Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape

Abstract

Mathematics has always been a problem at schools, colleges and universities and to address this problem the South African government has introduced a new subject called Mathematical Literacy into schools and colleges. Since this subject places the emphasis on real-life contexts, there has been a special focus on its management at schools and colleges so that its implementation is done in an efficient way. This study therefore focuses on the experiences and interactions of managers of this new subject and how their leadership can improve performance in it. In addition to the literature review, an empirical investigation based on a qualitative approach and involving semi-structured interviews with managers of three public TVET colleges in the Western Cape was conducted to collect data. The other method used was the analysis of documents relevant to the study. The research found that managers of Mathematical Literacy have varying experiences in both their roles and the implementation of the subject. They also face varied challenges in relation to lecturers and students although there are also similarities regarding these at the different colleges in the study. The strategies of instructional leadership in intervention methods to improve performance in the subject which are encouraged by managers also differ, and some have better results than others. Various methods to empower lecturers are recommended. Recommendations are also made on what was found in this study, as are recommendations for further study.