A research report submitted in partial fulfilment of the requirement for the degree of Master of Education by Creative Writing to the Faculty of Humanities, University of the Witwatersrand, 2019 / In the South African education landscape, an apprenticeship/learnership model of teacher education is gaining traction, particularly in the private education sector. There is a general perception that student teachers who are immersed in a school context daily will gain a better understanding of the process of learning to teach. However, this assumption has not been empirically tested. The purpose of this qualitative research was to understand how mentors of student teachers in a learnership programme in a private school in South Africa, understand and support the process of learning to teach, both theoretically and in practice. The mentors’ criteria for good teaching and what is important in the mentoring interactions determines the kind of Zone of Proximal Development they are able to create in the mentoring interactions, specifically in the provision of feedback to student teachers on the lessons they teach. The research was conducted with three mentor teachers, each responsible for mentoring a student teacher in their subject area, mathematics. The research employed consisted of audio-recorded interviews with the mentors, as well as audio-recorded feedback sessions between the mentors and their respective student teachers after the mentor observed the student teaching two lessons. The results show that there is a variation in the forms of knowledge and support provided to the student teachers. The mentors’ support of the student teachers mostly focused on general pedagogical support in the form of tips and general classroom management advice. The more substantive mentorship, which focuses on the explicit communication of instructional design and pedagogical reasoning, was limited in some instances or not evident at all in other instances. A formal cognitive mentorship programme is recommended to effectively support student teachers in the process of learning to teach and to develop them into professional teachers. Such a programme should interrogate the mentors’ own assumptions about teaching, help them to understand the processes and complexities of learning to teach and guide them on how to design opportunities for making the pedagogical reasoning behind teaching choices explicit to student teachers. / NG (2020)

Thesis (M.Dev.) --University of Limpopo, 2008 / Aim: Although a lot of money is spent on training in the Office of the Premier, such training programmes are never evaluated to determine the efficacy. Thus it is not clear whether such training improves service delivery or not, and if there is visible improvement, and how much of that improvement was in fact brought about by such training programmes. The aim of the study is to investigate whether employees’ training programmes are aligned with the training needs. Furthermore, the aim is to determine if the compilation of the workplace skills plan is informed by the employees’ skills needs. The National Skills Development Strategy (2005-2010) for the Public Service states that for the public service to succeed in its mandate of providing effective and efficient service delivery to the citizens, the government needs to invest in the training and development of the public service. Participants: A total number of 70 (seventy) officials from the Transversal Human Resources and Corporate Services participated in the study. In addition 7 (seven) managers from these sub branches were interviewed. Instruments: The study used both qualitative and quantitative approaches. For the qualitative approach, the researcher used structured interviews. The quantitative approach involved a data collection procedure based on structured questionnaires administered to both the Transversal Human Resources and Corporate services. Results: The study revealed that training programmes are not always aligned to the employees’ training needs. Although employees indicated their training needs in specific skills, they received training in skills that they did not require, but yet v identified as crucial. The study confirmed that of the two sub-branches, employees from the Corporate services are the ones who receive more training compared to employees from Transversal Human Resources. Conclusion: The study concludes that the development of the skills plan is partially aligned to the training needs of employees in the Office of the Premier. This conclusion is based on the fact that the respondents’ skills were audited in the past two years whereas the skills development plan is compiled and submitted to Sector Education and Training Authority (SETA) every year. This study’s conclusion is based on the findings that, the respondents’ skills were not audited this financial year and that in instances where respondents attended training intervention evaluation was never conducted. However, there is the challenge of ensuring that all employees attend some training at least once per year.

Thesis (M. Dev.) -- University of Limpopo, 2017. / Education is indeed essential for the improvement of the performance, competence and effectiveness of parliamentarians. Many countries in the world including South Africa do not require specific minimum qualifications or skills to qualify to be a parliamentarian. As a result, parliamentarians come into the legislature with varying levels of skills and qualifications, which has an impact on their competence and effectiveness. The purpose of the study was to assess the training needs of parliamentarians focusing on the case of the Limpopo legislature. Mixed research method comprising both qualitative and quantitative methods was applied in this study. A survey questionnaire was used to collect quantitative data from thirty-six respondents. In addition, semi-structured interviews were conducted to collect the qualitative data from seven respondents. The study found that seventy-eight percent of parliamentarians had a bachelor degree and post-graduate. Parliamentarians identified FAMPPLA, PFMA, research analysis, standing rules and orders, presiding over meeting, strategic management, interpersonal skills, speech writing, computer literacy, negotiations, facilitations skills, monitoring and evaluation as their priority training needs. The study further found that parliamentarians prefer two to three day workshops as a mode for training.

The study sought to investigate the perceptions of TVET students regarding vocational education and its relation to the labour market. It hoped to illuminate connections or disconnections between vocational education and employment. The research emanated from the prevailing view that TVET education by its very nature is work-oriented and therefore those who enroll in TVET colleges are able to find employment. Furthermore, that conceptually the TVET curriculum was and continues to be regarded as skills-based for labour market demands thereby enhancing national competiveness and economic growth. Qualitative questionnaires, which are open-ended in nature, were used to gather facts about students’ beliefs and experiences regarding certain engineering programmes and services offered at TVET colleges. Non-probability sampling was used to select one hundred and thirteen (113) participants who voluntarily completed qualitative questionnaires, which were structured to elicit the required information, and the results reveal divergent views shared by students. There are those who feel very strongly that a TVET qualification, in engineering in particular, leads to employment due to its demand and the fact that the institution generally assists students through the placement unit makes it even easier to find employment. Other students firmly believed that whatever qualifications one attained, the world of work cannot accommodate them, as they do not have work experience. They felt this was unfair because they are unable to find employment without being properly monitored and trained by the very same industry that hopes to employ them in the near future. They argue that the only problem pertaining to unemployment is job scarcity, rather than skills scarcity. The research is framed within the human capital theory. Research findings reveal the fact that there is no link between vocational education and the labour market and as a result employment is not easy. There are personal skills required but they are not available in our educational curriculum, which focuses on educational aspirations. The research further posits five distinct but necessary interventions that students are suggesting in order to increase their lack of experience in the job market.

Theses (MPA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study sets out to identify the training and development needs of the black middle managers in the Income and Cash Directorate of the City of Cape Town using Hague's Model of Training Needs Analysis (Hague, 1973). This model is predicated on the creation of a collaborative relationship between the line manager, the employee and the training consultant. Their primary task is to examine issues of job descriptions, key. performance areas based on the job descriptions, workplace performance standards, sources of skills, performance gaps and their causes, as well as training solutions and non-training solutions. The study argues that there is a need to adopt a planned and systematic approach (i.e. Hague's Model) to the identification of the training and development needs of the black middle managers in the Income and Cash Directorate of the City of Cape Town. The study has four objectives: the first is to present a conceptual framework of the study by examining the existing literature on the analysis of training needs for managers in organisations; the second is to provide some background to the Income and Cash Directorate; the third objective is to adopt and apply Hague's Model of Training Needs Analysis (Hague, 1973) in the Income and Cash Directorate; and the fourth objective is to formulate a training and development strategy to be designed and implemented in order to address the training and development needs of the black middle managers in the Income and Cash Directorate. The study concludes, inter alia, that the lack of a systematic and planned approach to the identification of the training and development needs of black middle managers in the Income and Cash Directorate should be addressed by the adoption and application of Hague's Model of Training Needs Analysis (Hague, 1973), considering the fact that it makes provision for the collective determination of the training and development needs of black middle managers. The study then recommends the adoption Hague's Model of Training Needs Analysis (Hague, 1973) in the Income and Cash Directorate of the City of Cape Town. However, the following factors and issues should be taken into account in order to ensure the effective implementation of Hague's Model of Training Needs Analysis (Hague, 1973) in the organisation: finalising the job descriptions; developing specific and measurable performance standards; managing the performance of the managers; reviewing the training and development plan on a periodic basis; implementing the induction and mentorship systems; and implementing a management development programme. / AFRIKAANSE OPSOMMING: Hierdie studie IS gemoeid met die identifisering van die opleidings- en ontwikkelingsbehoeftes van die swart middelbestuurders in die Inkomste- en Kontantdirektoraat van die Stad Kaapstad en is gebaseer op gebruikmaking van Hague se model (Hague, 1973) vir die analisering van opleidingsbehoeftes. Hierdie model bevestig die skepping van 'n verhouding van samewerking tussen die lynbestuurder, die werkgewer en die opleidingskonsultant. Hulle primêre taak is om die kwessies rakende posbeskrywing, sleutelwerksgebiede gebaseer op posbeskrywings, werkverrigtingstandaarde, bronne vir vaardigheidsopleiding, werkverrigtingsgapings en hulle oorsake, asook opleidingsoplossings en nie-opleidingsoplossings te ondersoek. Die studie argumenteer dat daar 'n behoefte bestaan vir die aanvaarding en toepassing van 'n sistematies- beplande benadering ( te wete die Hague-model) tot identifisering van die opleidings- en ontwikkelingsbehoeftes van die swart middelbestuurders in die Inkomste- en Kontant-direktoraat van die Stad Kaapstad. Die studiedoelwitte is viervoudig: die eerste is daarstelling van 'n konseptuele raamwerk aan die hand van die bestudering van bestaande literatuur oor die analise van opleidingsbehoeftes vir bestuurders in organisasies; die tweede is die verskaffing van agtergrondsinligting oor die Inkomste- en Kontantdirektoraat; die derde is die aanvaarding en toepassing van die Hague-model vir die analisering van opleidingsbehoeftes in die Inkomste- en Kontantdirektoraat; en die vierde is die aanbeveling dat 'n opleidings- en ontwikkelingstrategie vir aanspreking van die opleidings- en ontwikkelingsbehoeftes van swart middelbestuurders in die Inkomste- en Kontantdirektoraat ontwikkel en geïmplementeer word. Die studie kom tot die slotsom dat die gebrek aan 'n sistematies-beplande benadering tot die identifisering van opleidings- en ontwikkelingsbehoeftes van die swart middelbestuurders in die Inkomste- en Kontantdirektoraat aangespreek behoort te word deur die aanname en toepassing van die Hague-model (Hague, 1973) vir opleidingsbehoefte-analise aangesien dit voorsiening maak vir kollektiewe vasstelling van die swart middelbestuurders se opleidings- en ontwikkelingsbeshoeftes. Die aanvaarding van die Hague-model vir die analisering van opleidingsbehoeftes in die Inkomste- en Kontantdirektoraat van die Stad Kaapstad word dan ook aanbeveel. Daar word egter 'n aantal faktore en kwessies wat in aanmerking geneem moet word om effektiewe implementering van die Hague-model vir opleidingsanalise in die organisasie te verseker, uitgewys, te wete, finalisering van die posbeskrywings; die ontwikkeling van spesifieke en meetbare werkverrigtingstandaarde; besturing van die bestuurders se werkverrigting; periodieke hersiening van die opleidings- en ontwikkelingsplan; implementering van die inlywings- en mentorskapsisteem; en die implementering van 'n bestuursontwikkelingsprogram.

Thesis (MPA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: An effort to enhance job creation and to alleviate poverty amongst the youth as an important sector of the South African society has created a need to determine the relevance of training as a way of promoting SMME development in the KOSH area. Training is an important tool for SMME development. Based on the above analysis, the objectives of the study are to assess the relevance of training provided in relation to the economic profile and business opportunities in the KOSH area and to assess the effectiveness of training that is provided by various agencies in the KOSH area. The study also looks into the business and employment opportunities put in place to help youth participation after undergoing training. The study focuses on training as a tool for SMME development within the youth sector of the KOSH area. It mainly deals with the importance of training, which if conducted in a proper manner, should contribute to the development of SMME. While policies and institutions have been put in place to provide technical and business training skills in the KOSH area, targeting both women and youth who aspires to be entrepreneurs, there seem to be not significant expansion of the small business in order to create job opportunities. The status quo remains. Participants from these training programmes are pursuing their traditional form of business and there is little, if any, innovation and diversification in economic activities in this sector. Conclusions based on the study indicate that training should be an integral component for any SMME development strategy. Programmes promoting entrepreneurial culture should target all studying young people, and also those not enrolled at institutions of learning. The private sector seems to be playing a minimal role in the provision of training. This sector's contribution in training programmes, in a partnership with pubic institutions, is lacking. After care services to trainees is not provided for adequately. Planning for effective SMME training in the KOSH area should further take into consideration technology, social, economic, political and institutional factors which are affecting it at the moment. / AFRIKAANSE OPSOMMING: In 'n poging om werkskepping te bevorder en armoede onder die jeug te verlig, as 'n belangrike fokuspunt in die Suid-Afrikaanse gemeenskap, is dit belangrik om te bepaal wat die relevansie van opleiding is ter bevordering van SMME ontwikkeling in die KOSHgebied. Gebaseer op 'n ontleding in die verband is die oogmerke van die studie om 'n waardebepaling te doen ten opsigte van die toepaslikheid van opleiding in die KOSH-gebied, en om die doeltreffendheid van opleiding wat veskaf word deur die onderskeie agentskappe in die KOSH-gebied te evalueer. Die studie fokus op opleiding as instrument vir SMME ontwikkeling. Dit ontleed hoofsaaklik die belang en waarde van die opleiding wat, indien korrek toegepas, kan bydra tot die ontwikkeling van SMME's. Alhoewel beleid en institusionele reelings voorsiening maak vir opleiding in tegniese- en besigheidsvaardighede, en bemarking spesifiek fokus op vrouens en die jeug wat entrepreneurskap bevordering betref; blyk dit dat daar nie beduidende groei is in die skepping van werksgeleenthede nie. Die status quo word gehandhaaf; deelnemers volg hul tradisionele vorme van ondernemerskap of besigheid en daar bestaan min, indien enige vernuwende denke en diversifikasie in ekonomiese aktiwiteite. Samevattings gebaseer op die studie dui daarop dat opleiding 'n integrale element van enige SMME-ontwikkelingstrategie moet wees. Programme ter bevordering van 'n interpreneurskultuur moet gerig wees op beide jongmense in akademiese instellings en die nie-skoolgaande jeug. Vennootskapspogings deur die private- en openbare sektor, skyn te kort te skiet aan koordinering in die verskaffing van opleiding. Die privaat sektor se rol is onvoldoende en daar word nie vir 'n nasorgdiens voorsiening gemaak nie. Beplanning vir effektiewe SMME opleiding in die KOSH-gebied moet verder tegnologiese, sosiale, ekonomiese, politiese, en institusionele faktore in aanmerking neem wat dit tans beinvloed.

The purpose of this study was to investigate the training needs of law academics by examining their ability to use legal electronic information resources at Unisa effectively. Using the survey method, a questionnaire was used to collect data. The data was descriptively analysed. The study revealed that law academics are aware of the wide variety of electronic resources relevant to their work. Further, these academics possess the necessary basic skills to use these resources. However, the majority of academics do not have high levels of confidence in using specific electronic legal resources. This study concluded that, despite the library's provision of user training sessions for academics, training does not focus on legal electronic resources. The variety of responses revealed the diverse training needs of law academics. The study recommended that training needs analysis be conducted by subject librarians who would conduct specialised legal electronic training. / Information Sscience / M.Inf.

The purpose of this study was to identify the training needs of different generations of adult learners within a corporate company within SA. Training needs were identified through interviews. Qualitative interviews were conducted with learners from each of the generations. This was a case study and the population was taken from a company within SA. Data was collected through interviews with different generations of adult learners, as well as the field notes of the researcher before, during, and after the interviews. The interviews were transcribed. The data was coded and categories were identified. This was done through inductive and abductive reasoning. From the categories, data were placed into themes. From these themes, findings were made regarding the training needs of different generations. Recommendations were made that can significantly impact the approach companies take towards training different generations of adult learners. Research limitations were described, and recommendations for future study. / Adult Basic Education (ABET) / M. Ed. (Adult Education)

The purpose of this study was to investigate the training needs of law academics by examining their ability to use legal electronic information resources at Unisa effectively. Using the survey method, a questionnaire was used to collect data. The data was descriptively analysed. The study revealed that law academics are aware of the wide variety of electronic resources relevant to their work. Further, these academics possess the necessary basic skills to use these resources. However, the majority of academics do not have high levels of confidence in using specific electronic legal resources. This study concluded that, despite the library's provision of user training sessions for academics, training does not focus on legal electronic resources. The variety of responses revealed the diverse training needs of law academics. The study recommended that training needs analysis be conducted by subject librarians who would conduct specialised legal electronic training. / Information Sscience / M.Inf.

The purpose of this study was to identify the training needs of different generations of adult learners within a corporate company within SA. Training needs were identified through interviews. Qualitative interviews were conducted with learners from each of the generations. This was a case study and the population was taken from a company within SA. Data was collected through interviews with different generations of adult learners, as well as the field notes of the researcher before, during, and after the interviews. The interviews were transcribed. The data was coded and categories were identified. This was done through inductive and abductive reasoning. From the categories, data were placed into themes. From these themes, findings were made regarding the training needs of different generations. Recommendations were made that can significantly impact the approach companies take towards training different generations of adult learners. Research limitations were described, and recommendations for future study. / Adult Basic Education (ABET) / M. Ed. (Adult Education)