Abstract
This study aimed to investigate and describe perceptions Fire Fighters and
Platoon Commanders from Johannesburg Emergency Services have of
educational offerings offered by and / or deemed applicable to the emergency
service, with specific reference to their vocational applicability and value in
relation to promotion. It is argued in this report that such perceptions may
affect the motivation experienced by adult learners to engage in further study
and thus may influence the learning process as a whole. An understanding of
how emergency service workers feel about the various courses and or
qualifications that are on offer becomes important for managers, trainers and
educators not only within the Johannesburg Emergency Service but also
within industry as they plan and structure future educational offerings and
training programmes.
To collect data on the perceptions described above in-depth face to face
interviews were conducted with a purposefully selected sample of Fire
Fighters and Platoon Commanders. During these interviews the participants
were required to respond to questions which were specifically designed to
elicit their views and perceptions on the vocational applicability of courses and
qualifications relevant to their daily work within the emergency service and the
value of further study for promotion. The interviews were audio recorded
producing raw data, which could be later transcribed verbatim.
Once sufficient data was collected, this data was analysed and interpreted.
The analysis and interpretation yielded a number of significant findings
relating to the participants’ perceptions of the vocational applicability of
various courses and qualifications linked to the service as well as the
perceived value or link between further study and promotion. The findings
relating to vocational applicability emphasised that perceptions about which
courses and / or qualifications had higher levels of vocational applicability
were most often linked to the participant’s position within the service as well
as their own personal preference for a particular specialist area or vocational
discipline. In addition, the frequency with which the participants utilised a
learning outcome or skill appeared to play a significant role in determining
their perception regarding the vocational applicability of learning events.
Although the courses currently on offer were largely seen as being
vocationally applicable there was a perception that significant deficits existed
in their levels of training and preparation for particular incidents and
components of the participants’ vocational activities. The study also found a
perception among the participants that they were not afforded an equal
opportunity to study further in each of the three main vocational disciplines.
Regarding further learning and promotion within the service, this study found
that the participants did not perceive a clearly identifiable link between further
study and promotion and that promotion was not the main driving force behind
their desire to study further. There also appeared to be confusion and a lack
of consensus about which courses are best for promotion. The rescue
courses specifically receive little recognition from the service in terms of
promotion.
Based on these findings a number of recommendations were made. It was
recommended that the service consider the introduction of new learning
programmes to supplement the learning outcomes of existing qualifications
and courses. The employer was also encouraged to provide better clarity and
guidance for staff about how all the different courses and qualifications are to
be recognised and managed within the service. In order to do this, the
employer was encouraged to carefully reflect on the role of further study
within the service as well as the envisaged linkages between particular
courses and qualifications and the workers operational duties, promotion,
specialisation and career development.
Dr. K. Steenekamp
Prof. A. Swart