Magister Educationis - MEd / This study investigated how workplace educator development programmes prepare workplace educators for their roles and responsibilities in facilitating learning in the workplace. Framed by the literature, the research shows that workplace educators’ qualifications prepare them for facilitating learning in the workplace. The most important findings show that their qualifications have prepared them for their roles and responsibilities in facilitating transformative learning within the workplace. Furthermore, the findings show that their qualifications, roles and responsibilities in facilitating learning in the workplace also impacted on workplace educators’ own thinking, prompting them to question their own values and beliefs. This perspective transformation allows for workplace educators better facilitating transformative learning in the workplace.

This research sought to investigate the articulation of two NQF level 4 qualifications with higher education qualifications. For the purpose of this study, the two qualifications are the National Senior Certificate (NSC) and the National Certificate (Vocational) [NC (V)], respectively. The NSC is an academic qualification offered in schools while the NC (V) is a vocational qualification offered in Technical and Vocational Education and Training (TVET) colleges. The research question explored the manner in which higher education institutions enable the articulation of the NSC and the engineering NC (V) as NQF Level 4 qualifications. It examined how a University of Technology evaluated vocational and academic qualifications for enabling the said articulation. Furthermore, the research questions intended to establish if there were any measures put in place by higher education institutions to ensure equal opportunities of access for holders of vocational and academic engineering qualifications on NQF level 4, thereby enabling articulation. The TVET College was also part of the study for determining if there were any negotiations and collaborations with universities to facilitate and enable access for successful NC (V) students. The research approach followed in this study was qualitative. A case study research design was used. Purposive sampling and convenience sampling were used to identify the institutions and the participants. Interviews and document analysis constitute the data collection methods for this study. The findings of this study show that the policies of the University of Technology do make provision for the admission of students that hold both the NSC and NC (V) qualifications without discrimination. The study revealed that for potential students to be successfully admitted into this institution, they must comply with the requirements set by the institution in terms of the subjects required for entry into engineering programmes. This study recommends a collaborative relationship between the institutions in ensuring that articulation becomes a reality for students who have successfully completed the NC (V) qualification. / Dissertation (MEd)--University of Pretoria, 2019. / Education Management and Policy Studies / MEd / Unrestricted

Detta arbete utgår ifrån den diskussion som förts i det svenska samhället vad gäller förskollärarnas ansvar som synliggjorts i den reviderade läroplanen samt införandet av lärarlegitimation. Arbetet syftar på att förstå, genom kvalitativa intervjuer, vad fyra verksamma pedagoger inom förskolan har för tankar omkring arbetets huvudfrågor: Samarbete, ledarskap och ansvar, erfarenhet och praktisk kunskap samt teoretisk kunskap. Vidare finns viss historik omkring förskolan och förskollärarens bakgrund. Målet med denna undersökning är att lyfta upp frågan om samverkan mellan praktisk kunskap och teoretisk kunskap och diskutera samarbetet mellan yrkesgrupperna samt stärka betydelsen av att inneha båda dessa kunskaper. I resultatdelen ämnas de fyra intervjuade pedagogernas åsikter framföras och sedan diskuteras i förhållande till begreppen och tidigare forskning. Samtliga pedagoger är och har varit aktiva i förskolan under minst fem år. Genom studien har resultatet pekat allt tydligare på att de två förskollärarna och de två barnskötarna har olika syn på de olika arbetsrollerna. Sammanfattningsvis menar jag att förskollärarna verkar tycka att ansvar och ledarskap till viss del är deras uppgifter men att arbetslaget, innefattande både förskollärare och barnskötare, bör samarbeta och man kan ana att de inte vill ta hela ansvaret själva. Barnskötarna, å andra sidan, eftersöker mer ledarskap av förskollärarna och vill att de tar det ansvar som de har utbildning och får lön för. De två barnskötarna är inte lika strikta i sin linje vad gäller rollfördelningen, den ena barnskötaren uttrycker att många pedagoger på förskolan gör ett bra arbete oavsett teoretisk kunskap. Som resultat vill jag lyfta fram att det alltså är de som saknar akademisk utbildning som lyfter fram att det är den teoretiska kunskapen är avgörande för ansvarsbiten. Detta trots att samtliga fyra pedagoger menar att den praktiska kunskapen är viktig. Slutligen innefattar arbetet förslag på vidare studier inom ämnet: då särskilt, varför tycker förskollärarna och barnskötarna i denna undersökning så olika beroende av egen utbildningsgrad? / This study departs from the discussion in Swedish society concerning preschool teachers’ responsibilities as visualized in the revised curriculum and the introduction of teacher license registration.The study is aimed at understanding, through qualitative interviews, what four active pedagogues involved in pre-school feels about the changes, which are this study’s main issues: the concept of cooperation, leadership and responsibility, experience and practical knowledge and theoretical knowledge. Further, there is some history about kindergarten and preschool teachers’ background. The purpose of this study is to highlight the issue of interaction between practical knowledge and theoretical knowledge as well as the cooperation of the people involved in preschool.The results section is dealing with the four pedagogues, who are and have been active in pre-school for at least five years, to be presented and then discussed in relation to the concepts and previous research. The study results have indicated more clearly that the two preschool teachers and the two childminders have different views on the differing roles. In sum I believe that preschool teachers find that responsibility and leadership in some way lies on their shoulders, but they’re pointing more to the team, including both preschool teachers and childcare workers, for cooperation. You can sense that they do not want to take full responsibility themselves. Childcare workers are on the other hand looking for more leadership from the preschool teachers and expect that they should take the responsibility they have been educated and are paid for. The two childcare workers are not as strict in the terms of roles. One of them expresses that many teachers in the preschool are doing a good job regardless of theoretical knowledge. As a result, I would highlight that it is the pedagogues without theoretical knowledge that emphasizes that theoretical knowledge is crucial for the responsibility part, despite the fact that all four teachers believe that practical knowledge is important. Finally, this study includes suggestions for further studies in the subject: on particular, why do preschool teachers and childcare workers in this study feel so different depending on their own level of education?