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Change Management in TVET Colleges : Lessons Learnt from the Field of Practice.
The Technical and Vocational Education and Training (TVET) college environment is marked by increasingly stark juxtapositions between what needs to be achieved in the post-school education sector and the increasing difficulty of current conditions. The 'triple challenge' of poverty, inequa...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Oxford :
African Minds,
2016.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Kraak, Andre. | |
| 245 | 1 | 0 | |a Change Management in TVET Colleges : |b Lessons Learnt from the Field of Practice. |
| 260 | |a Oxford : |b African Minds, |c 2016. | ||
| 300 | |a 1 online resource (146 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover; Title page; Copyright page; Contents; Acronyms and abbreviations; Introduction. PERSPECTIVES ON PROGRAMMES, PROJECTS AND POLICIES IN THE TVET COLLEGES; Introduction; Waves of change; Expectations for change: Creating the conditions; Colleges Improvement Project; Project values and principles; Project focus areas; Conclusion; Chapter overview; References; Chapter 1 -- THREE DECADES OF RESTRUCTURING IN FURTHER EDUCATION COLLEGES. DIVERGENT OUTCOMES ACROSS DIFFERING GLOBAL VOCATIONAL EDUCATION AND TRAINING SYSTEMS; Introduction; Historical evolution of neo-liberal restructuring. | |
| 505 | 8 | |a Implications for post-school educationVocational education and training reform in the United Kingdom; The post-school system in the Netherlands; Employer buy-in; Assessing the Dutch system; Conclusions; South Africa's path through TVET reform?; References; Chapter 2 -- UNFINISHED BUSINESS. MANAGING THE TRANSFORMATION OF FURTHER EDUCATION AND TRAINING COLLEGES; Introduction; The foundations of TVET policy, 1994-1998; The first stage of implementation: Mergers and restructuring; The second phase of transformation: Institutional differentiation. | |
| 505 | 8 | |a The third stage of transformation: Moving to a consolidated post-school systemConclusions; An integrated framework for effective college transformation; Settling outstanding issues; Strategic alignment; Good governance; Strengthening functional areas at the colleges; Building a culture of performance; Achieving measurable and sustainable gains; References; Chapter 3 -- THROWING GOOD MONEY AFTER BAD. BARRIERS SOUTH AFRICAN VOCATIONAL TEACHERS EXPERIENCE IN BECOMING COMPETENT EDUCATORS; Introduction; Reading between the lines; Diversity and levels of current TVET teacher qualifications. | |
| 505 | 8 | |a Conditions of serviceDemands of TVET college programmes; The sociological demands of students; Funding; Conclusion; What universities can do; Research; References; Chapter 4 -- A CLIMATE FOR CHANGE? VERTICAL AND HORIZONTALCOLLEGIAL RELATIONS IN TVET COLLEGES; Introduction; Collegial relations and collegiality; Conceptual framework; Methodology; Context; Colleagues and collegial relations; Generational diversity amongst colleagues; Race relations; Specialisations; Relations with college management; Dictatorship, nepotism and lack of collaborative strategies. | |
| 505 | 8 | |a Centralisation and decentralisation of powerConclusion; References; Chapter 5 -- PREPARING TVET COLLEGE GRADUATES FOR THE WORKPLACE. EMPLOYERS' VIEWS; Introduction; Views from the literature; What is employability?; Preparing artisans for the workplace; Cooperation and partnership; Quality training provision; Curriculum development; Continuous versus sequential training and the need to allow for flexibility; Incentivising employers to offer apprenticeships; Flexible pathways; Integration of education and training; Conclusion; Views from the ground: An applied research project. | |
| 500 | |a Employers in the Engineering sector. | ||
| 520 | |a The Technical and Vocational Education and Training (TVET) college environment is marked by increasingly stark juxtapositions between what needs to be achieved in the post-school education sector and the increasing difficulty of current conditions. The 'triple challenge' of poverty, inequality and unemployment weighs heavily on the social, political and economic fabric of the country and expectations are high that the TVET colleges can make a pivotal contribution to counter these challenges. Despite laudable increases in TVET enrolment, the education system needs to work harder to accommodate the weight of demand for post school further education and training (FET) band qualifications from young people not in education, employment or training. At the same time, it is vital to secure adequate quality in TVET programmes which depend so much on the competence and commitment of college lecturers. This collection offers a set of research papers that provide new analytic and empirical material on: The political economy of TVET types in different countries which, by comparison, illuminate the South African case; A periodisation of government interventions in the TVET sector over the last three decades; The unsettled state and status of TVET lecturers in relation to their job requirements and conditions of service; The halting evolution of collegial relationships between college lecturers towards higher collegiality; Employer expectations of college graduates and how colleges are responding; and an analysis of the outcomes of a college improvement intervention in Limpopo and the Eastern Cape. This book will offer valuable information and insights for decision-makers as well as analysts of institutional change concerning links between education and economic growth, with particular regard to TVET graduates' employment rates. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Technical education. | |
| 650 | 0 | |a Vocational education. | |
| 650 | 2 | |a Vocational Education | |
| 650 | 6 | |a Enseignement technique. | |
| 650 | 6 | |a Enseignement professionnel. | |
| 650 | 7 | |a Education |x Adult & Continuing Education. |2 bisacsh | |
| 650 | 7 | |a Technical education |2 fast | |
| 650 | 7 | |a Vocational education |2 fast | |
| 700 | 1 | |a Paterson, Andrew. | |
| 758 | |i has work: |a Change management in TVET colleges (Text) |1 https://id.oclc.org/worldcat/entity/E39PCG6QrcKfKR36Hh6Pt3Gwfm |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Kraak, Andre. |t Change Management in TVET Colleges : Lessons Learnt from the Field of Practice. |d Oxford : African Minds, ©2016 |z 9781928331339 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=4653395 |z Texto completo |
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