Responsive curriculum as an aspect of marketing technical and vocational education and training colleges in Limpopo Province

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dc.contributor.advisor Tshiovhe, T. E.
dc.contributor.advisor Nenzhelele, M. A.
dc.contributor.author Nkadimeng, Makoko Heerden
dc.date 2021
dc.date.accessioned 2022-08-08T20:37:38Z
dc.date.available 2022-08-08T20:37:38Z
dc.date.issued 2022-07-15
dc.identifier.citation Nkadimeng, M. H. (2021) Responsive curriculum as an aspect of marketing technical and vocational education and training colleges in Limpopo Province. University of Venda. South Africa.<http://hdl.handle.net/11602/2228>.
dc.identifier.uri http://hdl.handle.net/11602/2228
dc.description MEd (Curriculum Studies) en_ZA
dc.description Department of Professional and Curriculum Studies
dc.description.abstract The aim of this study was to investigate how a responsive TVET (Technical and Vocational Education and Training) college’s curriculum can serve as a marketing tool, to attract learners to technical and vocational education and training in Limpopo Province. The study adopted a qualitative research approach. The researcher used individual interviews to collect data from the participants. Document analysis was used and an observation schedule was developed and used to collect the study data. The population of the study comprised of all Department of Higher Education and Training TVET officials, principals of TVET colleges, TVET marketing managers, and learner support officers in Limpopo Province. Purposive sampling used to select the participants of the study. The sample comprised of 1 Department of Higher Education and Training TVET official, 3 principals of TVET Colleges, 3 TVET marketing managers, and 3 learner support officers. Thematic analysis was used to analyze the data collected. The study showed that learners migrate to other provinces because some of the TVET Colleges offer the skills that do not meet the requirements of the business around their community’s needs. Lecturers teaching at the colleges were also found to be inadequately qualified. As a result, learners migrate to other provinces, hoping there would be job opportunities after completing their studies. TVET Colleges also do not market themselves sufficiently, for learners to understand their programs. Lecturers also need to have a teaching qualification and complete a trade test -for those teaching engineering courses. In addition, the college budget for marketing should be adequate. Furthermore, high school principals should provide brochures on a yearly basis, to assist learners at their respective schools. TVET Colleges should also address local needs. Finally, TVET Colleges should collaborate with businesses to get financial assistance. en_ZA
dc.description.sponsorship NRF en_ZA
dc.format.extent 1 online resource (xiv, 165 leaves)
dc.language.iso en en_ZA
dc.subject Technical and Vocational Education and Training en_ZA
dc.subject Marketing en_ZA
dc.subject Management en_ZA
dc.subject Migration en_ZA
dc.subject Capacity technical college en_ZA
dc.subject Curriculum responsiveness en_ZA
dc.subject.ddc 378.010968257
dc.subject.lcsh Curriculum planning -- South Africa -- Limpopo
dc.subject.lcsh Curriculum change -- South Africa -- Limpopo
dc.subject.lcsh Vocational education -- South Africa -- Limpopo
dc.subject.lcsh Education -- South Africa -- Limpopo
dc.subject.lcsh Technical education -- South Africa -- Limpopo
dc.title Responsive curriculum as an aspect of marketing technical and vocational education and training colleges in Limpopo Province en_ZA
dc.type Dissertation en_ZA

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