M.A. (Industrial Psychology) / The professionalization of the training profession In South-Africa requires that the training of trainers should be goal-orientated and needs-directed. In order to ensure this goal-orientated training, it is Imperative that specific areas for the training of trainers be Identified, based om the training needs within the South-African industry. It Is also important that the contribution made through purposeful training of trainers should permeate the South-African industry through measurable results and eventually culminate In higher Quality training. A prerequisite for this, however, should be measurable and noticeable Improvements In trainers' behavioural outputs. The identification of specific competencies necessary in specialized roles in a particular functional area, (e.g. instructor, training officer, training manager, etc.) has therefore much more value than simply identifying subjects or contents typical of a particular function. The trainer, however, functions in a multi-dimensional environment In which a variety of external as well as behaviour variables or individual-orientated factors Influence his/her performance. EXternal factors such as the socio-political situation, economic climate, certain organizational variables as well as technological growth and development play an important part whi Ie behavioural sciences aspects such as andragogy, the psychology of learning and the competency level of the individual trainer also contributes to the complexity of the training situation.

M.A. (Clinical Social Work) / Please refer to full text to view abstract

Thesis (M. Dev.) -- University of Limpopo, 2017. / Education is indeed essential for the improvement of the performance, competence and effectiveness of parliamentarians. Many countries in the world including South Africa do not require specific minimum qualifications or skills to qualify to be a parliamentarian. As a result, parliamentarians come into the legislature with varying levels of skills and qualifications, which has an impact on their competence and effectiveness. The purpose of the study was to assess the training needs of parliamentarians focusing on the case of the Limpopo legislature. Mixed research method comprising both qualitative and quantitative methods was applied in this study. A survey questionnaire was used to collect quantitative data from thirty-six respondents. In addition, semi-structured interviews were conducted to collect the qualitative data from seven respondents. The study found that seventy-eight percent of parliamentarians had a bachelor degree and post-graduate. Parliamentarians identified FAMPPLA, PFMA, research analysis, standing rules and orders, presiding over meeting, strategic management, interpersonal skills, speech writing, computer literacy, negotiations, facilitations skills, monitoring and evaluation as their priority training needs. The study further found that parliamentarians prefer two to three day workshops as a mode for training.

Submitted in fulfillment of the requirements for the Masters Degree in Technology, (Tourism Management) in the Department of Hospitality and Tourism, Durban University of Technology, 2009. / There is a growing demand for professionally educated and trained staff in the tourism sector. However, current literature reveals a significant disparity between the tourism education provided by institutions and the skills required by the industry. A major challenge facing tourism education institutions is the identification of industry needs and requirements and the involvement of industry in curriculum design. The aim of this research is to examine the education, skills and training required of tourism employees and whether the provisions of higher education tourism courses are adequately meeting industry needs. Identifying this „gap‟ will assist in improving the development of tourism education programmes to meet the needs of industry. The research examines the relevance of the tourisms qualification from three stakeholders‟ perspectives, namely, managers from the tourism sector, tourism graduate employees, and tourism academics. Surveys, in the form of structured questionnaires, were used to obtain information from the three groups. The overall findings of the study revealed that gaps do exist in the tourism curriculum according to the perceptions of stakeholder groups that participated in this study. The recommendations are that closer collaboration is required between academics, managers from the industry when designing tourism curriculum and also to sustain the relevance of the curriculum to meet the needs of industry.

Thesis (MBA)--Stellenbosch University, 2006. / ENGLISH ABSTRACT: The current skills development legislation was enacted in order to implement structures and processes to transform skills development in South Africa. Major changes to the South African training and education sector have taken place as a result of the implementation of the National Skills development strategy or NSDS (1998). One of the objectives of the National Skills development strategy is the implementation of learnerships, a work-based route for learning and gaining qualifications. The achievement of this objective is based not only on the quantity of learnerships implemented but also on the quality of the learnership implementation. This study project begins with a brief survey of learnerships and their context in vocational education and training in South Africa. A further review is conducted which explores the concept of quality, quality dimensions and quality indicators, in vocational education and training (VET) in South Africa and internationally. The aim is to identify quality dimensions and relevant quality indicators for the quality assurance of learnership implementation. One of the main challenges facing the SETAS is delivering not only the quantity but the quality of learnerships as set by the NSDS objective. The Serviceseta is a typical example of a SETA faced with the task of developing a quality assurance instrument to comprehensively assure the quality of learnership implementation. The Serviceseta Quality Assurance instrument for learnership implementation is examined by comparing the quality indicators to those identified in vocational education and training internationally. The achievement of quality assurance in learnership implementation will contribute to the achievement of the NSDS which will in turn solve the country's skills problems. / AFRIKAANSE OPSOMMING: Die wetgewing vir vaardigheidsontwikkeling is vasgestel om strukture en prosesse te implementeer om vaardigheidsontwikkeling in Suid-Afrika te omskep. Groot veranderinge aan die Suid-Afrikaanse opleidings- en ontwikkelingsektor het plaasgevind as gevolg van die implementering van die Nasionale Vaardigheidsontwikkeling-strategie of NVS (1998). Een van die doelwitte van die Nasionale Vaardigheidsontwikkeling-strategie is die implementering van leerlingskappe, 'n werk-gebaseerde roete om te leer en om kwalifikasies te verwerf. Die sukses van hierdie doelwit is nie alleen gebaseer op die hoeveelheid leerlingskappe wat geimplimenteer word nie maar ook op die kwaliteit van die leerlingskap-implementering. Hierdie studieprojek begin met 'n kort oorsig van leerlingskappe en hul verband in beroepsopvoeding en opleiding in Suid-Afrika. 'n Verdere oorsig is uitgevoer wat die konsep van kwaliteit, kwaliteit dimensies en kwaliteit aanwysers in beroepsopvoeding en opleiding in Suid-Afrika en internasionaal ondersoek. Die doel is om kwaliteit dimensies en toepaslike kwaliteit aanwysers vir die kwaliteitsversekering van leerlingskap-implementering te identifiseer. Een van die hoof uitdagings van die SETAS is om nie net die hoeveelheid maar ook die kwaliteit van leerlingskappe soos deur die NVS doelwit bepaal, te lewer. Die Diens-seta is 'n tipiese voorbeeld van 'n SETA wat die taak in die gesig staar om 'n kwaliteit- versekeringsinstrument te ontwikkel ten einde die kwaliteit van leierskapimplementering omvattend te verseker. Die Diens-seta Kwaliteit-versekeringsinstrument vir die implementering van leierskap word ondersoek deur die kwaliteit aanwysers te vergelyk met dit wat internasionaal in beroepsopvoeding en opleiding geidentifiseer word. Die bereiking van kwaliteitsversekering in die implementering van leerlingskappe sal bydra tot die bereiking van die NVS wat op sy beurt die land se vaardigheidsprobleme sal oplos.

Thesis (MBA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: The economic construct within South Africa has been in a state of flux during the last decade. The challenge of meeting the demands placed on this economy by the leading industrialised developed economies, whilst developing human capacity that would meet these demands, is of great importance. Developing human capacity through training is regarded as the key building block in this endeavour. Cost implications associated with training are considered a major stumbling block for many organisations where bottom line margins are under continuous threat. Traditionally, many institutions regarded training as an unnecessary evil and the tendency was to spend as little money as possible on this variable overhead. This short-sighted approach, operating within a political framework where the majority of the workers did not enjoy democratic institutions, compounded the training and skills dilemma facing South Africa. Since 1994 all South Africans have been afforded a new political dispensation. The newly elected government, in an attempt to redress past inadequacy, introduced various labour acts that would meet the development needs of that part of the population that was classified as previously disadvantaged. The Skills Development Act provides guidelines on training and development requirements within the various economic sectors, and is therefore of particular importance. This legislation, which implies that organisations spend a certain percentage of their payroll on training, places new financial demands and obligations on organisations, some of which cannot afford it. A positive alternative associated with training cost is the establishment of Export Processing Zones (EPZs). EPZs offer incentives to lure organisations into moving to a demarcated processing zone where relaxed labour practices are enjoyed, low taxes are paid and incentives for training their workforces are offered. In order to test the perception of employers regarding training incentives as a motivation to consider moving to EPZs, a questionnaire was sent to one hundred organisations. Quantitative and qualitative data was obtained by means of processing the responses to these questionnaires to establish the viability of and demand for the establishment of EPZs. Based on the findings of this study, it is recommended that the development of an EPZ should become a part of the strategic initiative of the South African Department of Trade and Industry whilst ensuring support from other key stakeholders such as the Department of Labour, workers' unions and industrialists. / AFRIKAANSE OPSOMMING: Die ekonomiese konstruk in Suid-Afrika was gedurende die afgelope dekade in 'n toestand van onsekerheid. Die uitdaging om aan die vereistes wat deur die toonaangewende ontwikkelde nywerheidsekonomieë afgedwing word te voldoen, terwyl die menslike kapasiteit terselfdertyd ontwikkel word om aan hierdie vereistes te voldoen, is uiters belangrik. Opleiding word beskou as 'n kern boublok in hierdie strewe om menslike kapasiteit te ontwikkel. Talle maatskappye beskou die koste implikasies wat met opleiding gepaard gaan as 'n reuse struikelblok. Baie instansies het opleiding in die verlede as 'n onnodige euwel beskou en daar was 'n neiging om so min as moontlik aan hierdie veranderlike oorhoofse koste te spandeer. Hierdie kortsigtige benadering het binne 'n politieke raamwerk fungeer waar die meerderheid werkers geen toegang tot demokratiese instellings gehad het nie. Dit het die opleidings- en vaardigheidsdilemma waarmee Suid-Afrika gekonfronteer word, vererger. Alle Suid-Afrikaners geniet egter sedert 1994 'n nuwe politieke bedeling. Ten einde te poog om vroeëre tekortkominge aan te spreek, het die nuut verkose regering verskeie arbeidswetgewings ingestel om aan die ontwikkelingsbehoeftes te voldoen van diegene wat geklassifiseer word as agtergeblewenes. Die Vaardigheidsontwikkelingswetgewing bied riglyne vir opleidings- en ontwikkelingsbehoeftes binne die verskeie ekonomiese sektore en is dus van besondere belang. Hierdie wetgewing bepaal dat 'n maatskappy 'n sekere persentasie van sy betaalrol moet spandeer aan opleiding. Dit plaas addisionele finansiële druk op maatskappye en sommige maatskappye kan dit net eenvoudig nie bekostig nie. Die daarstelling van 'n Uitvoer Verwerkingsone (UVS) is 'n positiewe alternatief wat met opleidingskoste geassosieer kan word. 'n UVS bied insentiewe aan maatskappye om hul te lok om na hierdie afgebakende gebied(e) te beweeg waar verslapte arbeidspraktyke geld, lae belastings betaal word en insentiewe aangebied word vir die opleiding van hul werkersmag. 'n Vraelys is aan een honderd maatskappye gestuur ten einde die persepsies van werkgewers ten opsigte van opleidingsintensiewe as motivering om na 'n UVS te beweeg te toets. Kwantitatiewe en kwalitatiewe data is bekom deur die verwerking van die antwoorde op die vraelys en daardeur die lewensvatbaarheid van en die behoefte aan die daarstelling van 'n UVS te bepaal. Gebaseer op die bevindinge van hierdie studie word daar aanbeveel dat die ontwikkeling van 'n UVS deel moet vorm van die strategiese inisiatief van die Suid-Afrikaanse Departement van Handel en Nywerheid terwyl die ondersteuning van ander sleutel belanghebbendes soos die Departement van Arbeid, werkersunies en nyweraars verseker word.

Thesis (MPA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The research project, conducted at AngloGold Limited, a Johannesburg based international mining company, was an evaluation of the extent to which the company had i'hlplemented the National Skills Development Strategy. It was prompted by the general perception that companies were lagging behind in the implementation of this strategy. The research problem therefore was: To what extent is AngloGold Limited progressing or lagging behind in the implementation of the National Skills Development Strategy? As the project sought to evaluate implementation progress, an evaluation research design was used. Since persons with in-depth knowledge of the implementation of the National Skills Development Strategy were available at AngloGold Limited, a purposive sampling method was used. Two techniques were used to gather information: individual semistructured interviews were conducted with AngloGold Limited personnel and union members, and an unstructured in-depth interview with a representative of the Mining Qualifications Authority. Documents of AngloGold Limited and of the Mining Qualifications Authority were also analysed, and a general review of pertinent literature was conducted. The literature traces the history of formal education and training in South Africa back to 1922, when the Apprenticeship Act (Act No. 26 of 1922) was enacted. Notable in the history of training in South Africa prior to the current dispensation of the National Skills Development Strategy was the Manpower Training Act (Act No. 56 of 1981. Notwithstanding its shortcomings, this Act provided a platform from which the current legislative framework for human resource education and training and subsequently the National Skills Development Strategy evolved. The National Skills Development Strategy, which is the government's education and training reform agenda, is one component of the all-encompassing Human Resources Development Strategy. This agenda is not modelled on the experience of any particular country; however, there is evidence that its conceptualisation was influenced to some extent by international practices. The National Skills Development Strategy is underpinned by three pieces of legislation, the South African Qualification Act (Act No. 58 of 1995), the Skills Development Act (Act No. 97 of 1998) and the Skills Development Levies Act (Act No.9 of 1999). The Employment Equity Act and the Further Education and Development Act also have a bearing on the National Skills Development Strategy. The Skills Development Act prescribes what is expected of workplaces/companies in the implementation of the National Skills Development Strategy. Workplaces play their part in the implementation of this strategy within the parameters of the implementation process at the macro level. At this level, the implementation process is progressing fairly well. The evaluation of the implementation of skills development at AngloGold Limited against what is expected of workplaces placed it among companies that are progressing well in the implementation of the National Skills Development Strategy. The company has so far complied with most of the implementation requirements, except for the strategy for company-wide communication of the National Skills Development Strategy process. The company needs to develop an effective and efficient information dissemination strategy to this end. Moreover, the company needs to move beyond reporting on training in terms of numbers to providing information on the actual skills acquired. Learnerships also need to be extended beyond the engineering discipline. / AFRIKAANSE OPSOMMING: Die doel van die navorsingsprojek was om vas te stel in hoe ver die maatskappy AngloGold Bpk, 'n internasionale mynboumaatskappy gesetel in Johannesburg, die Nasionale Vaardigheidsontwikkelingstrategie tot op hede geïmplementeer het. Die navorsing is aangespoor deur die algemene persepsie dat maatskappye in hierdie opsig besig is om agter te raak. Die probleemstelling was dus: In watter mate is AngloGold Beperk by of agter met die implementering van die Nasionale Vaardigheidsontwikkelingstrategie? Aangesien die oogmerk van die projek was om vordering met die implementering te evalueer, is 'n evalueringsontwerp gebruik. Vanweë die beskikbaarheid van persone by AngloGold Beperk met 'n diepgaande kennis van die implementering van die Nasionale Vaardigheidsontwikkeling strategie, is 'n doelbewuste steekproef geneem. Twee tegnieke is gebruik om inligting te verkry: individuele, semigestruktureerde onderhoude is met personeel van AngloGold Beperk gevoer en 'n ongestruktureerde, diepgaande onderhoud met 'n verteenwoordiger van die Mynboukwalifikasie-owerheid. Dokumente van AngloGold Beperk en van die Mynboukwalifikasie-owerheid is ook ontleed en 'n algemene oorsig oor die tersaaklike literatuur is onderneem. Die literatuur spoor die geskiedenis van formele opleiding en onderwys in Suid-Afrika terug tot 1922, toe die Vakleerlingwet (Wet Nr 26 van 1922) uitgevaardig is. 'n Baken in die geskiedenis van opleiding in Suid-Afrika voor die huidige bedeling van die Nasionale Vaardigheidsontwikkelingstrategie was die Wet op Mannekragopleiding (Wet 56 van 1981). Ondanks sy tekortkomings het hierdie wet die grondslag gelê waarop die huidige wetgewing op die opleiding en onderwys van menslike hulpbronne voortgebou het en die huidige Nasionale Vaardigheidsontwikkelingstrategie ontwikkel is. Die Nasionale Vaardigheidsontwikkelingstrategie is een komponent van die oorhoofse Menslike Hulpbronontwikkelingstrategie, wat die regering se agenda vir die hervorming van onderwys en opleiding vorm. Hierdie agenda is nie geskoei op die ondervinding van enige besondere land nie, maar daar is aanduidings dat die konsepsualisering daarvan in 'n mate deur internasionale praktyke beïnvloed is. Die Nasionale Vaardigheidsontwikkelingstrategie word gerugsteun deur drie wette, naamlik die Suid-Afrikaanse Kwalifikasiewet (Wet Nr 58 van 1995), die Wet op Vaardigheidsontwikkeling (Wet Nr 97 van 1998) en die Wet op Vaardigheidsontwikkelingsheffings (Wet Nr 9 van 1999). Die Wet op Diensbillikheid en die Wet op Voortgesette Onderwys en Ontwikkeling het ook betrekking op die Nasionale Vaardigheidsontwikkelingstrategie. Die Wet op Vaardigheidsontwikkeling skryf voor wat van werkplekke/maatskappye verwag word ten opsigte van die implementering van die Nasionale Vaardigheidsontwikkelingstrategie. Werkplekke speel hul rol in die implementering van hierdie strategie binne die parameters van die implementeringsproses op makrovlak. Op hierdie vlak verloop die implementeringsproses redelik vlot. Die evaluering van die implementering van vaardigheidsontwikkeling by AngloGold Beperk vergeleke met wat van werkplekke verwag word, het die maatskappy onder dié geplaas wat goed vorder met die implementering van die Nasionale Vaardigheidsontwikkelingstrategie. Tot dusver het die maatskappy die meeste van die implementeringsvereistes nagekom, behalwe die strategie vir maatskappy wye kommunikasie van die proses van die Nasionale Vaardigheidsontwikkelingstrategie. Die maatskappy moet dus 'n doeltreffende en effektiewe strategie ontwikkel om inligting oor die strategie te versprei. Daarbenewens moet die maatskappy verder gaan as die blote numeriese rapportering oor opleiding en ook inligting verskaf oor die vaardighede wat werklik verwerf is. Leerlingskappe moet ook verder strek as die ingenieursdissipline.

D.Ed. / In South Africa the water and sanitation sector faces many problems in the delivery of services to ensure that all South Africans have access to safe and sufficient water resources and adequate sanitation to meet their needs. Local government, mandated to supply these services, has a lack of resources including trained human resources. Distance education learning programmes could be one way of addressing the lack of trained human resources. Distance education can reach a much wider spectrum of people, the costs to the employers can be greatly reduced, less work hours are lost, people, especially women, have the opportunity to study whilst still taking the caring role at home, and learners are also able to learn at their own pace and time. To address the problem it was identified that a framework for the development of outcomes-based distance education learning programmes for adult learners would be beneficial to the programme planners and educators who plan and design distance education learning programmes. The framework was developed based on the research literature explored. A literature study of three issues namely: outcomes-based education, facilitation of adult learning and distance education was undertaken. Theoretical underpinnings were extrapolated from the literature study which were used as the building blocks for the framework. To establish the theoretical underpinnings for the framework the evolution of competency-based education to outcomes-based education was investigated. It was concluded that competency-based education included core elements such as learning that is not time bound, learning that is stated as outcomes, various means can be used to achieve the outcomes, and assessment is based on the stated outcomes. These concepts have become the focus areas in all developments in competency-based as well as outcomes-based education. In the 1990s the education and training sector in South Africa was transformed, and an outcomes-based education system was adopted. A National Qualifications Framework has been introduced which offers a set of principles and guidelines for the education and training sector. These principles and guidelines were examined. Another issue that was scrutinised was the design of outcomes-based training material for the South African situation. Theoretical underpinnings for the framework were extrapolated from the findings of the literature study on the facilitation of adult learning and planning of adult learning programmes. The characteristics of the adult learner and the importance of these characteristics when planning a learning programme for the adult learner were examined. Two learning theories namely constructivism and transformative learning provided valuable insights into how adults learn in the learning situation. How to plan a learning programme for adult learners using the Critical Events Model, was explained. For the extrapolation of the theoretical underpinnings for the framework from distance education the evolution of distance education, from an informal style of correspondence education to a more formal style of single media correspondence education and eventually to a formal distance education system using multi-media methods was also explored. All these theoretical underpinnings were consolidated into the final product of this study namely a framework for the development of outcomes-based distance education learning programmes for the adult learners in the water and sanitation sector. The framework is designed as an independent document to be used by the programme planners and educators of distance education learning programmes. Within the framework the theoretical underpinnings are applied, guidance and advice on how to plan and design events in the distance learning programmes is given, and an example of how to design outcomes-based training material is included. Checklists are included at the end of every event in the framework. Programme planners and educators can use the checklist to determine if all the activities in the event have been completed. This makes the framework a guide that can be used by the most inexperienced programme planners and educators. It is hoped that this framework will guide many programme planners and educators as they are faced with the immense task of assisting in meeting the challenges of education and training in the water and sanitation sector in South Africa.

D. Tech. People Management and Development. / The main aim of this study was to develop a strategy to link the informal and formal motor mechanic artisan communities in terms of qualifications. The current formal sector training initiatives for motor mechanics do not provide for or acknowledge the non-formal learning of the informal sector practising motor mechanic artisan. This research supports three main arguments: firstly, the informal sector serves as a reservoir of individuals who are practising the motor mechanic trade; secondly, the need was identified to integrate these informal practising individuals with the formal sector in terms of qualifications; and thirdly, the large motor industries have the authority to propose processes to assist in the integration of the informal and formal artisan training. The study was conducted among 16 experts representing the motor mechanic training environment. The findings indicate that the two sectors could be linked through dedicated recognition of the prior learning system backed by a process of gap training. The findings also highlighted the importance of having modules of employable skills to enhance informal practising artisans’ employability status. Finally, this study identified specific constraints that contribute to the shortage of skilled motor mechanics in general. This research confirmed that a strategy could be developed to successfully link the informal and formal motor mechanic artisan communities.

Thesis (MTech. degree in Architecture: Professional)--Tshwane University of Technology, 2012. / The aim of this thesis is to design a Disaster Prevention Centre for the platinum mining sector which will save lives and aid in the South African Department of Mineral and Resources' campaign towards "zero fatalities" within the mining industry. The facility is intended to be a prototype for the preventative training of platinum miners around the world by examining past, present and predicted future mining incidents and using this information to create a safe simulated learning environment or mock-up scenario of possible mining hazards.