Project Topics
Get Complete Project Material File(s) Now! »
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION
Introduction
In this chapter the reader is introduced to the following subheadings: introduction, data presentation, data analysis and data interpretation. The researcher reduced and displayed data from the questionnaire responses of the NC (V) graduates and the interviews. The aim was to present the evidence and analysis of the impact of the National Certificate Vocational level 4 qualifications in the engineering studies from the three FET colleges in the North West Province. The chapter presented and examines how collected data was analysed and verified in the study as discussed in the previous chapters. The methods used in the data collection process are explained in detail including the procedure followed in analysing data. The data was consolidated and analysed according to themes aligned to the main study problem and the sub problems in order to realise the main aim of the study and the sub-aims as stated in chapter 1.
Data presentation
The first category of the data from section “A” related to the general information outlining the demographics of the NC (V) graduates, data relating to experience and background variables of the research participants was consolidated and analysed. Sections “B and C” of the questionnaire provided data on the experience of the graduates at the colleges and their experience of post-college destinations. The data from the various interviews conducted with the respondents from the colleges, the Department of Higher Education and Training (DHET), the employers and the institutions of higher education and training was analysed to verify and validate the data collected through the questionnaires. The college interviews conducted with the principals, the academic managers and the student support managers were aimed at providing the general overview on the initial introduction and the background of the NC (V) programmes in the Further Education and Training Colleges.
In summary, chapter 4 presented the consolidation and analysis of the empirical inquiry according to two phases in line with the mixed methodology chosen for this study.
The first phase is the quantitative phase, which relied on the questionnaire and the second phase is the qualitative phase, which was informed by the interviews and the secondary data from the reports and the records.
Data analysis
The researcher studied the interviews reports and derived meaning from different records; he then identified constructs such as themes, incidences, patterns and trends. This was an imperative phase in determining what occurred rather than merely describing the events. Neuman (1997: 420) indicates that data in the form of words, which are relatively imprecise, diffuse, and context-based; can have more than one meaning. A structured interview schedule ensured that the interview sessions remained focused on the research aims and that similar questions were asked to all similar groups. Collins (1984: 353) attests that words are not only more fundamental intellectually; one may also say that they are necessarily superior to mathematics in the social structure of the discipline. For this study, quantitative data was analysed by clustering sub-questions in order to relate headings of these questions to the objectives of the study to facilitate an easy interpretation of information. Larger common themes were allocated a colour or number. These were counted and displayed in a table. Codes were counted and totals given for response frequency.
Data reduction
After the collection of data through the interviews, the questionnaires and the secondary source reports from the Department of Higher Education and Training (DHET), a data reduction exercise was conducted. Data reduction is a process of selecting, simplifying, abstracting and transforming the data that appear in written-up field notes or transcriptions (Mutshinyani 2002:73; Miles and Huberman 1994: 11). The researcher undertook a field study to determine the influence of the NC (V) qualification on the post college destinations of the graduates by acquiring data from college principals or deputy principals, the academic managers, the student support managers, the Further Education and Training Chief Director, the employers and the representatives from the institutions of higher learning. Data gathered from the respondents was intended to verify, validate and support the information from the questionnaires. This information was used to support the objectives of the study and for the analysis purposes.
Data display
The study presented visual displays to show inferences and conclusions. The structure of the data was enhanced by the way it was organized, summarized and, simplified for the analysis and interpretation phase. Laporte (1997) and Patton (1990) state that qualitative researchers tend to use inductive analysis of data, meaning that critical themes emerge from the data. Qualitative analysis requires some creativity, for the challenge is to place the raw data into logical, meaningful categories; to examine them in a holistic fashion; and to find a way to communicate this interpretation to others. The study themes were categorised to ensure that logic and meaning were maintained, information was coded, and questions were aligned to responses.
Interviews
The interviews were conducted as per Table 4.2 – Interviews Schedule below, and data was organised by consolidating all information recorded and then reducing it through the process of identifying common themes and concepts. Cohen, Manion and Morrison (2000: 147) state that data analysis involves organising, accounting for, and explaining the data; in short, it is making sense of the data in terms of the participants‟ definitions of situation, noting patterns, themes, categories and regularities.
Section A: Planning, management and objectives / purpose of the NC (V) Qualification – Interview with the Principals.
Respondents: The Principal or Deputy Principal of the three Colleges
Two deputy principals and one principal from the three sample colleges were available to respond to this section of the interview schedule. The interviews were conducted at their respective colleges on different dates. The respondents were identified as “PO”, “PT” and “PV”.
Analysis
Early years of the programme was marked by teething problems that included slow commencement with regard to low number of students and the system was not fully functional. The respondents agreed that although the objectives of the programme have not yet been fully realised, there are signs of improvement such as student enrolment growth, increasing pass rate and placement of students into the workplace that is also facilitated by the SETAs.
The respondents alleged that the realisation of the objectives is also hampered by other factors such as the inadequate involvement of the private sector that is supposed to open up workplaces for students; low entry requirement of Grade 9 that leads to enrolment of students who are too young to deal with the college environment. Grade 9 students share the same class with Grade 12 students making class management and teaching difficult and those Grade 12 students feel that they are repeating levels of learning with a different learning content.
Section C: Academic and Student Support Services – Interviews with the Student Support Managers
Respondents were the Student Support Managers of the three colleges and were given these codes; “SO”, “ST” and “SV”. The interviews were conducted at the three colleges on different dates.
Interviews and analysis – DHET
The Chief Director and the Director at the National Office of the Department of Higher Education and Training substituted the Deputy Director-General for Vocational Education and Training who was not available for the interview meeting with the researcher. The interviews took place at the national office and focused on policy matters relating to the NC (V) qualification.
Section A: Policy on the NC (V) Qualification – Interviews with Chief Director and the Director responsible for the FET College in the Department of Higher Education and Training at the National level
Section 4.3.1 presents data collected from the interviews with the Chief Director and the Director responsible for the FET College in the Department of Higher Education and Training at the National level. The analysis and interpretation of the responses was guided by the four main questions as per the interview schedule. Key concepts and themes that emerged from the interviews were highlighted by underlining them.
Question 13: What is the policy that informed the conceptualization of the NC (V) qualification and its roll-out in 2007?
Respondent: Conceptualisation of the NC (V) qualification was not necessarily informed by policy, but it was triggered by the research report done by UMALUSI the Quality Council for Further Education and Training. The research compared the mainstream Grade 12 to the FET College NATED levels (N1 – N3) that focused on occupational training whilst remaining equivalent to Grade 12. The report led into meeting between the then Department of Education (DOE) and industry.
As a result of the research report, a need to develop an alternative qualification was identified. The question we asked then was, do we improve NATED .
DECLARATION
ACKNOWLEDGEMENT
DEDICATION
ABSTRACT
LIST OF ABBREVIATIONS AND ACRONYMS
LIST OF DIAGRAMMES
LIST OF FIGURES
LIST OF GRAPHS
LIST OF TABLES
CHAPTER ONE: INTRODUCTION AND BACKGROUND INFORMATION
1.1. Introduction
1.2. Background information of the study ..
1.3. FET College headcount enrolment by programme
1.4. Assumptions
1.5. The research problem
1.6. Research Methodology and Design
1.7. Significance of the study
1.8. Delimitation of the study
1.9. Chapter divisions
1.10. Concepts
1.11. Summary
CHAPTER TWO: LITERATURE REVIEW AND THEORETICAL FRAMEWORK
2.1. Introduction
2.2. The prevailing conditions in the Further Education and Training Sector
2.3. A Perspective on the newly introduced programme
2.4. An African Perspective as expressed in selected Countries
2.5. International Perspective and Models beyond Africa
2.6. A Comparative Summary of the experiences of the discussed Countries
2.7. South African Model
2.8. Related Theoretical Frameworks .
2.9. Summary
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY .
3.1. Introduction
3.2. Surveys – Research Design
3.3. Methodology
3.4. Qualitative research methodology
3.5. Quantitative research methodology
3.6. Population and Sample
3.7. Qualitative ethical consideration
3.8. Instrument Design – Questionnaire
3.9. The Pilot Study
3.10. Elements of the Questionnaire
3.11. The Research Approach of the Study
3.12. Interviews
3.13. Limitations of the Study
3.14. Summary
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.1. Introduction
4.2. Interviews
4.3. Interviews and analysis – DHET
4.4. Interviews and analysis – Universities, SETAs and Employers
4.5. Questionnaires – Engineering Graduates
4.6. Literature review – findings
4.7. Findings on selected Countries
CHAPTER FIVE: SUMMARY OF THE RESEARCH, CONCLUSIONS AND RECOMMENDATIONS
5.1. Introduction
5.2. Summary of the Research
5.3. Summary of common findings across the countries studied
5.4. Summary of theories of Connectivism and Community of Practice
5.5. Summary of the quantitative empirical study and key findings
5.6. Summary of the qualitative empirical study and key findings
5.7. Policy on NC (V) qualification
5.9. Conclusion on the research questions of the study
5.10. Recommendations
5.11. Areas for Future study
5.12. TVET College Integrated Community of Practice (ICoP) Forum Model
5.13. Proposed Work placement Model for TVET Experiential Training
5.14. Summary
BIBLIOGRAPHY
GET THE COMPLETE PROJECT
THE IMPACT OF NATIONAL CERTIFICATE VOCATIONAL ON THE CONTINUED LEARNING: PATTERNS AND DESTINATION OF THE FET COLLEGES ENGINEERING GRADUATES IN THE NORTH WEST PROVINCE
