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This study focuses on the compilation of guidelines for the implementation of cooperative education in teaching and learning organisations, in the Gauteng region in South Africa. Since no or limited guidelines exist in cooperative education in such organisations, it was intended to determine the present position or status of cooperative education in such organisations with the concomitant development of a conceptual framework and guidelines that could act as directive in higher education institutions and industry, with regard to cooperative education. At first a literature review was undertaken on the basic principles and nature of cooperative education, with an analysis of the current status of cooperative education locally and abroad. Special emphasis was placed during the literature survey on one of the components of cooperative education, namely experiential learning, with its different forms of learning such as work-integrated learning and service learning. Traditionally, higher education institutions in South Africa, and especially universities of technology and comprehensive universities, used a variety of terminology to describe the principles and practice of cooperative education. This created much confusion among academics in these institutions. A need for the standardisation of such terminology was identified and an attempt was made to redefine the concept of cooperative education and related terminology, to clarify this matter by defining cooperative education and related terminology. Furthermore, a comparative literature survey was undertaken with regard to the best practices in cooperative education on a national and international level. One of the most important issues in higher education since the origin and implementation of cooperative education is the strategic management of cooperative education. The various roles and responsibilities of the relevant role players involved in cooperative education were researched and recorded from literature. In consideration of the literature and on completion of the empirical study, an integrated (eclectic) management structure for the management and administration of cooperative education was proposed and described for higher education institutions. Funding of experiential learning in higher education institutions in South Africa by the Department of Education (DOE) is presently a serious concern. Without the proper funding of the experiential learning endeavour, it would be rendered null and void. Literature, according to a survey by the Committee of Technikon Principals (CTP) in former technikons, among others, indicated that funds from the DOE allocated in the form of subsidy and earmarked for experiential learning were not used for its intended purpose, and that such institutions did not deliver satisfactorily with regard to experiential learning. The consequence was that government subsidy for experiential learning in universities of technologies (the former technikons) was ceased, with serious implications for its implementation on operational level. Literature revealed that similar experiences were encountered historically in the United States of America (USA). Many challenges have been identified in the literature on cooperative education, such as the initiation of new strategies and the need to promote research and development in cooperative education. Future perspectives indicated a confirmation for the need for innovation and continuous improvement for cooperative education, locally and abroad. Finally, the literature review confirmed that cooperative education locally and abroad creates the "cutting edge" for higher education institutions. An empirical study involved students, heads of academic departments in higher education institutions and supervisors in industry, to ascertain the current status with regard to the basic principles and nature of cooperative education as well as best practices in cooperative education. Thereafter, a conceptual framework with concomitant guidelines was developed and compiled for cooperative education for teaching and learning organisations. Supported by a literature survey which highlighted the importance of quality assurance of experiential learning as one of the components of cooperative education, a quality assurance conceptual framework to be used in the quality management of experiential learning for learning programmes in higher education institutions was described. Finally, various recommendations and guidelines have been proposed for the implementation of cooperative education in teaching and learning organisations in the Gauteng province in South Africa. Keywords for indexing: cooperative education, work-based learning, work-integrated learning, experiential learning, experiential training, in-service training, placement of learners in industry, preparation of learners for experiential learning, placement of learners, monitoring/mentoring of learners, assessment of learners, debriefing of learners, research in cooperative education, management information systems in cooperative education, marketing of cooperative education, management models, models of cooperative education, companies in cooperative education, best practices in cooperative education, industrial liaison, partnerships with industry, training of learners in industry, nationally and internationally exchange/placement of learners, quality management, skills development and literacy development, learnership and skills programmes. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

The research involves a survey of training within lame organizations (business and industry) in Indiana. The survey attempted to identify any relationship between the size of the organization and the type of employee trained, the skills employees are taught and the training techniques. Also, the primary area of business was compared to the types of employees trained, the skills taught and the types of training techniques used to determine if a relationship exists. The research involved only those organizations which employed five hundred or more people in the state of Indiana.The organizations which were surveyed include: manufacturing, transportation, public utilities, retail, finance, insurance, real estate, and service organizations. There are approximately three hundred businesses which fit into these specifications according to the latest census. Results of this showed small amounts of training occurring in Indiana. The results were so scattered among the primary area of business that they were not feasible for use. Only manufacturing and service organizations had enough returns for significant data. Using only these two would have been swaying the results. The primary area of business comparisons are available in Appendix C. On the other hand, the size comparisons did provide high enough in three of the five categories to provide worthwhile data. Chi square statistics allow for a amount of categories to be dropped if they are insignificant. The organizations which replied that they employed between five hundred and five thousand were analyzed. Within these categories, the larger the organization, the larger the percentage of training, concerning the types of employees, the skills taught and the techniques used. There did appear, through these results, that there is a relationship between the size of the organization and the training occurring in that organization.

This study focuses on the compilation of guidelines for the implementation of cooperative education in teaching and learning organisations, in the Gauteng region in South Africa. Since no or limited guidelines exist in cooperative education in such organisations, it was intended to determine the present position or status of cooperative education in such organisations with the concomitant development of a conceptual framework and guidelines that could act as directive in higher education institutions and industry, with regard to cooperative education. At first a literature review was undertaken on the basic principles and nature of cooperative education, with an analysis of the current status of cooperative education locally and abroad. Special emphasis was placed during the literature survey on one of the components of cooperative education, namely experiential learning, with its different forms of learning such as work-integrated learning and service learning. Traditionally, higher education institutions in South Africa, and especially universities of technology and comprehensive universities, used a variety of terminology to describe the principles and practice of cooperative education. This created much confusion among academics in these institutions. A need for the standardisation of such terminology was identified and an attempt was made to redefine the concept of cooperative education and related terminology, to clarify this matter by defining cooperative education and related terminology. Furthermore, a comparative literature survey was undertaken with regard to the best practices in cooperative education on a national and international level. One of the most important issues in higher education since the origin and implementation of cooperative education is the strategic management of cooperative education. The various roles and responsibilities of the relevant role players involved in cooperative education were researched and recorded from literature. In consideration of the literature and on completion of the empirical study, an integrated (eclectic) management structure for the management and administration of cooperative education was proposed and described for higher education institutions. Funding of experiential learning in higher education institutions in South Africa by the Department of Education (DOE) is presently a serious concern. Without the proper funding of the experiential learning endeavour, it would be rendered null and void. Literature, according to a survey by the Committee of Technikon Principals (CTP) in former technikons, among others, indicated that funds from the DOE allocated in the form of subsidy and earmarked for experiential learning were not used for its intended purpose, and that such institutions did not deliver satisfactorily with regard to experiential learning. The consequence was that government subsidy for experiential learning in universities of technologies (the former technikons) was ceased, with serious implications for its implementation on operational level. Literature revealed that similar experiences were encountered historically in the United States of America (USA). Many challenges have been identified in the literature on cooperative education, such as the initiation of new strategies and the need to promote research and development in cooperative education. Future perspectives indicated a confirmation for the need for innovation and continuous improvement for cooperative education, locally and abroad. Finally, the literature review confirmed that cooperative education locally and abroad creates the "cutting edge" for higher education institutions. An empirical study involved students, heads of academic departments in higher education institutions and supervisors in industry, to ascertain the current status with regard to the basic principles and nature of cooperative education as well as best practices in cooperative education. Thereafter, a conceptual framework with concomitant guidelines was developed and compiled for cooperative education for teaching and learning organisations. Supported by a literature survey which highlighted the importance of quality assurance of experiential learning as one of the components of cooperative education, a quality assurance conceptual framework to be used in the quality management of experiential learning for learning programmes in higher education institutions was described. Finally, various recommendations and guidelines have been proposed for the implementation of cooperative education in teaching and learning organisations in the Gauteng province in South Africa. Keywords for indexing: cooperative education, work-based learning, work-integrated learning, experiential learning, experiential training, in-service training, placement of learners in industry, preparation of learners for experiential learning, placement of learners, monitoring/mentoring of learners, assessment of learners, debriefing of learners, research in cooperative education, management information systems in cooperative education, marketing of cooperative education, management models, models of cooperative education, companies in cooperative education, best practices in cooperative education, industrial liaison, partnerships with industry, training of learners in industry, nationally and internationally exchange/placement of learners, quality management, skills development and literacy development, learnership and skills programmes. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

M.Tech. / There was request from industry to present a life skills learning programme to supplement artisans' training. With this training, facilitors and trainers needed tools to assess the outcomes of the training. The study aims to develop an alternative assessment method and stimulus instruments in order to assess the learners' attainment of the learning outcomes of a life skills learning programme. The research concludes that life skills are a valuable supplement to artisans' training and will enhance their skills acquisition to improve their employability and adaptability in the working environment.

M.Ed. / In the light of the present shortage of skilled manpower and the resultant emphasis on training, the question arises whether the existing training programs are sufficient enough in terms of quality and effectiveness. In the present study the author examined and evaluated a marketing program of Santambank dealing more specifically with the technique of marketing personal banking facilities ...

Measuring training need and in turn revising training content to reflect that need is a process that continues to plague the training practitioner. This study examines the application of Ford and Wroten's (1984) Matching Technique to a supervisory training program. Subjects were 13 non-supervisors and 13 recently promoted supervisors that were divided equally between the control and experimental conditions. A nonequivalent control group design was employed, and the data were analyzed using ANCOVA. Self-perception training need data were collected via a need survey. Both the need data and the training program content were classified in terms of management skill dimensions. Pre and post measures were collected using an In-Basket exercise and a knowledge test. The results indicate that skill performance does increase significantly for those skills requiring additional emphasis. More research is needed on this process, as only one skill dimension required more emphasis in this study.

The training needs of managers in the public and private sectors were investigated and compared. Future trends in training that are foreseen by these managers were also researched. Forty-four public sector managers and 34 private sector managers completed a questionnaire covering such topics as: current training needs, current training efficiency, and future trends in training. Topics covered included an overview of the problem, identification and explanation of current trends in topical literature, results of the research, and conclusions drawn from the findings. The results indicated a small difference in current training needs of the two sectors. Recommendations for future studies included a larger sample population and a follow-up study of the private sector managers.

Experience and previous research indicate that the effective transfer of management training to the work environment requires a holistic approach, embracing several important factors. These include interpersonal skills, resistance to change, mentoring, attitudes towards training, and organizational climate and culture. During this investigation a brief, flexible treatment programme was drawn up. This involved discussing the application of managerial skills with trainees who had completed a management training course some time ago, in the presence of their supervisors. Other activities included in the treatment ranged from retraining to psychotherapy. The treatment was applied to 32 trainees. Some three month's later a role play situation and questionnaire were used to assess their application of the skills taught during management training in their work, in comparison with an untreated control group. The results indicate that the treatment programme resulted in much improved transfer of managerial training to the work environment. / Psychology / M. Sc. (Psychology)

published_or_final_version / Politics and Public Administration / Master / Master of Public Administration