https://ir.unisa.ac.za/handle/10500/6434 2026-10-06T01:31:56Z 2026-10-06T01:31:56Z Ngcobo, Siphesihle https://ir.unisa.ac.za/handle/10500/33047 2026-09-09T09:29:13Z 2026-02-01T00:00:00Z

Exploring the management of the practical component in the hospitality national certificate vocational programme at a TVET college in KwaZulu-Natal Ngcobo, Siphesihle This study explored how TVET lecturers manage the practical component of the Hospitality National Certificate (Vocational) programme at selected TVET colleges in KwaZulu-Natal, South Africa. The exploration was motivated by persistent concerns about the disconnection between theoretical instruction and practical training in vocational education, and the implications this has for graduate competence and employability. Given the centrality of practical training in Hospitality education, the study sought to examine how practical components are implemented, assessed, and supported within TVET institutions. A qualitative research approach was adopted within an interpretivist paradigm, using an exploratory case study design. Data were generated through semi-structured interviews with eight (8) purposively selected participants, comprising Hospitality senior lecturers and Heads of Department from selected campuses offering the Hospitality programme. Purposive sampling was employed to ensure that participants had direct experience in managing and implementing the practical component. The data were analysed thematically to identify patterns related to the management, delivery, and assessment of practical training. The findings revealed that, although lecturers recognise the importance of practical training in developing vocational competence, its effective implementation is constrained by systemic and institutional challenges. These include limited resources, inadequate training facilities, time pressures and assessment practices that prioritise compliance over authentic skill development. Lecturers employed adaptive strategies to mitigate these challenges; however, such practices were largely informal and unsustainable. The study concluded that strengthened institutional support, improved resourcing and closer alignment between theory, practice and assessment are essential for enhancing graduate work readiness within the TVET Hospitality programme.

2026-02-01T00:00:00Z Nyoni, Mbizo https://ir.unisa.ac.za/handle/10500/32986 2026-08-28T11:56:58Z 2025-12-27T00:00:00Z

Strategies and challenges in managing distance Education at a tvet college: a case of grade R trainee-teacher diploma programme Nyoni, Mbizo This study explored how Grade R Diploma students at South African TVET colleges manage the challenges of studying through Distance Education (DE). It examined the teaching and learning strategies used for adult learners, as well as the support systems available to them. The sample size was randomly selected and had six(6) student and three (3) teacher participants. Altogether, there were nine (9) participants. The procedure used for sample selection was purposeful sampling with two (2) students in each category, (low, average and high performers) respectively. Three (3) experienced teacher participants were chosen using purposeful sampling. Findings showed that while many students coped well with DE, a significant number struggled due to limited direct teacher interaction, poor network connectivity, and inexperience with distance learning. Despite these challenges, the college provided support structures such as library and computer facilities to enhance student success. Both student and teacher responses aligned closely, revealing common concerns and needs. The study recommends expanding learning facilities, upgrading study materials, and diversifying teaching strategies to accommodate varied learning styles. Themes identified from the data informed the study’s conclusions and recommendations.

2025-12-27T00:00:00Z Anderson, Fiona Brigette https://ir.unisa.ac.za/handle/10500/31736 2024-10-14T13:42:07Z 2019-01-01T00:00:00Z

Exploring the prevalence of developmental Dyscalculia amongst distance education students at the Namibian University of Science and Technology Anderson, Fiona Brigette This qualitative study sought to investigate the misconceptions related to the low Mathematics pass rate of the distance education learners at the Namibia University of Science and Technology (NUST). The researcher suspects that the low pass rate might be due to Dyscalculia, a Mathematics Learning Disability. Therefore, this study examines the symptoms of Dyscalculia in adults, identifies other learning difficulties that are associated with Mathematics and suggests appropriate learning support strategies. The population of this study was 131 distance education students, aged 25 years and above, enrolled for basic mathematics. The purposive sampling method was used, and the data collection methods were interviews and an openended online questionnaire. Data were analysed using thematic analysis technique. The findings revealed that some of the symptoms of Dyscalculia in adults include the lack of mastering basic mathematics skills, have difficulty in understanding mathematical vocabulary and have difficulty in the retrieval of arithmetic facts, amongst others. The findings illustrate that Dyscalculia may be an attributing factor towards the low pass rate in Mathematics and that a holistic learning support approach should be used; this entails early identification and screening for specific learning disabilities.

2019-01-01T00:00:00Z Bezuidenhout, Christo Wynand https://ir.unisa.ac.za/handle/10500/31479 2024-08-22T09:20:09Z 2023-10-01T00:00:00Z

Human resource development teaching and learning in South African higher education : a practitioner perspective Bezuidenhout, Christo Wynand This research study is devoted to exploring the critical alignment between Human Re-source Development (HRD) education in higher institutions and the practical require-ments of HRD professionals in the South African workforce. As the significance of HRD grows in higher education (HE), especially in today’s rapidly evolving “new-world” economy, there is a rising demand for specialised HRD academic programmes. This demand underscores the utmost importance of ensuring that HRD programmes effec-tively prepare students to thrive in the ever-changing world of work. The HRD field, while growing, faces several formidable challenges. Foremost among these challenges is the absence of a universally accepted HRD definition, com-pounded by its multidisciplinary nature and continually expanding boundaries. This lack of a clear definition presents a significant hurdle for educational institutions striv-ing to design pertinent and effective HRD curricula. Furthermore, HRD curriculum de-velopment is increasingly becoming a focal point within HRD education, yet research in this domain remains limited. Recent statistics underscore this gap, revealing a dearth of peer-reviewed articles focused on university-based HRD courses and pro-grammes. Prominent organisations like the University Forum for Human Resource De-velopment (UFHRD) have turned their attention to curriculum design and the teaching and learning of HRD qualifications, emphasising the need for curriculum content that adequately prepares HRD graduates for real-world HRD roles. In the South African context, the government’s prioritisation of skills development through initiatives such as the Human Resource Development Strategy for South Af-rica (HRDS-SA) and the National Skills Development Plan 2030 (NSDP 2030) under-scores the urgency for South African universities to equip HRD programme graduates with the knowledge, skills, and attributes required to effectively implement HRD strat-egies in workplaces. This aligns with global trends where undergraduate programmes increasingly focus on cultivating students’ career readiness and skill acquisition. This study is guided by three central objectives: To assess the alignment between HRD education and the needs of HRD professionals, to explore perceptions of HRD viii as a field of study within the South African workforce and its impact on the expectations placed on HRD practitioners, and to compare the content and methods of HRD edu-cation at undergraduate level with the practical application of HRD by professionals in South African workplaces. Through an extensive literature review to establish a theoretical foundation and em-pirical research methods to gather data, this study uncovers substantial insights into the potential disconnect between HRD education and practice. It reveals a paucity of research addressing the academic preparation of HRD professionals and the chal-lenges faced by HRD educators in ensuring curriculum relevance. The research employed a case-study approach, focusing on an empirical investigation of HRD phenomena within real-world contexts. Purposeful sampling was used to se-lect participants for focus group interviews, based on specific criteria reflecting their experience richness. Purposive sampling also extended to documents related to HRD curriculum, focusing on a registered qualification and articles addressing the under-graduate HRD curriculum. The study employed two methods for data analysis: docu-ment analysis and interpretation of focus group interviews. These methods allowed for a comprehensive examination of HRD teaching and learning documents alongside insights from HRD practitioners' experiences in the workplace, providing a nuanced understanding of the alignment between HRD education and practice. In light of these findings, several recommendations emerge. Foremost among them is the pressing need for extensive research on the academic preparation of HRD profes-sionals and the challenges faced by HRD educators. HRD curricula must be adapted to align more closely with rapidly changing workplace realities. Initiatives like the UFHRD can play a pivotal role in guiding curriculum content to meet industry needs. A more robust partnership between HRD academics and practitioners is essential to ensure that HRD curricula resonate with the voices of both scholars and practitioners. In conclusion, this research represents a significant step towards bridging the gap be-tween HRD education and practice in the South African context. The findings offer invaluable insights into the challenges and opportunities involved in aligning the HRD ix curriculum with workplace realities. By addressing these issues, South African univer-sities can better equip HRD graduates to navigate the demands of today’s ever-evolv-ing world of work, thereby contributing to the professionalisation and maturation of HRD as an academic discipline harmoniously integrated with its practical application.

2023-10-01T00:00:00Z