The analysis of industrial attachment assessment procedures for industrial clothing design and construction: implications for a vertically and horizontally integrated curriculum in the polytechnic colleges in zimbabwe
- Authors: Rumbidzayi, Masina
- Date: 2019
- Subjects: Interdisciplinary approach in education -- Zimbabwe Vocational education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/11363 , vital:39065
- Description: Industrial Attachment (IA) curriculum component of Technical and Vocational Education and Training (TVET) provides students with work-based learning and experiences in the real world of work. IA practices are best achieved through assessment which aims at reviewing at every stage how the student is performing against intended learning outcomes. This study was therefore undertaken to analyse the IA assessment procedures for Industrial Clothing Design and Construction (ICDC) used in Polytechnic Colleges in Zimbabwe. The study was guided by the Constructive Alignment Theory (CAT), and premised in the interpretivist research paradigm. Purposively sampled sites and participants were used. Two Polytechnic Colleges and three Host Industries were selected as research sites. Individual interviews with lecturers and Focus Group Discussions made up of ICDC students were the major data collection instruments, supported by document reviews. The unit of analysis also consisted of policy makers, external assessors and supervisors. Data were analysed using thematic data analysis technique. The study revealed that there are no clearly defined policies on IA and IA assessment as a result the administration of IA and IA assessment is considered as inadequate, haphazard and unsystematic. Due to what is perceived essentially as lack of effective collaboration between the colleges and the Host Industries, students’ assessment is negatively impacted. Consequently, IA assessment is perceived as useless by students because it does not equip them with more effective practical competencies such as content, knowledge and skills needed for effective assessment. This study therefore suggests a more vertically and horizontally integrated approach for the Colleges and their Host Industries.
- Full Text:
- Date Issued: 2019
- Authors: Rumbidzayi, Masina
- Date: 2019
- Subjects: Interdisciplinary approach in education -- Zimbabwe Vocational education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/11363 , vital:39065
- Description: Industrial Attachment (IA) curriculum component of Technical and Vocational Education and Training (TVET) provides students with work-based learning and experiences in the real world of work. IA practices are best achieved through assessment which aims at reviewing at every stage how the student is performing against intended learning outcomes. This study was therefore undertaken to analyse the IA assessment procedures for Industrial Clothing Design and Construction (ICDC) used in Polytechnic Colleges in Zimbabwe. The study was guided by the Constructive Alignment Theory (CAT), and premised in the interpretivist research paradigm. Purposively sampled sites and participants were used. Two Polytechnic Colleges and three Host Industries were selected as research sites. Individual interviews with lecturers and Focus Group Discussions made up of ICDC students were the major data collection instruments, supported by document reviews. The unit of analysis also consisted of policy makers, external assessors and supervisors. Data were analysed using thematic data analysis technique. The study revealed that there are no clearly defined policies on IA and IA assessment as a result the administration of IA and IA assessment is considered as inadequate, haphazard and unsystematic. Due to what is perceived essentially as lack of effective collaboration between the colleges and the Host Industries, students’ assessment is negatively impacted. Consequently, IA assessment is perceived as useless by students because it does not equip them with more effective practical competencies such as content, knowledge and skills needed for effective assessment. This study therefore suggests a more vertically and horizontally integrated approach for the Colleges and their Host Industries.
- Full Text:
- Date Issued: 2019
The influence of Educational Levels of the Parent School Governing Body Component on their participation in school governance
- Kombela, Thamsanqa Washington
- Authors: Kombela, Thamsanqa Washington
- Date: 2019
- Subjects: School boards School management teams
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16555 , vital:40731
- Description: School Governance is focused on the parent component, which is one of the components that make up School Governing Body (SGB). In South Africa, the legislation affords parents numerical majority representation. Strategic positions, such as chairperson and treasurer are assigned to a parent. This aims at affording parents an opportunity to influence school level decisions. However, the extent to which the parent component of SGBs participates meaningfully is consistently questioned, some researchers suspecting parents’ levels of education to negatively influence their quality of participation. Hence this study investigated the influence of Educational Levels of the SGB parent component on their school governance participation, especially in rural primary schools of Buffalo City Metro Education District. This study used Mixed Methods Research Design within Pragmatic Paradigm, using Arstein’s Ladder of Participation as Theoretical Framework. The researcher used a questionnaire as a tool to collect quantitative data and Key Informant Interview (KII) to collect qualitative data. Fourty two (42) parents serving as SGB members in the rural areas of the Buffalo City Metro Education District, ten (10) SGB parent members participated in the interview session. Quantitatively, there is a significant positive relationship between educational attainments of the parents in SGBs and their participation in the appointment of school staff (r = 0.61; p<0.05); there is also a significant positive relationship between educational attainments of the parents in SGBs and their participation in purchasing textbooks and materials for the school (r = 0.73; p<0.05). At face value the qualitative finding seems to agree with quantitative findings regarding the influence of educational level to their partcipation. It becomes moral complex as deeper analysis occured. For instance, some parent SGB members did not participate in roles such as recommending educators and non-teaching staff and the purchasing of school LTSM, not necessarily due to the educational levels. Instead it was because of their rejection of teacher attitude. Also, the parents seemed to reject English, the language used during SGB meetings. Even though the study did not explicitly link educational levels of parent SGB members with their participation. This study recommends that SASA unambiguously determines minimum educational levels, skills, knowledge for parent SGB membership. This study further recommends that SASA embraces explicitly Ubuntu principle in its definition of a parent, to include community members with appropriate minimum educational levels and skills, for participation.
- Full Text:
- Date Issued: 2019
- Authors: Kombela, Thamsanqa Washington
- Date: 2019
- Subjects: School boards School management teams
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16555 , vital:40731
- Description: School Governance is focused on the parent component, which is one of the components that make up School Governing Body (SGB). In South Africa, the legislation affords parents numerical majority representation. Strategic positions, such as chairperson and treasurer are assigned to a parent. This aims at affording parents an opportunity to influence school level decisions. However, the extent to which the parent component of SGBs participates meaningfully is consistently questioned, some researchers suspecting parents’ levels of education to negatively influence their quality of participation. Hence this study investigated the influence of Educational Levels of the SGB parent component on their school governance participation, especially in rural primary schools of Buffalo City Metro Education District. This study used Mixed Methods Research Design within Pragmatic Paradigm, using Arstein’s Ladder of Participation as Theoretical Framework. The researcher used a questionnaire as a tool to collect quantitative data and Key Informant Interview (KII) to collect qualitative data. Fourty two (42) parents serving as SGB members in the rural areas of the Buffalo City Metro Education District, ten (10) SGB parent members participated in the interview session. Quantitatively, there is a significant positive relationship between educational attainments of the parents in SGBs and their participation in the appointment of school staff (r = 0.61; p<0.05); there is also a significant positive relationship between educational attainments of the parents in SGBs and their participation in purchasing textbooks and materials for the school (r = 0.73; p<0.05). At face value the qualitative finding seems to agree with quantitative findings regarding the influence of educational level to their partcipation. It becomes moral complex as deeper analysis occured. For instance, some parent SGB members did not participate in roles such as recommending educators and non-teaching staff and the purchasing of school LTSM, not necessarily due to the educational levels. Instead it was because of their rejection of teacher attitude. Also, the parents seemed to reject English, the language used during SGB meetings. Even though the study did not explicitly link educational levels of parent SGB members with their participation. This study recommends that SASA unambiguously determines minimum educational levels, skills, knowledge for parent SGB membership. This study further recommends that SASA embraces explicitly Ubuntu principle in its definition of a parent, to include community members with appropriate minimum educational levels and skills, for participation.
- Full Text:
- Date Issued: 2019
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