This study examined the impact of Technical College programs on the employment status of Catering, Haircare and Cosmetology and Educare graduates in the Utility Services and Social Studies (USSS) Division of Cato Manor Technical College (CMTC). J .2 The integrated role of the Ministries of Education and Labor in the Technical College Education and Training sector J.3 Purpose of this study.
RESEARCH METHODOLOGY
CASE STUDY OF CATO MANOR TECHNICAL COLLEGE
CHAPTERS: KEY FINDINGS AND RECOMMEND A TIO NS
BIBLIOGRAPHY
CHAPTER ONE
OVERVIEW OF THE STUDY
- Introduction
- The integrated role of the Ministries of Education and Labour in the Technical College Education and Training sector
- Purpose of the study
- Rationale for the Study
- Methodology
- Significance of the study
- Delimitations
- Limitations of this Study
- Chapter Outli nes
- Introduction
This will determine how they fare in the workplace and their employers' satisfaction with the education and training received at the college. A detailed description of the Departments of Catering, Hair Care and Cosmetology and Educare in the Division USSS at CMTC is presented.
CHAPTER TWO LITERATURE REVIEW
Technical College Education and Training in the Apartheid Era
For example, Technical Colleges received only limited support in the form of resources and funding compared to the other education sectors. Weak links between Technical Colleges and industry result in irrelevant and outdated programs being offered.
National Policy Framework on the Further Education and Training Sector since the mid 1990's
The main objective of the FET bill is to establish a single coordinated system of higher education and to restructure and transform institutions (technical colleges) and programs of further education and training so that they can better respond to labor and economic needs in the South. Africa (DoE, 1998b). The National Ministry of Education and the nine provincial education departments will play a key role in laying the foundations for the new FET system.
Technical College Education and Training in Post Apartheid South Africa
- Mission
- Career Counselling
- Placement Services
- Programmes and Qualifications offered by Technical Colleges
- Theoretical and Practical Components
- Apprenticeship and In-Service Training
However, surveys of technical colleges in KwaZulu-Natal (HSRC, I 999) and in Gauteng (NBI, 1998) show that little formalized career guidance is available. A survey of technical colleges in the Western Cape (NBI, 1999) shows that only a minority of colleges provide employment assistance to students and graduates.
Responsiveness of Technical Colleges
- Responsiveness to Industry
- Responsiveness to the Needs of the Community
Kyobe (1998) states that Technical Colleges in Uganda are focusing on the supply side and are therefore not responding to the needs of the labor market. Research into Technical Colleges in KwaZulu-Natal (HSRC, 1999) indicates that Technical Colleges need to make a more conscious effort to address the needs of the informal economy.
Conclusion
With the advent of the new national policy since the mid-1990s, a window of opportunity has opened for the FET sector, bringing engineering colleges to the forefront. Such cooperation aims to make technical colleges increasingly responsive to the needs of South Africa. As a result, the provision of education and training at technical colleges makes it difficult for technical colleges to achieve their objectives.
These studies, among many others, have shown that many colleges are not meeting the goal of being institutions that respond to the needs of the economy and the community. The third chapter describes the research methodology used in data collection and data analysis of the study.
Introduction
CHAPTER THREE RESEARCH METHODOLOGY
- The Research Design
- Data Collection: Source & Process .1 Introduction
- Instrument Administration .1 Questionnaires
- Concluding Remarks on Data Collection
- Data Analysis .1 Questionnaires
- Interviews
- Documents
- Methodological Limitations
- Conclusion
Pilot studies were conducted with two senior lecturers who were not part of the target population. These interviews were conducted to determine lecturers' perceptions of the programs offered and the relevance and relevance of the education and training students received for the subjects they had chosen (see Appendix F). The analysis of the following selected documents allowed me to study the relevance and appropriateness of the offered programs in the areas of Hospitality, Hair Care and Cosmetics and Educare.
In the next chapter, an overview of the CMTC will be presented with a detailed description of the departments of catering, hair care and cosmetology and Educare in the department of USSS. The presentation of the results of this study and the analysis of the results form a large part of the next chapter.
CHAPTER FOUR
CASE STUDY OF CATO MANOR TECHNICAL COLLEGE
Introduction
Overview of Cato Manor Technical College
In 1994, the Catering, Hair Care and Crafts Division (now known as the USSS Division) was opened. In 1993, the School of Physical Education (currently known as the Division of Human Movement and Communication (HMC) and the Divisions of Business Studies (BS) and Engineering Studies (ES) occupied CMTC's Springfield Campus (refer to Appendix B for a Division of HMC offers a wide range of cultural enrichment programs sought after by the community.
The ES Division offers a National Technical Certificate (N 1 to N6) on a full-time and/or part-time basis. The BS department offers full-time annual courses (N2/N3 Business Administration) and semester courses (N4 to N6) in secretarial studies and management.
The Division of USSS .1 Department of Catering
- Assessment
- Apprenticeship / In-Service Training
- Department of Haircare and Cosmetology .1 Courses
- Accreditation
- Log Books
- Competency Based Modular Training
- Apprenticeship
- Assessment
The Haircare & Cosmetology Services Industry Education and Training Board (HCSIETB), the National Department of Education and the Haircare & Cosmetology educators develop the curriculum to meet the needs of the industry. The location/site of the Technical College is accredited as an adequate environment for hair care and cosmetology training. Every student doing hairdressing and cosmetology work at the college, which is accredited by the board, must have a logbook.
The modules are divided into formal hours spent by the students at the college and informal hours spent on in-salon training in a hairdressing and/or cosmetic salon approved by the HCSIETB while under an apprenticeship contract. An apprentice contract must be in writing and signed by the employer or on behalf of the employer and by the apprentice (if the apprentice is a minor, the contract must be signed by his/her guardian).
4.3.2.6.1 Six Modular Tests
4.3.2.6.2 Theory Examinations
4.3.2.6.3 Practical Examination
4.3.2.6.4 Board Examination
4.3.2.6.5 The Trade Test
Department of Educare
- Courses
- Assessment
- In-Service Training
The duration of the course is 1 year and the minimum entry requirement is grade 11 or N2 - Educare. The duration of the course is 6 months (one semester) and the minimum entry requirement is grade 12 or N3 - Educare. The duration of the course is 6 months (one semester) and the minimum entry requirement is N4 - Educare.
The duration of the course is 6 months (semester), and the minimum enrollment requirement is NS - Educare. After successful completion of courses from N4 to N6, the student must complete 18 months of continuous professional training in a kindergarten or pre-school institution.
Data Analysis
- Profile of Students
- Concluding remarks on Student Profile
- Appropriateness and Responsiveness of the programmes offered in the Division of USSS
- The Practical and Theoretical Components
- Student Experiences of the Curriculum
- Employment patterns of graduates
- Catering
- Haircare and cosmetology
- Educare
- Apprenticeship and In-Service Training
- Employers Rating of Graduates
However, the majority of students in all three departments indicated that they preferred practical work (see Table 4.6). Cosmetology students stated that too little time is devoted to theory (30% of time is devoted to theory in Hair Care &. Student responses show that Hair Care & Cosmetology programs are not appropriate for students' needs.
These students indicated that the duration of the courses in the catering industry is too short. The courses in the catering field are too short and apprenticeship or additional training is not part of the curriculum.
Conclusions and Summary of Findings
The findings show that the programs are insufficient and the employment patterns of Catering graduates clearly reflect this (see Table 4.11. There are no formal partnerships between industry and the USSS Division to determine the needs of the labor market and the informal sector as well as tracking graduates. The negative effects of the lack of such connections are clearly shown in graduate employment patterns.
There is a clear indication that the Division of USSS, like the majority of the Technical Colleges in Gauteng (NBI, 1998) and in KwaZulu-Natal (RGN, 1999), implements an exclusively supply-led policy. However, the findings of this study indicate that none of the Educare and Catering graduates are independent within their areas of specialization.
CHAPTER FIVE
KEY FINDINGS AND RECOMMENDATIONS
- Introduction
- Summary of key findings
- Recommendations
- Conclusion
The weaknesses outlined above show that the Division of USSS is not functioning to achieve the mission set forth by the Technical College by providing appropriate high quality education and training that is therefore not responsive to the needs of the students, community and industry. not responding This will enable the Division of USSS to closely monitor their enrollment patterns to ensure that the curriculum reflects the requirements of the learners, employers and the community. The division in collaboration with the Department of Education and Department of Labor can achieve this through the induction of outcome-based approach to programs and curricula.
The Department must note that funding for the above services will be provided by the Departments of Education and Labor (DoE, . 1998a: 23/33). Above are some recommendations that the USSS department can implement in response to the needs and concerns of its customers and stakeholders regarding the transformation.
Appendix F
LECTURERS - INTERVIEW SCHEDULE
Introduction
Critical Question
Staff perception of the curriculum offered
How would you describe the relevance of your course and teaching material to the needs of the workplace. In addition to technical and professional skills, students are given the opportunity to develop their skills in the core competencies of communication, problem solving and teamwork.
Staff Perception of Students Employment Patterns
Appendix G STUDENT QUESTIONNAIRE
Survey of Students in the Division of Utility Services and Social Studies at Cato Manor Technical College
Section A: Personal Details of Student
Section B
How would you rate the education and training you received at Cato Manor Technical College? Please rate your opinion of your course based on your development (!=excellent, 2=good, 3=satisfactory, 4=poor, 5=none). Progression to further study Your own understanding Use of current technologies Workplace expectation Use of different technologies.
How would you rate the guidance, supervision and support given to you by: - Excellent Good Satisfactory Poor. Do you have any suggestions that would help improve the course you studied.
Appendix H
GRADUATE QUESTIONNAIRE
Survey on recent graduates of the Division of Utility Services and Social Studies, Cato Manor Technical College
What advice would you give to a student enrolled/enrolled in the course you studied. Employed in the private sector Employed in the public sector Self-employed / Entrepreneur Enrolled in full-time further studies Enrolled in part-time further studies Unemployed.
Complete if you are currently employed
What do you think your employer thinks about the practical training you have completed at Cato Manor Technical College?
Please complete if you are currently self-employed
Please complete if you are currently unemployed
EMPLOYER QUESTIONNAIRE
Survey of employers who have employed graduates from the Division of Utility Services and Social Studies, Cato Manor Technical College
Section A: Personal details of employer
Section B: Your business/ organisation
Section C: Details of Graduate employed by you
If yes, please indicate whether employee is studying: 10 fu11her in the same field 20 in another direction. Name three things, in your opinion, that are positive in the training of the Graduate of Cato Manor Technical College. Name three things, in your opinion, that are lacking in the training of the Graduate at Cato Manor Technical College. i) ii) iii).
Section D; Cato Manor Technical College
How would you assess the demand for people with the necessary competencies and qualifications in your field?
Bibliography
Perceptions of technical colleges compared to other educational institutions and response to a new education system. Transforming further education and training in South Africa, a case study of technical colleges in KwaZulu-Natal.
