Browsing by Author "Nzama, Enock Vusumuzi."

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    Constraints affecting the quality of teaching and learning at Technical Colleges in Kwazulu Natal
    (2000) Nzama, Enock Vusumuzi.; Jacobs, M.
    The main aim of this research was to identify constraints affecting the quality of teaching, learning and practical training of students at technical colleges in KwaZulu Natal. Questionnaire surveys as well as informal interviews were used. A mixture of quantitative and qualitative methods has enabled the researcher to gain a deeper understanding and a more penetrating insight regarding the problem under investigation. The five criteria for effective technical college-based training are identified and discussed in detail with the aim of using them as a yardstick for the analysis of the results of this study. The criteria are: effective partnership, adequately equipped workshops, effective education, practical application of knowledge and adequately qualified lecturing staff. In Chapter 3 recent examination results are analysed in order to inpoint those colleges in KwaZulu Natal where teaching and ]earning appear to be ineffective," identify constraints affecting the quality of training since colleges with excellent results may very welt have fewer constraints then colleges with poor results; and identify those colleges which are most affected by constraints. fn Chapter 4 the data collected from nineteen principals who completed questionnaires regarding staffing attechnical colleges is outlined. The focus is on staff provisioning [including qualifications and recruitment] as well as staff development and in-service training at colleges. Chapter 5 consists of a discussion of the data collected from nineteen principals who completed a questionnaire regarding training equipment at technical colleges. The focus was on: reiatedness of equipment and accreditation; exemplification of equipment needed; didactic rationale for the need of equipment; and perceptions of principals regarding equipment an inventory of equipment at selected colleges. tn Chapter 6 there is a particularisation of the constraints that affect the quality of teaching, learning and practical training of students at technical colleges. Ten serious constraints were identified, divided into four categories, namely: Constraints related to students: lack of a Science and Mathematics background, as well as student support systems. Constraints related to lecturers: inadequately qualified lecturers, frequent resignations and the lack of staff development programmes. Constraints related to equipment: a lack of up-to-date tools, equipment, heavy machinery and consumables. Constraints related to the department: partnership between colleges and industry is non-existant, most of the training is not in line with commerce and industry, merketing of technical colleges is ineffective and there is a lack of coherent and consistent funding policy for technical colleges. In Chapter 7 the empiriacl results are analysed, using the five criteria formulated in Chapter 2. It is shown that no technical college training can be effective unless these five criteria are met. Shortcomings in technical training in KwaZulu Natal are highlighted and the practical problems experienced in technical education are shown to be caused by a neglect or disregard of the theoretical underpinnings on which technical training should rest. Chapter 8 outlines the recommendations which emanated from the findings of this study. The following are some of the most significant recommendations: bridging courses in Science and Mathematics for students; certain non-technical skills should be taught such as problem-solving and English reading skills; induction and staff development programmes should be offered to lecturers; short-term staff exchanges should occur regularly between colleges and industry; facilities and equipment should be drastically updated; the department should introduce a new funding policy;
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    Some administrative and management challenges and related problems facing principals of Technical Colleges in KwaZulu : an exploratory study
    (1991) Nzama, Enock Vusumuzi.; Thembela, A.J.
    The main aim of this research is to identify some administrative challenges and related problems facing principals of Technical Colleges in KwaZulu. The major problem in KwaZulu Technical Education is the apparent lack of involvement of college principals in curriculum planning, research and administrative decision-making process. It appears that it is impossible in practice to carry out any proposals involving innovations within a technical college and also very difficult for principals to update knowledge or content to be in line with the demands of commerce and industry. The study was intended to reveal that certain challenges and problems in the technical college have a great effect on the quality of training. The lack of communication between principals of technical colleges and commerce and industry and also the lack of consultation between the Department of Education and Culture, KwaZulu and the business world has a negative effect on the training of employable students in KwaZulu. This problem is described in Chapter one. In order to understand the nature of the problem, it became necessary to sketch briefly the Historical Development of Technical Education for Africans in South Africa as a general background to the understanding of the problem confronting KwaZulu Technical Education. This is done in Chapter two. The conceptual framework regarding the administrative challenges and related problems facing technical education in KwaZulu is described in Chapter three. The research design and procedure are described in Chapter four. The interview and the questionnaire techniques were used in gathering data. Three areas were selected from which a sample of technical colleges would be used for purposes of interviewing principals. The three areas where urban, peri-urban and rural. The principals responses and analysis are presented in Chapter five. The summary of conclusions and recommendations are presented in Chapter six. Principal findings of the Investigation 1. The colleges emphasized mostly theory rather than skills to the (extent that most of the trained technicians are charged not to be suitable to the business and industry of today. 2. There was no or very limited co-operation between technical colleges and either business and industry community. The technical colleges are thus unable to project future needs of local industry with the result that many of their graduates are not yet employed. 3. There was high degree of concensus among the principals about staff-involvement in any attempt related to the research of the needs of community in KwaZulu. 4. Technical Education geared to meeting the needs of commerce and industry must be offered in all KwaZulu technical colleges. 5. There was also a high consensus among the principals about the appointment of Public Relations Officers in Technical Colleges of KwaZulu. 6. The principals of technical colleges must be given a chance to research the needs of commerce and industry and contribute to the curriculum development and construction on behalf of their technical colleges. 7. A curriculum Committee for all Technical Colleges in KwaZulu comprised of the representatives from commerce and industry, Department of Education (KwaZulu), and Principals and Heads of Departments from all technical colleges must be formed. This is essential for the continual revision of existing course content, whether the content is still in line with the demands of industry. Secondly, the committee will be responsible for curriculum research, planning and design for all technical colleges in KwaZulu. 8. Some new courses failed to attract the required number of students to make the course viable. The reason for failure is the fact that they were not sufficiently advertised and that the principals did not investigate whether there was a need for that course before introducing it. 9. It was agreed that an organized industry in Natal/KwaZulu be approached to consult with the RSA Association of Technical Colleges with the purpose of obtaining the necessary changes in the Nl, N2 and N3 Syllabuses which will make the latter more relevant to the various trades. 10. The Legislation governing apprentice training in KwaZulu be brought into line with that of the RSA and that the regulations pertaining thereto are applied both in the public and private sectors. 11. The practical training conducted at the technical colleges be brought into line with the competency based modular training schemes for the various trades instituted by the respective industry training boards in the RSA. 12. The development and provision of training courses for the workseekers in KwaZulu be either contingent on the avalability of appropriate job opportunities or be geared towards self employment. 13. Career education must be introduced into KwaZulu schools which ensures that the pupil leaves school with the training base required by industry.