Research
INDUSTRIAL AND ECONOMIC SOCIOLOGY 2
RESEARCH PROPOSAL
2012
Lelethu Sinovuyo Hlati
G10h0267
5/28/2012
INDUSTRIAL AND ECONOMIC SOCIOLOGY 2
RESEARCH PROPOSAL
2012
Lelethu Sinovuyo Hlati
G10h0267
5/28/2012
Contents Introduction 2 Literature Review 4 Research Design 5 (a) Population 5 (b) Conceptualization 6 (c) Method of data collection 7 Data collection 7 Interview 7 Questionnaires 8 Sampling Methods 8 (c) Methods of data presentation and analysis 9 Ethics appraisal 10 Significance of the project 11 Resources Required 12 Time Schedule 12 Appendices 13 (a) Reference List 13 (b) Pilot work report 14 (c) Research instruments Error! Bookmark not defined. (d) Letters of access, support, permission, etc. Error! Bookmark not defined.
Introduction
It is known that all South Africans have the right to a basic education which includes adult basic education and further education as well. According to the Bill of Rights of the country's Constitution, the state has an obligation, through reasonable measures, to progressively make this education available and accessible to all South African citizens.
Since 2009, the national Department of Education has been split into two ministries: Basic Education, and Higher Education and Training. Each ministry is responsible for its level of education across the country as a whole, while each of the nine provinces has its own education department which is known as being responsible for province. On the one hand, the Ministry of Basic Education focuses on primary and secondary education, as well as early childhood development centres. On the other hand, the Ministry of Higher Education and Training is responsible for tertiary education up to doctorate level, technical and vocational training, as well as adult basic education and training.
The central government provides a national framework for school policy, but administrative responsibility lies with the
RESEARCH PROPOSAL
2012
Lelethu Sinovuyo Hlati
G10h0267
5/28/2012
INDUSTRIAL AND ECONOMIC SOCIOLOGY 2
RESEARCH PROPOSAL
2012
Lelethu Sinovuyo Hlati
G10h0267
5/28/2012
Contents Introduction 2 Literature Review 4 Research Design 5 (a) Population 5 (b) Conceptualization 6 (c) Method of data collection 7 Data collection 7 Interview 7 Questionnaires 8 Sampling Methods 8 (c) Methods of data presentation and analysis 9 Ethics appraisal 10 Significance of the project 11 Resources Required 12 Time Schedule 12 Appendices 13 (a) Reference List 13 (b) Pilot work report 14 (c) Research instruments Error! Bookmark not defined. (d) Letters of access, support, permission, etc. Error! Bookmark not defined.
Introduction
It is known that all South Africans have the right to a basic education which includes adult basic education and further education as well. According to the Bill of Rights of the country's Constitution, the state has an obligation, through reasonable measures, to progressively make this education available and accessible to all South African citizens.
Since 2009, the national Department of Education has been split into two ministries: Basic Education, and Higher Education and Training. Each ministry is responsible for its level of education across the country as a whole, while each of the nine provinces has its own education department which is known as being responsible for province. On the one hand, the Ministry of Basic Education focuses on primary and secondary education, as well as early childhood development centres. On the other hand, the Ministry of Higher Education and Training is responsible for tertiary education up to doctorate level, technical and vocational training, as well as adult basic education and training.
The central government provides a national framework for school policy, but administrative responsibility lies with the