Implementation of the national diploma in tourism and hospitality management curriculum in two polytechnic colleges in Zimbabwe
- Ngwenya, Khanyisani https://orcid.org/0000-0002-0543-4671
- Authors: Ngwenya, Khanyisani https://orcid.org/0000-0002-0543-4671
- Date: 2024-01
- Subjects: Hospitality industry -- Vocational guidance , Tourism -- Vocational guidance
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28287 , vital:74165
- Description: Many countries in the world consider the tourism and hospitality industry as the leading employer with huge impact on economic growth. It has significantly contributed to their national Gross Domestic Product (GDP). Several studies conducted world over affirm that tourism contributes above the global average of ten percent. In Zimbabwe, the estimated percentage has also been as high as 10percent. The Tourism and Hospitality Management (THM) program aims to equip youth with critical industry-specific skills and mitigate unemployment. Despite this, literature has revealed that certain graduates struggle to secure industry positions due to a discrepancy between acquired skills and employer expectations. Consequently, some graduates accept menial roles outside the tourism sector, while the industry itself resorts to employing unqualified personnel. The reason lies in ineffective curriculum implementation approaches characterized by a lack of appropriate pedagogical methods. Identifying and implementing effective strategies ensures that graduates possess the requisite skills and competencies demanded by the industry, making their employability much easier. This study used a qualitative approach because of its exploratory, descriptive, and contextual nature. The interpretive paradigm provided participants’ views, opinions, and thoughts on the THM curriculum implementation. The multiple case study research design allowed ample freedom to dig deeper into rich empirical data by examining contemporary trends in implementing the ND3 in THM curriculum at two polytechnic colleges. Non-probability convenience sampling was used to select the two polytechnic colleges. Purposive sampling was used to select twelve (12) students, six (6) lecturers, and two (2) ITTD inspectors. Lecturers and inspectors were interviewed. Data from students was obtained through Focus group discussions. Curriculum documents were reviewed to provide true realities of the THM curriculum implementation. Content analysis was used to analyse data. Rogan and Grayson (2003) curriculum implementation theoretical framework guided the study. The study revealed that lecturers were dissatisfied due to inappropriate pedagogical strategies. A new model to bridge the theory/ practice gap in teaching was developed. The study recommended the adoption of a new and modern teaching model and fix the recruitment process by employing qualified lecturers to teach ND3 in THM students. , Thesis (PhD) -- Faculty of Education, 2024
- Full Text:
- Date Issued: 2024-01
- Authors: Ngwenya, Khanyisani https://orcid.org/0000-0002-0543-4671
- Date: 2024-01
- Subjects: Hospitality industry -- Vocational guidance , Tourism -- Vocational guidance
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28287 , vital:74165
- Description: Many countries in the world consider the tourism and hospitality industry as the leading employer with huge impact on economic growth. It has significantly contributed to their national Gross Domestic Product (GDP). Several studies conducted world over affirm that tourism contributes above the global average of ten percent. In Zimbabwe, the estimated percentage has also been as high as 10percent. The Tourism and Hospitality Management (THM) program aims to equip youth with critical industry-specific skills and mitigate unemployment. Despite this, literature has revealed that certain graduates struggle to secure industry positions due to a discrepancy between acquired skills and employer expectations. Consequently, some graduates accept menial roles outside the tourism sector, while the industry itself resorts to employing unqualified personnel. The reason lies in ineffective curriculum implementation approaches characterized by a lack of appropriate pedagogical methods. Identifying and implementing effective strategies ensures that graduates possess the requisite skills and competencies demanded by the industry, making their employability much easier. This study used a qualitative approach because of its exploratory, descriptive, and contextual nature. The interpretive paradigm provided participants’ views, opinions, and thoughts on the THM curriculum implementation. The multiple case study research design allowed ample freedom to dig deeper into rich empirical data by examining contemporary trends in implementing the ND3 in THM curriculum at two polytechnic colleges. Non-probability convenience sampling was used to select the two polytechnic colleges. Purposive sampling was used to select twelve (12) students, six (6) lecturers, and two (2) ITTD inspectors. Lecturers and inspectors were interviewed. Data from students was obtained through Focus group discussions. Curriculum documents were reviewed to provide true realities of the THM curriculum implementation. Content analysis was used to analyse data. Rogan and Grayson (2003) curriculum implementation theoretical framework guided the study. The study revealed that lecturers were dissatisfied due to inappropriate pedagogical strategies. A new model to bridge the theory/ practice gap in teaching was developed. The study recommended the adoption of a new and modern teaching model and fix the recruitment process by employing qualified lecturers to teach ND3 in THM students. , Thesis (PhD) -- Faculty of Education, 2024
- Full Text:
- Date Issued: 2024-01
Theme and protest in the South African post-apartheid novel: a case study of the writings of three black South African novelists
- Moyo, Mbongeni https://orcid.org/0000-0003-2256-9671
- Authors: Moyo, Mbongeni https://orcid.org/0000-0003-2256-9671
- Date: 2021-06
- Subjects: Postcolonialism in literature , Apartheid in literature , Protest literature, South African (English)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22023 , vital:51937
- Description: This study analyses a selected cohort of black South African novelists‟ depiction of the real burning issues of the post-Apartheid South Africa. The ideas that the study is concerned with in the novel under study, are based on the aspect of theme and how it is utilised by the respective authors to address the social, economic and political issues in the post-Apartheid South Africa. The study is an investigation of the extent to which black South African novelists have depicted the aforementioned issues. The research highlights those issues that the novels under study addressed and continues by revealing how the authors depict these issues in their texts. Moreover, the study concludes that literature has a role to play in the society and recommends that it should be reliable and useful to the society. It further recommends that literature should not ignore societal issues and should be corrective in its approach. The study is comprised of six chapters: Chapter One functions as an introduction to the study. It provides information on the aims and objectives of the study, the background information on the novels under study and South African literature itself. The chapter also outlines the method and the theories, which will be used in the study. It concludes by addressing the significance of the study. Chapter Two provides a detailed analysis of the theories, which will be used in the study. This includes the Marxism and Realism theory, Afrocentric theory and the Feminist Literary theory. It also defines the concept of theme and outlines its characteristics. It discusses post-colonial literature and its development in Africa. The chapter will conclude with a disclosure of the role of theme and of the author in the African novel. Chapter Three addresses the depiction of burning issues in Mpe‟s novel “Welcome to Our Hillbrow”. It discusses the real post-colonial challenges confronting the society during the post-Apartheid South Africa. It determines whether the novel under study adequately addresses these issues. Chapter Four identifies and addresses the depiction of burning post-colonial issues in Magona‟s novel “Beauty‟s Gift”. It unveils the themes that are dealt with in the novel under study thereby linking them effectively to the current situation in the new South Africa. Chapter Five unveils the central themes in Mahala‟s Novel “When a Man Cries” and it illustrates how the author protests against the ills of post-Apartheid South Africa. Chapter Six serves as the conclusion of the study and brings out the findings and recommendations of the study. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2021
- Full Text:
- Date Issued: 2021-06
- Authors: Moyo, Mbongeni https://orcid.org/0000-0003-2256-9671
- Date: 2021-06
- Subjects: Postcolonialism in literature , Apartheid in literature , Protest literature, South African (English)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22023 , vital:51937
- Description: This study analyses a selected cohort of black South African novelists‟ depiction of the real burning issues of the post-Apartheid South Africa. The ideas that the study is concerned with in the novel under study, are based on the aspect of theme and how it is utilised by the respective authors to address the social, economic and political issues in the post-Apartheid South Africa. The study is an investigation of the extent to which black South African novelists have depicted the aforementioned issues. The research highlights those issues that the novels under study addressed and continues by revealing how the authors depict these issues in their texts. Moreover, the study concludes that literature has a role to play in the society and recommends that it should be reliable and useful to the society. It further recommends that literature should not ignore societal issues and should be corrective in its approach. The study is comprised of six chapters: Chapter One functions as an introduction to the study. It provides information on the aims and objectives of the study, the background information on the novels under study and South African literature itself. The chapter also outlines the method and the theories, which will be used in the study. It concludes by addressing the significance of the study. Chapter Two provides a detailed analysis of the theories, which will be used in the study. This includes the Marxism and Realism theory, Afrocentric theory and the Feminist Literary theory. It also defines the concept of theme and outlines its characteristics. It discusses post-colonial literature and its development in Africa. The chapter will conclude with a disclosure of the role of theme and of the author in the African novel. Chapter Three addresses the depiction of burning issues in Mpe‟s novel “Welcome to Our Hillbrow”. It discusses the real post-colonial challenges confronting the society during the post-Apartheid South Africa. It determines whether the novel under study adequately addresses these issues. Chapter Four identifies and addresses the depiction of burning post-colonial issues in Magona‟s novel “Beauty‟s Gift”. It unveils the themes that are dealt with in the novel under study thereby linking them effectively to the current situation in the new South Africa. Chapter Five unveils the central themes in Mahala‟s Novel “When a Man Cries” and it illustrates how the author protests against the ills of post-Apartheid South Africa. Chapter Six serves as the conclusion of the study and brings out the findings and recommendations of the study. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2021
- Full Text:
- Date Issued: 2021-06
Assessing the preparation, induction and professional development experiences of teacher educators in Botswana and South Africa: recommendations for an andragogically based model
- Kasozi, Joseph Amooti https://orcid.org/0000-0002-0978-2171
- Authors: Kasozi, Joseph Amooti https://orcid.org/0000-0002-0978-2171
- Date: 2015-01
- Subjects: Teachers -- In-service training , Teachers -- Training of -- South Africa , Education -- Botswana
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24643 , vital:63388
- Description: Research evidence points to the fact that in most countries teacher educators enter the field of teacher education with little or no preparation (Abell, 1997;Ntoyi≤fuka, 2001; Robinson & Macmillan, 2006; Snoek, Swennen and van der Klink, 2009). Yet, it is argued that the teacher is the single most important factor determining the achievement of learners and the quality of education (UNESCO, 2008; Snoek, Swennen and van der Klink, 2009; Smith, 2010). Sadly, however, most countries and teacher education institutions have paid little or no attention to the preparation, induction and professional development of those who train these teachers, that is, the teacher of the teachers or the teacher educators (Martinez, 2008; Santoro, Mayer, Mitchell, & White, 2009; European Commission, 2010; van Velzen, van der Klink, Swennen, Yaffe, 2010). This situation probably arises from the general belief that good school teachers are good teacher educators and therefore there is no need to worry about their preparation, induction and professional development. This is the basis upon which this research is premised. A mixed methods approach was used to research the following questions: • How are teacher educators in Botswana and South Africa inducted and developed as teachers of adults? • How do the teacher educators (in Botswana and South Africa) adjust their teaching practice to cater for the needs of their students who are adults? • What recommendations can be made to improve the preparation, induction and professional development of teacher educators as teachers of adult student teachers? The sites for the study were four institutions (two faculties of education, one located in Botswana and another in South Africa, and two colleges of education located in Botswana). Out of a possible total of 316 teacher educators at the four institutions 128 responded to a close ended questionnaire that required them to indicate their autobiographic details, experiences as teachers and teacher educators, and their preparation, induction and professional development as teacher educators. In addition 12 teacher educators with varying experiences in teacher education were interviewed. The purpose of the interviews was to record the experiences of their preparation, induction and professional development as teacher educators. Furthermore, literature from various sources was consulted about the topic under study. The results confirmed the earlier assertion that there is very little attention paid to the preparation, induction and professional development of teacher educators in the institutions that were studied. Literature also indicated a similar pattern in most teacher education institutions in Botswana and South Africa. Based on the findings, it is recommended that the preparation, induction and professional development of teacher educators be conducted following the andragogical model. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-01
- Authors: Kasozi, Joseph Amooti https://orcid.org/0000-0002-0978-2171
- Date: 2015-01
- Subjects: Teachers -- In-service training , Teachers -- Training of -- South Africa , Education -- Botswana
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24643 , vital:63388
- Description: Research evidence points to the fact that in most countries teacher educators enter the field of teacher education with little or no preparation (Abell, 1997;Ntoyi≤fuka, 2001; Robinson & Macmillan, 2006; Snoek, Swennen and van der Klink, 2009). Yet, it is argued that the teacher is the single most important factor determining the achievement of learners and the quality of education (UNESCO, 2008; Snoek, Swennen and van der Klink, 2009; Smith, 2010). Sadly, however, most countries and teacher education institutions have paid little or no attention to the preparation, induction and professional development of those who train these teachers, that is, the teacher of the teachers or the teacher educators (Martinez, 2008; Santoro, Mayer, Mitchell, & White, 2009; European Commission, 2010; van Velzen, van der Klink, Swennen, Yaffe, 2010). This situation probably arises from the general belief that good school teachers are good teacher educators and therefore there is no need to worry about their preparation, induction and professional development. This is the basis upon which this research is premised. A mixed methods approach was used to research the following questions: • How are teacher educators in Botswana and South Africa inducted and developed as teachers of adults? • How do the teacher educators (in Botswana and South Africa) adjust their teaching practice to cater for the needs of their students who are adults? • What recommendations can be made to improve the preparation, induction and professional development of teacher educators as teachers of adult student teachers? The sites for the study were four institutions (two faculties of education, one located in Botswana and another in South Africa, and two colleges of education located in Botswana). Out of a possible total of 316 teacher educators at the four institutions 128 responded to a close ended questionnaire that required them to indicate their autobiographic details, experiences as teachers and teacher educators, and their preparation, induction and professional development as teacher educators. In addition 12 teacher educators with varying experiences in teacher education were interviewed. The purpose of the interviews was to record the experiences of their preparation, induction and professional development as teacher educators. Furthermore, literature from various sources was consulted about the topic under study. The results confirmed the earlier assertion that there is very little attention paid to the preparation, induction and professional development of teacher educators in the institutions that were studied. Literature also indicated a similar pattern in most teacher education institutions in Botswana and South Africa. Based on the findings, it is recommended that the preparation, induction and professional development of teacher educators be conducted following the andragogical model. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-01
A participatory communication approach of a rural cattle project: : a case study of Nguni cattle project in the Eastern Cape, South Africa.
- Usadolo, Sam Erevbenagie (https://orcid.org/0000-0001-6291-7680)
- Authors: Usadolo, Sam Erevbenagie (https://orcid.org/0000-0001-6291-7680)
- Date: 2011-12
- Subjects: Communication in Community Development , Community Development , Nguni Cattle
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24076 , vital:62339
- Description: This study examined the participatory communication practices of a rural cattle project. It did this by reviewing relevant literature in development communication. The review done showed that literature is replete with arguments critical of the dominant paradigm due to its top-down nature of communication. Scholars critical of dominant paradigm argue that participatory communication should be given a prominent role to ensure that stakeholders work in concert to realise the stated objectives of their development project. The study highlighted many contentious issues surrounding the nature and practices of participatory communication. It pointed out that the issues have played themselves out in literature in the form of different typologies of participatory practices, which were dealt with extensively in this study. The discussion of participatory communication in literature is also mindful of different models of communication and the space they occupy in participatory communication practices. In this study, there was a discussion of transactional communication models as depicted by Nair and White (1993:52) and Steinberg (1997:19). Both scholars emphasise that participatory communication will not achieve its stated purpose without mutual agreement of the parties in communication. They equally stress the recognition of the possible effects of some contextual factors which may have bearing on the prevailing nature of communication. A review of different communication tools used by participatory development communicator was given in the study. These different communication tools were discussed in view of how these tools can be used to advance participatory practice in a development project, especially with reference to the project examined in this study. Using qualitative research method, different and appropriate interview methods such as semi-structured, focus group and post-survey interviews were used to collect data from the respondents in this study. The analysis and discussion of the data revealed that different challenges on the ground could affect participatory communication practices in a development project. With regard to the project examined in this study, the analysis showed that there is a weak stakeholder relationship, especially stakeholders identified in this study as field officers. The study highlighted that stakeholders such as the agricultural extension officers and animal health technicians are not very active in the implementation process of the project. Some of the reasons pointed out is the fact that the secondary stakeholder such as the Provincial Department of Agricultural (PDoA) to which these field officers belong is not playing active role in ensuring that they complement the efforts of other field officers such as the IDC representatives. The second reason is the fact that the participatory focus of the project was not properly communicated to the beneficiaries. This also transpired in their inability to reflect participatory practice in their relationship with the beneficiaries and other stakeholders of the project. Other challenges, among others, as pointed out in the analysis showed that participatory communication practice requires expert personnel to be successful. In the case of the project examined, apart from the fact that there is shortage of manpower to handle the challenges mentioned in the study, there is no communication expert among the few active personnel in the field. The findings of this study showed that there was no clear role and identification of responsibilities let alone coordination of all actors involved in the project. Through the selected case study, this study has not only provided avenue to explore both theoretically and practically participatory communication, but has added to participatory communication discourse that there is no easy answer to challenges field officers encounter in practice. This is the reason the different participatory practices characterising nature of the project this study has investigated was given. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2011
- Full Text:
- Date Issued: 2011-12
- Authors: Usadolo, Sam Erevbenagie (https://orcid.org/0000-0001-6291-7680)
- Date: 2011-12
- Subjects: Communication in Community Development , Community Development , Nguni Cattle
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24076 , vital:62339
- Description: This study examined the participatory communication practices of a rural cattle project. It did this by reviewing relevant literature in development communication. The review done showed that literature is replete with arguments critical of the dominant paradigm due to its top-down nature of communication. Scholars critical of dominant paradigm argue that participatory communication should be given a prominent role to ensure that stakeholders work in concert to realise the stated objectives of their development project. The study highlighted many contentious issues surrounding the nature and practices of participatory communication. It pointed out that the issues have played themselves out in literature in the form of different typologies of participatory practices, which were dealt with extensively in this study. The discussion of participatory communication in literature is also mindful of different models of communication and the space they occupy in participatory communication practices. In this study, there was a discussion of transactional communication models as depicted by Nair and White (1993:52) and Steinberg (1997:19). Both scholars emphasise that participatory communication will not achieve its stated purpose without mutual agreement of the parties in communication. They equally stress the recognition of the possible effects of some contextual factors which may have bearing on the prevailing nature of communication. A review of different communication tools used by participatory development communicator was given in the study. These different communication tools were discussed in view of how these tools can be used to advance participatory practice in a development project, especially with reference to the project examined in this study. Using qualitative research method, different and appropriate interview methods such as semi-structured, focus group and post-survey interviews were used to collect data from the respondents in this study. The analysis and discussion of the data revealed that different challenges on the ground could affect participatory communication practices in a development project. With regard to the project examined in this study, the analysis showed that there is a weak stakeholder relationship, especially stakeholders identified in this study as field officers. The study highlighted that stakeholders such as the agricultural extension officers and animal health technicians are not very active in the implementation process of the project. Some of the reasons pointed out is the fact that the secondary stakeholder such as the Provincial Department of Agricultural (PDoA) to which these field officers belong is not playing active role in ensuring that they complement the efforts of other field officers such as the IDC representatives. The second reason is the fact that the participatory focus of the project was not properly communicated to the beneficiaries. This also transpired in their inability to reflect participatory practice in their relationship with the beneficiaries and other stakeholders of the project. Other challenges, among others, as pointed out in the analysis showed that participatory communication practice requires expert personnel to be successful. In the case of the project examined, apart from the fact that there is shortage of manpower to handle the challenges mentioned in the study, there is no communication expert among the few active personnel in the field. The findings of this study showed that there was no clear role and identification of responsibilities let alone coordination of all actors involved in the project. Through the selected case study, this study has not only provided avenue to explore both theoretically and practically participatory communication, but has added to participatory communication discourse that there is no easy answer to challenges field officers encounter in practice. This is the reason the different participatory practices characterising nature of the project this study has investigated was given. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2011
- Full Text:
- Date Issued: 2011-12
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