Thesis (MPA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: Education and training under apartheid can at best be described as fragmented and unequal along racial lines. The consequence of the decades of human resource neglect resulted in the virtual destruction of human resource potential, with devastating effects for social and economic development. At the organisational level witness to this has been the lack of career paths offered to workers and the debilitating effect on worker motivation and general productivity. In response to this state of affairs the South African government introduced a number of innovative laws aimed at reversing this downward spiral: The Skills Development Act, 1998 and the related legislation have as their single objective the establishment of a more enabling and responsive human resource environment. This will amount to the rebuilding of the South African workforce within organisations through the introduction of new sets of human resource processes, policies and principles. This study compares the activities of the Pioneer Foods Group with those of the Drakenstein Municipality in relation to the skills development regulatory framework and the subsequent obligations it places on organisations to establish new human resource practices. The study goes further and seeks to establish whether there is a causal link between the processes of skills development and Organisational Development (00). The study concludes that there is a definitive link between the skills development regulatory framework and 00. The two processes are regarded as mutually supportive, leading to the achievement of individual and organisational end goals. / AFRIKAANSE OPSOMMING: Opvoeding en opleiding onder die Apartheidsregering kan beskryf word as gefragmenteerd, ongelyk en geskoei op ras. Die gevolge van dekades van menslike hulpbron vernalting het geweldige en verreikkende ekonomiese en sosiale implikasies tot gevolg gehad. 'n Nadere blik op die vlak van organisasies dui aan dat vir werkers geen beroeps vooruitsigte was nie met die gevolg dat die motiverings vlak en veral produktiwiteit ontsettend laag was. Die respons vanaf die Suid Afrikaaanse regering was die bekendmaking van 'n reeks innoverende wetgewing gemik om die afwaartste kurwe te stop. Die Vaardigheids Ontwikkeling Wet, 1998 en die ander meegaande wette het as primêre doelwit die daarskep van "n meer verantwoordelike menslike hulpbron klimaat. Dit het ten doel die heropbou van die Suid Afrikaanse mense deur die bekendmaking van "n stel menslike hulpbron prosessese, beleid en beginsels. Hierdie studie fokus en vergelyk die vaardigheidsontwikkeling aktiwiteite van die Pioneers Voedsel Groep met die van die Drakenstein Munisipaliteit. Die studie gaan verder deur vas stel of daar n definitiewe verband is tussen die prossese van vaardigheidsontwikkeling en die van organisasie ontwikkeling. Die slotsom is die volgende: dat daar 'n definitiewe verbintenis is tussen vaardigheidsontwikkeling en organisasie ontwikkeling. Die twee prossese steun op mekaar deurdat beide ten doel het 'n verbeterde organisasie en individu, soos hulle strewe na die bereiking van doelwitte.

Thesis (MSocialWork)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The purpose of this study was to investigate the present functioning of occupational social work at local governments in the Cape Peninsula. In order to realise this aim, an exploratory study was undertaken. In this study the historical development of occupational social work, internationally as well as in the South African context, was investigated. From the investigation it became apparent that there is a difference in the pattern between the historical development of occupational social work internationally and in the South African context. In South Africa industrialization occurred almost a century later than in the European countries and the development of occupational social work was further hampered by the political system of separate development. The organizational context of occupational social work practice as well as the roles, functions, knowledge and skills of the occupational social worker were discussed. It is essential that the occupational social worker should not only have insight into the structural and functional aspects of organizations, but should also have the know how to apply this knowledge base to promote social work services in the workplace. Although the roles, functions, knowledge and skills of the occupational social worker are relatively similar to those of social workers in other fields of practice, it is also evident that this field requires more specialized skills and knowledge. Attention was given to social work supervision and management in the occupational context and it became apparent that in the occupational context, social work supervision and management are influenced by a variety of organizational factors. Supervision is extremely important to local governments because it provides the opportunity for these organizations to guide the service delivery of the social workers in a scientific and responsible manner. Lastly the structure and functioning of local governments were discussed with specific reference to occupational social work. The emergence of occupational social work at local governments in the Cape Peninsula as well as the Employee Assistance Program policy and the substance dependency treatment policy of local governments were also discussed. An empirical investigation was undertaken after the literature study, in which eight occupational social workers as well as their six managers at local governments in the Cape Peninsula participated. The questionnaire was used as the technique for data collection. On the basis of the conclusion and findings of this study, certain recommendations on the practical implementation of occupational social work policy and the process of supervision for local governments in the Cape Peninsula are made at the end of the report. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die huidige funksionering van bedryfsmaatskaplike werk by plaaslike owerhede in die Kaapse Skiereiland te ondersoek. Om hierdie doel te bereik is 'n verkennende studie onderneem. In die studie is die historiese ontwikkeling van bedryfs-maatskaplike werk internasionaal sowel as in Suid-Afrika ondersoek. Uit die ondersoek blyk dit dat die historiese ontwikkeling van bedryfs-maatskaplike werk internasionaal en in Suid-Afrika, nie dieselfde patroon gevolg het nie. In Suid-Afrika het industrialisasie bykans 'n eeu later as in die Europese lande plaasgevind en is die ontwikkeling van bedryfs-maatskaplike werk verder ook gestrem deur 'n politieke stelsel van afsondering. Die organisatoriese konteks van bedryfs-maatskaplike werk praktyk en die rolle, funksies, kennis en vaardighede van die bedryfs-maatskaplike werker is bespreek. Dit is noodsaaklik dat die bedryfs-maatskaplike werker nie slegs oor insig van die strukturele en funksionele aspekte van organisasies moet beskik nie, maar behoort hy veel eerder te weet hoe om hierdie insig en kennis-basis te benut ten einde maatskaplike werk in die werkomgewing te bevorder. Alhoewel die rolle, funksies, kennis en vaardighede van die bedryfs-maatskaplike werker tot 'n groot mate met maatskaplike werkers in ander velde ooreenstem, is dit ook duidelik dat hierdie veld meer gespesialiseerde vaardighede en kennis verg. Daar is aandag geskenk aan maatskaplike werk supervisie en bestuur in die bedryfsopset en het dit uit die studie duidelik geword dat maatskaplike werk supervisie en bestuur in die bedryfsopset deur verskeie organisatoriese faktore beïnvloed word. Supervisie is van besondere belang vir plaaslike owerhede, aangesien 'n program vir supervisie aan dié organisasies die geleentheid bied om op 'n wetenskaplike, verantwoordbare wyse met die maatskaplike werkers te kommunikeer en kontrole oor hulle dienslewering en doelbereiking uit te oefen. Laastens is die struktuur en funksionering van plaaslike owerhede met spesifieke verwysing na bedryfs-maatskaplike werk bespreek. Die ontstaan van bedryfs-maatskaplike werk by plaaslike owerhede in die Kaapse Skiereiland en plaaslike owerhede se werknemer hulpprogrambeleid en middele-afhanklikheid behandelingsbeleid is ook bespreek. 'n Empiriese ondersoek is na die literatuurstudie onderneem, waraan agt bedryfs-maatskaplike werkers by plaaslike owerhede in die Kaapse Skiereiland sowel as hul ses bestuurders deelgeneem het. Die vraelys is as tegniek van inligtinginsameling gebruik. Gegrond op die gevolgtrekkings en bevindings van hierdie studie, word daar aan die einde van die verslag bepaalde aanbevelings ten opsigte van die praktiese implementering van bedryfs-maatskaplike werk beleid en die proses van supervisie vir plaaslike owerhede in die Kaapse Skiereiland gemaak.

Thesis (DComm)--Stellenbosch University, 1982. / ENGLISH ABSTRACT: Manpower development is a subsection of economic planning. The aim of this study was to make a contribution to the existing perception of the education planning and economic planning of manpower development by means of formal, technical and vocational education, so as to bring the manpower supply of trained persons in balance with the demand. The emphasis falls on the formal education and training and re-training of the EMPLOYEE as a means of combating the continuous shortage of skilled manpower in the Republic of South Africa. The planning of an education system must have as aim, to plan in such a way that sufficient skilled manpower can be supplied to the labour market, that is - a demand and supply system of formal education for the employee is advocated. A theoretical framework is constructed which indicates that a balance on all levels of manpower demand and supply can be pursued by means of a system of co-operative education for the employee. The essence of effective co-operative education was identified in the study as effective liaison mechanisms between the interested parties, the self-regulating role which financing plays in this type of education and the importance of the timely identification of manpower training needs by the formal education planners and employers. The empirical results indicated that the employees who received post school education and training in the Orange Free State, amount to 5,9 per cent, whilst 94,1 per cent received no such training. This investigation clearly proved that manpower development, as it appears at present in the Orange Free State, could be substantially improved by means of post-school, formal technical and vocational training of the employee by implementing the recommendations made in this dissertation. / AFRIKAANSE OPSOMMING: Mannekragontwikkeling is n onderafdeling van ekonomiese beplanning. Die doel van hierdie studie was om n bydrae te lewer tot die bestaande insigte aangaande onderwysbeplanning en ekonomiese beplanning van mannekragontwikkeling deur formele tegniese en beroepsonderwys, qm daardeur mannekragvoorsiening . van opgeleides in ewewig met die aanvraag te bring. Die klem val op die formele onderwys en opleiding en heropleiding van die GEeMPLOJEERDE as middel om die voortdurende tekorte aan geskoolde mannekrag in die Republiek van Suid-Afrika, die hoof te bied. Die onderwysstelselbeplanning moet ten doel he om so te beplan dat genoegsame geskoolde mannekrag, aan die arbeidsmark voorsien sal kan word, dit wil se n vraag-aanbodstelsel van formele onderwys vir die geemplojeerde word begunstig. n Teoretiese raamwerk is opgebou waarvolgens aangetoon word dat ewewig op alle vlakke van mannekragaanvraag en -aanbod nagestreef kan word deur n stelsel van kooperatiewe onderwys vir die geemplojeerde. Die wese van doeltreffende, kooperatiewe onderwys is in die studie geidentifiseer as doeltreffende skakelingsmeganismes tussen die belanghebbende partye, die selfregulerende rol wat finansiering in die soort onderwys speel en die belangrikheid van die tydige identifisering van mannekragopleidingsbehoeftes deur die formele onderwysbeplanners en werkgewers. Die empiriese resultate het getoon dat geemplojeerdes wat naskoolse onderwys en opleiding in die Vrystaat deurloop het 5,9 persent bedra, terwyl 94,1 persent geen sodanige opleiding gehad het nie. Uit die ondersoek het dit duidelik geblyk dat mannekragontwikkeling deur middel van naskoolse, formele tegniese en beroepsonderwys van die geemplojeerde, in die huidige opset in die Vrystaat, aansienlik verbeter kan word, deur dit aan te pas by die aanbevelings wat in hierdie proefskrif gemaak is.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Based on a number of comprehensive international studies conducted in the past three decades as well as various other national surveys and reports, it is reasonable to argue that a focus on mere academic disciplinary knowledge is not sufficient to meet employers’ and students’ expectations about higher education studies. These studies support arguments of preparing students for today’s rapidly changing and highly competitive labour markets, for periods of unemployment in terms of economic downturn, and for lifelong learning. Moreover, the literature suggests that the so-called discrepancy between the needs of the world of work and those offered by higher education could possibly be addressed by placing a more pertinent focus on the development of graduate attributes. Despite the fact that graduate attributes have been the centre of discussion in many countries over a number of decades, literature indicates that the notion of graduate attributes is a complex concept that relates to issues such as employability, lifewide and lifelong learning, social responsibility and good citizenship, as well as others related to environmental consciousness and technological adeptness. This study is located within a constructivist-interprevist paradigm using a phenomenographic approach to investigate the qualitatively different ways in which academic staff members in five undergraduate Applied Design programmes at a University of Technology experience, conceptualise, perceive and understand the phenomenon of graduate attributes in the subjects they teach. The conceptual framework used in the study is based on the three domains of higher learning of the engaged curriculum model of Barnett and Coate (2005). For this study qualitative data was collected using multiple data collection methods, including curriculum document analysis, focus-group sessions and semi-structured interviews. The data analysis process consisted of seven stages of defining the categories of description that emerged from the qualitative data available to the researcher. This was an iterative process of discovery of which the categories of description were not based on predetermined classifications. A set of a limited number of hierarchically related categories of description emerged from this analysis. These categories of description, in conjunction with the relationships among the categories, constitute the outcome space of phenomenography. Based on the findings from the literature perspectives on graduate attributes and the empirical findings of the phenomenographic study a number of important issues can be highlighted. These include academics’ misconceptions of what is meant by graduate attributes as well as the interactions between their conceptions of graduate attributes and how they approach the development of graduate attributes through their teaching practice. The phenomenographic analysis indicates that if academics view graduate attributes as discrete, isolated units of learning that can be attached to an existing curriculum as a ‘quick-fix’ to address employers’ needs, they are likely to have a simplistic, technicist conception of curriculum and may adopt a transmission, teacher-centred approach to their teaching. Literature has revealed that such approaches negatively influence students’ learning experiences. As an alternative approach, an integrated capabilities framework is suggested to support the notion of graduate attributes as a complex, multi-dimensional and inter-related aspects of higher education. / AFRIKAANSE OPSOMMING: Gebaseer op ‘n aantal omvattende internasionale studies wat in die afgelope drie dekades wêreldwyd uitgevoer is asook verskeie nasionale opnames en verslae kan daar met reg aangevoor word dat deur slegs klem te plaas op die ontwikkeling van akademiese dissiplinêre kennis binne hoër onderwys daar nie aan die behoeftes en verwagtinge van werkgewers en studente voldoen word nie. Hierdie studies bevestig ook vraagstukke wat verband hou met die voorbereiding van studente vir die hedendaagse snel veranderende arbeidsmark, ekonomiese afswaai en gepaardegaande werksloosheid, asook aspekte rakende lewenslange leer. Literatuur dui daarop dat hierdie sogenaamde tekortkominge moontlik aangespreek kan word deur meer klem te plaas op die ontwikkeling van die kenmerke wat met gegradueerdes geassosieer word. Alhoewel hierdie kenmerke van gegradueerdes reeds gedurende die afgelope aantal dekades en in verskeie lande die spilpunt van bespreking is, dui literatuur daarop dat die opvattings wat met gegradueerde kenmerke gepaardgaan kompleks van aard is. Dit hou ook verband met kwessies soos werkverkryging, lewenslange en lewenswye leer, goeie burgerskap en gemeenskapsveranderwoordelikheid asook ander relevante kwessies soos omgewingsbewustheid en tegnologiese kundigheid. Hierdie studie is geposisioneer binne ‘n konstruktivistiese en interpretatiewe paradigma. ‘n Fenomenografiese benadering is gebruik om die opvattings oor gegradueerde kenmerke, wat akademici in vyf toegepaste ontwerpskursusse aan ‘n Universiteit van Tegnologie het, kwalitatiewelik te ondersoek. Die konseptuele raamwerk vir hierdie studie is gebaseer op die drie aspekte van gevorderde leer wat deel vorm van die samevoegende kurrikulum model van Barnett en Coate (2005). Vir die doel van hierdie studie is kwalitatiewe data ingesamel deur middel van veelvuldige data insamelingsmetodes wat die ontleding van kurrikulum dokumente, fokusgroep besprekings en semi-gestruktureerde onderhoude ingesluit het. Die ontledingsproses het bestaan uit sewe stadiums om die kategorieë van beskrywing, wat vanuit die data ontstaan het, te definieer. Dit was ‘n proses van herhaaldelike ontdekking en was nie gebaseer op vooraf bepaalde klassifikasies nie. ‘n Stel van ‘n beperkte aantal kategorieë van beskrywing binne ‘n hierargiese orde het ontstaan vanuit hierdie ontleding. Hierdie kategorieë van beskrywing, met inagneming van die verband tussen die kategorieë, vorm die uitkomste ruimte (“outcome space”) van hierdie fenomenografiese studie. ‘n Aantal belangrike gevolgtrekkinge kan gemaak word gebaseer op die literatuurstudie en die bevindings van die empiriese studie. Hierdie gevolgtrekkinge sluit in die wanopvattings van akademiese personeellede aangaande die kenmerke van gegradueerdes, asook die wisselwerking tussen die akademici se opvattings en wyse waarop hul onderrig benader. Die data-ontleding dui daarop dat indien akademici die kenmerke van gegradueerdes beskou as afsonderlike en geïsoleerde eenhede van leer wat by ‘n bestaande kurrikulum gevoeg kan word as ‘n sogenaamde kitsoplossing om aan werkgewers se verwagtinge te voldoen, hul heel moontlik ‘n oorvereenvoudigde, tegniese opvatting van kurrikulum het en dat hul ook waarskynlik ‘n transmissie, dosentgesentreerde benadering tot onderrig het. Literatuur dui daarop dat sulke benaderings studente se leerervarings negatief beïnvloed. As ‘n alternatiewe benadering, stel die navorser ‘n geïntegreerde raamwerk voor wat gebaseer is op ‘n vermenging van alvermoë en vernuftigheid sodat die kenmerke van gegradueerdes gesien kan word as ‘n stel komplekse, multi-dimensionele en inter-afhanklike aspekte van hoër onderwysstudies.

The aim of the study was to ident-fy issues involved in the establishment of an ABET centre in a rural secondary school. A case study of two schools with ABET centres and one without an ABET centre as well as a community college was undertaken. The procedure involved gathering information on how ABET was established and how it is implemented in the two schools. Observations and unstructured interviews were carried out in the four institutions. The information which was gathered was analysed to identify themes related to the establishment of an ABET centre. Factors which were investigated in the four institutions included among others, strengths, weaknesses, opportunities and threats (herein referred to as swot-analysis, see Abbreviations, Acronyms and Terminology). All the stakeholders such as ABET practitioners and governing bodies were requested to, for example, list and explain factors of 'swot' which they were experiencing. The analysis of the information gathered was used to inform the ’ researcher what factors to consider in es'tXL ishing an ABET centre in a rural school,, A procedural model for the establishment of an ABET centre is proposed in this study. The proposed model can be used not only by the sale rural school alone, but by other schools both in the rural and urban areas wishing to establish ABET centres in future. The decision, to :ise the model will depend on the evaluation by ABET implementers.

Thesis (M. Dev.) -- University of Limpopo, 2015 / Although a number of studies have recognised the relationship between human resource development (HRD) and organisational performance, the mechanisms through which HRD leads to school performance remain still unexplored. The purpose of this study is to clarify the significance of human resource development and its effect on school performance in the White Hazy Circuit, in Mpumalanga Province. HRD plays a critical role in directing school programmes and the realisation of the set goals. Educators and the management of the schools are the engines in the operation of the school. Alignment of the individual goals to the school goal creates a comprehensive working environment. The purpose of HRD is to build a capacitated workforce that will enhance school performance. Performance management does not entail one activity only, it is part of the employee development life cycle. The results of the survey indicate that performance management and the development processes should not be underestimated. School managers should ensure that goals are clearly communicated. Thus, this study does not only support that HRD has a positive influence on school performance but also explains the mechanisms through which HRD improves school performance.

The study examined the role of non-formal skills programmes at Further Education and Training (FET) colleges in assisting marginalized learners in their livelihoods. The high rate of unemployment and poverty in South Africa, and in Kwazulu-Natal in particular, highlights the need for non-formal programmes to be more responsive to the developmental needs of marginalized learners, and to the economy. There is a need to move away from programmes that are run in isolation, towards programmes that are more responsive, creative and holistic. A case-study of three different non-formal skills programmes from each of the FET colleges in the Durban area were used in the study. These included Coastal, Sivananda and Thekwini FETI's. The reason for choosing different programmes, was to get a broader picture of skills programmes offered at FET colleges. One of the programmes was a Welding one offered at the Swinton Road Campus of Coastal College. The second programme was the Organic Farming one offered at the Mpumalanga campus of Sivananda College, and the third programme was the Cooperatives one offered at the Asherville campus of Thekwini College. Interviews with learners comprised the primary data, while documents, observation and interviews with personnel comprised secondary data. The three different programmes provided an interesting contrast. While the Organic Farming programme and the Cooperatives were fairly new, the Welding programme had been in operation for some time. There were also differences in the design and implementation which impacted on the learners' ability to improve their livelihoods. Learners in the Organic Farming programmes for example, were technically unemployed. Yet they were producing organically grown vegetables to sustain themselves and their families. In contrast, learner in the welding programme were unable to find employment on completion of the programme. Using the Sustainable Livelihoods Approach used by international Aid agencies in developing countries as a bench mark, the programmes were examined to establish whether they were assisting their learners in developing sustainable livelihoods. What emerged was that there was a strong correlation between the design and implementation of the programme and the learners' ability to transfer skills to improve their lives. Programmes that provided support to learners aside from the actual training content tended to be more successful than programmes that focused only on training. The more a programmes incorporated the principles of SLA (responsive and participatory; learner-centred; conducted in partnerships; linking micro and macro-level activities, holistic and sustainable), the more they were able to assist learners in developing their livelihoods. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Thesis (MPhil)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: Education and vocational training in South Africa are currently in the throes of various changes, especially with regard to the college sector. The process commenced after 1994's historic first democratic elections in South Africa. The rationale for these changes presently taking place regarding education and vocational training is the total transformation of this system inherited from the apartheid era. These changes will put South Africa in a position to prepare itself for the challenges of the twenty first century, especially in the context of globalisation. Subsequent to the apartheid era many more opportunities on international markets arose for the country than ever before. In this context of globalisation it is thus indispensable for the country to dispose of a well trained and skilled workforce. In this connection the need for training also becomes closely allied to the macro economic plan, GEAR, of the South African Government. For the purpose of this thesis the first and second phase of the changes in the education and vocational training system in South Africa were investigated. The first phase was the policy formulation that gave rise to the Act on Further Education and Training, Act 98 of 1998. This then provided the impetus behind the process of transformation in further education and training. The second phase is the implementation phase, currently being executed. In addition, the historical roots of the present changes in the relevant education sectors were discussed. Four strategic aims of the above changes in education and vocational training are highlighted: The South African Qualifications Authority is to take charge of quality control and standards in the new South African qualification system. The National Qualification Framework is to establish a structured qualification framework for the new Further Education and Training (FET) system. Learnerships, replacing apprenticeships, are being envisaged for the vocational and inservice training system. New ways of funding the FET system, with special reference to the sector education- and training authorities. Finally a description follows of the implementation of these on the national, provincial, and specifically the college level as FET institutional level. On the basis of research undertaken, various interim findings are elucidated concerning the implementation of the changes in the education and vocational training system. / AFRIKAANSE OPSOMMING: Onderwys en beroepsopleiding in Suid-Afrika ondergaan tans verskeie veranderinge, veral ten opsigte van die kollegesektor. Die proses het in 1994 begin nadat die eerste demokratiese verkiesing in Suid-Afrika plaasgevind het. Die rasionaal vir hierdie veranderinge wat tans in die onderwys en beroepsopleiding plaasvind, is om die stelsel wat uit die Apartheidsera oorgeërf is, in sy geheel te transformeer. Sodoende kan Suid Afrika hom voorberei op die uitdagings van die een-en-twintigste eeu, veral in die konteks van globalisering. Na die einde van die Apartheidsera het veel meer internasionale markte as in die verlede vir Suid-Afrika oopgegaan. Dus is dit noodsaaklik dat die land in die konteks van globalisering oor' n behoorlik geskoolde werksmag behoort te beskik. In hierdie verband sluit die noodsaak vir opleiding ook verder aan by die Suid-Afrikaanse regering se makro-ekonomiese plan, GEAR. Vir die doeleindes van hierdie proefskrif is ondersoek ingestel na die eerste- en tweede fase van veranderings in die onderwys- en beroepsopleidingstelsel in Suid-Afrika. Die eerste fase was die beleidsformulering, wat gelei het tot die Wet op Verdere Onderwys en Opleiding, Wet 98 van 1998. Dit was dan ook die dryfkrag agter die proses van transformasie in verdere onderwys en beroepsopleiding. Die tweede fase is die implementeringsfase wat tans aan die gang is. Daarbenewens is 'n historiese perspektief en die wortels van die huidige veranderinge in onderwys en beroepsopleiding bespreek. Aandag word geskenk aan vier strategiese doelwitte om die bovermelde verandering in onderwys en beroepsopleiding te bewerkstellig. -Die SA Kwalifikasie-owerheid om gehaltebeheer en standaarde in die nuwe Suid- Afrikaanse kwalifikasiestelsel te bewerkstellig; -Die Nasionale Kwalifikasieraamwerk om 'n gestruktureerde kwalifikasieraamwerk in die nuwe Verdere Onderwys en Opleidingstelsel (VOO) daar te stel. -Leerlingskappe, in plaas van vakleerlingskappe, wat vir beroeps- en indiensopleiding beoog word. -Nuwe wyses om die VOO-stelsel te befonds, met spesifieke verwysing na die Sektorale Onderwys- en Opleidingsowerhede. Laastens volg 'n beskrywing van die implementering daarvan op nasionale-, provinsiale- en spesifiek op die kollegesektor as VOO instellingsvlak. Op grond van die navorsing wat onderneem is, word verskeie tussentydse bevindinge rakende die implementering van veranderinge in die onderwys- en beroepsopleidingstelsel onder die loep geneem.

Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2011 / As global and national markets become more competitive, businesses are forced to become more adaptable and the public service is by no means exempt from this phenomenon. Owing to a dynamic and ever-changing work environment, it is necessary for public servant employees to continuously update their knowledge and skills. However, in most organisations, the impact of training and development programmes are undermined. The value placed on increasing knowledge and skills is limited to attending a training programme. As a result, the newly acquired information and competencies are very seldom transferred from the classroom to the workplace and without a definite increase in performance and in service delivery; the contribution of actual learning is questionable. This research study therefore uses the Integrated Integrated Human Resource Administration and Persal (IHRAP) Programme (presented by the Western Cape Provincial Training Institute) to gauge the importance of post training evaluation and the benefits that can be derived from it, both for the department and the employee. In addition, the study evaluates whether the participants of the training programme are able to apply concepts and techniques learned in the classroom. It focuses specifically on human resource employees employed within the Provincial Government of the Western Cape, who is responsible for performing a number of different human resource functions. A survey was conducted amongst the participants of the IHRAP programme using a research questionnaire. After the results of the survey were collected and analysed, the researcher was able to determine where there were gaps in the post training evaluation process. Several recommendations are made to bridge these gaps and in doing so, enable the training programme to have a greater impact on the participants and in the workplace. In addition to evaluating the IHRAP programme, the need for continuous improvement in skills will always be essential, but departments must create the opportunities for participants to exercise these acquired skills effectively.

Submitted in fulfilment of the requirements for the degree of Masters in Technology: Business Administration, Durban University of Technology, Durban, South Africa, 2017. / Skills Development is one of the key priorities of the National Development Plan Vision for 2030, which views it (skills development) as a catalyst for the unemployment reduction in South Africa. Skills Development is a key National Priority in South Africa and requires a new approach to training and development, one that calls for positive interventions. However, a challenge has been identified, namely the lack of commitment and support to skills development by line managers at municipal level. The problem was not confined to the institutional capacity of the Municipality but included the individual capacity of the line managers who is responsible for managing employees. The challenge was ensuring that they have the relevant capacity and skills to undertake their functions. Managers are accountable for the development of their subordinates but tend to neglect their role in the area of skills development. Existing research focuses on the role of line managers in training and development and the significance of managerial support in training and development. However, there is a gap because managers understand training and development but do not understand their role in supporting and developing their subordinates, which impacts negatively on the performance of the organisation which in turn impacts negatively on the delivery of services. Human Resource Development (HRD) literature remains largely theoretical and rhetorical in encouraging line managers to take responsibility for training and development. The overall aim of the study was to identify the role of line managers in the implementation of skills development at a local municipality and the impact thereof on service delivery. A quantitative research study was undertaken to achieve the objectives of the study. One hundred and ten managers on Patterson Grades D1 to E2 were targeted for the study. They were required to complete self-administered questionnaires. The findings of the study will assist line managers to understand the positive impact that training and development has on the performance of employees, which ultimately impacts on the achievement of business goals and objectives. The findings are; • Managers understand the training and development practices of the municipality but do not know how to support the training and development of their subordinates. • Managers believe that the organisation supports training and development but do not know if the organisation has an approved Workplace Skills Plan (WSP) that is being implemented; whether the organisation has a training and development strategy which is related to the overall strategy of the organisation; and whether the training of employees is given adequate importance in the organisation and is being managed in a proactive way. • A majority of the managers believe that training and development of employees has an impact on service delivery, but cannot agree whether training and development has helped improve the performance of employees in the organisation. • In terms of what can be used to encourage managers’ buy-in to training and development within the organisation, the overall average level of agreement was 88.0% .The scores for this section demonstrated that managers lack the necessary skills and competencies when it comes to the identification of training needs and training gaps. The findings of this research has identified that although managers are experienced in local government and have an understanding of the training and development practices of the municipality, they tend to get stuck in the authoritative managerial role and cannot switch into the facilitator role, which impacts on the way that they perform their skills development function as a manager. This therefore impacts negatively on the development of employees and on the delivery of services by the municipality. Without skilled, competent employees, no services can be rendered to communities. / M