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'n Gerasionaliseerde modulêre kurrikulum vir tegniese vakke met verwysing na die elektriese studierigting

  • Authors: Human, Marthinus Cornelius
  • Date: 2015-02-25
  • Subjects: Technical education - South Africa - Evaluation , Electricity - Study and teaching (Secondary) - South Africa - Evaluation , Occupational training , Electrical engineering - Study and teaching (Higher) - South Africa - Evaluation
  • Type: Thesis
  • Identifier: uj:13350 , http://hdl.handle.net/10210/13364
  • Description: D.Ed. , The school is an institution that came into being on demand of the community and as such is also responsible to the community for all its activities. This entails that the teaching provided by the school should be directed, amongst other things, to the interests and needs of the learners and the community. To ensure that the teaching is systematic, purposeful and progresses according to specified contents, all school activities are organized by a programme, known as a curriculum. This research was directed at a definite aspect of formal teaching provision, viz. vocationally-oriented education and more specifically to technical education at secondary school level. Observation and commentary from various sources indicate that the relevance of technical education at school level is questioned by post-school "users of technical education". This is particularly pertinent if it is considered against the background of, inter alia, the appeal for a greater shift in emphasis of vocationally-oriented and vocational education, the revision of the broad curriculum for pre-tertiary education that is currently being undertaken and the economic, social and political climate that prevails in the RSA at present. The problem for the present research was defined against this background as the search for measures to ensure that the curricula for the technical field of study at school level comply with the needs and demands of the community with specific reference to the post-school "users of technical education". The purpose of the study centres around the development of a curriculum for technical education. As a result of restrictions imposed on the extent of the study the developmental activities were curtailed to the design of a part-theory that comprises a situation and goal analysis followed by the setting of guidelines for a structure whereby the contents for the electrical field of study (as exemplar for the technical field of study) can be selected and organized. In achieving this aim, brief consideration was initially given to the didactic-pedagogic founding of the school curriculum and curriculum development as a process. An extensive literature study was subsequently undertaken regarding technical education at school level (as a form of vocationally - oriented and vocational education). This literature investigation mainly covered two fields, viz. the historical development of technical education at school level in the RSA and definite aspects directly related to the provision of vocationally-oriented vocational education and specifically technical education at school level. Regarding the latter, consideration was given, amongst others, to relevance and differentiation as principles of educational provision, the task of the school with reference to the provision of generally-oriented and specialized education (vocationally-oriented and vocational education), the status of technical education as well as the rationalization of technical subjects at school level...
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A corporate governance framework for Sector Education and Training Authorities (SETAs)

  • Authors: Barclay, Darion Jerome
  • Date: 2012-07-19
  • Subjects: Corporate governance , Sector Education and Training Authorities , Risk management , Compliance auditing , Occupational training
  • Type: Thesis
  • Identifier: uj:8842 , http://hdl.handle.net/10210/5254
  • Description: D.Litt et Phil. , The establishment of Sector Education and Training Authorities (SETAs) was seen as a way of addressing the continued shortage of skilled professionals in order to ensure a competitive South African economy in the global environment. The SETAs attracted much media attention as a result of poor service delivery primarily attributed to poor corporate governance. Despite the many positive contributions by SETAs, they remain the most criticized entities in post-democratic South Africa. The study entails a description, explanation and assessment of the concepts corporate governance, risk management and compliance in SETAs. The legislative framework that underpins good corporate governance is identified and explained. The roles of the board and its fiduciary duties, and of the audit committee and the roles of executive management are described in order to ensure a clear understanding of each of them and a separation of each from the others. The concepts corporate governance, risk management and compliance are inseparable from the well-being of any organization. The board of an entity is ultimately accountable for the implementation of good corporate governance. Its role can be of value only if it is properly constituted, is functioning effectively and if its role is understood by all parties concerned. The manifestations of poor corporate governance include poor financial management, non-compliance with policies and procedures, lack of capacity building and the lack of a formalized nomination system to identify suitably qualified and experienced board members. By exercising corporate governance in an accountable and transparent manner, the most appropriate developmental policy objectives to sustainably develop a society by mobilizing and applying all available resources in the public and private sectors in the most efficient, efficient and democratic way will be achieved.
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A strategic approach to quality assurance in occupationally-directed education, training and development in South Africa

An exploratory study of social enterprise capacity at the Grinacker Development Centre, in Thokoza

  • Authors: Somnath, Sandra
  • Date: 2012-08-01
  • Subjects: Nonprofit organizations , Grinacker Development Centre (Thokoza, South Africa) , Occupational training , Community development , Public-private sector cooperation
  • Type: Mini-Dissertation
  • Identifier: uj:8913 , http://hdl.handle.net/10210/5384
  • Description: M.A. , Social enterprises are unique in that they serve as potential answers to the socio-economic challenges faced by South Africa. There is growing support for social enterprises, which are viewed as relatively new phenomena in the country. However, social enterprises have existed in varied forms for some time, in the structures of non-governmental organizations of a profit or non-profit-making type. The added benefit of social enterprises is that of skills development or capacity building, of both the enterprise membership and the community members. Thus the public-private partnership between government and social enterprises is of utmost importance in addressing the socio-economic challenges faced by the poverty stricken majority in the country. This study explored the capacity of social enterprises based at the Grinacker Development Centre in Thokoza, one of eight similar centres under the custodianship of the Health and Social Development Department in the Ekurhuleni Metropolitan Municipality, east of Gauteng. The motivation for the study arose out of the student’s experience of social enterprises in the work environment. These social enterprises continued to be dependent on government funding despite an expectation that they should be a key role-player in job creation. The literature review in this study focused on the significance of social enterprises within the theoretical framework of social development, community work and community development, including community economic development and the community education models. The concepts of self help and the asset based (strengths) approach were also highlighted. A qualitative study approach was adopted to understand the situation from the perspective of the participants. The study design was both exploratory and descriptive as the intentions of the objectives were to describe capacity building programmes that the selected social enterprises were exposed to from 2007 to 2010; to establish the strengths of the participants and observe the assets found within the social enterprises, to identify challenges experienced by the social enterprises towards the achievement of organizational and economic sustainability and to formulate conclusions and recommendations designed to contribute to the promotion of sustainable social enterprises. Subsequent to a pilot study, eleven members from seven social enterprises from the Grinacker Development Centre at Thokoza participated in this study from the original fourteen selected, based on non-probability sampling criteria. A guided interview approach was followed and the study was completed between late August and early September 2011. The main findings of the results were: Training is not planned, structured nor consistent. Most of the training that is conducted is based on the needs of the organizer or training provider of the training. Training is seldom requested and arranged by the potential trainees. Language consideration for the purpose of understanding does occur in many cases (50 % in the study undertaken). Assessment of the trainees needs prior to and subsequent to the training takes place infrequently. After-care support and mentorship was rarely provided either by the training providers or funders although it was seen as valuable in the form of monitoring and evaluation. Although training manuals were provided in most training it was hardly used as a reference. Practical suggestions were made by the participants in terms of the training process, content and training providers based on their experience.
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Ekurhuleni learners’ perceptions of the role and success of learnerships organised by the Ekurhuleni municipality

  • Authors: Noge, Dempsey Mbulelo
  • Date: 2012-06-07
  • Subjects: Internship programs , Occupational training , Experiential learning , Skills development programmes , Ekurhuleni Metropolitan Municipality
  • Type: Thesis
  • Identifier: uj:8662 , http://hdl.handle.net/10210/5017
  • Description: M.Ed. , South Africa has in the last 16 years experienced rapid changes in various spheres including the political, social and economic spheres. Changes in education and training provisions were considered to be fundamental to the process of socio-economic transformation. As a result, in 1994 the newly elected democratic government was mandated to develop a comprehensive education and training system that is responsive to the needs of the country and its citizens. The National Skills Development Strategy (NSDS) was then introduced as a vital strategy for addressing the endemic poverty, dire national skills shortage, chronic unemployment rate, and shockingly poor education levels. Learnerships were conceptualized as the flagship of skills development initiatives and an important vehicle for addressing the above stated social ills. The literature review revealed the learnership as a uniquely South African corporate training programme grounded on internationally acclaimed principles of work-based learning. Learnerships were hyped as specialized skills development programmes aimed at assisting new entrants into employment, providing access to new forms of income generation, thus improving the quality of life of the poor. The aim of this study was to investigate learners’ views regarding the role and success of learnerships organized by the Ekurhuleni Metropolitan Municipality. It also seeks to determine whether the learners’ views and expectations are compatible with the concept of learnerships. An inductive-qualitative approach was followed. Purposive sampling method was used in order to select twelve learners whose information was rich in content. Data was collected using one-on-one semi-structured interviews with learners enrolled for different learnership programmes.Categorical analysis was employed; by organizing data into workable units, while looking for codes, categories and themes. The study revealed that learners were generally satisfied with the learnership programme, as they indicated that the training met and even exceeded their expectations. However, judging from the literature review and data analysis it was clear that during the conceptualization of learnerships, learners’ views were never sought. Learners seem to have accepted the pre-packed competency based training as a norm. They uncritically expect the employer-determined curriculum to somehow cater for their personal needs and aspirations
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Implementation of vocational education programmes in Soweto community education and training centres

  • Authors: Mhlongo, Thobile Fortunate
  • Date: 2019
  • Subjects: Vocational education - South Africa - Soweto , Occupational training , Adult education teachers - Training of
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/446485 , uj:39100
  • Description: Abstract: The main objective of this study was to establish how level 4 vocational study programmes were being implemented at Soweto Community Education and Training Centres (CETCs). Based on the phenomenological paradigm within the qualitative approach, a total of 20 teachers from level 4 vocational study programmes were purposively drawn from two CETCs to participate in the study. Interviews, observations, focus groups and document analysis were used to elicit data from these participants. Overall, the results showed that most level 4 teachers hold qualifications that are consistent with the requirements of the vocational study programme; although more still needs to be done to help those holding certificates to upgrade their qualifications over time. Implementation of vocational study programmes was generally standardised across the participating CETCs. The study further revealed that level 4 teachers had both positive and negative experiences of implementing the vocational study programmes in their respective CETCs... , M.Ed. (Inclusive Education)
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Optimizing functions of engineers working in the SA didactic market

  • Authors: Mouafo Tankam, Serge Emmanuel
  • Date: 2017
  • Subjects: Educational innovations - South Africa , Skilled labor - South Africa , Human capital - Management , Occupational training , Industrial revolution
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/269858 , uj:28673
  • Description: M.Phil. (Engineering Management) , Abstract: Didactic Solutions Engineers are engineers who are involved in providing sales, marketing, training, and customer solutions of learning systems in an organization. The complexities attached to the nature of Didactic Solutions Engineers functions within an organization often create a sense of exhaustion, thus reducing their productivity and efficiency. The challenges are increasingly intensified by the rate of development of new technology. In less than a century, technology has evolved from the first industrial revolution to the fourth. Didactic and Learning Systems companies are growing part of the industrial business industry. Didactic focussed companies design, build and distribute learning systems equipment to address the skills gap in the engineering and technology field. The increased need for technological sales teams and client needs to stay abreast of technological development result in more pressure. Companies’ sales teams are put under pressure due to few resources resulting from the global economy and the subsequent increases in the footprint area that needs to be covered. Systems Engineering is an interdisciplinary approach that aims to solve complex problems by combining systems, subsystems and their components. Through a series of well-defined steps, Systems Engineering defines the customer needs and progresses further towards design synthesis, realization, optimization and validation of systems. Systems Engineering tools and methods can be used in different fields to optimize the outcome of a process, by the fact that attention is devoted to the entire life cycle of the systems. Traditionally, Systems Engineering has evolved independently and there are numerous tools and techniques available to address systems design issues. This research study seeks to investigate the experiences of didactics companies outside South Africa and look at the daily activities of Solutions Engineer within Festo SA. A framework to optimize the function of a Solutions Engineer in didactic market will be designed based on those findings using Festo South Africa (SA) as a case study. For the derivation of the framework, data was collected using questionnaires that helped obtain relevant information on daily activities (sales, exhibition, marketing, tenders, project and technical solutions) from Solution Engineers within Festo SA and other didactic companies in the world. The collected data was analysed. Systems Engineering tools and methods were applied and from that, a framework was proposed to help Solutions Engineers with their daily work. In addition, two new alternative organograms were proposed in this study to be adapted to the proposed framework for future implementation to help the Solutions Engineers.
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The promotion of career adjustment by means of an experientially based career development programme

  • Authors: Janse, Patrick William
  • Date: 2015-03-18
  • Subjects: Vocational guidance , Occupational training , Job satisfaction
  • Type: Thesis
  • Identifier: uj:13489 , http://hdl.handle.net/10210/13521
  • Description: M.A. (Industrial Psychology) , As more and more individuals join organizations, the need to assist such individuals with their career adjustment appears to be increasing in both importance and urgency. Traditional interview-based approaches, while they tend to be helpful, do not appear to be able to meet the needs of an expanding work force, particularly if costs and availability of qualified professional assistance are considered. The main purpose of the study was to determine whether career adjustment could be facilitated by means of an experientially based career development programme, seen as a viable alternative to the interview-based approaches. Personal factors, locus of control and job satisfaction were employed as the criterion measures to reflect changes as a result of the career development programme. The experiment was conducted in a municipality in the Witwatersrand area and the final sample consisted of 55 participants, randomly assigned to 30 in the experimental group a~d 25 in the control group. Differences between the experimental and control groups were determined by means of an analysis of variance for unequal groups...
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The qualification and training of laser hair removal operators within South Africa

  • Authors: Thomas, Mandy Merle
  • Date: 2018
  • Subjects: Hair - Removal , Lasers in medicine , Hair removal products , Occupational training
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/296971 , uj:32364
  • Description: Abstract: Laser hair removal therapy has become a popular treatment option for long-term depilation. The word LASER is an acronym for Light Amplification by Stimulated Emission of Radiation. Light energy is absorbed by specific chromophores (targets) in the skin such as melanin, haemoglobin, water, tattoo ink and collagen. In the case of laser hair removal, the chromophore is melanin, i.e. the pigment found in hair. The emitted light is primarily absorbed by the hair shaft melanin. The light energy converts to intense heat energy which destroys the hair follicle and its bulb (Ibrahim et al., 2011). Lasers are classified from Class 1 through to Class 4, according to the potential harm that the laser beam can cause. Class 4 lasers are typically used for medical and therapeutic treatments such as laser hair removal. These lasers are powerful medical devices and can cause skin burns, scarring and pigmentary changes if equipment is not used correctly. Other associated hazards include occupational exposure to the laser plume which are the vapours, smoke, and particulate debris that is produced during a laser hair removal treatment. The laser plume is known to be carcinogenic (cancer causing) and a teratogen (an agent that may disturb the development of an embryo or foetus). The wide range of devices and applications require profound knowledge in order to provide patients with safe and effective treatment strategies (Bodendorf et al., 2013). Therefore, sufficient training and regulations are needed to limit complications. In the United States of America, Arizona was the first state that required a specific number of mandatory training hours in order to legally perform light based treatments for hair removal. Candidates are required to complete practical training of 24 hours that is supervised by a health professional or by a laser technician who has a minimum of 100 hours of practical experience per procedure. There should be 24 hours of practical supervision of laser and intense pulsed light (IPL) devices used (Arizona Revised Statutes, 2014). In Texas, it is required that laser hair removal technicians perform at least 100 laser hair removal procedures under supervision (Texas Department of Licensing and Regulation, 2017). In Florida, candidates are required to complete a 30 hour continuing education course approved by the Electrolysis Council, and a minimum of five hours practical experience in laser and light based devices. Candidates are required to pass the Society for Clinical and... , M.Tech. (Somatology)
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The relationship between time management behaviour, flow, happiness and life satisfaction in the hospitality training environment

  • Authors: Geyser, Ita
  • Date: 2013-07-11
  • Subjects: Hospitality industry - Management , Time management , Happiness , Vocational education , Occupational training
  • Type: Thesis
  • Identifier: uj:7607 , http://hdl.handle.net/10210/8473
  • Description: M.Comm. (Industrial Psychology) , There is ample evidence to suggest that optimal experience (flow), happiness and life satisfaction are related to one another in the creative culinary training environment. In this study, the effect of time management behaviour on these relationships was investigated within the hospitality training environment. Furthermore, the mediating role of perceived control of time on flow was explored, as well as the direct effect of happiness and life satisfaction on flow, among the different demographic groups. A quantitative research design was used and data were gathered with the use of an online questionnaire (cross-sectional survey). The sample consisted of n=229 students within the culinary training environment, in a tertiary institution spanning across different gender, age, racial groups and educational levels. Significant results were found for mechanics of time management that mediated fully through the perceived control of time on flow; goals and priorities mediated partially through the perceived control of time on flow. Happiness, however, had a direct link on flow. The practical implications of this study are that time management behaviour training should become more prominent in the culinary studies practical training for hospitality students. Successful time management behaviour skills may be beneficial in increasing the flow, happiness and life satisfaction outcomes of the students. This research further contributes to the body of knowledge of positive psychology, particularly within a South African vocational training context.
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