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Leadership development for technical and vocational education and training college leaders in South Africa: a post-graduate curriculum framework

Robertson, C A

Abstract:
The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014).

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Document Title: Leadership development for technical and vocational education and training college leaders in South Africa: a post-graduate curriculum framework
Academic Department: Department of Curriculum Studies, Faculty of Education
University: Stellenbosch University
City: Cape Town, SOUTH AFRICA
No. of Pages: 263


Date:2015
Document Type:Thesis (Peer Reviewed)
Subject Area:Teaching and Learning
Country:South Africa
Keywords:Technical Skills, Colleges, TVET, Post-School Studies, Vocational Colleges


File Size:4.64 MB
Date Added:10 June 2016


Catherine A (du Plessis) Robertson (2015) Leadership development for technical and vocational education and training college leaders in South Africa: a post-graduate curriculum framework, Dissertation presented for the Degree of Doctor of Philosophy in the Department of Curriculum Studies in the Faculty of Education at Stellenbosch University, South Africa