Assessment of the implementation of the National Certificate (Vocational) plant production modules
| dc.contributor.advisor | Mammen, K J | en |
| dc.contributor.advisor | Adu, E O | en |
| dc.contributor.advisor | Surname, Firstnames | en |
| dc.contributor.author | Langa, Phakama Perry Macmillan | en |
| dc.date.accessioned | 2026-08-14T01:44:56Z | |
| dc.date.available | 2026-08-14T01:44:56Z | |
| dc.date.issued | 2016 | en |
| dc.description.abstract | From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program. | en |
| dc.format | 266 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Langa, Phakama Perry Macmillan. 2016 | en |
| dc.identifier.other | vital:27778 | en |
| dc.identifier.other | http://hdl.handle.net/10353/2359 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4770 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Curriculum planning Technical education -- Curricula Vocational education -- Curricula | en |
| dc.subject | Folk music -- Zimbabwe | en |
| dc.subject | Curriculum planning | en |
| dc.subject | Technical education -- Curricula | en |
| dc.subject | Vocational education -- Curricula | en |
| dc.title | Assessment of the implementation of the National Certificate (Vocational) plant production modules | en |
| dc.title.alternative | Assessment of the implementation of the National Certificate (Vocational) plant production modules | en |
| dc.type | Thesis | en |
| dc.type | Doctoral | en |
| dc.type | PhD | en |