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 research report investigates the way that course designers in the financial services industry use and engage with unit standards. The origins of unit standards, theories drawn from the sociology of education, and interviews with course developers jointly contribute to understanding how unit standards are received and used within an organisational context. Eight informal interviews were conducted with self-employed course designers, to examine how they use unit standards when developing learning material in business contexts. These interviews indicated that course designers had many issues and concerns regarding these documents. Five course developers working in three large organisations in the financial services industry were further interviewed, formally, to establish how they use and engage with unit standards. The findings from both sets of interviews suggest that unit standards are used in a limited capacity in organisational course development in this industry, because they do not correspond to the training requirements of the respective organisations interviewed. However, unit standards are used in Learnership programmes, because a different training objective is pursued, namely a social justice and redress objective and not a business objective. Although the research indicates that course developers would welcome some kind of standardisation or regulatory system to direct course design, they are opposed to the existing design and structure of unit standards.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

The objective of this study was to evaluate learner ships as possible model for the in-service training of Technology teachers and teachers involved in technology - related subjects within the field of learning: Manufacturing, Engineering and Technology. This research was based on a literature study and an empirical investigation. The curriculum changes in South Africa concerning Outcomes-Based Education, the introduction of the new learning area, Technology, and the rapidly changing nature of technical knowledge require continuous in-service training and development of the teachers who are involved in technology related subjects. This training of teachers forms a part of the new resource development strategy for the economical, social and cultural development of every person in South Africa. The National Qualification Framework serves as reference for all new programmes in the existing training system and divides teaching and training into 8 levels. For the Intermediary Levels (Levels 4-6) of training which teachers must now undergo as in-service training, Learner ships were created as method of training. This research brought to light that existing in-service training programmes do not comply with the requirements which technology and Technology teaching enforce on the training of teachers. A continuous Professional Development process was investigated as alternative and the study revealed that learner ships are a possible alternative for the in-service training of Technology teachers. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.

The objective of this study was to evaluate learner ships as possible model for the in-service training of Technology teachers and teachers involved in technology - related subjects within the field of learning: Manufacturing, Engineering and Technology. This research was based on a literature study and an empirical investigation. The curriculum changes in South Africa concerning Outcomes-Based Education, the introduction of the new learning area, Technology, and the rapidly changing nature of technical knowledge require continuous in-service training and development of the teachers who are involved in technology related subjects. This training of teachers forms a part of the new resource development strategy for the economical, social and cultural development of every person in South Africa. The National Qualification Framework serves as reference for all new programmes in the existing training system and divides teaching and training into 8 levels. For the Intermediary Levels (Levels 4-6) of training which teachers must now undergo as in-service training, Learner ships were created as method of training. This research brought to light that existing in-service training programmes do not comply with the requirements which technology and Technology teaching enforce on the training of teachers. A continuous Professional Development process was investigated as alternative and the study revealed that learner ships are a possible alternative for the in-service training of Technology teachers. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Magister Philosophiae - MPhil / In this research paper, I explore the relationship between learnerships and employability. Will I get a job after completing a learnership? This question is posed by many if not most learners participating in learnerships. Learnerships have been promoted as improving the skills level of the population as integral part of economic growth in South Africa. This is still in process as the impact of completed learnerships still has to be felt and seen in industry, especially in increased employment or improving the possibility of employment. In this paper I investigate the relationship between a learnership and employment.

The mining engineering world is continuously experiencing new challenges whether it is economically, technologically or socially, there will always be something new in sight. Training and Development fulfils the role of the “breeder” of competence workforce and therefore it is essential to assure constant growth and progress within the skills and development environment. Personal attribute and dedication are the drivers of our success and achievements in our careers. The capacity of our trade and occupation does not set the limits and pace of our intensification to strive for the bigger and better in future. The career background and training and development opportunities are essential aspects to be renowned with before engaging with the learning intervention. Assure you start your career in the artisan trade that you desire to be a successful example in and discover the engineering world where the spectrum is never-ending. Development opportunities exist for all, irrespective of the trade and occupation. This study illustrates that even the smaller trade‟s artisans as focused on in this study, namely the Rigger Ropesman, can achieve higher laurels if the energy and efforts are exploited in the applicable avenues. The starting blocks, must be the blocks that fit yourself as individual learner, if not, even the first steps in the career will be started in stumbling mode. This qualitative research design study discovered numerous persons who started a career without knowing what it entails. The Rigger Ropesman artisans, Engineering Foremen and Learners who were interviewed as the target group contributed to achieving the aim of the study. The aim of the study was the possible training and development opportunities for the Rigger Ropesman in the Mining and Minerals Sector. Future studies can be conducted on career guidance and training and development opportunities in other engineering trades as this study only focused on the Rigger Ropesman trade in the Mining and Minerals Sector. / MEd (Training and Development), North-West University, Potchefstroom Campus, 2014