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The implementation of an apprenticeship training programme in the Addis Ababa technical vocational education and training (TVET) colleges and enterprisesDemessew Alemu Woldetsadik 11 1900 (has links)
This qualitative research investigated the implementation problems of apprenticeship training
program in the Addis Ababa TVET colleges and enterprises. The research looked into the
training program conducted by TVET Colleges and enterprises. Relevant literature on the nature
of apprenticeship training and the factors that could affect its implementation were also
reviewed.
The research applied the theoretical statement of Bandura’s (1977) theory of observation
/imitation/, Vygotsky’s theory of ZPD, contextual or the situated learning (Lave and Wenger,
1991), the constructivist view of learning and career theory as the main theoretical frameworks
to describe the apprenticeship training process. The theories, however, do not mention the factors
that can hamper the implementation of apprenticeship training in a specific social context.
The theory of observation was preferred since it can describe the apprentice’s effort to master the
skill of an occupation by observing the craftsman at the enterprises. The situated learning was
preferred as it gives value to practice as a condition for the effectiveness of learning. Similarly,
the research considered Vygotsky’s theory of the ZPD. The application of ZPD indicates the
difference between what the apprentice can accomplish independently and what he/she can do
with the close assistance of supervisor on a given task. Holland’s career theory (as cited in De
lary, Duncan & Swarth, 2006) is also considered to describe the apprenticeship training in
relation with an occupation.
The current research has enabled to consider context specific conditions by focusing on the
investigation of the causes of the implementation challenges of the apprenticeship training. The
researcher collected data from Addis Ababa TVET Agency experts, deans of one private and
another public TVET Colleges, college apprenticeship training coordinators, trainers, trainees,
supervisors and enterprises by employing unstructured and structured interviews, observation
and Focus Group Discussion tools. The analysis was made by making the data pass through three successive steps: data reduction,
data display and interpretation, and conclusion. The findings showed that the implementation of
the apprenticeship training program had challenges that could be shared among its actors; Trade
Unions had no involvement in the implementation of the apprenticeship training program; the
selected colleges and enterprises addressed their challenges by using limited strategies and
without regular and systematic way; the presence of some less motivating factors for the
participation of the apprentices in the apprenticeship training was reported; the presence of
conditions that could adversely affect the apprentices’ acquisition of occupational skills was
reported; the provision of apprenticeship training at the enterprises lack, either facilities or
training services, in order to arrange the apprenticeship training program for TVET college
trainees; and there were some indications for the presence of some weak professional qualities of
supervisors that have implications for the apprentices’ training.
Eventually, it was concluded that the implementation of apprenticeship training program in the
Addis Ababa TVET Colleges and enterprises had challenges that require the consideration of
both institutional and human conditions. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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Demand-driven programme provisioning at a public FET College in the Western Cape : case study of the West Coast FET CollegeJooste-Mokgethi, Osma Thandiwe 03 1900 (has links)
Thesis (MPA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The Democratic South African government inaugurated in 1994 identified the need for intermediate skills that are required to contribute to the growth of the economy and to reduce the high unemployment rate. Further Education and Training Colleges (FETC) were established after 1994 by merging the former 152 technical colleges into 50 FETCs. The function of these FETCs was to offer intermediate skills to the youth, women, and employed and unemployed South Africans. The South African government introduced a number of strategies, Acts and policies to support the colleges and to implement demand-driven intermediate skills programmes which would close the skills gap and improve the growth of the economy. These policies seek to ensure that skills offered at colleges are aligned to the needs of industry and to make sure that the college programmes will be in demand in the work place.
The study presented is aimed at investigating this alignment by evaluating how apprentices in the final stage of their vocational training perform and meet the demands at their work places. A number of strategies used by different countries to support and develop their education systems are discussed. The discussion is directed at considering how vocational education ensures a positive contribution to skills development and what its impact is on the growth of the economy. This study provides a comprehensive policy and legislative framework which governs and supports the higher education institutions and the FETCs. The study was designed to determine whether welding apprentices from the College are, according to the work place staff and management and stakeholder bodies, appropriately equipped with vocational skills and knowledge to execute their duties at the work place. The evaluation and analysis of the data extracted from the responses of the interviews and questionnaires are presented and discussed. The results enabled the researcher to conclude that the evaluation of apprentice performance at the work place provides significant insight into the question of how vocational training and knowledge at the WCFETC meet the demands at the work place. Conclusions are drawn and recommendations are made. / AFRIKAANSE OPSOMMING: Die demokratiese Suid-Afrikaanse Regering, wat in 1994 ingehuldig is, het die behoefte aan intermediêre vaardighede om die groei van die ekonomie en die van die hoë werkloosheidssyfer te verlig, geïdentifiseer. Verdere Onderwys en Opleiding Kolleges (VOOKS) is na 1994 totstand gebring deur die samesmelting van 152 voormalige Tegniese kolleges tot 50 VOOKS. Die funksie van die Verdere Onderwys en Opleiding Kolleges was om intermediêre vaardighede aan die jeug, vrouens en Suid-Afrikaners in diens of werkloos, te verskaf. Die Suid-Afrikaanse Regering het ´n aantal strategieë, wette en beleidsrigtings aangeneem om die kolleges te ondersteun en om die aanvraag-gedrewe intermediêre vaardigheidsprogramme te implementeer wat dan die vaardigheidsgaping sou vernou en die groei van die ekonomie sou bevorder. Hierdie beleidsrigting beoog om te verseker dat vaardighede wat by die Kolleges aangebied word, belyn is met die industrie as ook om te verseker dat die kollege programme benodig word in die werksplek.
Die studie is gemik daarop om hierdie belyning te ondersoek en te evalueer hoe vakleerlinge in die laaste stadium van hulle ambagsopleiding vaar, en voldoen aan die eise van die werksplek. ´n Aantal strategieë wat deur verskillende lande gebruik word, om hulle eie opvoedingsstelsels te ontwikkel, word bespreek. Die bespreking verwys na hoe ambagsopvoeding ´n toevoeging tot vaardigheidsontwikkeling kan verseker en wat die impak daarvan op die groei van die ekonomie het. ´n Alomvattende beleid en ´n wetsraamwerk, wat Hoër OpvoedingsInstansies en die Verdere Onderwys en Opleiding Kolleges beheer en ondersteun, word verskaf. Die studie is ontwerp om te bepaal of die sweis vakleerlinge van die kollege, volgens die werksplek personeel en -bestuur en belanghebbende liggame, toepaslik toegerus en bevoeg is met ambagsvaardighede en kennis om die pligte van die werksplek uit te voer. Die evaluering en analise van die data, afgelei van die terugvoering van die onderhoude en vraelyste, word weergegee en voledig bespreek. Die resultate stel die navorser in staat om tot die gevolgtrekking te kom dat die evaluering van vakleerling-werksverrigting by die werksplek merkbare insig tot die vraag hoe ambagsopleiding en kennis by die Weskus VOOK aan die eise van die werksplek voldoen. Gevolgtrekkings en aanbevelings word aangebied.
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The implementation of an apprenticeship training programme in the Addis Ababa technical vocational education and training (TVET) colleges and enterprisesDemessew Alemu Woldetsadik 11 1900 (has links)
This qualitative research investigated the implementation problems of apprenticeship training
program in the Addis Ababa TVET colleges and enterprises. The research looked into the
training program conducted by TVET Colleges and enterprises. Relevant literature on the nature
of apprenticeship training and the factors that could affect its implementation were also
reviewed.
The research applied the theoretical statement of Bandura’s (1977) theory of observation
/imitation/, Vygotsky’s theory of ZPD, contextual or the situated learning (Lave and Wenger,
1991), the constructivist view of learning and career theory as the main theoretical frameworks
to describe the apprenticeship training process. The theories, however, do not mention the factors
that can hamper the implementation of apprenticeship training in a specific social context.
The theory of observation was preferred since it can describe the apprentice’s effort to master the
skill of an occupation by observing the craftsman at the enterprises. The situated learning was
preferred as it gives value to practice as a condition for the effectiveness of learning. Similarly,
the research considered Vygotsky’s theory of the ZPD. The application of ZPD indicates the
difference between what the apprentice can accomplish independently and what he/she can do
with the close assistance of supervisor on a given task. Holland’s career theory (as cited in De
lary, Duncan & Swarth, 2006) is also considered to describe the apprenticeship training in
relation with an occupation.
The current research has enabled to consider context specific conditions by focusing on the
investigation of the causes of the implementation challenges of the apprenticeship training. The
researcher collected data from Addis Ababa TVET Agency experts, deans of one private and
another public TVET Colleges, college apprenticeship training coordinators, trainers, trainees,
supervisors and enterprises by employing unstructured and structured interviews, observation
and Focus Group Discussion tools. The analysis was made by making the data pass through three successive steps: data reduction,
data display and interpretation, and conclusion. The findings showed that the implementation of
the apprenticeship training program had challenges that could be shared among its actors; Trade
Unions had no involvement in the implementation of the apprenticeship training program; the
selected colleges and enterprises addressed their challenges by using limited strategies and
without regular and systematic way; the presence of some less motivating factors for the
participation of the apprentices in the apprenticeship training was reported; the presence of
conditions that could adversely affect the apprentices’ acquisition of occupational skills was
reported; the provision of apprenticeship training at the enterprises lack, either facilities or
training services, in order to arrange the apprenticeship training program for TVET college
trainees; and there were some indications for the presence of some weak professional qualities of
supervisors that have implications for the apprentices’ training.
Eventually, it was concluded that the implementation of apprenticeship training program in the
Addis Ababa TVET Colleges and enterprises had challenges that require the consideration of
both institutional and human conditions. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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The role of technical education in community upliftment in Zimbabwe : a historical perspective and avulationMakotose, Armitage Beverley 06 1900 (has links)
In this dissertation, research was undertaken to trace the development of technical, . education
in Zimbabwe and evaluate its role in community upliftment.
The colonial era ( 1890-1979) and the post-colonial era ( 1980-2000) were examined in this
connection. This involved, inter alia, analysing findings and recommendations of
commissions of inquiry, and provisions of national development plans. Empirical analysis of
the status and role of technical education in community upliftment was also undertaken.
Finally, on the basis of the historical data, findings and conclusions regarding the history of
technical education, as well as its role in community upliftment in Zimbabwe were made. As
a way forward, some recommendations were made which would, if implemented, enhance the
role of technical education in the individual's attainment of meaningful adulthood and
improvement of society's quality of life. / Educational Studies / M. Ed. (History of Education)
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