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dc.contributor.advisorMthiyane, Siphiwe Eric.
dc.creatorKhambula, Nokulunga Brilliant Mamzela.
dc.date.accessioned2016-11-23T09:21:42Z
dc.date.available2016-11-23T09:21:42Z
dc.date.created2015
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/10413/13765
dc.descriptionMaster of Education in Educational Leadership Management and Policy. University of KwaZulu-Natal, Edgewood 2015.en_US
dc.description.abstractThis was a study of three campuses in one TVET College and it was the voices of lecturers in Ubuntu and TVET College leadership. To fulfil the purpose of the study questions such as what are the participants’ conceptualisation/s of Ubuntu leadership; what are the perspectives of TVET lecturers to the implementation of the principles and values of Ubuntu; how can the principles and values of Ubuntu be applied to the practice of TVET college leadership and what are the enabling factors and challenges to the implementation of the principles and values of Ubuntu to TVET college leadership were asked. Three methods of generating data were used which were semistructured interviews, questionnaires and documents review. Six lecturers were purposefully selected, two from each campus through qualitative data analysis. The TVET sector realised after the introduction of the curriculum statement NCV that the students were battling to achieve the desired outcomes. Research was conducted of which one of the outcomes was that lecturers lacked pedagogical knowledge and skills. Lecturers were given the opportunity to up-skill themselves so that they can be equipped with the skills needed by the TVET sector. But still the student achievement remains low. The TVET College sector is also undergoing different changes which burden the leadership. The Green Paper (2012) states that there are still challenges, facing the TVET sector and it contained some of the ways to be used to overcome these challenges, such as management and governance challenges. To improve student performance, one of the ways is to examine the current leadership practices at the college. This is done by examining if Ubuntu philosophy can be introduced to the TVET College to improve the quality of education. Bush (2008) states that leadership is linked to college improvement; similarly Bhengu and Mthembu (2014) state that scholars are agreeing that leadership is central in ensuring high learner achievement. The study believes that leadership is essential for the success of the TVET College leadership. In addition, the study believes in the principles and values of Ubuntu as an initiative that must be followed to ensure that happens. The findings suggest the participants understand what ubuntu is, but felt that it is not practiced accordingly. They further mentioned that there must be an awareness that will help all working at the TVET College to know about the values and principles of Ubuntu/Batho Pele. In addition, the participants believe that Ubuntu if applied correctly can enhance the quality of leadership.en_US
dc.language.isoen_ZAen_US
dc.subjectUbuntu (Philosophy)en_US
dc.subjectEducational leadership -- South Africa -- KwaZulu-Natal.en_US
dc.subjectCollege teachers -- South Africa -- KwaZulu-Natal.en_US
dc.subjectTechnical education -- South Africa -- KwaZulu-Natal -- Leadership.en_US
dc.subjectTheses -- Education.en_US
dc.titleUbuntu and college leadership : voices of the technical and vocational, education and training college lecturers in northern KwaZulu-Natal.en_US
dc.typeThesisen_US


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