vocational training centres (VTCs) in Namibia did not have appropriate employability skills needed at the workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered important by employers at the workplace and to determine how such skills could be integrated into the vocational education and training curriculum in Namibia. A literature review conducted revealed that employers require workers with the following key, core or employability skills: communication, information technology, working with numbers, working with others, problem solving and improving one’s own learning and performance. The population for this study was 493 employers providing on-the-job training or employing vocational training centre graduates. A total of 244 out of the 493 employers responded. The population of the study represented the following occupational sectors: auto trades, building construction trades, metalwork trades and electrical engineering trades. Data for the study were collected through reviewing the literature on employability skills, a survey questionnaire to employers and face-to-face interviews conducted with selected employers during the research. The following questions were explored in the questionnaire and structured interviews: i) Which employability skills are important at the workplace? ii) Who is responsible for developing employability skills? iii) If it is the responsibility of vocational training centres to foster employability skills, at which educational level should employability skills education be introduced? iv) How should the acquisition of employability skills be promoted? v) How should employability skills be assessed? The study found that employers in Namibia considered employability skills such as teamwork, time management, a positive attitude, problem solving, planning, and coping with multiple tasks as the most important skills they required from vocational training centre graduates. Employers further indicated that employability skills could be developed at family/home settings as well as at school and vocational training centres and suggested that employability skills education be introduced from level 1 during the first year of training. It was also found that portfolios, observation and practical assessment were credible approaches for assessing employability skills and that this should be done in real-life contexts. Based on the conclusions arrived at in the study, it is recommended that a policy framework for employability skills be developed and implemented in the Namibian vocational education and training system. Specific recommendations are made regarding the following aspects: the type of employability skills; whose responsibility it is to develop these skills; at which level of training the development of employability skills should be implemented; how they could best be learned and how the learning of employability skills could be assessed.<br>AFRIKAANSE OPSOMMING: Die snelle veranderinge op die gebied van kennis, tegnologie en inligting sedert die begin van die 21ste eeu bied groot uitdagings aan die verskaffers van onderwys en opleiding in die algemeen en beroepsonderwys en -opleiding in die besonder. Die uitwerking van tegnologiese vordering en die aard van organisatoriese veranderinge in die werkplek vereis groter hoërorde-vaardighede as vantevore – veral vaardighede op die gebied van inligtingstegnologie, probleemoplossing en kommunikasie. Die probleem wat in hierdie studie aan bod gekom het, was dat gegradueerdes van beroepsopleidingsentrums in Namibië nie oor voldoende indiensneembaarheidsvaardighede wat in die werkplek benodig word, beskik nie, soos aangedui deur Namibiese werknemers. Die doel van hierdie navorsing was om die soorte indiensneembaarheidsvaardighede wat werkgewers by indiensneming van personeel as belangrik beskou te identifiseer, en om vas te stel hoe sodanige vaardighede in die kurrikulum vir beroepsonderwys en .. opleiding in Namibië geïntegreer kan word. Literatuuroorsig het getoon dat werknemers benodig word met die volgende belangrike, kern- of indiensneembaarheidsvaardighede: kommunikasie, inligtingstegnologie, syfervaardigheid, samewerking met ander persone, probleemoplossing en die verbetering van eie leer en prestasie. Die navorsingspopulasie vir hierdie studie het uit 493 werkgewers bestaan wat indiensopleiding verskaf of wat persone in diens het wat reeds hul beroepsopleiding voltooi het. Tweehonderd-vier-en-veertig werkgewers het uiteindelik aan die vraelysondersoek deelgeneem. Die motor-, konstruksie- en metaalwerkbedryf, asook die elektriese-ingenieurswesesektor, is in die navorsingspopulasie verteenwoordig. Data is ingesamel deur literatuuroorsig te doen oor indiensneembaarheidsvaardighede, en deur vraelyste en persoonlike onderhoude. Die volgende vrae is in die vraelys en tydens gestruktureerde onderhoude gestel: i) Watter indiensneembaarheidsvaardighede is in die werkplek belangrik? ii) Wie is verantwoordelik vir die ontwikkeling van indiensneembaarheids-vaardighede? iii) Indien dit die verantwoordelikheid is van beroepsopleidingsentra om indiensneembaarheids-vaardighede te bevorder, op watter opvoedkundige vlak behoort opleiding met betrekking tot indiensneembaarheidsvaardighede ingestel te word? iv) Hoe behoort die aanleer van indiensneembaarheidsvaardighede bevorder te word? v) Hoe behoort indiensneembaarheidsvaardighede geassesseer te word? Daar is bevind dat werkgewers in Namibië indiensneembaarheidsvaardighede soos spanwerk, tydbestuur, positiewe houding, probleemoplossing, beplanning en die hantering van veelvuldige take as die belangrikste vaardighede beskou wat hulle van potensiële opgeleide werknemers verwag. Werkgewers het aangedui dat indiensneembaarheidsvaardighede in die huis, in skole en deur beroepsopleidingsentrums ontwikkel kan word. Hulle het voorgestel dat opleiding in indiensneembaarheidsvaardighede in die eerste jaar van opleiding by die beroepsopleidingsentrums vanaf vlak 1 aangebied behoort te word. Verdere bevinding was dat die assessering van kwekelinge se portefeuljes, waarneming en praktiese assessering geloofwaardige benadering tot die assessering van indiensneembaarheidsvaardighede is en dat dit binne die konteks van die werklike lewe gedoen behoort te word. Daar word op grond van die bevindinge onder meer aanbeveel dat beleidsraamwerk vir die ontwikkeling van indiensneembaarheidsvaardighede in die Namibiese beroepsonderwys en .. opleidingstelsel ontwikkel en geïmplementeer word. Spesifieke aanbevelings word gemaak ten opsigte van die tipes indiensneembaarheidsvaardighede, wie se verantwoordelikheid dit is om hierdie vaardighede te ontwikkel, op watter opleidingsvlak die indiensnemingsvaardighede geïmplementeer behoort te word, hoe dit ten beste aangeleer kan word, en hoe die leerproses met betrekking tot indiensneembaarheidsvaardighede geassesseer kan word.

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.

黎萬紅.<br>論文(碩士) -- 香港中文大學硏究院敎育學部, 1995.<br>參考文獻: leaves 158-165.<br>Li Wanhong.<br>Chapter 第一章： --- 問題闡釋<br>Chapter 第一節： --- 職業敎育的興起 --- p.1<br>Chapter 第二節： --- 發展中國家職業敎育的發展 --- p.3<br>Chapter 第三節： --- 農村敎育問題的論爭 --- p.5<br>Chapter 第四節： --- 職業敎育的「適切性」 --- p.7<br>Chapter 第五節： --- 中國職業敎育發展 --- p.12<br>Chapter 第六節： --- 中國鄉鎭發展與農村敎育的關係 --- p.16<br>Chapter 第七節： --- 主要硏究問題 --- p.21<br>Chapter 第二章： --- 文獻綜述 --- p.22<br>Chapter 第三章： --- 硏究設計<br>Chapter 第一節： --- 硏究目的 --- p.28<br>Chapter 第二節： --- 硏究範圍 --- p.29<br>Chapter 第三節： --- 硏究對象 --- p.30<br>Chapter 第四節： --- 硏究方法 --- p.31<br>Chapter 第五節： --- 硏究限制 --- p.33<br>Chapter 第四章： --- 新會市荷塘鎭及崖西鎭的槪況與職業敎育的發展<br>Chapter 第一節： --- 新會市職業敎育的發展 --- p.34<br>Chapter 第二節： --- 新會市荷塘鎮的槪況 --- p.34<br>Chapter 第三節： --- 新會市崖西鎭的槪況 --- p.39<br>Chapter 第四節： --- 荷塘鎭及崖西鎭職業敎育的發展情況 --- p.44<br>Chapter 第五節： --- 小結 --- p.62<br>Chapter 第五章： --- 職業敎育「適切性」的第一度向一職業敎育的功能<br>Chapter 第一節： --- 影響職業敎育內在的因素 --- p.65<br>Chapter 第二節： --- 職業敎育的外在功能 --- p.80<br>Chapter 第三節： --- 小結 --- p.94<br>Chapter 第六章： --- 職業敎育「適切性」的第二度向--職業敎育的內容：工作崗位 的實際需要<br>Chapter 第一節: --- 僱主的招聘條件 --- p.98<br>Chapter 第二節： --- 僱主的需要 --- p.99<br>Chapter 第三節： --- 影響員工升遷的重要因素 --- p.107<br>Chapter 第四節： --- 僱主對職業敎育的看法 --- p.113<br>Chapter 第五節： --- 在職畢業生的看法 --- p.117<br>Chapter 第六節： --- 工作崗位的實際需要--僱主與在職畢業生的看法 --- p.120<br>Chapter 第七節： --- 職業敎育的內容--僱主與在職畢業生的看法 --- p.121<br>Chapter 第八節： --- 學校敎育與工作崗位需要的配合 --- p.122<br>Chapter 第九節： --- 小結 --- p.124<br>Chapter 第七章： --- 職業敎育「適切性」的第三度向--職業敎育與勞動市場的關係<br>Chapter 第一節： --- 勞動市場的需求 --- p.126<br>Chapter 第二節： --- 敎育與勞動市場的配合 --- p.131<br>Chapter 第三節： --- 小結 --- p.134<br>Chapter 第八章： --- 總論<br>Chapter 第一節： --- 對「適切敎育」論爭的回應 --- p.137<br>Chapter 第二節： --- 中國職業敎育的發展 --- p.139<br>Chapter 第三節： --- 實地考察的一些體驗 --- p.141<br>註釋 --- p.144<br>附件一 --- p.145<br>附件二 --- p.151<br>附件三 --- p.152<br>參考書目 --- p.158

黎萬紅.<br>論文(哲學博士)--香港中文大學, 2002.<br>參考文獻 (p. 356-364).<br>中英文摘要.<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Mode of access: World Wide Web.<br>Li Wanhong.<br>Zhong Ying wen zhai yao.<br>Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002.<br>Can kao wen xian (p. 356-364).

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).<br>Educational Studies<br>M. Ed. (Comparative Education)

This study researches the coming together of difference in an educational setting between an Australian teacher and students from Timor Leste (TL). In 2012/13, on behalf of my university, I delivered a Graduate Certificate in Vocational Education and Training to a group of twelve Technical and Vocational Education and Training professionals from TL. TL is classified by the United Nations as a least developed nation. It has a history of invasion and turmoil. I travelled to TL initially to meet the students and gain an understanding of their vocational education system. The twelve students then travelled to Melbourne for three months to study on campus, and I returned to TL nine months later for their final assessment. The interaction between these students and me as their teacher is the subject of my PhD research, which seeks to understand the impact of cultural difference on the teacher-student relationship. I conducted a two part study, firstly from the perspective of myself as an Australian teacher (autoethnography) and secondly from the perspective of the students from a least developed nation (case study). My autoethnography highlights fifteen existential crises in my cultural adaptation using a six step framework which I have labelled a structured vignette analysis. The result is a rich, unfolding journey of a teacher enlightened by her encounters with a culture different from her own. The case study of the students was conducted through a focus group followed by four individual interviews. The students’ previous experience of a collectivist culture and a teacher centred pedagogy produced shock, confusion and anxiety when confronted with a culture different from their own. Their journey towards adapting to an individualist culture and student centred pedagogy produced data from which all teachers of international students could benefit.

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

Universities are increasingly adopting a neoliberal framework for education—one that is centred on employability, graduate outcomes and skills. Within this framework, teaching, assessments and subjects must adhere to the laws of the market; this prepares students for their roles in private or corporate firms and instils suitable kinds of skills for graduate employment. However, minimal attention is paid to the needs of students as holistic people, citizens, public advocates or members of their local communities, nor is attention paid to their contribution to democratic society. Specifically, subjects in the humanities and social sciences are designated as functionally useless, impractical and irrelevant. The neoliberal style of education has recently come to dominate Australian law schools. Presently, law schools focus heavily on skills, and they avoid deep training in the liberal arts or training students to think for themselves and critique the law they learn. Various academics have addressed this crisis in legal education. They have proposed, on the one hand, a return to a classical and liberal arts style of education in which law is conceptualised in its political, social and economic context. Conversely, they have also proposed a focus on critical theory and critical perspectives of law. The aim of this thesis is to investigate the adoption of a liberal arts approach to legal education through the research and proposal of a new law school curriculum in Australia. This includes proposing new teaching methods, assessments and subjects. This proposed broad liberal arts education in law aims to teach students to think for themselves and to develop their critical and analytical skills, sense of justice and injustice, their ability to comprehend and critique the law and their hard and soft transferable skills that are necessary for the broad range of jobs they will accept after graduation (beyond private and corporate practice). Specifically, this thesis aims to consider how and why law can be taught as part of a wider study of politics, history, civics, psychology and philosophy, and how it can consequently prepare students to become well-rounded citizens in their future jobs.<br>Thesis (Ph.D.) -- University of Adelaide, Law School, 2021

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.<br>Educational Leadership and Management<br>M. 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.

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

Abstract in English, Afrikaans and Zulu<br>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.<br>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.<br>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.<br>Educational Management and Leadership<br>D. Ed. (Education Management)

碩士<br>國立彰化師範大學<br>資訊工程學系<br>99<br>In this study, behavior modes of vocational high school students in online community Facebook were explored whether students’ various backgrounds such as gender, grade, specialty, academic performance and part-time status, might lead to significant differences in using Facebook. Based on the explored results, a conclusion was summarized in the end of the book chapter. A self-made questionnaire, Vocational High School Students’ Behavior Survey on Their Using Facebook, was employed to reveal the relationship between the behavior modes and the students' backgrounds. The questionnaire survey was carried out successfully to collect the answers and information by the Moodle feedback online system. There 593 copies of effective questionnaire were obtained, and then percentage, frequency, and chi-square test were adopted to examine the collected information. Based on the chi-square examination, the facebook users are almost male with second graders and majoring in business. Besides, these facebook users spend 3.75 hours online per day and their academic performance ranged from 60 to 70. 1/6 of testees with experience of using Facebook kill surplus time in the added online game. However, more than 64% Facebook users believe that the negative influence of Facebook on their lives is none or slight. In addition, they believe that Facebook has positive effect on human relationship and negative effect on academic performance. Additionally, there are 50% Facebook users were “every day” users. According to the survey, background difference definitely affects users’ behaviors. However, Facebook users with real user name did not perform significance in different backgrounds. Among all of the background variables, gender was the most crucial part in the influence of users’ behaviors. Majors and part-time status were followed and academic performance made no difference. In the end, that online community was suggested for wisely used to improve human relationship and spread information. Furthermore, online community may be also applied to education-related fields, since both teachers and students can use the online community to enhance their professional and living areas.

This dissertation is a qualitative study that focuses on ten pre-service teachers as students in an undergraduate teacher preparation program at a 4-year university in Texas and follows four of them into the classroom as novice teachers. The primary data consists of paired (auto)biographical dialogues, oral (her)story interviews, ethnographic classroom observations, and participant interviews. Cross-cultural insights provided by this work aim to inform multicultural approaches to teacher education and novice teacher induction by providing tools for identifying and integrating the cultural resources of maestras in school contexts. Participants in this study learn to become maestras in the home at an early age by contributing to the household and caring for others in various ways, including as bicultural brokers, translators, surrogate parents, and by tutoring relatives, family friends, and neighbors. The term maestra includes both Latina bilingual education pre-service (student) teachers and Latina novice (first- and second-year) teachers. Analysis indicates that the maestras draw upon their "funds of knowledge" or cultural resources as they formulate their philosophies of education in making decisions about majoring in bilingual education. This study also found that they relate their "pedagogies of the home" or cultural strategies for survival and lived experiences to the academic theories learned at the university and the knowledge gained through their classroom student teaching as they decide whether or not to pursue a career as bilingual education teachers after graduation. I argue that maestras are receptive to becoming critically conscious educators as they articulate their situatedness as gendered, raced, and classed Latinas. However their situatedness is not integrated with their teacher preparation or their novice teacher induction. U.S. public school culture does not understand or facilitate processes for maestras to create transformative practices. Thus the maestras in this study create their own on-the-ground consciousness raising. Implementing opportunities for maestras to uncover, reflect, discuss, and act upon their varied perspectives allows them to formulate culturally sensitive pedagogies for affirming diversity at every level in schools and in the larger society. Retaining highly qualified maestras is critical to increasing Latina/o students' opportunities for academic access and success through the Pre-K--16 educational pipeline.<br>text