University of Macau / Faculty of Education

University of Macau / Faculty of Social Sciences and Humanities / Department of Government and Public Administration

South Africa is facing increasing competition as it becomes a more active participant in the "global village". The current South African skills base is inadequate and existing education and training structures are doing little to ensure a high degree of flexibility and multi-skilling. In addition, many people have acquired skills which are not recognised by traditional, formal learning institutions. Future workforces will require a high degree of flexibility and multiple skills in order to keep abreast of the fast changing workplace and technological innovations. Furthermore, vocational training is often perceived as less valuable than an academic education qualification. It is these, and other issues which stimulated some debate around the transformation of education and training in South Africa. The recommended structure to guide this transformation is a national qualifications framework. The National Qualifications Framework (NQF) will form a backdrop for recognition of and awarding of qualifications. The Framework aims to integrate vocational and academic qualifications and maintain internationally comparative standards. This study focusses on the impact the introduction of the Framework is likely to have on industry. It was discovered that on the whole, organisations, unions and industry training boards are in agreement about the need for such a structure and the potential benefits thereof. However, most retain some reservations about the implementation process and the practical considerations of time and money are hindering the full acceptance of the Framework. While the process is in its infancy in many industries, certain other industries are rather well established in the process of implementation. The Framework is far from finalised, and even once fully implemented, will require ongoing maintenance and adaptation. For this reason most participants in this discussion indicated varying degrees of reservation about the overall success of the National Qualifications Framework. / Thesis (M.Soc.Sc.)-University of Natal, 1997.

South Africa is facing increasing competition as it becomes a more active participant in the "global village". The current South African skills base is inadequate and existing education and training structures are doing little to ensure a high degree of flexibility and multi- skilling. In addition, many people have acquired skills which are not recognised by traditional, formal learning institutions. Future workforces will require a high degree of flexibility and multiple skills in order to keep abreast of the fast changing workplace and technological innovations. Furthermore, vocational training is often perceived as less valuable than an academic education qualification. It is these, and other issues which stimulated some debate around the transformation of education and training in South Africa. The recommended structure to guide this transformation is a national qualifications framework. The National Qualifications Framework (NQF) will form a backdrop for recognition of and awarding of qualifications. The Framework aims to integrate vocational and academic qualifications and maintain internationally comparative standards. This study focusses on the impact the introduction of the Framework is likely to have on industry. It was discovered that on the whole, organisations, unions and industry training boards are in agreement about the need for such a structure and the potential benefits thereof. However, most retain some reservations about the implementation process and the practical considerations of time and money are hindering the full acceptance of the Framework. While the process is in its infancy in many industries, certain other industries are rather well established in the process of implementation. The Framework is far from finalised, and even once fully implemented, will require ongoing maintenance and adaptation. For this reason most participants in this discussion indicated varying degrees of reservation about the overall success of the National Qualifications Framework. / Thesis (M.Soc.Sc.)- University of Natal, 1997.

Thesis (M.A.)--University of Toronto, 2005.

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)

The new world of work requires managers to be performance coaches. Traditionally, coaching was viewed as one of the lesser responsibilities of a manager. With more emphasis being placed on the leadership role of managers, there has been a shift in the role of managers from controller to coach. On-the-job performance coaching remains a neglected management function in many organisations in South Africa. Coaching is imperative for the future success of an organisation because it helps employees build their competence and results in improved performance. The purpose of this study is to identify a core set of coaching values, knowledge and skills that underpin management practices amongst a sample of Eastern Cape managers. The literature review highlights the need for managers to become coaching managers. Five values (building trust, collaborating, learning, helping and empathy) and six knowledge/skills competencies (effective questioning, active listening, problem solving, giving feedback, motivating and reflecting) were identified as being used in best coaching practices. The research design used is predominantly quantitative. A survey questionnaire was designed around the eleven core coaching competencies identified in the literature review. A total of 72 questionnaires were distributed and 40 questionnaires were returned. The response data was analysed using descriptive statistics. The main value of the study is that it proposes a tentative coaching model that can be used by managers to help them function effectively in their new role of coaching manager. The research study has highlighted three broad competency areas (values, problem solving and facilitating) and their related competencies. At the core of the coaching model are five values (building trust, collaborating, learning, helping and empathy) that promote rapport and a coaching friendly environment. iii The model advocates a systematic problem solving process. When coaching opportunities arise on-the-job, the coaching manager uses facilitation skills (effective questioning, active listening, giving feedback, motivating and reflecting) to engage the employee in the problem solving process. / Human Resources / M.Tech. (Human Resources Development)

This study evolved from an involvement with professional people in a rural and semi-rural environment thereby taking into account the role which the Employee Assistance Programmes (EAP) plays in their professional context of work. Two underlying factors motivate the study. Firstly, that professional needs and capacities of faith, belief and spirituality are not been catered for in the EAPs. Secondly, that an African-Christian wholesome sense making approach provides more satisfactory answers to the lack of faith, belief and spirituality in the EAPs than the modern versions of the classic dualist and tripartite anthropological schemes of soul and body or soul, spirit and body. Furthermore, a wholesome sense making approach supports and tackles people’s wellness and well-being levels more satisfactorily than the classic dualist and tripartite views. An outline of an EAP in which faith leaders and consultants and their programmes are integrated and which contributes to the enhancing of well-being levels and performance management of professional people is described. The main focus of the study revolves around wholesome foursome experiential patterns in which alternating emphases of faith experience are acted out in the sense of ‘I believe God, I believe myself, I believe my human neighbours and I believe the physical natural environment’. This four side pattern of faith experience functions as an important theoretical assumption in the study. A second theoretical assumption has to do with the foursome processual framework of God’s grand acts of creation, reconciliation (redemption= cross and resurrection of Jesus), renewal (ongoing renewal of everything) and consummation and fulfilment towards the end (aim and goal) in which we as people and the physical natural environment are intrinsically and continuously involved. A third theoretical assumption revolves around the foursome experiential professional performance pattern of ‘I perform for God, I perform for myself, I perform for my human neighbours and I perform for the physical natural environment’. The foursome experiential patterns are also set as evaluative pointer patterns around which the empirical investigative part is constructed. / Philosophy and Systematic Theology / D.Th. (Systematic Theology)

The study centres on the development of a didactically justified design model of a competency based modular training system for the Printing, Newspaper and Packaging Industries. The design model is represented in a diagram form identifying the components of the design model in relation to their systems function. The components of the design model are; training needs analysis, aims and objectives of training, the learner initial situation, the code of practice for training within industry, the pre-interactive training phase, the interactive training phase and training outcomes. Checklists are developed for using the design model as well as some practical examples of the implementation of the design model in creating a training system which features sound andragogic didactic principles and practices. The use of the design model enables the development of a practical competency based modular training system which meets the unique requirements of the Printing, Newspaper and Packaging Industries. / Educational Studies / M. Ed. (Didactics)

This study investigated whether skills development learning programmes specifically internship programme in the public service sector are effective in improving interns’ emotional intelligence competences. A convenience sample of 66 interns was obtained. The interns, two peers and a mentor assessed the intern’s emotional intelligence competencies twice, at the beginning and towards the end of the internship programme with the aid the 360° Emotional and Social Intelligence Inventory (ESCI). A total of 264 participants completed the inventory. Mean competency ratings were compared to determine if there were differences between the first and the second assessments. There were statistically significant differences for Organisational Awareness, Adaptability, Influence, Teamwork, Empathy, Emotional Self Awareness, Conflict Management and Inspirational Leadership. No statistically significant differences were found in the overall development of emotional intelligence based on gender. However, female interns improved more in Emotional Self-Awareness while males improved more in Inspirational Leadership and Coaching. Skills development internship learning programme in the public service appear to be effective in furthering interns’ emotional intelligence competencies at work. / Psychology / M.A. (Psychology with Specialisation in Research Consultation)