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M.B.A. / The intention of the study is to determine the effectiveness and efficiency of the training programmes run by the Training and Development section in the Office of the Auditor General (OAG). Entering into the 21st century in South Africa, training and development has emerged in business as the way to create employment and develop skills. Worldwide the economy is on a fast path of globalisation. Due to globalisation and the changes required in global markets, training and development is the driving force to meet the demand for technical staff and highly skilled workers to meet with economic challenges. The majority of the South African labour force requires new or significantly expanded skills to keep up with the demands of their jobs. This includes new technology, management, customer service and basic skills training. Through training, employees gain skills, abilities, knowledge and attitudes that help them perform effectively in present and future jobs. The literature examined the determination of training needs, developing training programmes, selection of trainees, training objectives, different training programmes, presentation of training, conditions for effective training, the training practitioner and the evaluation of training. The findings of the research have assessed the functional value of the training from literature; determined the attitudes of the participants in the training programmes; ascertained that the emotional needs of the participants have been met; determined that training and communication within the OAG is adequately managed and determined that training and customer service are sufficiently interfaced.

Thesis (MTech(Business Administration))-- Cape Peninsula University of Technology, 2012 / In the education and training environment retention and a high throughput rate of students are common objectives of many learning institutions from government sponsored community training programmes to tertiary institutions. High dropout and attrition in many of these education and training programmes is, therefore of great concern for all stakeholders in these institutions. The high dropout rate experienced in entrepreneurial training programmes is, in particular, of great concern, given its importance in the South African economy. The New Venture Creation (NVC) Learnership NQF Level 4, is one such training programme rolled out by the South African government to develop entrepreneurs in the previously disadvantaged section of the South African population for various socio-economic and political reasons. The Services SETA were responsible for the roll out NVC Learnership for previously disadvantaged individuals (PDI„s) within the Saldanha Bay Municipal area. The PDI‟s refer to those sections of the population who were isolated in terms of new venture creation during the apartheid regime. Depriving these South Africans of the necessary entrepreneurial skills for new venture creation had an impact on their participation in entrepreneurship and the formal economy. The social context of the potential entrepreneur, further, impact hugely on objectives envisaged for these programmes. One of the key objectives of the programme is to change the attitude towards entrepreneurship from the tendency to start survivalist to establishing sustainable business ventures. The entrepreneurial mind-set of the trainee and the training context, therefore, play a huge role. In order to address the issue of huge trainee dropout and develop the mind-set of trainees in NVC programmes, this study seeks to explore the issue of academic resilience as a key area of intervention to ensure higher retention and throughput rate.The current study was concerned with assessing the personal factors and other factors in the training context perceived by trainees‟ to influence their academic resilience in the New Venture Creation (NVC) training programme.An in-depth literature study was done to establish the factors on a personal level and in the training context that tend to influence the academic resilience of trainees. Graduates in a NVC Learnership in St. Helena Bay formed the case study to assess these factors by means of a structured questionnaire and a semi-structured interview. The semi-structured interview offered graduates the opportunity to elaborate on certain findings in the questionnaire. A focus group session was held with another group who did a similar NVC NQF Level 4 Learnership, to corroborate and validate the findings of the interviews in the first group.The research revealed that personal and training contextual factors do influence the academic resilience of trainees in the NVC training programme. The research findings, further, revealed that these factors have huge implications for facilitation and, in particular, on a pedagogical level.

Submitted in fulfilment of the requirements for the degree of MASTER OF EDUCATlON in the DEPARTMENT OF EDUCATIONAL PSYCHOLOGY of the UNIVERSITY OF ZULULAND, 1999. / • To pursue a study pertaining to the educational needs of employees and the needs of their spouses at certain private companies. • To institute certain guidelines, based on the findings of both a literature study and structured interviews, for private companies to realize the educational needs of their employees and their spouses. A basic point of departure is that companies have an educational responsibility towards their employees. Employee education is a universal phenomenon that is valid for all employees. During this study it was found that certain companies acknowledge the need for educating their employees, which they regard as an investment in human capital. Because the company is engaged in the advancement and development of its employees, the spouses and children are not left behind in the development and advancement process. It has become the responsibility of employers to improve human resources because they are future assets of the company. Employees are engaged in empowerment programmes which uplift the labour force with job-related skills as well as life skills. Labour relations in South African companies have greatly improved due to the employers' acceptance of labour rights. The acceptance of labour rights in companies harmonises the relationships between employers and employees. Productivity becomes the joint effort of the employers and employees. Employers' expectations are determined by employees' educational expectations. Employees are in dire need of educational expertise, and on the other hand employers expect a high rate of productivity. Whilst employees' educational needs are visualized by responsible employers, others have been found to be inadequate in designing educational programmes to uplift and inculcate job know-how to serve the employees, educational needs. Employee empowerment programmes are needed to advance job related skills, but are inadequate as empowerment programmes need to address illiteracy, numeracy and financial assistance. The review of the literature has emphasised the importance of the employees' skills education, employees' empowerment and life skills programmes, and role of an employers' educational responsibility in treating and preventing illiteracy and numeracy. The literature studied and interviews conducted have shown that not all employers have responsibility for the education of their employees, their spouses and children. Education of the labour force, their spouses and children involving lay people in running the company programmes and the development of better services in the company, are discussed as ways and means of preventing illiteracy and numeracy. In the light of the findings of this research, the following was recommended: • That educational programmes directed at employees, their spouses and children are essential for the prevention of illiteracy and numeracy, and should be implemented. • That employees' training programmes with regard to job skills and life skills are needed and should be made available • That financial assistance from private companies should be made available for the education of the children of employees.

The purpose of this thesis is to explore dimensions that relate to the training systems effectiveness in a number of industry categories. The training system is taken as part of the reproducer boundary subsystem within the organisation (Miller 1978). The research has been developed on the assumption that no single criterion is appropriate as a measure of effectiveness of a training system (Campbell et al 1970). An index of criteria based on the different organisational variables that interact within an organisation is employed in the development of the study. In this research the structural variables (independent variables) including industry category, size and formalisation factors of the sample organisations will be related to the effectiveness of training systems in their organisations. This research attempts to formulate hypotheses in the field of training system research to contribute to a theory of training system impact studies. The popular areas of research in the field of training have mainly tended to focus separately on the effectiveness of training programmes, the economics of training, the social impact of training and the dynamics of training. To my knowledge there is no research work that tests the relationship between structure and the effectiveness of training systems.

A dissertation of limited scope submitted to the Faculty of Arts in partial of the requirements for course-work Master of Arts degree in the Centre for Recreation and Tourism at the University of Zululand, South Africa, 1999. / The investigation has sought to establish if the people already involved in the tourism industry have undergone any training. If not in which areas do they feel they need training. These areas or aspects in which they fed they need to be trained in, constitute Tourism Training Needs. The investigation has also sought to establish the focus of Tourism Training Programmes in the two institutions, Damelin and Manpower Services Commission Private Colleges, found in the Newcastle Local Council Areas. It has further purported to establish whether these Tourism Training Programmes adequately equip students with all the skills and expertise valuable to the tourism industry job market. A descriptive survey has been chosen for use in this investigation. Data has been gathered through the use of questionnaires and interview schedules. Two sets of questionnaires with structured questions have been designed for the Frontline Staff and Tourism Students. Three sets of interview schedules have been designed containing semi-structured questions by which the interviewer has probed the interviewees. Tourism establishments and facilities from which respondents have been drawn have been selected on the basis that they have been within a ten kilometre radius from the Newcastle Central Business District (CBD) and have been accommodating five tourists and more. This investigation has established that the majority of the Frontline already in the industry are lacking in training and as such they have recommended the establishment of Department of Education and Training for Tourism, Tourism Training Needs have been found to exist and amongst others are communication skills, conflict resolution skills, hospitality skills, hygiene skills, public relations skills and serving skills. The investigation has further established that training (of whichever form/kind) so long as it is related to tourism, has great impact on the Marketing and Service Quality of the tourism establishment and facilities. Management has been found to have been trained in Non-Tourism management and consequently they feel they need contextualized management training, that is, Tourism Training Management. The researcher has discovered that Tourism Training Programmes of the two institutions (Damelin and MSC College) focus on Travel Tourism and train students to be employees in the Travel Agencies and Tour Operation Companies.

A thesis submitted to the Faculty of Education in fulfillment of the requirements of the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018 / The Curriculum Assessment Policy Statement (CAPS) was adopted based on the principles of the Revised National Curriculum Statement (RNCS) to improve the quality of education in both rural and urban areas since the change-over from apartheid education in 1994. The new curriculum was also introduced in order to shift from content to outcomes-based education which experienced marked implementation challenges. The main aim of this study was to investigate challenges facing educators in schools in the rural areas in the implementation of CAPS and develop a support programme for them to promote the quality of teaching and learning in these rural schools. This quantitative study used simple random sampling using a self-administered questionnaire to collect data from five hundred rural based educators. The instrument was shaped and enriched by consulting a wide range of literature on the subject to ensure its validity. Quantitative data was analysed using Statistical Package for Social Science 18 (SPSS 18) and Chi- square statistics. Results established challenges that educators are facing through lack of support programmes in the process of implementing CAPS in rural schools. It was also revealed that the majority of rural educators are not effective in implementing CAPS as they are not given support programmes. The findings of this study should assist in developing a support programme for rural based educators towards implementing the Curriculum Assessment Policy Statement in a manner that it would promote quality teaching and learning. The study concludes that rural educators need to be supported for the implementation of Curriculum Assessment Policy Statement. The study recommends the implementation of the support programme to rural educators for the effective implementation of CAPS. Further research into the development of support programme in South African rural educators should be undertaken. / National Research Foundation of South Africa (Grant Number: CPT160513164973 and 105246).

The term technology indicates the process where knowledge, skills and resources are applied to identify human problems and needs and to solve it through analysis, planning, manufacturing, implementation and evaluation. Technology education of the learner is important because it becomes necessary for all people to become technological literate to be able to solve problems, to understand and use technology responsibly and to show appreciation for the interaction between man, technology and the environment. Technology is a relative new learning area that was implemented in the curriculum of the Intermediate and Senior phase. The problem is that educators, who received training before the implementation of this learning area, are not specifically trained for this learning area. These educators are specialized in other subject disciplines than the one needed for the teaching of technology. It is important for educators to have adequate subject knowledge and skills, as well as subject specific pedagogical knowledge and skills to teach the subject effectively. Qualified educators can be retrained in a new subject field by attending in-service training courses. In-service training in the South-African school system is currently uncoordinated. is done in an ad-hoc way and is not regarded as part of the professional development of educators. It is especially short courses that show shortcomings with regard to the needs of the educators, time available and form of training. Educators who do attend in-service courses experienced problems to implement the new knowledge and skills in the school situation, due to a lack of support. The need for a comprehensive short course model based on the specific needs of learning area technology teachers was identified. A situation analyses where learning area technology subject advisors as well as the learning area technology teachers were involved, were done, after which a model was presented. The model is based on four variables, namely context, process, strategy and structure, and content. These four variables determine the further development of the model and influence the outcomes, design, implementation, evaluation and closing. Central to the model is the reflection that is integrated with each phase of the model. Through critical reflection problems in each phase can be identified in time after which the necessary adaptations could be made. This will contribute in making sure that training is still done according to the specific participants needs and that it is done as effectively as possible. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.

This work is an attempt to outline prospects of theoretically and practically justified refugees' integration in its initial levels through orientation and education programmes using previous and present positive experience, but also taking into consideration the letter of International Law and Human Rights, moral and ethical perspective, so direct and prospective benefits for all the parties concerned, i.e. the EU, nation-states, communities, citizens, newcomers. The main focus is on multifaceted Orientation, Education, and Training Programmes (OETPs) that are presented as one of the most significant tools of social and structural integration into state's and public spheres. Presence of OETPs is being traced in theoretical framework, political discourse, and practical implementation of integration policies at different levels of the EU realm. There is a stress made on policy design, implementation, and evaluation provided by national governments and local authorities so role of civic sector, activities of UNHCR, and community level enterprises. .

Purpose: A systematic review and meta-analysis tested the 'paranoia as a defence' model's original prediction that those experiencing persecutory delusions would take excessive credit for positive events as part of an attributional style that protects them from low self-esteem. The empirical project explored forensic mental health nurses' experiences of a Cognitive Analytic Therapy (CAT) training programme with an emphasis on complex case conceptualisation and implications for clinical practice. Methods: In relation to the systematic review and meta-analysis, those experiencing persecutory delusions were compared to those with non-paranoid psychosis, depression, and healthy controls, in terms of the magnitude of internalising attributional bias (IAB) for positive events. Correlation analysis also examined the association between magnitude of IAB and paranoia severity. In the empirical study, 10 forensic mental health nurses took part in semi-structured interviews to qualitatively explore their experiences and applications of CAT training. Results: Consistent with the model, an internalising attributional bias was present for those experiencing paranoid delusions when compared to individuals with depression. Contrary to the model, there were no differences between the other control groups and there was no significant correlation between IAB and paranoia severity. Internal attributions for positive events appear to be associated with depression, rather than paranoia. Analysis of the empirical data provided a rich account of nurses' experiences of the CAT training and how this helped them to conceptualise complex patients and promoted more positive ways of working. Conclusions: The findings from the systematic review and meta-analysis do not support the original model, but are consistent with the modified 'paranoia as a defence' model of persecutory delusions. Other cognitive models also help explain paranoia suggesting that refining the existing models further could be useful. The empirical findings suggest that CAT could be a valuable model of psychologically informed practice for nurses working in a forensic setting. Specifically, training appeared to help nurses develop a better understanding of their patients, greater self-reflection skills, and improved clinical care approaches.