Browsing by Author "Ngubane, Phiwokuhle Bongiwe"

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    Compliance of technical and vocational education and training colleges’ curriculum implementation with the national strategy and policy
    (University of Zululand, 2017) Ngubane, Phiwokuhle Bongiwe; Mncube, D.W; Mabusela, M.S
    The purpose of this study was to determine whether the Technical and Vocational Education and Training colleges’ NCV curriculum structure complies with the national strategy and policy stipulations in offering WBE for students. The CASE study was conducted at the Umfolozi TVET College, specifically on two campuses of the college in northern KwaZulu-Natal. The NCV programmes were earmarked for the study, as its curriculum covers the workplace-based education (WBE) component. This study used purposive sampling to identify the sample size of 21, which comprised of two campus managers, six senior lecturers and thirteen WBE champions. Qualitative and quantitative approaches were employed in the study. The findings of this study reveal that the college management do not give necessary support to the implementers on the ground to carry out the WBE programme. It was also discovered that the college management seem not to understand their role in ensuring compliance with regard to the WBE implementation. It was evident that, there is a need not only to maintain strong ties with existing host employers, but also to ensure that new host employers are recruited to help address the shortage of them. It was evident from the findings that a number of respondents were not aware of the policies guiding the implementation of WBE. The results indicate that there is no regular training provided for implementers of WBE, such as the WBE champions. There is no clearness in the way the WBE budget is administered, and no proper planning of the budget (which is not administered on sites, but controlled centrally), and no workable plan in place to manage finances. The study recommends that there should be a clear vision for the implementation of WBE, and that vision should be clearly communicated to all role players to ensure effective implementation of the programme.
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    First time entrants’ student support services in contributing to academic success in technical and vocational education and training colleges
    (University of Zululand, 2018) Ngubane, Phiwokuhle Bongiwe; Mabusela, M.S.; Nzima, D.R.
    The vision of the Department of Higher Education and Training (DHET) is about increasing enrolments and marketing Technical and Vocational Education and Training (TVET) colleges as viable institutions. The first college entrants often have hurdles that can challenge qualification completion, placing them at high risk of dropping out. The focus of the study was to determine the level of contribution student support services may have on the academic success of first college entrants. The study was carried out in two public TVET Colleges, purposely selected. Data were collected from a sample of 172 respondents of which 100 were first-year students, 20 entry-level lecturers, 20 Campus Management Team members, 2 Student Support Service Managers, 10 Student Liaison Officers, 10 SSS-SACs, and 10 Career Development Officers, purposively and randomly selected. Thirty two participants were purposively selected from SSS unit personnel for qualitative data collection. The study used questionnaires and structured interviews as data collection instruments. Validity was warranted through the judgement of experts in the SSS unit, CMT and lecturing staff, and made possible by allowing them to have access to the instruments of data collections. Reliability was determined by ensuring that an audit trail was done, and it was made available to all participants. Post-positivism paradigm was employed as the study utilised mixed methodology which incorporate both quantitative and qualitative approaches in one study. The findings of this study revealed that, students with learning challenges are not adequately supported to better cope with the college lifestyle. It was also discovered that, opportunities provided by the campuses for academic support were not enough to support the first college entrants. Findings revealed that (100 %) respondents agreed that opportunities provided by the campus for academic support were not enough to support the first college entrants. It was evident from the findings that (62, 2 %) percent respondents disagreed that a major share of SSS budget was allocated for academic support programmes. Equality of opportunity and outcomes is constrained by inadequate funding to address under preparedness (conceptual, knowledge, academic literacy and numeracy) for higher education programmes of especially indigent students. The findings revealed that over eighty percent respondents disagreed that they were satisfied with technological facilities. Furthermore, a majority of participants interviewed remain resolute that the existing infrastructure does not allow effective rendering of support services to students. The study concluded with a recommendation of an initial student integration model, which supports Tinto’s (1993) model of student integration. Adding to that, this study recommended that further research be conducted on academic support focusing primarily on private TVET colleges for comparison purposes, as the present study focus was mainly on public TVET colleges. The study is significant in the sense that its’ findings would provide insight into the TVET college governance councils, management at all levels, SSS managers, SSS units at campus level and policy makers to understand the role of a SSS unit, and the positive impact it may have on students’ academic success.