Tshiovhe, T. E.Nenzhelele, M. A.Nkadimeng, Makoko Heerden2022-08-082022-08-082022-07-15Nkadimeng, 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>.http://hdl.handle.net/11602/2228MEd (Curriculum Studies)Department of Professional and Curriculum StudiesThe 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.1 online resource (xiv, 165 leaves)enTechnical and Vocational Education and TrainingUCTDMarketingManagementMigrationCapacity technical collegeCurriculum responsiveness378.010968257Curriculum planning -- South Africa -- LimpopoCurriculum change -- South Africa -- LimpopoVocational education -- South Africa -- LimpopoEducation -- South Africa -- LimpopoTechnical education -- South Africa -- LimpopoDissertationNkadimeng MH. Responsive curriculum as an aspect of marketing technical and vocational education and training colleges in Limpopo Province. []. , 2022 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/2228Nkadimeng, M. H. (2022). <i>Responsive curriculum as an aspect of marketing technical and vocational education and training colleges in Limpopo Province</i>. (). . Retrieved from http://hdl.handle.net/11602/2228Nkadimeng, Makoko Heerden. <i>"Responsive curriculum as an aspect of marketing technical and vocational education and training colleges in Limpopo Province."</i> ., , 2022. http://hdl.handle.net/11602/2228TY - Dissertation AU - Nkadimeng, Makoko Heerden AB - 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. DA - 2022-07-15 DB - ResearchSpace DP - Univen KW - Technical and Vocational Education and Training KW - Marketing KW - Management KW - Migration KW - Capacity technical college KW - Curriculum responsiveness LK - https://univendspace.univen.ac.za PY - 2022 T1 - Responsive curriculum as an aspect of marketing technical and vocational education and training colleges in Limpopo Province TI - Responsive curriculum as an aspect of marketing technical and vocational education and training colleges in Limpopo Province UR - http://hdl.handle.net/11602/2228 ER -