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.

M. Tech. Human Resources Management / The purpose of the research was to develop a list of priority training needs for engineers in the platinum mining industry. In the current skills shortage, it is imperative to reconsider engineering disciplines or qualifications in relation to the engineering skills in the mining industry, taking cognisance of the list of training priorities in the platinum mining sector. The study intended to achieve the following objectives: to develop a list of priority training needs of the engineers in the platinum mining industry; and to determine if there is correlation between the training needs of engineers in the platinum mining industry.

This piece of research is an attempt to evaluate the assessments made by secondary teachers in training of an introductory orientation course offered during the first seven weeks of the 1984 H.D. E. course in the Department of Education of Rhodes University. This course, the About To Teach (ATT) course, was introduced in an attempt to obviate some of the perceived problems that students experience in the initial months of their H.D.E. year. The course was first offered in 1982 and in both 1982 and 1983 it was assessed by the students. The evaluation of the assessments offered in those two years provided much of the background for this in-depth look at student assessments of the 1984 ATT course. Briefly, the course attempts to offer the students a stimulating, meaningful, interesting and enjoyable learning experience which will help them to orientate; prepare them adequately for their first teaching practice and the reception later of the offerings of the core theory discipline of Philosophy, Sociology and Psychology. The course itself is a piece of action research and its underlying assumptions are essentially humanistic in nature. Its planners have attempted to bracket as many assumptions as possible and to espouse only those assumptions which are basically positive in nature. It does not attempt to prescribe or offer any dogma which can or must be assessed in any formal sense; it attempts to meet the students from whatever stages in their development they are at when they arrive to commence their H.D.E. year; and it does not attempt to compel the students in any way whatsoever. It is a course which must stand or fall on its own merits. Since the researcher is himself an involved participant in the process, he felt that the completion of a detailed questionnaire and interviews with a sample of the students would be the most economical and the best means of obtaining data for as objective an analysis as possible. To further obviate the possibility of researcher bias all the responses collected have been included in the appendices so that the reader may satisfy him/herself that the interpretations made and conclusions drawn are reasonable. Briefly, the chief conclusion of this researcher is that the overwhelming majority of the students perceived the course as offering them a meaningful learning experience. In addition, it can be argued that the course is, in effect, a guidance course in that it appears to be preparing students for experiences which they still have to come across . Most are generally critical of other courses offered during the H.D . E. year and many make an appeal for, or suggest, a much more integrated approach along the lines of the ATT course . There is a definite appeal for a coherent H.D.E. experience which is meaningful and 'peoplecentred'. By no stretch of the imagination can the findings of this particular piece of research be generalised to any other context since it is very definitely specific in both context and setting. However the researcher is quietly confident that his conclusions and recommendations make a great deal of sense within the specific context of this study.

This investigation examines developments which have taken place in the theoretical component of pre-service courses for primary teachers. Revised conceptions of the purpose and scope of primary education, and the attendant demand for better qualified primary teachers to implement such education, resulted in a considerable increase in the theoretical component of primary teacher preparation courses . Better theoretical understanding of the educative task was perceived to be essential to the production of more effective primary teachers. The emergence of various schemes for the preparation of South African primary teachers is outlined. The Cape Province provides the major exemplar. The nature of educational theory, and its precise contribution to enhanced teaching ability has been a subject of fierce debate within educational circles. An analysis of theory, in general, and as it applies in the educational context, is undertaken. The evolution of the core theoretical disciplines of education - history, philosophy, psychology and sociology of education - is traced. The current status of these disciplines at selected South African institutions undertaking primary teacher preparation is then investigated, and the views of lecturing staff at these institutions on the optimal approach to the teaching of educational theory are presented. The disciplines still play an important role in the South African Bachelor of Primary Education degree courses surveyed. In British teacher preparation courses, however, disenchantment with the disciplines' format has given rise to demands for new approaches to the teaching of educational theory. Some of these alternative approaches are evaluated. An overall assessment is made of the contribution that can be expected from educational theory in pre-service courses for primary teachers, and some recommendations are made for the management of the theoretical component of pre-service courses for South African primary teachers.

M.Ed. (Education) / Please refer to full text to view abstract

This research aimed to trace the development of psychologists as therapists within a South African context. Two distinct career levels were explored in relation to a competency model, a skills development model, and a developmental phase model of psychotherapists' professional development. Through purposive sampling five intern psychologists and six registered psychologists with at least seven years post-qualification client contact were selected according to the inclusion criteria of the study. Through semi-structured interviews, couched in the social constructionist position, the participants' experiences were thematically analysed. In addition, the researcher's own personal journey of developing as a psychotherapist was reflected upon. The current research study found that a number of aspects fostered the development of psychotherapists. Across the two career levels the life experiences of participants particularly featured events that were personally wounding or placed the participant in the helper role. The theoretical orientation(s) of participants were voiced as influential in their development, yet the ability to adjust their theoretical orientation to clients' needs was of overriding importance. Participants emphasised forming a strong therapeutic relationship with clients as the centrepiece of psychotherapy and depicted the therapeutic process using diverse metaphors. No key differences in use of metaphors emerged between intern and established psychologists. Catalysts for professional growth included personal therapy, "unforgettable cases", group supervision and, in the case of established psychologists, continuing professional development workshops. xiii Shifts in competency were recognised by intern psychologists as they gained more experience, namely, dissolution of naivety, a decrease in anxiety regarding their clinical work, a greater flexibility in the therapeutic process, a decreased sense of inappropriate responsibility for clients' progress, and an ongoing process of negotiating the interface of their personal and professional lives. Established psychologists spoke of having gained more confidence through their years of practice and yet experienced moments of anxiety which they found fostered humility. Limitations of the study and potential future research directions were outlined.

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.

Family Therapy training programmes have recently come to appreciate the importance of addressing the personal growth of the trainee-therapist, in addition to the traditional focus on skill development. Suggestions in the available literature on how this "person-of-the-therapist" issue could best be addressed, represent almost exclusively the ideas of authorities (authors, clinicians and trainers) in the field of systemic therapy. Constructivist thought endorsed by the UNISA training programme, encourages and values different viewpoints. According to this view, students and faculty co-construct the training process. The aim of this study is therefore to present the voice of the trainee. Several training contexts, the essential qualities of the different supervisory relationships and difficulties encountered, are explored from the trainee's perspective. It is hoped that this "inside story" about the author's experiences on her journey toward becoming a psychotherapist, will engender sensitivity for and a deeper understanding of the complexity involved in training the person of the therapist. / Psychology / M.A. (Clinical Psychology)

Thesis (MPhil) -- University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study describes and analyses the water services education and training needs of councillors in local authorities in the Northern Cape to enable them to implement their legislative framework in the new dispensation in South Africa. It is the proposition of this study that during the transitional period from 1994 to 2003 and thereafter, there is a likelihood of lack of capacity in most local authorities in the Northern Cape to execute their legislative requirements. This invariably imposes leadership responsibilities upon a range of stakeholders and councillors in Local Authorities (LAs), and creates the need for a redefined model of representation on the part of councillors "from resemblance to responsibility and responsiveness" (Sartori 1968: 465). Using literature review to analyse leadership responsibilities of councillors, four priority education and training (E&T) needs of councillors have been identified: • the need to understand water services policy and business cycle within the context of decentralisation and devolution of powers and functions • to local government; • the need for water services business programme management and planning skills; • the need to understand community participation in water services development plans and development processes; and • the need for conflict-resolution skills. Based upon inferences drawn from literature evidence, it is concluded that Local Government (LG) patterns of responses involving the application of managerial and analytical principles grounded firmly in the twentieth century Organisational Development (00) and public service management experience and thoughts, can neither explain nor remedy the complex variables of Local Government Developmental Agenda (LGDA) and/or the complex array of water crises that are unfolding in Northern Cape. Thus, for water services to remain a viable "instrument of humanity" especially at a municipal level, it is concluded that more effective E&T strategies are required to equip current and future councillors with intellectual water business tools to address the complex challenges that lie before them. Furthermore, an Outcomes Based Education (OBE) action-based strategy is offered as an alternative to the current traditional training approaches in Northern Cape. It is also clear from the researcher's interpretations and analysis of LGDA variables that the water services E&T needs and the relevant "gaps" identified are not simply questions of "how to do things". Rather an OBE action-based strategy under LGDA processes involves a fundamental reorientation of all participants in E&T programme for councillors that should be relevant to the special demands of the Northern Cape LAs and councillors. The researcher makes recommendations for enriching the sociology of LG studies, to match the skills requirements, given the complexity of LGDA and numerous challenges for competent and innovative councillors in LAs. Finally, this study is not intended to be exhaustive but rather to complement a number of education and training initiatives commissioned or under preparation by water sector stakeholders in line with Skill Development Act of 1998 and SAQA of 1995 (South African Qualifications Act) processes. KEYWORDS: Best Value Regime, Local Government Developmental Agenda, Spheres of government; local government; socio-economic & political dynamics in transition; decentralisation; constitutional powers and functions of local government; education and training (E&T) needs of councillors in water services; Northern Cape Province. / AFRIKAANSE OPSOMMING: Hierdie studie beskryf en ontleed die behoefte aan onderwys en opleiding (E&T) by raadslede in plaaslike owerhede in die Noordkaap, om hul moeilike taak te kan verrig in In veranderende beleidsomgewing in Suid Afrika. Die studie besin daaroor dat daar waarskynlik gedurende die oorgangstydperk vanaf 1994 tot 2003 en ook daarna, In tekort aan bevoedgheid om hul funksies te vervul, by heelwat plaaslike owerhede in die Noordkaap bestaan. Dit is deels In gevolg daarvan dat nuwe verantwoordelikhede op die skouers van die rolspelers en raadslede in plaaslike owerhede geplaas word. Die nuwe rol van raadslede word herdefinieer vanaf verteenwoordiging na verantwoording en optrede; "from resemblance to responsibility and responsiveness" (Sartori 1968: 465). Vier belangrike areas waar onderwys- en opleidingsbehoeftes ten opsigte van die leierskapsprofiel van Raadslede bestaan, is op grond van In literatuuroorsig ge'identifiseer: • die belangrikheid daarvan om beleid- en besigheidsaspekte van die lewering van waterdienste te verstaan teen die agtergrond van desentralisering en stelselmatige afwenteling van magte en funksies na die plaaslike owerheidsvlak; • die behoefte wat bestaan aan bestuurs- en beplanningsvaardighede met betrekking tot waterdienste en water-ekonomiese aspekte; • In begrip van die rol van die plaaslike gemeenskap in beplanning en uitvoer van ontwikkelingsprojekte vir die lewering van waterdienste; • konflikhanteringsvaardighede. Na aanleiding van die getuienis uit hierdie literatuurstudie word dit duidelik dat die heersende reaksie- en besluitnemingstyle van Plaaslike Owerheid (LG) wat spruit uit beginsels van organisasie ontwerp (00) wat dateer uit die vorige eeu en die staatsdienservaring en -denke van daardie era, nie die komplekse veranderlikes van die nuwe Plaaslike Owerheid Ontwikkelingsagenda (LGDA) kan verduidelik of aanspreek nie, en dus nie geskik is om In dreigende krisis in die Noordkaap te af te weer nie. am waterdienste in die toekoms as 'n voertuig vir die opheffing van agtergeblewe gemeenskappe te kan gebruik, veral op plaaslike owerheidsvlak, is dit belangrik dat huidige en toekomstige raadslede deur middel van effektiewe onderwys - en opleidingstrategiee toegerus word met water-ekonomie kennis en vaardighede. Sodoende sal hulle die komplekse uitdagings wat aan hulle gestel word, die hoof kan bied. 'n Aksie-gerigte strategie gefundeer op 'n uitkomsgebaseerde (aBE) kurrikulum, word voorgestel as plaasvervanger vir die huidige tradisionele onderwysbenadering in die Noordkaap. Dit is duidelik uit die outeur se interpretasie en ontleding van LGDA veranderlikes, dat die ge"identifiseerde onderwys- en opleidings behoeftes en gapings 'n heeltemal nuwe benadering vereis. Die benadering behels 'n deurdagte herorienterinq tot opleidingsprogramme vir raadslede in plaaslike owerhede (LG) in die Noordkaap. Die studie dra by tot die sosiologie van plaaslike owerheidstudie, en wys op die vaardighede, vermoens en innovasie-eienskappe van raadslede wat benodig word om die kompleksiteit van LGDA en die uitdagings in plaaslike owerhede aan te spreek. Ten slotte is die studie nie bedoel om volledig te wees nie maar om wei 'n bydrae te lewer tot die onderwys- en opleidingsinisiatiewe wat voortspruit uit die aksies van belanghebbendes in die water sektor in ooreenstemming met die Wet op Vaardigheidsontwikkeling (1998) en SAKWA (1995).

No abstract available.