identifying the educational needs of capricorn college for

The main objective of this study was to identify the educational needs of Capricorn College for FET. A document analysis, semi-structured interviews and observations were used to identify Capricorn College's educational needs for FET.

CHAPTER THREE

RESEARCH METHODOLOGY

CHAPTER FOUR

FINDINGS OF THE STUDY

FINDINGS FROM OBSERVATIONS 54

CROSS-CASE ANALYSIS OF VARIABLES OF CAPRICORN COLLEGE FOR FET

DISCUSSION, RECOMMENDATIONS AND SUGGESTIONS FOR FURTHER STUDY

APPENDICES

CHAPTER ONE

INTRODUCTION AND BACKGROUND

INTRODUCTION
EDUCATIONAL NEEDS OF FET/VOCATIONAL COLLEGES INTER- NATIONALLY AND IN SOUTH AFRICA

United States of America
Morocco
Ghana
Nigeria
South Africa

PROBLEM STATEMENT
AIM OF THE STUDY
RESEARCH QUESTIONS
SIGNIFICANCE OF THE STUDY
SCOPE OF THE STUDY This study contains six chapters

A survey to identify Capricorn College's training needs for FET is thus relevant and significant. The chapter concludes with an example of the data matrix used in the analysis of data.

CHAPTER TWO

LITERATURE REVIEW

INTRODUCTION

ORIGIN OF THE FET SYSTEM IN SOUTH AFRICA

FET is designed to promote the integration of education and training and to increase student mobility and progression, which is at the heart of the National Qualification Framework (NQF) (RSA, Department of Education 1998). The FET sector comprises a diverse group of education and training providers, both public and private: the majority of training takes place in secondary schools (grades 10 to 12) and the remainder in FET colleges (RSA, Department of Education 2006).

NATIONAL CERTIFICATE VOCATIONAL (NCV) PROGRAMME APPROACH

THE NATED PROGRAMME APPROACH

POLICIES FOR FURTHER EDUCATION AND TRAINING

White Paper on Education and Training (Republic of South Africa 1995)
Further Education and Training Act No 98 of 1998 (RSA 1998)
Skills Development Act No 97 of 1998 (RSA 1998)
General and Further Education and Training Quality Assurance Act No 58 of 2001

Its main objective was to create a single, coordinated system of education and training, thereby creating a healthy framework for the functioning of colleges. The Act aims to improve the skills of workers by promoting education and training in the workplace.

DEFINITION OF KEY CONCEPTS

Educational needs
National Certificate Vocational
Further Education and Training (FET)
Further Education Training College
Vocational college
Community college
Nated programme
Skills development

FET is defined as “all teaching and training programs leading to qualifications at Levels 2 to 4 on the National Qualifications Framework as set out in the South African Qualifications Act No 95 of 1995” (Rooth 2011). For the purpose of this study FET is seen as a system of continuous learning opportunities for people of all ages through the joint efforts of education and training programmes. The College of Further Education and Training is "a rebuilding institution that provides the second chance in education needed by a large number of the population in training artisans, technicians and entrepreneurs who will assist in economic development" (RSA, Department of Education 2006).

However, it does not include schools that provide further education and training programs such as South African Schools Act 9 colleges under the authority of a government department other than the Department of Education' (RSA, Department of Education 2007). A FET college provides opportunities for continuous learning through education and training programs and promotes the development of quality skills.

ASSUMPTIONS

Funding
Curriculum
Staffing
Learner recruitment
Infrastructural resources

FET colleges offer many ingredients required for employability, but often not in the right combinations (Gewer 2009). It will provide the vital mid- to higher-level skills and competencies that the country needs to course itself in the globally competitive world of the 21st century (RSA, Department of Education 1998b). FET college educators in South Africa have faced a flurry of policy changes that have adversely affected their academic development in the FET sector.

There is a clear link between selecting students with the appropriate abilities to succeed in NCV. Student recruitment should be regularly reviewed by faculty leaders in light of participation, retention and performance data (RSA, Department of Education 2006a).

CONCLUSION

INTRODUCTION

RESEARCH DESIGN

POPULATION

It has become the first institution of choice for further education of young people in and around Limpopo, as the programs offered directly respond to the priority skills requirements of the South African economy. The purpose of the interviews was to gain an understanding of the faculty's educational needs. The geographical differences in the location of the various campuses offered an opportunity to gain insight into the life experiences of the participants within their frame of reference (Kumar 2005).

The Polokwane campus is located in the Polokwane municipality and is located on the corner of Dorp Street and College Avenue in the northern part of the city of Polokwane. The Seshego campus is also located in the Polokwane Municipality at 1919 Freedom Drive in Seshego, the western part of the city of Polokwane.

SAMPLING

Capricorn College for FET has positioned itself to offer programs aligned with the main industries and economic activities in the region, particularly mining, tourism, construction and trade. Longer programs are based on the new national curriculum based on the National Curriculum Statement (NCS). The quality of education offered by the Provincial Department of Education at different campuses also varies greatly due to their geographical positions.

Campuses in semi-urban or rural areas do not receive the same attention in terms of infrastructure and teaching staff as campuses in urban areas (Capricorn College for FET prospectus.

DATA COLLECTION

Interviews
Observations

Semi-structured interviews consisted of a predetermined set of questions, allowing additional questions to be asked depending on the flow of the interview. During the eventual interview sessions, other educators noisily entered and exited the interview room. This interrupted the interview process, as the interviewees often had to pause to alert their colleagues about the interview in progress.

Some students spoke uncontrollably during the interview session, not giving each other a chance to speak. At the Senwabarwana campus at least an hour was spent waiting for students to arrive for the scheduled interview; and although they were on campus, they had to be called to the interview room.

DATA ANALYSIS

The audiotape data were transcribed verbatim into a similar structure to the field notes, thus ensuring similar formats of all data available for analysis (McMillan & . Schumacher 2007). Information gathered during the interviews was transcribed verbatim from the audio tapes and classified into themes as they emerged after the interview (McMillan & . Schumacher 2007). The data set was examined and features of the data that warranted analysis were identified.

Coding in this regard was theory driven; ie data was approached by focusing on the specific content related to the purpose of the study. The entire data set was purposefully re-read to determine whether the themes worked in relation to the data set and to code any additional data within the themes, which may have been overlooked during earlier stages.

REFLECTIONS – LESSONS LEARNT

ETHICAL CONSIDERATIONS

The dignity of the people involved in the research was respected and they were protected from exploitation and vulnerability. Participants were thanked for their willingness to participate and at the same time were assured of the confidential treatment of any data obtained. Berg (2004) explains that "informed consent" means that participants are familiar with and understand the goals and objectives of the research; and that they are free from any element of fraud, deceit, coercion or similar unfair inducement or manipulation.

All participants in this study were required to complete an informed consent letter promising confidentiality. The college's deputy CEO allowed the study to be conducted on all three campuses.

CONCLUSION

To ensure that the study was conducted properly without harm to participants, the scientific supervisor and co-supervisor of this study provided ongoing support and advice. When conducting research, an institution's ethical issues must be viewed against a backdrop of institutional complexity, personal responses, and multiple expectations that are often conflicting (Simmons & Usher 2003).

INTRODUCTION

Critical factors .1 Funding
Findings from the observations .1 Lesson presentation

One faculty member believes that to secure more funding for the college, stakeholders and partnerships must be involved. One of the teachers states that students on campus are not highly educated for the labor market. One of the teachers further mentioned a department for financing staff development, where they are trained for their daily work.

One of the educators complained not only about overcrowding in workshops, but also in other learning areas. One of the educators complained about the lack of equipment and material needed for practical applications in the workshops.

SESHEGO CAMPUS .1 Facts and figures

Findings from the observations .1 Lesson presentation

The campus manager stated that the campus is funded by the Department of Higher Education and Training. The campus manager mentioned that internal continuous evaluation is used by teachers as a tool to assess students internally. The campus manager is of the opinion that the campus is insufficiently equipped in terms of infrastructure, because there are too few workshops for practical applications.

According to the campus manager, most teachers do not know about teaching methods, and NCV is a combination of theory and practice. Daily campus operating hours are 10 hours for the NCV and NATED programs combined.

SENWABARWANA CAMPUS .1 Facts and figures

Findings from the observations
Document analysis

He added that the campus hosts fundraising events where students are required to contribute a certain amount. Enrollment challenges include the sheer number of students wanting to enroll, while some want to enroll in courses that are not available on campus. The campus manager points out that education on campus faces a number of challenges.

The shortage of teaching and learning materials on campus hinders the efficient operation of the campus. There are not enough computers to accommodate all students; the campus also does not supply stationery.

CONCLUSION

All important events of the college were recorded eg. welcoming first-time students to college, graduation ceremonies and the end-of-year function. Some educators were not punctual or did not follow their lessons, causing students to choke, which resulted in poor performance. CROSS ANALYSIS OF FINDINGS FROM THE THREE CAMPUSES OF BRICORN COLLEGE FOR FET.

CROSS-CASE ANALYSIS OF THE FINDINGS FROM THE THREE CAMPUSES OF CAPRICORN COLLEGE FOR FET

INTRODUCTION
DATA MATRIX ON CROSS-CASE ANALYSIS
CRITICAL FACTORS

Funding
Curriculum
Staffing
Teaching and learning

FINDINGS FROM THE OBSERVATIONS The following issues were observed

Lesson presentation
Punctuality
Teaching and learning materials
Teacher-learner ratio

CONCLUSION

Campus managers and teachers on the three campuses indicate that some education programs do not match the labor market. Students are not properly trained due to the inadequate knowledge acquired through the programs, resulting in underperformance in the labor market. All three campuses have insufficient teaching and learning materials, such as textbooks, computers and stationery.

This chapter provides a cross-case analysis of the findings from the three FET university campuses. Students from all three campuses do not have access to appropriate or sufficient learning materials provided by the college.

DISCUSSION, RECOMMENDATIONS AND SUGGESTIONS FOR FURTHER STUDY

INTRODUCTION
DISCUSSION

Funding
Curriculum
Staffing
Registration
Teaching and learning
Accommodation

RECOMMENDATIONS

Funding
Curriculum
Staffing
Registration
Teaching and learning materials
Accommodation
Lesson presentation
Punctuality
Teacher-learner ratio

SUGGESTIONS FOR FURTHER STUDY
CONCLUSION

Based on the answers from the participants from all three campuses, the programs are not linked to the labor market. All the participants in the study reported a lack of infrastructural resources at Capricorn College for FET. The inadequate funding of Capricorn College for FET cannot maintain or improve the standard of education at this institution.

Therefore, teachers should be well trained in the theoretical and the practical part of the subject's content. They should be made aware that being late to college will have a negative impact on their studies and their academic performance.

REQUEST TO CONDUCT RESEARCH AT THE COLLEGE Name: JS Ngobeni

INTERVIEW GUIDE FOR LEARNERS FACTS AND FIGURES
INTERVIEW GUIDE FOR EDUCATORS
INTERVIEW GUIDE FOR CAMPUS MANAGERS
CONSENT FORM

What is the role of this college in developing and delivering skill training programmes. Do you think that the programs offered at this college meet the needs of the students? What is the role of the college in developing and delivering skills training programmes.

THE EDUCATIONAL NEEDS OF CAPRICORN COLLEGE FOR FET: CASE STUDY

APPROVAL FROM CAPRICORN COLLEGE FOR FET