This study explores what happens as the ideals of a learnership, envisioned in the South African legislation, become real practice in a workplace within the financial services industry. Learnerships are at the centre stage for illuminating the processes of acquiring a vocational qualification, which combines education with work readiness. The constructivist philosophy to this research and its qualitative paradigm resonates well with the postmodernist thinking that knowledge has different purposes strongly linked to performance, demanding education that is value adding. It is through this postmodern lens that the broad theoretical framework for study is located. It encompasses theories of learning and workplace learning, such as Wenger’s (1998) perspectives on communities of practice and Kolb’s (1984) experiential learning circle. Mezirow’s (1981) transformative learning theory adds the dimension of dialogue. The method of illuminative evaluation is used to examine one event in order to explore its contextual insights. Qualitative inquiry has a fundamental people orientation and, for this reason, observation adds depth to the information gathering possibilities of interviews and document analysis. This report is enriched by narratives of people’s perspectives on events. This illuminative evaluation brought out rich and varied insights into the acquisition of knowledge, skills and work identity (values and attitudes), with some surprising and unexpected insights on success and failures. The workplace’s control of the learning process, while impacting extremely positively on the quality of the theoretical learning (which is interesting as education is not its core purpose), compromised in some respects the success of the end product of the learnership, the work readiness and employment possibilities of learners.

<p>&nbsp / </p> <p>&nbsp / </p> <p>&nbsp / </p> <p align="left">Skills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a &lsquo / multi-pronged&rsquo / skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa&rsquo / s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998 / Young, 2004 / Brown &amp / Keep, 2000 / Boreham, 2002), as reductive and mechanistic (Bates &amp / Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher&rsquo / s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. <font face="Times New Roman" size="3"><font face="Times New Roman" size="3">The research shows that South Africa&rsquo / s multi-level National Qualifications </font></font><font face="Times New Roman" size="3"><font face="Times New Roman" size="3">Framework provides for academic as well as vocational training and promotes a &lsquo / multi-pronged&rsquo / skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace.</font></font></p>

<p>&nbsp / </p> <p>&nbsp / </p> <p>&nbsp / </p> <p align="left">Skills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a &lsquo / multi-pronged&rsquo / skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa&rsquo / s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998 / Young, 2004 / Brown &amp / Keep, 2000 / Boreham, 2002), as reductive and mechanistic (Bates &amp / Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher&rsquo / s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. <font face="Times New Roman" size="3"><font face="Times New Roman" size="3">The research shows that South Africa&rsquo / s multi-level National Qualifications </font></font><font face="Times New Roman" size="3"><font face="Times New Roman" size="3">Framework provides for academic as well as vocational training and promotes a &lsquo / multi-pronged&rsquo / skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace.</font></font></p>

Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2010.

Master Education - Med / Skills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a ‘multi-pronged’ skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa’s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998; Young, 2004; Brown & Keep, 2000; Boreham, 2002), as reductive and mechanistic (Bates & Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher’s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. The research shows that South Africa’s multi-level National Qualifications Framework provides for academic as well as vocational training and promotes a ‘multi-pronged’ skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace. / South Africa

Thesis (M. Tech. (Human Resource Management, Dept. of Management Sciences))--Vaal University of Technology, 2009. / Key skills shortages, coupled with high levels of unemployment are well documented in South Africa. Learnerships, which are meant to reduce the skills shortage, are not addressing this problem as the SETAs have failed to communicate the benefits of learnerships aggressively to companies. Thus, the purpose of this research is to determine organizational perspectives of learnerships within the MERSETA organizations in the Sedibeng district municipal area. A literature study of learnerships and applicable legislation in South Africa was undertaken in order to contextualize the South African skills development initiative. The empirical portion of the study involved conducting a survey using a self-administered questionnaire designed to elicit perspectives of learnerships within small, medium and large organizations (n=150) that fall under the MERSETA and that are situated in the industrial areas of Vanderbijlpark, Vereeniging and Meyerton, within the Sedibeng district municipal area. The data obtained indicate that although almost two-thirds of the researched organizations do currently implement learnerships, these organizations experienced several barriers and challenges when taking on learnerships. It was found that the MERSETA organizations within the study area also lack understanding and familiarity with the learnership system and their perceptions towards learnerships are for the most part, negative. Based on the findings of this study, recommendations, targeted at the National Skills Authority, the Department of Labour, the MERSETA and the SETAs, are made to assist organizations in various areas to overcome the identified barriers and challenges emanating from learnership implementation. / Central Research Committee (Vaal University of Technology)

This study discusses the provision of vocational skills in Adult Basic Education and Training (ABET) centres in the North West Province (NWP) of South Africa. Currently, South Africa is engulfed with challenges of high unemployment rate, skills shortages and poverty amongst the adult population. The standardisation of the ABET system and the colonialism ideologies ·can be blamed for the current poor state of ABET centres. A qualitative research method was used. The qualitative research design was the best choice because it was concerned with how the research respondents create meaning based on their understanding and experiences about the provision of skills in the ABET centres. Two case studies were used as the methodology to carry the research. Triangulation was used to collect data. Structured interviews, focus group interviews, observations and visuals were utilized to collect detailed data about vocational skills in the ABET centres in the NWP. lnterpretivism research paradigm was used as an epistemological position, to position me in the study. Critical theory was used to frame the study. The use of critical theory enabled me to investigate the different types of skills that were offered in the two ABET centres and the impact they have in the socio economic development of the ABET learners. The use of critical theory in this study enabled me to come up with alternatives of improving the current programmes that are being offered in the ABET centres faced by ABET learners need collective efforts from all the stake holders that are involved in the designing of the ABET curriculum and learning programmes. ABET is dysfunctional and it needs to be urgently overhauled. ABET learners depend on the grants offered by the government. Facilitators are under prepared and unprepared to teach the school subjects that they were currently responsible to teach. ABET centres do not have physical building structures that belong to them, this causes or poses a serious challenge in teaching and learning. / Educational Studies / D. Ed. (Comparative Education)

Separate bibliographical references are given at the end of Chapter 7 / The general aim of this research was (1) to develop a holistic and integrated theoretical model for the effective management and evaluation of occupational learning programmes in the South African skills development context, and (2) to develop a valid and reliable measure comprising the elements and dimensions of the theoretical model. The research used a non-experimental cross-sectional survey design. Data were collected from a sample of 652 respondents comprising learning and development managers, learning and development assessors/facilitators/moderators, skills development officers/providers and apprentices/learners. The sample was drawn from organisations representing 5 Sector Education and Training Authorities (SETAs) and the South African Board for People Practices (SABPP). A selfadministered questionnaire was developed for the purposes of this research and its psychometric properties were rigorously scrutinised in accordance with the existing scale development protocols and scientific conventions. Exploratory factor analysis was conducted to establish the factorial structure of the new Learning Programme Management and Evaluation (LPME) scale. The factorial structure was confirmed using confirmatory factor analysis. Further statistical tests conducted include structural equation modelling, multi-group structural equivalence, Pearson product moment correlations, multiple regression analyses and tests for significant mean differences. The findings of this research confirmed an 11 dimensional structure LPME scale. The research confirmed the structural equivalence of the LMPE scale for males and females and type of learning programme. Age, education and occupation were found to be significant predictors of the LMPE sub-scales. This research contributed a valid and reliable LPME scale for the effective management and evaluation of occupational learning programmes in the South African skills development context. To this end, the research provides recommendations for practice and future studies. / Business Management / D. Com. (Industrial and Organisational Psychology)

Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde)

Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde)