Relevant bibliographies by topics / Vocational education – South Africa – Eastern Cape

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Academic literature on the topic 'Vocational education – South Africa – Eastern Cape'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Vocational education – South Africa – Eastern Cape"

Papier, Joy. "Table of Contents." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (2020): 1. http://dx.doi.org/10.14426/jovacet.v3i1.114.

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page iv. Editorial team page v. Acknowledgements page vi. Editorial - Joy Papier page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami page 67. Motivating st

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Betts, H. J., G. Wright, N. V. Tshayingca-Mashiya, and P. J. Murray. "Health Informatics Education and Capacity Building in Eastern Cape Province, South Africa." Yearbook of Medical Informatics 18, no. 01 (2009): 158–63. http://dx.doi.org/10.1055/s-0038-1638656.

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Summary Objectives To describe the experience of, and lessons learned from, a collaborative project developing and delivering an MSc in Health Informatics in South Africa. Methods The description and discussion is based on the experiences of the staff delivering the course, and formal and informal evaluations, the former conducted as part of the University of Winchester’s quality assurance processes. Results Some of the lessons learned from adapting the course to meet local needs are described and discussed. Conclusions Simply attempting to transpose a successful course from one country and cu

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Agholor, Isaac A. "Comparison of two Agricultural Irrigation Schemes in Eastern Cape, South Africa." Journal of Agricultural Extension 23, no. 1 (2019): 183. http://dx.doi.org/10.4314/jae.v23i1.16.

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DENIS, PHILIPPE. "The Beginnings of Anglican Theological Education in South Africa, 1848–1963." Journal of Ecclesiastical History 63, no. 3 (2012): 516–33. http://dx.doi.org/10.1017/s0022046910002988.

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Various attempts at establishing Anglican theological education were made after the arrival in 1848 of Robert Gray, the first bishop of Cape Town, but it was not until 1876 that the first theological school opened in Bloemfontein. As late as 1883 half of the Anglican priests in South Africa had never attended a theological college. The system of theological education which developed afterwards became increasingly segregated. It also became more centralised, in a different manner for each race. A central theological college for white ordinands was established in Grahamstown in 1898 while seven

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Megbowon, Ebenezer Toyin, and Abbyssinia Mushunje. "Assessment of food security among households in Eastern Cape Province, South Africa." International Journal of Social Economics 45, no. 1 (2018): 2–17. http://dx.doi.org/10.1108/ijse-07-2016-0187.

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Purpose The purpose of this paper is to analyze food security status and its determinants among households in the Eastern Cape Province of South Africa. Design/methodology/approach The analysis is based on the General Household Survey which was conducted in 2014 where 3,033 households were sampled from the province. Specifically, this study examines the determinants of food security proxy by dietary diversity (24-hour recall) using descriptive statistics, Poisson regression. A frequency count of food groups consumed household dietary diversity score was used as the explained variable. Findings

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Webb, Paul. "Aspects of the non-formal fromotion of science education in the Eastern Cape, South Africa." Research in Science Education 17, no. 1 (1987): 220–27. http://dx.doi.org/10.1007/bf02357190.

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Hove, Charity, and Oluyinka Oludolapo Osunkunle. "Participatory water conservation education on social media in Amathole District local municipalities, Eastern Cape, South Africa." Information Development 36, no. 2 (2019): 181–92. http://dx.doi.org/10.1177/0266666919835905.

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Social media has been attributed as beneficial by aiding fast and reliable communication which cuts across time and geographical boundaries. In South Africa, reports indicate that most people have access to social media. Such attributes can be harnessed by municipalities to educate about water conservation, especially considering the drought and water crisis that was experienced in Eastern Cape, South Africa. This paper focused on local municipalities in Amathole District in the Eastern Cape Province, which was declared a high risk zone due to the drought that prevailed in 2016 till 2017. The

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Duncan, G. A., and J. W. Hofmeyr. "Leadership through theological education: Two case studies in South African history." Verbum et Ecclesia 23, no. 3 (2002): 642–57. http://dx.doi.org/10.4102/ve.v23i3.1229.

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The quality of visionary leadership requires serious attention in current South Africa, both because of its importance but also sometimes because of the lack of leadership in church and theological contexts. In the first section of this article, focus is placed on leadership in the Faculty of Theology (NG Kerk) at the University of Pretoria, and in the second section, on the leadership at the Lovedale Missionary Institution in the Eastern Cape. Finally, some comparisons and conditions are drawn.

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Mabunda, Nduvazi O., and Liezel Frick. "Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (2020): 20. http://dx.doi.org/10.14426/jovacet.v3i1.127.

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Enhancing the employability of National Certificate (Vocational) NC(V) graduates in South Africa is important. If NC(V) graduates are not employable, this has a negative impact on both the local economy and the future prospects of these young adults. Yet, national data show high youth unemployment rates which includes those with NC(V) qualifications. The factors that influence the employability of these graduates – particularly in the rural areas of South Africa – are not well documented. This study therefore explored the factors that influence NC(V) graduates’ employability by means of a case

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Toyin, Megbowon Ebenezer, and Mushunje Abbyssiania. "Income Diversification and its Determinants among Households in Eastern Cape Province, South Africa." Journal of Economics and Behavioral Studies 8, no. 6(J) (2017): 19–27. http://dx.doi.org/10.22610/jebs.v8i6(j).1480.

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Abstract: Income diversification has been globally identified as a channel for household in reducing vulnerability to shocks, improve standard of living and reduce government fiscal burden. In poverty stricken Eastern Cape Province, the pattern and potential of income diversification for welfare improvement have not been explored. This study aims to examine the pattern of income diversification and investigate the factors that influence income diversification among households in the province. Utilizing the General Household Survey 2014, having 3033 households sampled from the province, the stu

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Dissertations / Theses on the topic "Vocational education – South Africa – Eastern Cape"

Sixabayi, Siyabonga Prince. "Vocational curriculum report 191(NATED) as a curriculum: a case study of three Eastern Cape TVET Colleges." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5126.

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This study aimed to investigate if there are any possible gaps in the offering Vocational Curriculum Report 191, in terms of knowledge, skills and link to the world of work. This study was a case study of three Technical and Vocational Education and Training Colleges that offer Vocational Curriculum Report 191, and it was geographically limited to the province of the Eastern Cape. The five main findings from this study were that firstly, the curriculum offers theory without practice. Secondly, there is a mismatch between what is offered as curriculum at Technical and Vocational Education and T

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Njambatwa, Mluleki. "Teenage fathers as learners in a Butterworth Secondary School: implications for sex education." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006294.

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Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who ar

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Basopu, Price Mike. "Assessing challenges of corruption in the Eastern Cape Department of Education." Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/383.

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In the new dispensation, there are many challenges, especially concerning corruption. In this regard, the Eastern Cape is viewed as the most affected province, with the Department of Education identified as culprit number one engaging in corrupt activities. There are a number of contributing factors, as attributed in the study, but most prevalent among these is the vastness of the department, with fewer personnel and less capacity. Challenges of corruption in the Department of Education are perpetrated mainly by the civil servants. This study, researched the challenges of corruption in the Dep

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Mavuso, Mzuyanda Percival. "Education District Office support for teaching and learning in schools: the case of two districts in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006259.

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The idea of district support for schools is based on the view that local education offices are best placed to play a critical role in the promotion of quality teaching and learning. In performing this mandate whose characterisation has, over time, moved away from ‘inspection’ and ‘supervision’ both of which are seen as old fashioned and undemocratic, to support, which is seen as developmental. The aim of this study was to understand how three categories of district based officers, Subject Advisors, Integrated Quality Management System Coordinators and Education Development Officers support tea

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Jackson, David Moses. "Experiences by orphaned children as learners at a Secondary School in the Maluti District of Education in the Eastern Cape." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006247.

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The aim of this study was to investigate the schooling experiences of four orphaned learners at Mandini Secondary School in the Maluti District of Education in the Eastern Cape. The study adopted a qualitative research methodology and a phenomenological research design. Purposive sampling was adopted and the tape recorded narrative responses of all four respondents, were obtained from the use of in-depth phenomenological unstructured interviews. The respondents were four orphaned children (two males and two females) between the ages of fifteen and twenty years. The study used the Social Ruptur

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Knipp, Shereene Natacha. "The academic and social integration of first-year students into higher education: a systematic review." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/17978.

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Success rates remain a critical challenge in higher education. National and international data continue to suggest that the majority of students entering higher education withdraw before graduation. There is a strong indication in the literature that a student’s integration into the academic and social systems of higher education plays a critical role in student retention, persistence and success. In addition, research data demonstrates that student success is strongly influenced by the experiences students encounter in their first year of study. Established interventions have not helped to st

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Mcconnachie, Karola. "Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013150.

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Since 2001 the South African Department of Basic Education has been working towards implementing Inclusive Education over a twenty year period. This is in accordance with international trends in education. This study set out to investigate the implementation of Inclusive Education in a South African context by conducting a case study at an Eastern Cape no‐fee‐paying primary school. It looked at how the government policy, as set out in Education White Paper 6 (EWP6) (DoE, 2001), is understood and being implemented by teachers at the Welcome Primary school. The study further investigated the int

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Mnene, Mthetheleli. "Investigating teaching and learning within three Eastern Cape reception year classrooms." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003471.

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The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their child

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Chimucheka, Tendai. "The impact of entrepreneurship education on the performance of small, micro and medium enterprises in the Buffalo City Metropolitan Municipality." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1007107.

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Small Micro and Medium Enterprises (SMMEs) play an important role in contributing to economic development of many countries around the world, including South Africa. Despite the importance of SMMEs an unacceptable and disappointingly high number of these ventures fail during the first few years of operation. It is in light of the importance and challenges faced by SMMEs that the performance of SMMEs is of interest to all countries. This study investigated the impact of entrepreneurship education on the performance of SMMEs in the Buffalo City Metropolitan Municipality. The objectives of the st

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Gwanzura, Owen. "An exploration of ethical conduct in the South African public sector: a case of the Eastern Cape Department of Education." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1007121.

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The Eastern Cape Department of Education has become like a problem child in the Republic of South Africa. It is a cause for concern to both the provincial and national government. This is a department where service delivery is problematic. Schools are not built or renovated and children are taught in dilapidated structures or sometimes under trees. Hardly a week passes without the department making the headlines in the media for the wrong reasons. It is widely accepted that the department is dysfunctional and education is in a crisis. The department has emerged as the number one culprit of eng

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Books on the topic "Vocational education – South Africa – Eastern Cape"

Khosa, Godwin, ed. Systemic School Improvement Interventions in South Africa. African Minds, 2014. http://dx.doi.org/10.47622/9781920677374.

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Looking at two smaller-scale systemic school improvement projects implemented in selected district circuits in the North West and Eastern Cape by partnerships between government, JET Education Services, and private sector organisations, this book captures and reflects on the experiences of the practitioners involved. The Systemic School Improvement Model developed by JET to address an identified range of interconnected challenges at district, school, classroom and household level, is made up of seven components. In reflecting on what worked and what did not in the implementation of these diffe

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Wills, Gabrielle, Debra Shepherd, and Janeli Kotzé. Explaining the Western Cape Performance Paradox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824053.003.0006.

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In this chapter we consider how well primary school students perform in the Western Cape when compared with their peers in other provinces and countries across Southern and Eastern Africa. We find that while the Western Cape is a relatively efficient education system within South Africa, particularly in serving the poorest students, a less-resourced country such as Kenya produces higher Grade 6 learning outcomes at every level of student socio-economic status. The system performance differentials are not explained away by differences in resourcing, teacher, school inputs, or indicators of hier

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Levy, Brian, Robert Cameron, Ursula Hoadley, and Vinothan Naidoo, eds. The Politics and Governance of Basic Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824053.001.0001.

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This book brings together scholars from multiple disciplines to explore how political and institutional context influences the governance of basic education in South Africa at national, provincial, and school levels. A specific goal is to contribute to the crucial, ongoing challenge of improving educational outcomes in South Africa. A broader goal is to illustrate the value of an approach to the analysis of public bureaucracies, and of participatory approaches to service provision which puts politics and institutions at centre stage. Stark differences between the Eastern Cape and Western Cape

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Book chapters on the topic "Vocational education – South Africa – Eastern Cape"

Khoza, Samuel. "Difficulties in Teaching and Learning Sectional Drawing in a University Based in the Eastern Cape, South Africa." In Contemporary Issues in Technology Education. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2819-9_7.

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Levy, Brian, Robert Cameron, Ursula Hoadley, and Vinothan Naidoo. "Political Transformation and Education Sector Performance in South Africa." In The Politics of Education in Developing Countries. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198835684.003.0006.

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This chapter explores how political and institutional constraints influenced education policymaking and implementation in South Africa at national, provincial, and school levels. Stark differences between the Eastern and Western Cape provinces offer a natural experiment for exploring how context matters. The Eastern Cape’s socio-economic, political, and institutional legacy resulted in a low-level equilibrium trap—one where multiple political patronage networks were mirrored by a factionalized, fragmented bureaucracy. The Western Cape, by contrast, enjoyed a more supportive environment for the operation of public bureaucracy. However, bureaucracy need not be destiny. The research also found that strong hierarchy can result in formal compliance and a low-level equilibrium of mediocrity. Participatory school-level governance potentially can improve outcomes. Whether this potential is realized depends on the relative strength of developmentally oriented and predatory actors, with the outcomes not foreordained by local context, but contingent and cumulative.

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Vallabh, D., and O. Mhlanga. "Education and training as a challenge facing Small to Medium Tourism Enterprises (SMTEs) of the Eastern Cape (EC) province of South Africa (SA): An empirical study." In Theory and Practice in Hospitality and Tourism Research. CRC Press, 2014. http://dx.doi.org/10.1201/b17390-105.

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Khane, Caroline Pade, Ingrid Siebörger, Hannah Thinyane, and Lorenzo Dalvit. "The Siyakhula Living Lab." In Regional Development. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0882-5.ch311.

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Rural development and poverty alleviation are a priority for development in South Africa. Information and knowledge are key strategic resources for social and economic development, as they empower rural communities with the ability to expand their choices through knowing what works best in their communities. Information Communication Technologies (ICTs) act as tools which enable existing rural development activities. The Siyakhula living lab (SLL) aims to develop and field-test a distributed, multifunctional community communication platform, using localization through innovation, to deploy in marginalized communities in South Africa. The project exists as research collaboration between the Telkom Centres of Excellence at the University of Fort Hare and Rhodes University. Its current pilot operates in the Mbashe municipal area, which is a deep rural area located along the wild coast of the Eastern Cape province of South Africa. The Dwesa-Cweba Nature Reserve acts as a chief asset in the community, which contributes to tourism development. However, the community is currently not actively involved in tourism development; but potential exists in local arts, crafts, and authentic heritage tourism. Therefore, the SLL aspires to empower the community with appropriate communication technology skills to actively support tourism development and other complementary development activities, such as, education. The lessons learned and applied in the project’s current pilot stage identify techniques and approaches that aim to promote the effectiveness and sustainability of the ICT project in a rural context. These approaches and techniques are viewed and described from social-cultural, institutional, economic, and technological perspectives.

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Conference papers on the topic "Vocational education – South Africa – Eastern Cape"

Skhephe, Melikhaya. "Accounting Learners’ Readiness for Virtual Classroom Learning In the Eastern Cape, South Africa: Lessons Learnt From the Literature." In 2nd world conference on Future of Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.wcfeducation.2020.09.182.

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Adewumi, Toyin Mary, Symphorosa Rembe, and Jenny Shumba. "CHALLENGES TEACHERS ENCOUNTER IN IMPLEMENTING INCLUSION OF LEARNERS WITH SPECIAL EDUCATION NEEDS IN SELECTED FORT BEAUFORT EDUCATION DISTRICT PRIMARY SCHOOLS, EASTERN CAPE, SOUTH AFRICA." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0220.

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Fosu, Agyei. "Readiness of Universities for the 21st Century Digital Economies: A Look at Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province, South Africa [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4593.

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[The full paper was previously published in the International Journal of Community Development & Management Studies, 3, 65-77.] Aim/Purpose: The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background: The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Infor

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Fosu, Agyei. "Technology versus Quality Education in an Underdeveloped Region: A Case Study of UNISA Students in Former Ciskei Homeland in Eastern Cape." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3780.

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Aim/Purpose: This paper seeks to show how University of South Africa (UNISA) is using technology to connect lecturers, tutors and students of [UNISA] in an underdeveloped region in South Africa (SA) to reduce cost and time of travelling to access information, tutorials and help [available] in designated centers, hence making quality and higher education more accessible and less costly. Background: This empirical study gives evidence to back the effectiveness, helpfulness and cost reduction of using technology as a medium of making quality and higher education accessible to under developed regi

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