The objective of this research was to establish a means to assist, and ultimately encourage, small and micro building contractors to develop and submit a Workplace Skills Plan (WSP) that both qualifies for levy grant recovery and provides strategic value to the organisation. Targeted contractors are those who do not have the know-how necessary to develop such a WSP. Thus the need for a basic approach or model that will, through its simplicity and ease of application, assist and encourage such contractors nonetheless to undertake the process. Achieving this objective required a detailed examination of relevant literature and legislation, to identify the basic or minimum requirements for developing a strategic WSP and for meeting grant recovery regulations respectively. Newly released grant recovery regulations were examined to identify the implications thereof, and to establish the minimum legislative requirements, for the WSPs of small and micro contractors. Existing relevant general training and training needs assessment models were examined to identify the requirements for developing a strategic WSP. To establish the minimum strategic requirements it was necessary to firstly identify all the requirements proposed by the different models for identifying and meeting the training needs of an organisation, and thereafter reach a decision regarding which could be considered as minimum requirements. The decision rule for selection as a minimum strategic requirement was inclusion in all the surveyed models. To enable a less subjective analysis than relying solely on the opinion of the researcher, a content analysis was selected as the research technique, as the steps of a typical content analysis include a number of measures to increase objectivity. The legislative and strategic requirements identified by the study were converted into a series of simple sequential action steps to formulate a practical model that would guide the targeted contractors through the process of developing a value-adding WSP.

spending is regarded to be one of the major contributors to economic growth. The purpose of the study was to investigate how infrastructure projects could engender professional skills development. The topic is focused on a human resource (HR) perspective as it is one of the knowledge areas in project management. In order to achieve the research objectives and also establish the breadth of the subject issues in the literature review, a qualitative methodology was employed. Interviews were conducted and the majority of the participants were working towards professional registration in the built environment professions. The empirical findings that emerged from the study show that the majority of the respondents agreed that HR units should be aware of the legislation related to professional training and education. The interviewees further elucidate that, although professional registration is the primary duty of the candidate, HR units should ensure that interns are doing what is in line with their professional requirements, according to different councils, to ensure compliance. However, the lack of a structured approach in administering training programmes is a key factor that contributes to the lack of development of professional skills on government sponsored infrastructure projects. This must be addressed to attain the desired professional development outcomes among historically disadvantaged individuals (HDIs) that are keen on professional registration and development in the built environment professions. Other empirical findings showed that most of the respondents showed some concern regarding job security with their present employment. They explained that once the status of professional registration is attained, securing employment in the industry should be relatively easy. South Africa needs a highly skilled workforce to ensure growth of the economy therefore HR departments in organisation should adapt a systematic approach in their HR planning in order to ensure skills are engendered to HDIs as well.

Thesis (PhD)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: Mathematics teacher development is a source of national and international concern. This study describes how primary school mathematics teachers develop didactisation practices. In considering how teachers could develop, so that student learning is optimised; the concepts of didactisation and the mathematical work of teaching were sourced from existing literature. The concept didactisation is explored and defined; and is incorporated with the concept of mathematical work of teaching. Nine practices were made explicit through this incorporation: active students, differentiation, mathematisation, vertically aligned lessons, access, probe, connect and assess student thinking, and teacher reflection. These nine practices become the framework for the professional development program and the data generation structure. Five primary school teachers were involved in a professional development program that used model-eliciting activities (MEAs) as a point of departure. A modelling perspective to teacher learning was chosen for the professional development program. The methodology followed the principles of design research and from this, a three phase teaching experiment was designed and implemented. The teachers and researcher met for development sessions and teachers were observed in practice at intervals throughout the program. Their developing didactisation practices were documented through a qualitative analysis of the data. It was established that teachers’ didactisation practices did develop during the nine-month program. Furthermore it was found that didactisation practices developed at different rates and consequently, a hierarchy of didactisation practice development is presented. The impact of the program was also gauged through teachers’ changing resources, goals and orientations. These three aspects also evolved over time. The program proposed in this study may be a suitable model to develop in-service and pre-service mathematics teachers. The study contributes to understanding teacher action in a classroom and how teachers can change their own thinking and practice. / AFRIKAANSE OPSOMMING: Die ontwikkeling van wiskundeonderwysers is ‘n bron van nasionale en internasionale kommer. Hierdie studie beskryf hoe die didaktiseringspraktyke van laerskool wiskundeonderwysers met die oog op optimalisering van leer ontwikkel het. In die bestudering van die ontwikkeling van onderwysers met die oog op optimalisering van leer, is die begrippe didaktisering en die wiskundige werk van onderrig (mathematical work of teaching) nagespoor uit bestaande literatuur. Die begrip didaktisering is deeglik ondersoek, gedefinieer en saamgevoeg met die begrip wiskundige werk van onderrig. Nege praktyke is eksplisiet gemaak deur hierdie inkorperering: aktiewe studente, differensiasie, matematisering, vertikaalgerigte lesse, toegang, indringende ondersoek, gekonnekteerdheid en assessering van studente-denke, en onderwyserrefleksie. Hierdie nege praktyke het die raamwerk gevorm vir die professionele ontwikkelingsprogram en die data genereringstruktuur. Vyf laerskool onderwysers was betrokke in ‘n professionele ontwikkelingsprogram waarin model-ontlokkende aktiwiteite (MOA’s) as ‘n vertrekpunt gebruik is. ‘n Modelleringsperspektief is vir onderwyserleer in die ontwikkelingsprogram gekies. Die metodologie volg die beginsels van ontwerpnavorsing waarna ‘n drie-fase onderrig-eksperiment ontwerp en in werking gestel is. Die navorser en die onderwysers het byeengekom vir ontwikkelingsessies; die onderwysers is op ‘n gereelde basis tydens die program besoek om hul onderwyspraktyk waar te neem. Hul ontwikkelende didaktiseringspraktyke is gedokumenteer en die data is kwalitatief geanaliseer. Onderwysers se didaktiseringspraktyke het wel gedurende die negemaande program ontwikkeling getoon. Hierdie didaktiseringspraktyke het egter teen verskillende tempo’s ontwikkel en daarom kon ‘n hierargie van die ontwikkeling van didaktiseringspraktyke saamgestel word. Die impak van hierdie program op onderwysers se veranderende hulpbronne, doelstellings en oriëntasies is ook gemeet. Die drie aspekte het in hierdie nege maande verder ontwikkel. Die voorgestelde program in hierdie studie mag moontlik ‘n gepaste model wees om indiens en voornemende wiskundeonderwysers te ontwikkel. Die studie lewer ‘n bydrae tot ‘n beter begrip van onderwyserhandelinge in ‘n klaskamer, asook hoe onderwysers hul eie denke en praktyke kan verander.

Submitted in partial fulfilment of the requirements for the Degree of Master in Business Administration, Durban University of Technology, 2007. / The end of the apartheid era in South Africa presented the new government with a myriad of challenges. This involved massive transformation, whilst ushering in a regulatory framework of enabling legislation to give effect to the country's fledgling Constitution. One of the transformational priorities was to address gender equality. Despite legislative imperatives having been instituted, gender equity targets are not being met, nor are affirmative action programmes being implemented to their fullest to facilitate and support gender equality. This research investigates the barriers that inhibit women from breaking the glass ceiling in the South African public service. The research paradigm was exploratory, using qualitative techniques and the results are largely descriptive. Secondary information was obtained from literature and information available. Multiple case studies were conducted using five subjects who were representative of the target population. The overarching purpose of this study was to investigate and understand the barriers that inhibit women from breaking the glass ceiling in the South African public service. The concept of the glass ceiling is defined as the invisible barrier that blocks women from advancing to senior management positions. The study proposes and considers various issues that may have an impact on upward mobility for women. A review of literature reveals that barriers exist as a worldwide occurrence and these prevent women from upward mobility. Justification for this research is twofold: there has been no such study to date; and gender equality is not being achieved and affirmative action programmes have not been fully implemented. The findings of the study provide a deeper understanding of the barriers that prevent women from career progression in the South African public service. Recommendations are made to address this issue / M

M.A. (Psychology) / Please refer to full text to view abstract

Thesis (M. Dev.) -- University of Limpopo, 2003 / Refer to document / National Research Foundation and University of the North Financial aid

This study is an exploration of the influence of different school contexts on novice teachers’ professional development and learning. The study sought to understand and interpret how 1st year novice teachers who were exposed to a new UKZN teaching practice approach, learnt and developed in varying school contexts. It also attempted to understand how these teachers exposure to knowledge/experiences of contextual diversity during their training contributed to their development in their present school contexts. A qualitative approach with an interpretive framework was used, as this approach allowed for the phenomenon (novice teachers’ development in diverse school contexts) to be studied in natural settings and it foregrounded the social and cultural context. The study was underpinned by the teacher development framework designed by Amin and Ramrathan, and Samuel’s force field model and the situated learning theory. Amin and Ramrathan’s approach foregrounded contextual diversity as this is the reality of the post-apartheid South African schools. As the study also sought to explore novice teachers’ professional development in work contexts, it drew on the situated learning theory and Samuel’s force field model as a means to assess the extent the role the various forces (biography, curriculum, institutional and contextual) play in influencing novice teacher development. The case study methodology was used to elicit insight and clear perspectives of novice teachers’ multiple truths and realities with regard to their professional development in the contexts they worked. The participants were purposefully selected. They were three 1st year teachers who had completed the B.Ed degree at the same university. They were of the same race and gender. These participants taught at different school contexts. This enabled me to assess how these varying contexts shaped their professional development. Data was collected through semi-structured interviews. The use of semi-structured interviews allowed for new data to be generated through probing and clarification of answers. The interviews were audio-recorded to ensure that all data was available for analysis. The findings of the study reveal that the nature of the school contexts has a direct bearing on the professional development of the participants. Factors such as the school leadership and management styles, school resources and school based professional development programmes influenced how these teachers developed. The biography of the participants had a significant role in ensuring that they were able to rise above their many challenging experiences and thereby enhance their professional growth and professional development. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

Thesis (MCom)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The Military Skills Development System (MSDS) of the South African National Defence Force (SANDF) is the military contribution towards the South African National Skills Development Strategy. The purpose of this study was to determine if the SANDF is succeeding in contributing towards youth development, by investigating the career maturity (CM) of MSDS members. The adolescent years are a critical time for youth to explore and confirm their career choices, and to make major decisions at what can be perceived as a turning point in their lives. The factors that influence CM were investigated in order to determine the most suitable focus for possible career guidance programmes or interventions within the MSDS. A sample of 310 MSDS members was used to gather information on CM and the most prominent factors that have an impact on CM were identified from the literature review. Data was collected by means of administering five questionnaires; The Career Maturity Inventory- Revised short form (CMI-R), The Career Decision Self-Efficacy scale short form (CDSE), The Military Hardiness Scale (MHS), the Seven Habits Profile (SHP) and a Biographical Information Form (BIF). The CM of the MSDS members was found to be moderate. MSDS members seem to have high levels of confidence in their abilities to make career decisions (self-efficacy) and they perceive themselves as being hardy and having very good life skills. Moderate and weak, positive relationships were discovered between all twenty of the factors (scales and subscales of independent variables) and CM (dependent variable); however, they were not all significant. Multiple regression analysis resulted in a set of predictor variables (factors) which were used as the focus for recommendation on how CM may be improved for MSDS in the SANDF. These factors include: self-efficacy, seeking occupational information, self-appraisal, commitment, challenge, conscientiousness and continuous improvement. / AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar.

Submitted in fulfillment of the requirements of the Master of Management Sciences in Administration and Information Management, Durban University of Technology, Durban, South Africa, 2017. / The secretarial/administrative profession is faced with the challenge of rapid advancement in office technology, organisational restructuring and changes in the global economy. This challenge does not only affect employees who are already working as secretaries/administrative staff in the workplace, it also affects institutions of higher education and students who are studying towards an administrative profession. This requires both the institutions of higher education and industry to better prepare students to meet the requirements of the workplace. Given this background, this study examines the current status of the Office Management and Technology curriculum to discover whether it meets the demands of the workplace. The study also investigates learning opportunities offered to Office Management & Technology (OMT) students during Work-integrated Learning (WIL) and the implications for the curriculum, with the aim of improving both classroom learning and workplace learning, and to suggest improvements in the OMT curriculum in Universities of Technology (UoTs). This study investigates and provides information on the skills, attributes and competencies OMT graduates are required to possess in the 21st century world of work. It therefore provides the departments of office technology in UoT’s with an in-depth study of the strengths and weaknesses of their current curriculum so that improvement can be implemented wherever necessary. This study is a case study that involves Mangosuthu University of Technology (MUT) and Durban University of Technology (DUT). The method used was very largely a quantitative method because it was based purely on questionnaires, however, there was a small qualitative element which grew up on the open ended questions. The qualitative questions were used to provide participants with an opportunity to express their own opinions and to clarify the quantitative data within the questionnaire. The study utilised two sets of questionnaires which were distributed to two different groups within the targeted population – to industry supervisors who supervise OMT students at DUT and MUT, and to third year OMT students from MUT who underwent work integrated learning in 2015. The study shows that the current OMT curriculum is reasonably well in line with core industry needs. However, there was evidence that improvement is needed in both classroom learning and in workplace learning. The study also revealed new skills and attributes that need to be incorporated in OMT curriculum in order to be more responsive and relevant in the 21st century world of work. The study recommends that the Office Management and Technology curriculum should be reviewed regularly and that both university and industry should play a significant role in better preparing students to meet the requirements of the workplace. / M

The aim of the present study explores barriers to women educators’ upward mobility in the Department of Education, using the Butterworth Education District as the area of study. Women as human beings, too, have a valid case regarding recognition of their legitimate aspirations because in striving for them, they are exercising their rights similar to their male counterpart. It must also be understood that the same legislative prescripts apply to both male and female educators and the necessary intellectual and physical capacity plus skills commitment and perseverance are understood to be important criteria for promotions. The question of perception of barriers to upward mobility of women in the education department and the wider public sector in South Africa is topical and continues to engender research and policy guidelines. However, conclusive findings and solutions are far from being realised. Empirical research and other scholarly writings posit that despite a suite of legislation and policy guidelines introduced in South Africa since 1994, women continue to encounter barriers in their effort to move up their career ladder. It is argued women are under-represented in management positions in comparison to men all over the world. Unequal representation of women in public sectors, nationally, provincially and locally has illustrated the need for gender equity and mainstreaming in senior management. In research done for the Department of Education in South Africa it was also found that although the teaching environment is made up of both men and women, men in management are acceptable, but women in management experience problems not only from male employees, but from female employees as well.