Abstract
D.Ed.
The question arises whether the present system of apprentice education in the Republic of South Africa is in pace with the current technological development or whether the present system is in pace with the changing educational needs and demands of learners. It is important to mention that no provision is made for accreditation of learner experience during screening tests, to determine whether the learner has the necessary admission qualification to be appointed as apprentice. The possibility of combining distance education with contact education in order to provide support (contact) to the learner, should be investigated. The question proceeding from the previous one is whether the emphasis should not fall on the mastering of a number of selective skills rather than the completion of the prescribed number of weeks of practical education. Besides, the present system is so complex that practical instruction is not possible at more than one institution. From the above, it is concluded that the present education system for tradesmen (is not sensitive enough with regard to) does not comply with the unique needs
and problems of adult learners. There are mainly two groups of learners in the electrical trade that are handicapped to pass the final electrician trade test due to the present training system. The first group consists of persons who want to change their profession because they have become redundant or have reached a point of saturation in terms of stimulation or promotion in their particular profession. People who want to start their own business and who consequently want to receive training to make a success of it can also be classified in this group. These two groups of learners are respectively referred to as vocational changing and vocational facilitating learners. The second group of learners became educators due to a shortage of educators, without the necessary trade qualification. They do have a professional teaching qualification but they lack the practical experience especially with regard to the electrical trade. This group is referred to as the instructional learners. If the former group of learners can receive a trade qualification
it can change their role of job hunters to job creators and improve their chances of getting fixed posts. The instructional group will, by obtaining a trade qualification, improve their professional qualifications and thus secure their posts. The first-mentioned learners reveal the same needs and problems with study as experienced by adult learners. Consequently, they give up their studies because traditional education at technical colleges and Technisa is mainly reserved, especially with regard to their needs and
demands to the instructional-learner situation. This reservation can mainly be attributed to the fact that they do not get the opportunity to study at their own pace and that their study experience (mainly with regard to the electrical trade) is not taken into account, nor accredited in terms of subjects or modules already passed during the training situation.
Different aspects are identified in the present electrician education system in the Republic of South Africa which indicate that the present education system should be reconsidered and where possible adapted to accommodate the first-mentioned groups. It thus seems possible to address these aspects by combining contact instruction at technical colleges and distance instruction at Technisa in order to promote the quality of training of especially the adult learner. Such components include a modular instructional system which can, together with a study guide, accompany the learner step by step through the electrical trade so that (s)he knows exactly what is expected of him/her. It also includes the component of reduced contact time. Communication is improved and the learner gets the opportunity to discuss problems. The study experience of the learner, especially concerning the electrical trade, can be-compiled by means of a portfolio. It is arranged in such a way that it indicates similarities and shortcomings in terms of the prescribed electrical trade criteria as contained in the National Qualifications Framework. On account of this portfolio, the learner can be referred to further training, or further job experience via the process of accreditation. Consequently, to enable the vocational changing, vocational facilitating and the instructional groups of learners to qualify as electrician trade persons, a combined contact and distance education programme is proposed for the purpose of this study. The guidelines to the framework of such an education programme include the following: a modular training system, a study guide, decreased contact time, a portfolio and accreditation procedure.