As linhas que compõem esta pesquisa são formadas por partículas de história, fragmentos de experiência, potencializados pelo encontro com pensadores como Michel Foucault de quem tomo as principais ferramentas para formular as questões deste trabalho , Gilles Deleuze, Félix Guattari, Jorge Larrosa e tantos outros que favorecem um olhar criador para os processos formativos. Encarar a formação como uma prática é também percebê-la sob a mesma condição que coloca Foucault para pensar a liberdade, uma vez que não se trata de ser definitivamente livre ou submisso, mas de admitir que liberdade é exercício que se constitui nas minúcias ordinárias da vida de uma estudante, professora, pesquisadora, em seu dia-a-dia sempre atravessado por resistências e relações de poder para com os outros e para consigo mesma; um fazer que reverbera a cada vez, um exercício constante, uma experimentação permanentemente avaliada. Inicialmente, problematizo a formação acadêmica a partir da noção de prática, passando à concepção de práticas de liberdade, ambas apreendidas desde o pensamento foucaultiano, para formular um primeiro questionamento: se a formação é uma prática, de que modo é possível fazer dela uma prática de liberdade?; em seguida, percorrendo as trilhas sinalizadas por Foucault e Larrosa, proponho um olhar para a formação como experiência, ou seja, como aquilo de que saímos transformados, do que sucedem novas perguntas: se não se pode ensinar ou aprender uma experiência, então que uso podemos fazer dela na formação?; Se a experiência é um caminho sem volta , qual o sentido de narrá-la? Como fazê-lo?; por fim, dando curso a estes questionamentos e fazendo um uso circunstanciado das reflexões foucaultianas sobre a escrita de si , discuto a escrita como problema e procedimento, a partir do que sustento a eleição das estratégias narrativas construídas nos capítulos seguintes, isto é, o fragmento e a correspondência como estilos de escrita-pensamento da formação como estudante, professora e pesquisadora.

M.Ed. / The research report in this study is an attempt to ascertain young women's needs for non-formal education and training programs in the area of Thulamahashe. The study explored - through the combination of personal survey interviews and direct observation - the needs as expressed by these women in the area. The study focuses on empowerment for rural women and involves activities such as vocational education and non-formal education programs. Evidence from the study suggests that the members of the research sample view themselves as victims of unemployment. Findings from the study suggest that these women are losing community status and they need to be helped to acquire a skill through non-formal training programs. The main implications of the findings are: There is a need for non-formal education and training programs in the area. There is a need for the community leaders to seek financial assistance from non-Govenmental Organisations (NGO's) so that these women can be trained and be self-employed.

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

M.Ed. / The study under discussion followed on a request to develop a programme which would fill the existing gap between general formative preparatory academic education and general formative preparatory vocational education. The background of the precarious beginnings of education in South Africa was reviewed with specific reference to technical education. A study of the available literature confirmed that there is a need for more technically trained people, technically trainable people, students who have completed their technical vocational studies, an orientation programme and lecturers with management skills. The purpose of the study is, therefore, to investigate how lecturers managed the orientation programme at technical colleges. Technical colleges which acted as facilitators of the orientation programme, was introduced. This post-school institution with its general functions of continuing vocational education, must fulfil the needs of the community and the requirements of the industry it wishes to serve. The function and place of technical colleges were discussed as well as the management functions of education institutions, lecturers and students. The development of the orientation programme was also discussed. A suitable programme had to be developed to orientate students at a technical college. After making a few alterations, Jansen's model for curriculum development was used. Curriculum developers firstly, had to determine what the students had already achieved and secondly, what was expected from students at the end of the orientation programme. After this gap between the achieved and the expected had been clearly identified, the orientation programme could be developed. This programme was tested as a pilot programme, declared as general policy; and then implemented at technical colleges and private training institutions on a national level. The successful implementation of such an orientation programme depends, inter alia, on the classroom management skills of the lecturer. In an attempt to evaluate the success of the lecturers' management skills, a questionnaire was developed as an measuring instrument. The questionnaire was completed by orientation students to determine the management skills of the lecturer. The design of the above questionnaire covered five management aspects, namely, classroom activities, student activities, interpersonal relationships, activities during lesson presentation and administrative duties. Forty four questions were designed and approximately eight questions for each management aspect were included in the questionnaire. An experimental group selected from sixteen technical colleges, was requested to complete the questionnaire voluntarily. These colleges are situated in rural districts, semi-urban and typically urban areas. The students originated from all levels of the community and no preference was given to race, sex, language or background. A total of 177 students participated in this survey. The questionnaire was completed under examination conditions but there was no specific time restriction. All participants were enrolled for all five orientation subjects, namely, engineering technology, engineering drawing, engineering science, industrial communication and mathematics. The performance ability of the students covered the whole spectrum. For admission to the programme, the lowest and highest standard the repondents had obtained, were restricted to Stds 6 to 10 for statistical reasons. To increase the validity and usefulness of the questionnaire, the items in the measuring instrument were checked to ensure that they were based on the managerial competency of the lecturer. The content validity of the measuring instrument was improved in this manner. The Department of Education gave its approval that technical colleges be used for this investigation. On the basis of the empirical investigation, it was discovered that during the first order (PFA) factor analysis, nine factors were identified from the 44 items which appeared in the questionnaire. A second order factor analysis indicated that the 44 items could be reduced to one factor with a reliability coefficient of 0,948. When only 39 items are considered the reliability increases to 0,950 and this factor was named "efficient management." In conclusion, the 39 items can be considered to be one scale and it represents the lecturers' efficient management of the various classroom activities. This factor was also tested by means of multiple statistical techniques in an attempt to find significant differences between the various independent groups. No significant statistical differences were discovered between the scale averages of the various groups. This was an indication that the groups held the same opinion about the management of the orientation programme. With the high average scale marks obtained by the various participating colleges, this investigation proved that lecturers had succeeded to manage the orientation programme successfully. The research results showed that, according to the opinion of the students, no significant statistical differences existed in the lecturers' management of the orientation programme to orientate students towards vocational education. There are however a few deficiencies noticeable in the competency of lecturers in certain management aspects. This research gives an indication of some problems which currently exist with the presentation of the orientation programme. Clear solutions cannot be provided. However the research does indicate that an orientation programme can be successfully presented at technical colleges with the necessary awareness, adaptation, training and positive attitudes as needed by the community , the world of work and the country.

M.Ed. (Educational Leadership) / One of the most important choices that a student has to make is that of a career. Because of the financial implications, it is of the utmost importance that a student makes the right choice. To be able to do so, the student must know him-/herself and must be aware of the demands of the specific career. The purpose of this study is to determine whether a student's self and career perception have an influence on the successful completion of his/her studies. The point of departure of this study is the perceptual tradition and self-concept theory. This tradition operates on the premise that all behaviour is a function of the individual's perceived world. Each person has a unique system of perceptions about the self and this self-concept generates behaviour and is selective as far as the assimilation of other perceptions is concerned. This tradition maintains that each person is a conscious agent who considers, constructs, interprets and then acts. Research was undertaken to investigate the self and career perceptions of students and the effect that they may have on successful career choices. The most important findings were: The students all have a positive self-concept as well as a positive perception of the future. They all feel that the economy and politics will not have a negative influence on their future career. Students who have made a successful career choice had a thorough knowledge of their future careers and of their own ability, likes, dislikes and interests whereas students who have made a wrong choice did not have such knowledge at first. The following is recommended: The vocational guidance teacher should guide pupils towards in-depth self-perceptions and career perceptions.

D.Ed. / The school is an institution that came into being on demand of the community and as such is also responsible to the community for all its activities. This entails that the teaching provided by the school should be directed, amongst other things, to the interests and needs of the learners and the community. To ensure that the teaching is systematic, purposeful and progresses according to specified contents, all school activities are organized by a programme, known as a curriculum. This research was directed at a definite aspect of formal teaching provision, viz. vocationally-oriented education and more specifically to technical education at secondary school level. Observation and commentary from various sources indicate that the relevance of technical education at school level is questioned by post-school "users of technical education". This is particularly pertinent if it is considered against the background of, inter alia, the appeal for a greater shift in emphasis of vocationally-oriented and vocational education, the revision of the broad curriculum for pre-tertiary education that is currently being undertaken and the economic, social and political climate that prevails in the RSA at present. The problem for the present research was defined against this background as the search for measures to ensure that the curricula for the technical field of study at school level comply with the needs and demands of the community with specific reference to the post-school "users of technical education". The purpose of the study centres around the development of a curriculum for technical education. As a result of restrictions imposed on the extent of the study the developmental activities were curtailed to the design of a part-theory that comprises a situation and goal analysis followed by the setting of guidelines for a structure whereby the contents for the electrical field of study (as exemplar for the technical field of study) can be selected and organized. In achieving this aim, brief consideration was initially given to the didactic-pedagogic founding of the school curriculum and curriculum development as a process. An extensive literature study was subsequently undertaken regarding technical education at school level (as a form of vocationally - oriented and vocational education). This literature investigation mainly covered two fields, viz. the historical development of technical education at school level in the RSA and definite aspects directly related to the provision of vocationally-oriented vocational education and specifically technical education at school level. Regarding the latter, consideration was given, amongst others, to relevance and differentiation as principles of educational provision, the task of the school with reference to the provision of generally-oriented and specialized education (vocationally-oriented and vocational education), the status of technical education as well as the rationalization of technical subjects at school level...

The scarcity of skills is a global phenomenon, affecting the capacity building, economic growth and development components of all nations. The African continent has been affected by skills shortages, emanating from certain socio-economic factors. This resulted in the ‘brain drain’, emigration and absorption of skilled talent to developed countries, in search of a better standard of living and employment opportunities. The issue of scarce skills in South Africa was identified by the Government in 2006, due to an identified shortage of expertise and proficiencies, required to fill numerous vacant positions within the local government to meet service delivery needs. The identification of skills shortages led to the formulation of macro-economic policies to address the issue of scarce skills and the identification of the most affected professions, which included, inter alia, engineers; technicians; project managers; and architects. Despite the implementation of these policies, underlying factors compound the issue, complicating and limiting remedial efforts. The South African Government is faced with the challenge of providing quality basic services for the public, especially at the local level. The country has since 2010 experienced multiple incidents of service delivery protests, predominantly in the under-developed communities. The Eastern Cape is no exception, as the Nelson Mandela Bay area has experienced protests, concerning poor service delivery, primarily in Walmer Township. The provision of basic services, are of dire necessity to the communities, as the Eastern Cape is one of the poorest provinces in South Africa. The educational system at primary and secondary levels is faced with challenges in the Eastern Cape province. These challenges are the shortage of teachers; poor infrastructure; and teacher absenteeism. This compounds the issue of scarce skills acquisition and development; the volume of skilled, expert and proficient talent available to the municipality, to fill in vacancies, gaps and areas with shortfalls and deficits within the entity, is reduced and minimal, underscoring the depth of the entrenchment of this scarcity of skills issue. The primary focus of the study is to expose the factors contributing to skills shortages and the implications, apropos service delivery, from the municipal workers’ perceptions. The study highlights and describes the factors affecting scarce skills acquisition and development in South Africa, along with providing a background of the Eastern Cape and demonstrating that the shortage of skills, within the Infrastructure and Engineering Department of the Nelson Mandela Bay Municipality, has an impact on the production, efficacy and efficiency of services for communities. The study also emphasises the essentiality of quality leadership and management within the organisation, a pivotal aspect in ensuring the municipality performs at optimal level, meeting organisational goals. This is a critical issue, as the study revealed that sound management and leadership is lacking within the municipality, affecting quality of the service delivery output. The findings of this study further revealed that adequate training and development is lacking in the municipality. This is hampering skills development, outstandingly with regard to technical skills talents, as their training needs are not met.

No description available.

This study survey all ROP's in the State. It determined the degree to which the ROP's were meeting the changing need for enhancing and utilization vocation educational programs to meet the mandates of ̲S̲ec̲oṉḏ ṯ̲o Ṉ̲oṉ̲e.

This project addresses the need for effective English training for speakers of other languages who are engaged in professional careers.