M.Ed. (Education) / Ever since its inception, the technical college has had the task of providing vocational education. In fact, it would not be incorrect to say that the provision of vocational education to the broad mass of the South African population has always been the raison d'etre of the technical college. The call for our education system to become more relevant and more oriented towards the world of work is becoming increasingly persistent. Consequently the contribution of the technical college towards relevant vocational education has recently been intensively researched in an attempt to establish the following: * its role in the provision of vocational education, and * whether it is in fact equipped to perform this very challenging function, taking into account the economic realities and manpower requirements of South Africa. It has been established beyond any doubt that an educational system which places the emphasis on teaching technical and vocational skills, from the primary to the secondary and tertiary levels, that would lead to meaningful employment, needs to be devised. Various investigations have been carried out, as overseas and different vocational education Urgent attention is being given to vocational. Towards this end locally as well systems studied. Education within the wide education family and all the vocational education experts of the various departments, in conjunction with commerce and industry and other interested parties, are at present fully involved in the joint planning and/or renewal of vocational education in the RSA. The concept of partnership, which has obtained a new meaning in education, has been a logical outcome of all these investigations, simposia, conferences and talks. Apart from the natural partnership of education, which include the organised teaching profession and the parent community, a new and powerful partnership is developing which includes the private as well as the public sector. A study· into the role and function of all the parties in this partnership has established that each partner has a particular place, role and function to fulfil in order to achieve a common goal, namely the provision of a relevantly trained manpower for South Africa. This study has made it abundantly clear that the contribution of each partner towards education and training is of vital importance and that not one of them can afford it any longer to remain uninvolved in vocational education which has become a national priority. The study has furthermore identified the technical college as a very significant partner in this partnership, along with the schools, the technikon, the university and the various training boards.

M.B.A. / A detailed, history of Skills Development has been presented by the Researcher in the literature review (Chapter 2) in order to provide readers, unfamiliar with South Africa's history, more perspective should they require it. The technical detail of the Skills Development Act as well as the myriad of acronyms used in the field is elaborated in detail in order to provide the reader with a more detailed understanding of the mechanics of the Act. This provides a framework for understanding why resistance is encountered by senior management and company owners with regard to committing their companies to the national skills drive. The objective of this study is to firstly to place the current status of Skills development in context by providing the historical perspective of Skills development in South Africa. Secondly, with the aid of questionnaires, the Researcher attempts to focus on the impact of the SDA on Courier companies, particularly in relation to past training habits and the current status quo. In this process, the extent of Senior Management knowledge and commitment is also uncovered. Finally, recommendations are submitted and then triangulated, by means of a focus group. This select group of current managers in the industry will assist by corroborating the findings and recommendations of this study. This was done, as there is a lack of published literature and research material on this subject in South Africa at present. The broader goals of the Act are firstly to create a prosperous and equitable society through economic growth and social development. The creation of employment requires a larger skills base and development of skills especially among previously disadvantaged individuals. Secondly, an increase in productivity is a priority for the South African Government, as it is widely known that South Africa does not rank highly on the global countries productivity scale. 4 Research will show that the impact of the Skills Development legislation has been most noticeable in the larger Courier companies. These large companies, previously invested substantial amounts of money in HR and training infrastructure, and now reap the financial rewards of that investment. As the large companies have the HR infrastructure to adhere to the detailed requirements of the Act, they capitalise on the rebates and discretionary grants available. Small to medium (SMME) courier companies are not adapting to the new processes and in many cases, are not complying with Skills legislation at all. SMME's lack the infrastructure required to introduce, implement and monitor the legislation in their organisations, they either don't comply, or hire consultants to window-dress the process in order to recoup a portion of the levies paid. The following solutions are proposed: A simple, uncomplicated administrative process allowing SMME's to register for the Skills Development Levy rebates. A sustained marketing drive (or awareness campaign) from Government (SETA's), focusing specifically on SMME's, is required in order to educate owners of SMME's with regard to the benefits of legislative compliance. Inclusion of Non-Governmental (NGO's) role-players, such as the Courier Associations, Bargaining Councils and training organisations, in a campaign to focus on the SMME's. Fewer administrative delays with regard to rebate payments from South African Revenue Services to the Levy payers which will further enhance the attractiveness of the process to SMME's

D.Litt et Phil. / The establishment of Sector Education and Training Authorities (SETAs) was seen as a way of addressing the continued shortage of skilled professionals in order to ensure a competitive South African economy in the global environment. The SETAs attracted much media attention as a result of poor service delivery primarily attributed to poor corporate governance. Despite the many positive contributions by SETAs, they remain the most criticized entities in post-democratic South Africa. The study entails a description, explanation and assessment of the concepts corporate governance, risk management and compliance in SETAs. The legislative framework that underpins good corporate governance is identified and explained. The roles of the board and its fiduciary duties, and of the audit committee and the roles of executive management are described in order to ensure a clear understanding of each of them and a separation of each from the others. The concepts corporate governance, risk management and compliance are inseparable from the well-being of any organization. The board of an entity is ultimately accountable for the implementation of good corporate governance. Its role can be of value only if it is properly constituted, is functioning effectively and if its role is understood by all parties concerned. The manifestations of poor corporate governance include poor financial management, non-compliance with policies and procedures, lack of capacity building and the lack of a formalized nomination system to identify suitably qualified and experienced board members. By exercising corporate governance in an accountable and transparent manner, the most appropriate developmental policy objectives to sustainably develop a society by mobilizing and applying all available resources in the public and private sectors in the most efficient, efficient and democratic way will be achieved.

D.Ed. / You all know about population growth. When Oxford University was founded in the 13th Century there were about 500 million people in the world. When the Open University was set up there were 3 billion and when we celebrate our thirtieth anniversary at the end of this century there are likely to be 6 billion. To situate the same phenomenon ... in Africa you only have to note that in 1960 there were only three African cities with populations of over half a million. Now there are 28. In many countries population is increasing faster than gross national product. The conclusion is simple. By the next century the world will not possibly be able to train and educate its people by conventional means. We shall face the challenge of mega-education and mega-training. By the year 2000 half of the world's population will be less than 25 years old and half will live in the cities. In the developing world one third of the population will be under 14. The response to this challenge will determine the future of the world and we, as distance educators, have the nearest thing to a solution for educating and training the people of the 21st century" (Daniel, 1992:4). Seligman (1992:13) continues the above line of thought when he states: "We need a class of modern educators who are Ghandian in their commitments and concerns but who are at the same time highly modern in their technological competence and sophistication in the field of communication. This means they combine social sensitiveness with the technical capability to bend modern technology for a mass orientated education". The researcher in this study is therefore of the opinion that within the context of South African education, training and development of the workforce conventional training methodology as well as conventional delivery of programmes would futuristically not be appropriate if we consider the changing nature of local and global economies.

Magister Administrationis - MAdmin / This study investigated the extent to which skills development is implemented within the naval dockyard Simon's Town within the context of the NSDS and the various forms of legislation. In March 2001 the Department of Labour embarked on an initiative called the National Skills-Development Strategy to address unemployment, and thus enhancing the economy. One of the areas that were identified to address the above concerns was the skills-development of its people. It is against this background that this study investigated the implementation of the NSDS within the Naval Dockyard. / South Africa

In recent years, there has been a trend in Canada towards a model of social assistance which is pro-active in getting people off social assistance and into the labour force. Despite the proliferation of supply-side focussed programs emphasizing training and employment-counselling, however, there has been little research and evaluation of workfare models in the Canadian context. The purpose of this study is to explore the primary and secondary effects, as perceived by the clients, of a three month employment-counselling program (PSDN) that serves long-term unemployed social assistance recipients in Edmonton, Alberta. The qualitative study utilizes a basic time series (A-B) design for exploratory-descriptive purposes. Four categories of participants in the PSDN program are identified: Reactive, Pro-active, Restricted and Reluctant. The findings suggest that policies and programs need to acknowledge the diversity and heterogeneity of problems being faced by the unemployed on social assistance. There are potential benefits in developing programs for the unemployed on social assistance which are flexible, positive, motivating, and supportive. Clients require different levels of interventions and services depending on their needs. / Arts, Faculty of / Social Work, School of / Graduate

This case study examines influences on the selection and delivery of knowledge in the employment preparation provision of a trade union in British Columbia. Bernstein's theories of curricular code and Bourdieu's perspectives on social and cultural capital are used to analyse data collected by interviews, observation, and documentary analysis. The emergent themes are organisational structure, pedagogic practice, diversity and difference, and the good employee ideal, with each of these demonstrating the tension between the philosophical orientation of the organisation, as a representative of the labour movement, and the demands of the funding and policy structures within which it operates. Analysis illustrates the way curriculum is shaped by forces external to the immediate educational setting, the most pervasive being the requirement to function as an effective means of transferring cultural and social capital to unemployed people. The possibility of using employment preparation as a mechanism to achieve progressive ends is severely limited by the need to acknowledge the priorities of funders, administrators, learners, and the neo-liberal backdrop against which the programs operate. The study implies approaches to curriculum emphasising decisions taken by instructors and learners mask wider structural influences on knowledge formation, and more research on the sociology of knowledge in adult education is called for. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

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.Ed. / The objective of this study was to investigate the proportion of teachers' input with regard to career and future orientation. A literature study was undertaken and it is evident that against a background of change in society and the economy, there is a definite need for more specific and up to date career and future orientation in the schools. Furthermore, the importance of career and future orientation as a process is emphasised. In chapter two, all the essential components of career and future orientation are identified, and a model illustrating the integration of these two aspects as a cyclical process is posited. An empirical study was undertaken and these components were used to develop the research instrument. The research design is discussed in chapter three. In chapter four the hypotheses for each item are tested, and the findings are discussed. A summary of these findings, together with the conclusions, recommendations and suggestions for further research are made in this chapter. Within the context of the paradigm shift which has taken place within the new dispensation for education, from in-put curriculum model to process out-put approach (COTEP, 1996: preface), as well as considering the altruistic nature of teaching, it becomes evident that responsibilities of the teacher rise above and beyond the call of duty which existed in the past. Education should equip its learners with skills that go beyond the basics (Calitz, 1991:10). In terms of the responsibilities of teachers as set out in the Provincial Gazette Extraordinary (1995:50) teachers clearly have a responsibility which goes beyond merely teaching subject content. Prof. Bengu makes the following statement: °Our message is that education and training must change. It cannot be business as usual in our schools, colleges, technikons and universities. the national project of reconstruction and development compels everyone in education and training to accept the challenge of creating a system which cultivates and liberates the talents of all our people without exception"(Govemment Gazette, 1995:5). The teacher must endeavour to educate pupils towards self-actualisation in order to improve the quality of life for both the individual and the country (Government Gazette, 1995:21). According to Van der Merwe and Berkhout, (1991:96) the effects of unemployment on our education system are especially noticeable in terms of the objectives of education, learners and learning content. New parameters are being set for the competence of the people who must help others to achieve competence. It should not be a case of °do as I read in a book, or do as I did 20 years ago° (Gamble & Tyers, 1994:11). It appears that in the context of social change and the subsequent need for guidance, the advent of a global economy, and different manpower requirements, as well as in light of growing unemployment amongst manpower wrongly trained, career and future orientation should become a continuous process throughout the everyday learning experience of the pupil, so that the human resources of South Africa can be developed to the optimum. The findings of this research indicate that teachers by and large believe their input with regard to career and future orientation to be adequate. However, from data collected in the empirical investigation, it is evident that teachers do not perceive themselves as actively participating in the orientation of pupils towards a career and their future. With regard to the items pertaining to this study, it appears that teachers tend to be more active in future orientation activities than career orientation. Taking into consideration the distinction made between career orientation and future orientation, the following findings are illustrated by the analysis of the data. With regard to future orientation, concerning helping pupils to prioritise life-values, teaching decision making skills and helping pupils to set realistic goals for their future, teachers perceive these as being activities in which they deliver a higher input than the career orientation activities. These future orientation activities feature first, second and third in rank order in terms of the perception of teachers with regard to the proportion of their input (see table 4.1). Furthermore, according to the results of the research, it seems that the senior primary teachers and those who are in managerial positions are more concerned with future orientation (refer 4.8 and 4.10).

The general purpose of the study was to compile current descriptive information for recent graduates from career school sector institutions that reveals the significant factors which contributed to their program completion. The research project focused upon career school program completers. The scope of the study was directed to recent program completers at two career schools in Texas which offer a cross-section of programs designed to provide students specific skills for immediate employment. Based upon an extensive review of literature and the input of a focus group of experienced career school administrators and faculty members, seven variables were determined to be worthy of a focused study of their possible contributions to career school program completion. The variables were ability to accept responsibility for completion, academic preparedness, family or friends support system, self-esteem, life skills preparedness, sense of being goal-oriented, and sense of connectedness to the school. It was determined that each of the seven variables existed prominently in the majority of these recent graduates. The researcher concludes that there is a tremendous need for continued study that is focused on career school sector students. The paper offers the suggestion of a specific retention program that can be employed by career school administrators to emphasize the 7 variables and implement specific interventions designed to increase student retention and program completion.