Since the mid 1980s, the Australian VET system has experienced significant reforms in terms of policies and regulatory frameworks, resulting in a system characterised by demand-side requirements that seek to cater to the needs of industry and employers. These reforms were instigated by a perceived change in Australia’s international competitiveness and an overall lack of flexibility that hindered productivity and technological advancements. This thesis draws upon research into the changes in VET policy and the implications for management strategy within the retail industry. It discusses the key elements of the contemporary VET system and outlines the nature and introduction of the National Training Package in Retail. Evidence from case study research into three large Australian retail organisations is presented as a means of contrasting employer experiences in the implementation of retail traineeships. The case studies highlight the different ways the same structural system can be adapted and utilised across different organisations with various degrees of success. In analysing the changes in VET policy and the implications for management strategy in the retail industry it is evident that the outcomes of implementing traineeships will be reliant on the strategic choices made by the employers. / Master of Commerce (Hons)

This qualitative research investigated the implementation problems of apprenticeship training program in the Addis Ababa TVET colleges and enterprises. The research looked into the training program conducted by TVET Colleges and enterprises. Relevant literature on the nature of apprenticeship training and the factors that could affect its implementation were also reviewed. The research applied the theoretical statement of Bandura’s (1977) theory of observation /imitation/, Vygotsky’s theory of ZPD, contextual or the situated learning (Lave and Wenger, 1991), the constructivist view of learning and career theory as the main theoretical frameworks to describe the apprenticeship training process. The theories, however, do not mention the factors that can hamper the implementation of apprenticeship training in a specific social context. The theory of observation was preferred since it can describe the apprentice’s effort to master the skill of an occupation by observing the craftsman at the enterprises. The situated learning was preferred as it gives value to practice as a condition for the effectiveness of learning. Similarly, the research considered Vygotsky’s theory of the ZPD. The application of ZPD indicates the difference between what the apprentice can accomplish independently and what he/she can do with the close assistance of supervisor on a given task. Holland’s career theory (as cited in De lary, Duncan & Swarth, 2006) is also considered to describe the apprenticeship training in relation with an occupation. The current research has enabled to consider context specific conditions by focusing on the investigation of the causes of the implementation challenges of the apprenticeship training. The researcher collected data from Addis Ababa TVET Agency experts, deans of one private and another public TVET Colleges, college apprenticeship training coordinators, trainers, trainees, supervisors and enterprises by employing unstructured and structured interviews, observation and Focus Group Discussion tools. The analysis was made by making the data pass through three successive steps: data reduction, data display and interpretation, and conclusion. The findings showed that the implementation of the apprenticeship training program had challenges that could be shared among its actors; Trade Unions had no involvement in the implementation of the apprenticeship training program; the selected colleges and enterprises addressed their challenges by using limited strategies and without regular and systematic way; the presence of some less motivating factors for the participation of the apprentices in the apprenticeship training was reported; the presence of conditions that could adversely affect the apprentices’ acquisition of occupational skills was reported; the provision of apprenticeship training at the enterprises lack, either facilities or training services, in order to arrange the apprenticeship training program for TVET college trainees; and there were some indications for the presence of some weak professional qualities of supervisors that have implications for the apprentices’ training. Eventually, it was concluded that the implementation of apprenticeship training program in the Addis Ababa TVET Colleges and enterprises had challenges that require the consideration of both institutional and human conditions. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

<p> </p><p>English abstract</p><p> </p><p> </p><p>The culture of hotel and restaurant work.</p><p>Dangerous for apprentices and students?</p><p>The study is based on a survey targeting 50 teachers at chef schools with good geographic distribution of 9 schools. Teachers answer questions on bullying and sexual harassment in the hotel and restaurant sector, and students practice shock in the meeting with the industry. Students face a hard and tough environment where it is expected that it will suffer a great deal of harassment and degrading treatment as part of a tradition. There seems to be a general but erroneous belief that the professional climate has improved. The study shows that this is not the case. The respondents replied that bullying is common in the industry, and 92% of vocational teachers indicated that students are affected by a practice shock. The study shows that the industry climate has to be tough, but it is stated at the same time be too tough. Schools management lacks understanding and insight into the unique professional culture that prevails.</p><p>Keywords: Culture, hotel and restaurant sector, bullying, harassment, students, apprentices, traineeships shock, outsourced public school</p><p> </p> / <p> </p><p>Sammanfattning</p><p> </p><p>Yrkeskulturen  i hotell och restaurangbranschen.</p><p>En fara för lärlingar och elever?</p><p> </p><p>Studien grundar sig  på en enkätundersökning riktad mot 50 yrkeslärare med god geografisk spridning på 9 skolor. Lärarna svarar på frågor om  mobbning och sexuella trakasserier i hotell och restaurangbranschen samt elevernas praktikchock i mötet med branschen. Eleverna står inför en hård och tuff miljö där det förväntas att man skall utstå mycket mobbning och kränkande behandling som en del av en tradition. Det tycks råda en allmän men felaktig uppfattning om att branschklimatet blivit bättre, studien visar att så inte är fallet. De tillfrågade yrkeslärarna svarade att mobbing är vanligt förekommande i branschen och 92% av yrkeslärarna uppger att elever drabbas av en praktikchock. Studien visar att  branschklimatet måste vara tufft men det uppges samtidigt vara  allt för tufft. Skolornas ledning saknar förståelse och insikt i den särpräglade branschkulturen som råder.</p><p> </p><p>Nyckelord: Branschkultur, restaurangbranschen, mobbing, kränkande behandling, elever, lärlingar, praktikchock, skolentreprenad  </p>

Made available in DSpace on 2014-12-17T14:46:42Z (GMT). No. of bitstreams: 1 JonasSAO_DISSERT.pdf: 1634543 bytes, checksum: e2e2eab18ae6d3622ce5c0fa48e8dbb9 (MD5) Previous issue date: 2009-09-04 / The present study analyses non obligatory and remunerated traineeships in nursing, as a contribution to work process in health and learning of students at nursing technician courses. It objectives to examine the contribution of medium level nursing students on scholarships at a teaching hospital s work force, at Natal/RN. It s a quantitative/qualitative, that uses descriptive statistics and analysis fulfilled with categories that emerged from research, through a dialog between the studied authors in the theoretical reference of nowadays work process, work force, non obligatory and remunerated traineeships, and night shifts. The collaborators of this research were 105 (73,43%) nursing technicians, medium level students on scholarships that fulfill remunerated traineeships at the hospital. The feminine gender was a major part of the collaborators, with 90 (85,70%), in which medium age was 29,71 years, 62 (59,00%) single, 57 (54,30%) don t have kids, 100 (95,23%) students on scholarships with complete medium level, 78,10% with professional experience before their insertion at the remunerated traineeships, 73 (69,50%) referred to enjoy the area, reason for the nursing technician course choice. About the technician course conclusion, 83 (79,00%) affirmed that happened between 2005 and 2008, and about traineeships time in the institution, 38 (36,20%) have between one and six months. About learning, 74 (70,50%) referred to learn with the nursing technicians and all fulfilled specialized courses, or grade up to bond with the school and be able to be trainees. These courses were considered low quality ones, what justifies the number of 54 (51,40%) students with scholarships that said their performance in studies is good and 75 (71,40%) are able to join it with the traineeships without problems. About remuneration as scholarship, 71 (67,60%) referred that helped to keep up with the studies, because this amount has specially this purpose, paying studies. About nonobligatory traineeships, the ABEn-RN affirmed that there s no following process to this traineeship mode, as long as there was never this concern, because obrigatory traineeships demand a lot of the efforts in the meetings. And COREN-RN doesn t supervise this way of contract. The present research observed that there is, in fact, a contribution of medium level nursing students on scholarships work force on the researched institution. Resigned to work circumstances established by the institution, representing the lack of human resources, materials, work conditions, and work insertion in night shifts, it s possible to affirm that the situation is irregular about the students on scholarships, besides the determinant risk factor to their lives and health. In addition to it, the students on scholarships, in order to maintain the quality of trainee in the institution, are obligated to fulfill courses to grade up, or specialized courses in nursing technician, at schools referred as bad quality ones / O presente estudo faz uma an?lise de est?gios n?o obrigat?rios e remunerados em enfermagem, como contribui??o para o processo de trabalho em sa?de e aprendizagem dos estudantes de cursos t?cnicos em enfermagem. Teve como objetivo examinar a contribui??o de bolsistas de n?vel m?dio de enfermagem na for?a de trabalho em um Hospital de Ensino em Natal/RN. Trata-se de uma investiga??o quantitativa/qualitativa, com uso de estat?stica descritiva e an?lise realizada a partir das categorias que emergiram da pesquisa atrav?s de um di?logo com os autores estudados no referencial te?rico do atual mundo do trabalho, for?a de trabalho, est?gio n?o obrigat?rio remunerado e trabalho em turnos e noturno. Os colaboradores desta pesquisa, foram 105 (73,43%) t?cnicos de enfermagem, bolsistas de n?vel m?dio que realizam est?gio remunerado no hospital. Houve predom?nio do sexo feminino com 90 (85,70%), com m?dia de idade de 29,71 anos, 62 (59,00%) solteiros, 57 (54,30%) n?o referiram ter filhos, 100 (95,23%) bolsistas com n?vel m?dio completo, 78,10% tiveram experi?ncia profissional antes de sua inser??o no est?gio remunerado, 73 (69,50%) referiram gostar da ?rea, motivo da escolha do curso t?cnico de enfermagem. Sobre a conclus?o do curso t?cnico, 83 (79,00%) afirmaram ter sido entre 2005 e 2008, e sobre o tempo de est?gio na institui??o, 38 (36,20%) t?m entre um e seis meses. Quanto ? aprendizagem, 74 (70,50%) referiram aprender com os t?cnicos de enfermagem e todos realizam cursos de especializa??o ou aperfei?oamento para ter o v?nculo com a escola e poder estagiar. Esses cursos foram tidos como de baixa qualidade, o que justifica os 54 (51,40%) bolsistas que disseram que o rendimento nos estudos ? bom e 75 (71,40%) conseguem conciliar com o est?gio sem problemas. Quanto ? remunera??o em forma de bolsa, 71 (67,60%) referiram que ajudavam a continuidade dos estudos, pois esse valor tem principalmente esse prop?sito de custear os estudos. Sobre o est?gio n?o obrigat?rio, a ABEn-RN afirmou que n?o existe uma rela??o de acompanhamento dessa modalidade de est?gio, posto que nunca houve essa preocupa??o, uma vez que os est?gios obrigat?rios tomam muito do esfor?o, nas reuni?es. E o COREN-RN n?o fiscaliza essa forma de contrato. Constatou-se na presente pesquisa que h? a contribui??o da for?a de trabalho de bolsistas de n?vel m?dio de enfermagem na institui??o pesquisada. Submetidos ?s circunst?ncias de trabalho estabelecidas pela institui??o, representando a car?ncia de recursos humanos, de materiais, de condi??es de trabalho, inser??o no trabalho em turnos e noturno, pode-se afirmar que esta situa??o ? irregular no contexto dos bolsistas, al?m de determinante fator de riscos para suas vidas e sa?de. Al?m disso, para que os bolsistas se mantenham na qualidade de estagi?rio na institui??o, s?o obrigados a realizar cursos de aperfei?oamento ou especializa??o de t?cnicos de enfermagem, em escolas referidas como de p?ssima qualidade

This qualitative research investigated the implementation problems of apprenticeship training program in the Addis Ababa TVET colleges and enterprises. The research looked into the training program conducted by TVET Colleges and enterprises. Relevant literature on the nature of apprenticeship training and the factors that could affect its implementation were also reviewed. The research applied the theoretical statement of Bandura’s (1977) theory of observation /imitation/, Vygotsky’s theory of ZPD, contextual or the situated learning (Lave and Wenger, 1991), the constructivist view of learning and career theory as the main theoretical frameworks to describe the apprenticeship training process. The theories, however, do not mention the factors that can hamper the implementation of apprenticeship training in a specific social context. The theory of observation was preferred since it can describe the apprentice’s effort to master the skill of an occupation by observing the craftsman at the enterprises. The situated learning was preferred as it gives value to practice as a condition for the effectiveness of learning. Similarly, the research considered Vygotsky’s theory of the ZPD. The application of ZPD indicates the difference between what the apprentice can accomplish independently and what he/she can do with the close assistance of supervisor on a given task. Holland’s career theory (as cited in De lary, Duncan & Swarth, 2006) is also considered to describe the apprenticeship training in relation with an occupation. The current research has enabled to consider context specific conditions by focusing on the investigation of the causes of the implementation challenges of the apprenticeship training. The researcher collected data from Addis Ababa TVET Agency experts, deans of one private and another public TVET Colleges, college apprenticeship training coordinators, trainers, trainees, supervisors and enterprises by employing unstructured and structured interviews, observation and Focus Group Discussion tools. The analysis was made by making the data pass through three successive steps: data reduction, data display and interpretation, and conclusion. The findings showed that the implementation of the apprenticeship training program had challenges that could be shared among its actors; Trade Unions had no involvement in the implementation of the apprenticeship training program; the selected colleges and enterprises addressed their challenges by using limited strategies and without regular and systematic way; the presence of some less motivating factors for the participation of the apprentices in the apprenticeship training was reported; the presence of conditions that could adversely affect the apprentices’ acquisition of occupational skills was reported; the provision of apprenticeship training at the enterprises lack, either facilities or training services, in order to arrange the apprenticeship training program for TVET college trainees; and there were some indications for the presence of some weak professional qualities of supervisors that have implications for the apprentices’ training. Eventually, it was concluded that the implementation of apprenticeship training program in the Addis Ababa TVET Colleges and enterprises had challenges that require the consideration of both institutional and human conditions. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

English abstract     The culture of hotel and restaurant work. Dangerous for apprentices and students? The study is based on a survey targeting 50 teachers at chef schools with good geographic distribution of 9 schools. Teachers answer questions on bullying and sexual harassment in the hotel and restaurant sector, and students practice shock in the meeting with the industry. Students face a hard and tough environment where it is expected that it will suffer a great deal of harassment and degrading treatment as part of a tradition. There seems to be a general but erroneous belief that the professional climate has improved. The study shows that this is not the case. The respondents replied that bullying is common in the industry, and 92% of vocational teachers indicated that students are affected by a practice shock. The study shows that the industry climate has to be tough, but it is stated at the same time be too tough. Schools management lacks understanding and insight into the unique professional culture that prevails. Keywords: Culture, hotel and restaurant sector, bullying, harassment, students, apprentices, traineeships shock, outsourced public school / Sammanfattning   Yrkeskulturen  i hotell och restaurangbranschen. En fara för lärlingar och elever?   Studien grundar sig  på en enkätundersökning riktad mot 50 yrkeslärare med god geografisk spridning på 9 skolor. Lärarna svarar på frågor om  mobbning och sexuella trakasserier i hotell och restaurangbranschen samt elevernas praktikchock i mötet med branschen. Eleverna står inför en hård och tuff miljö där det förväntas att man skall utstå mycket mobbning och kränkande behandling som en del av en tradition. Det tycks råda en allmän men felaktig uppfattning om att branschklimatet blivit bättre, studien visar att så inte är fallet. De tillfrågade yrkeslärarna svarade att mobbing är vanligt förekommande i branschen och 92% av yrkeslärarna uppger att elever drabbas av en praktikchock. Studien visar att  branschklimatet måste vara tufft men det uppges samtidigt vara  allt för tufft. Skolornas ledning saknar förståelse och insikt i den särpräglade branschkulturen som råder.   Nyckelord: Branschkultur, restaurangbranschen, mobbing, kränkande behandling, elever, lärlingar, praktikchock, skolentreprenad