The delivery of the clothing and textiles curriculum in Zimbabwean universities: towards an integrated approach to vertical and horizontal discourses
- Authors: Muzenda, Verity
- Date: 2014
- Subjects: Clothing and dress -- Study and teaching --Zimbabwe , Education -- Curricula -- Zimbabwe , Textile industry -- Study and teaching -- Zimbabwe , Universities and colleges -- Zimbabwe
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16227 , http://hdl.handle.net/10353/d1019748 , Clothing and dress -- Study and teaching --Zimbabwe , Education -- Curricula -- Zimbabwe , Textile industry -- Study and teaching -- Zimbabwe , Universities and colleges -- Zimbabwe
- Description: The introduction of Technical Vocational Education (TVE) has been marred by a myriad of challenges, and this has not spared universities. The incompetency of lecturers, the perceptions of both lecturers and students, the relationship between universities and the world of work as well as support strategies have been the most contested issues in TVE. The researcher used the mixed method design which is rooted in the post-positivist research paradigm that integrates concurrent procedures in the collection, analysis and interpretation of the data. Post-positivist research paradigm attempts to enhance one’s understanding of the way certain phenomena are and that objectivity is an ideal that can never be achieved. The sample of the study comprised two Heads of Department (HODs) from the universities under study, 18 lecturers for the interviews, 18 lecturers who responded to the questionnaire, 24 students formed the 4 focus groups for both universities with 6 students each. Two industrial personnel were also interviewed. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, observations and document analysis. The researcher employed the Statistical Packages for Social Sciences (SPSS) to summarise, compile tables and graphs on quantitative data and qualitative data was analysed using content analysis through emerging themes. The study established that lecturers were not competent enough to deliver CT curriculum in universities and this was as a result of the type of training lecturers received which was no longer congruent with the technological advancement which have taken place in the textile industry. It was also instituted that universities were producing students who lacked the hands-on skills necessary for them to be acceptable in the world of work. There was a stern shortage of equipment and machinery in CT departments in universities. The machinery and equipment in the departments were too old and broken. Furthermore, the study established that there was no collaboration between universities and industries. Industrial personnel lamented that universities were not willing to put into consideration all the suggestions they gave them and that time for Work-Integrated Learning (WIL) or placement was too short for them to impart all the requisite skills to students. It was also established that students were discontented by the teaching methods that lecturers were using and the way they were being assessed. Students conveyed their desire for the industry to be involved in assessing them whilst they were in universities. Based on the above findings, the study concluded that lecturers were incapacitated to deliver CT due to the training they received in colleges and universities which was no longer congruent with the dynamics of technology. The study also concluded that the shortage of machinery and equipment also demotivated lecturers and incapacitated them. It was also concluded that the lack of collaboration between universities and industries posed serious challenges to both lecturers and students. The study recommends that the quality of the existing lecturing force must be improved mainly through extensive staff development training programmes.There is need for lecturers to be staff developed through training workshops in order to improve on competence. There should be collaboration among University management, lecturers and the industry during curriculum design, implementation and monitoring to improve their attachment and sense of ownership of CT programmes. To improve on students’ acquisition of skills, the study recommends that time for Work-Integrated Learning should be lengthened so that students leave the industry well equipped with relevant skills and knowledge.
- Full Text:
- Date Issued: 2014
- Authors: Muzenda, Verity
- Date: 2014
- Subjects: Clothing and dress -- Study and teaching --Zimbabwe , Education -- Curricula -- Zimbabwe , Textile industry -- Study and teaching -- Zimbabwe , Universities and colleges -- Zimbabwe
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16227 , http://hdl.handle.net/10353/d1019748 , Clothing and dress -- Study and teaching --Zimbabwe , Education -- Curricula -- Zimbabwe , Textile industry -- Study and teaching -- Zimbabwe , Universities and colleges -- Zimbabwe
- Description: The introduction of Technical Vocational Education (TVE) has been marred by a myriad of challenges, and this has not spared universities. The incompetency of lecturers, the perceptions of both lecturers and students, the relationship between universities and the world of work as well as support strategies have been the most contested issues in TVE. The researcher used the mixed method design which is rooted in the post-positivist research paradigm that integrates concurrent procedures in the collection, analysis and interpretation of the data. Post-positivist research paradigm attempts to enhance one’s understanding of the way certain phenomena are and that objectivity is an ideal that can never be achieved. The sample of the study comprised two Heads of Department (HODs) from the universities under study, 18 lecturers for the interviews, 18 lecturers who responded to the questionnaire, 24 students formed the 4 focus groups for both universities with 6 students each. Two industrial personnel were also interviewed. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, observations and document analysis. The researcher employed the Statistical Packages for Social Sciences (SPSS) to summarise, compile tables and graphs on quantitative data and qualitative data was analysed using content analysis through emerging themes. The study established that lecturers were not competent enough to deliver CT curriculum in universities and this was as a result of the type of training lecturers received which was no longer congruent with the technological advancement which have taken place in the textile industry. It was also instituted that universities were producing students who lacked the hands-on skills necessary for them to be acceptable in the world of work. There was a stern shortage of equipment and machinery in CT departments in universities. The machinery and equipment in the departments were too old and broken. Furthermore, the study established that there was no collaboration between universities and industries. Industrial personnel lamented that universities were not willing to put into consideration all the suggestions they gave them and that time for Work-Integrated Learning (WIL) or placement was too short for them to impart all the requisite skills to students. It was also established that students were discontented by the teaching methods that lecturers were using and the way they were being assessed. Students conveyed their desire for the industry to be involved in assessing them whilst they were in universities. Based on the above findings, the study concluded that lecturers were incapacitated to deliver CT due to the training they received in colleges and universities which was no longer congruent with the dynamics of technology. The study also concluded that the shortage of machinery and equipment also demotivated lecturers and incapacitated them. It was also concluded that the lack of collaboration between universities and industries posed serious challenges to both lecturers and students. The study recommends that the quality of the existing lecturing force must be improved mainly through extensive staff development training programmes.There is need for lecturers to be staff developed through training workshops in order to improve on competence. There should be collaboration among University management, lecturers and the industry during curriculum design, implementation and monitoring to improve their attachment and sense of ownership of CT programmes. To improve on students’ acquisition of skills, the study recommends that time for Work-Integrated Learning should be lengthened so that students leave the industry well equipped with relevant skills and knowledge.
- Full Text:
- Date Issued: 2014
The teachers’ perceptions of female principal leadership: a case study of two primary schools in the East London district
- Authors: Webu, Kiki Corrina
- Date: 2014
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1399 , vital:26552
- Description: In the South African context, the leadership positions in both public and private sectors are dominated by males. After 1994, there was an improvement in the employment of females in leadership positions, particularly in the Department of Education. But the female principals are still facing challenges that emanate from them, as well as extrinsic challenges. Studies highlighted leadership traits, leadership styles, the teachers‟ attitudes, prejudice and gender stereotypes that contribute towards female principalship challenges.This study focused on the perceptions of teachers of female principal leadership in two primary schools. Furthermore, it highlighted limitations as well as successes of female principal leader as perceived by the teachers. The qualitative research approach was used to investigate the perceptions of teachers in terms of the limitations and successes of female principal leaders. A case study of two primary schools with six Post Level One teachers across the phases and two Heads of Department (HODs) was conducted. One-to-one semi-structured interviews were used as qualitative research tools to collect data from the teachers. The findings of this study revealed that the female principals demonstrated two sides in their leadership, the positive side and the negative side. The respondents had expectations that the female principals would be more nurturing in character when they encountered personal problems. The respondents became happy when the female principals demonstrate the motherly traits such as warmth, care and love to them when they had personal problems. The female principal demonstrates sympathy and humanity by being there when the teacher is experiencing personal problems and shows interest in how the teacher is feeling. On the other hand, the respondents claimed that they did not feel that quality of motherhood when the female principal was not protecting them against angry parents. The respondents also perceived the female principals as being competent in solving the personal problems of teachers while, on the other hand, they were not able to solve the school problems. The respondents felt that the female principals showed little interest in the learners‟ wellbeing with regard to issues such as bursaries and involvement of social workers.
- Full Text:
- Date Issued: 2014
- Authors: Webu, Kiki Corrina
- Date: 2014
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1399 , vital:26552
- Description: In the South African context, the leadership positions in both public and private sectors are dominated by males. After 1994, there was an improvement in the employment of females in leadership positions, particularly in the Department of Education. But the female principals are still facing challenges that emanate from them, as well as extrinsic challenges. Studies highlighted leadership traits, leadership styles, the teachers‟ attitudes, prejudice and gender stereotypes that contribute towards female principalship challenges.This study focused on the perceptions of teachers of female principal leadership in two primary schools. Furthermore, it highlighted limitations as well as successes of female principal leader as perceived by the teachers. The qualitative research approach was used to investigate the perceptions of teachers in terms of the limitations and successes of female principal leaders. A case study of two primary schools with six Post Level One teachers across the phases and two Heads of Department (HODs) was conducted. One-to-one semi-structured interviews were used as qualitative research tools to collect data from the teachers. The findings of this study revealed that the female principals demonstrated two sides in their leadership, the positive side and the negative side. The respondents had expectations that the female principals would be more nurturing in character when they encountered personal problems. The respondents became happy when the female principals demonstrate the motherly traits such as warmth, care and love to them when they had personal problems. The female principal demonstrates sympathy and humanity by being there when the teacher is experiencing personal problems and shows interest in how the teacher is feeling. On the other hand, the respondents claimed that they did not feel that quality of motherhood when the female principal was not protecting them against angry parents. The respondents also perceived the female principals as being competent in solving the personal problems of teachers while, on the other hand, they were not able to solve the school problems. The respondents felt that the female principals showed little interest in the learners‟ wellbeing with regard to issues such as bursaries and involvement of social workers.
- Full Text:
- Date Issued: 2014
Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training
- Authors: Ganqa, Ncumisa Hazel
- Date: 2014
- Subjects: Combination of grades -- Cross-cultural studies Teachers -- In-service training Teachers
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/6158 , vital:29496
- Description: The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested.
- Full Text:
- Date Issued: 2014
- Authors: Ganqa, Ncumisa Hazel
- Date: 2014
- Subjects: Combination of grades -- Cross-cultural studies Teachers -- In-service training Teachers
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/6158 , vital:29496
- Description: The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested.
- Full Text:
- Date Issued: 2014
- «
- ‹
- 1
- ›
- »