Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003 / Currently in South Africa most learners attend academic schools that offer general subjects such as History, Geography, Biology, Accountancy and so on. There are considerably fewer technical schools that can absorb those individuals who want to pursue an engineering trade career path. Academic schools are not equipped to provide for learners who want to pursue engineering trade careers. These learners either fall by the wayside by leaving school prematurely, or they continue at the school through to matric with subjects that are not linked to engineering careers. This study attempts to determine the knowledge, understanding, attitude and perception of the learners, parents, educators, principal, and the WCED with regard to this problem. It is intended through this study to make recommendations that will lead to meaningful interventions in an attempt to rectify the current situation. The findings indicate that learners do not have an understanding of engineering careers and are more inclined to choose the more traditional careers such as teacher, doctor, lawyer, nurse etc. Because their career options are limited, many learners are unsure of what careers to choose while others end up choosing careers that are not suited for them. The parents are not knowledgeable enough and do not possess the necessary skills to assist their children with their career choices. Teachers at academic schools themselves had an academic education. As a result they are not aware of engineering careers and are not empowered to advise the learners. The principal, who is also an academic, has to consider the implication of making learners aware of engineering careers, because this could lead to an exodus of students from the school. He is under pressure from the WCED to maintain the required teacher - student ratios. The findings indicate that the WCED has initiated various programs around careers, but nothing specific with regard to career awareness. It is evident that these programs have not filtered through to this school. The methodology for this research incorporated a multi-method approach with both quantitative and qualitative instruments used. Questionnaires were directed at learners, educators and the parents. Focus group sessions were conducted with the learners and educators and interviews were directed at the principal and the WCED official. The study concludes with recommendations drawn from international models.

M.A.(Psychology) / Please refer to full text to view abstract

M.A. (Psychology) / Please refer to full text to view abstract

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

This case study explored the lessons arising from the implementation of the Insurance Preparedness Project. This was a pilot project funded by the Insurance Sector Education and Training Authority as part of a strategy for transforming the insurance industry and to establish a model for learnership implementation.Financial services industry.

M. Tech. Business Information Systems / This mini-dissertation explored the e-Skills expectation gap between academia and the software industry where there are high numbers of unemployed graduate in the face of ICT skills shortage. This study looked at the following factors: government participation in the industry, academia course offering, course design and processes, and individuals as e-Skill contributors to the software industry. The present study conceptualises a framework that may help bridge the gap between academia and the software industry. The study sought to analyse the ICT curriculum, student e-Skills and the software industry, in order to address the present e-Skills gap.

This case study explored the lessons arising from the implementation of the Insurance Preparedness Project. This was a pilot project funded by the Insurance Sector Education and Training Authority as part of a strategy for transforming the insurance industry and to establish a model for learnership implementation.Financial services industry.

M.Com. (Industrial Psychology) / Please refer to full text to view abstract

This study aimed at investigating African students' perceptions of careers guidance in African schools. It aimed at determining the extent to which students viewed careers guidance and the effectiveness to which careers guidance programmes in schools have been able to assist them to make informed career decisions and choices. Literature reviewed revealed that careers guidance services were inadequate in schools due to the legacies of the apartheid era. As a result a lot of school leavers found themselves unable to make occupational choices. The relevance of careers guidance in relation to career development theories argues that a holistic approach to careers guidance in African schools is important because of a variety of factors (personal, situational and developmental) which influence career decisions and choices. Also, the negative views held by teachers and learners of careers guidance greatly impacts on its success. The study drew its data from a sample of University of Zululand students enrolled in the faculties of Arts, Education, Commerce and Administration, Law and Science. The research used a questionnaire with closed-ended questions to elicit the data required. The questionnaire focussed on the importance of careers guidance, effectiveness of careers guidance programmes in career decision making and choices, and the influence parents have on career decisions and choices. The study also tested the relationship between students' perceptions of careers guidance and the variables of gender, family composition, and degree registered at the university. The findings revealed that students perceived careers guidance to be important. However, careers guidance is perceived by students as having been ineffective in helping them make informed career decisions and choices. Parents were also found not to have been influential in career decisions and choices of their children. The study also revealed significant differences between males and females, single and both parent families, and the different degrees registered. Females were found to be more wanting of careers guidance than males. Students from single parent families were found to rely more on the school than the home for careers guidance as opposed to both parent students. Females found parents to have been more influential in their career decisions and choices than males who considered parents unimportant in influencing career decisions and choices. The implications of the findings were that careers guidance programmes ineffectively enhance learners' career development. As a result they are unable to make sound career decisions and choices. Learners' decisions and choices may still be influenced by gender, family and academic constructs. It is recommended that careers guidance be enforced in schools and given equal status to the other subjects . Relevant careers guidance programmes which are context specific and related to the job market are also an absolute necessity for learners. Only effective careers guidance programmes would lead to effective career decisions and choices. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1999.

M.A. (Psychology) / The thesis was introduced by a description of the historical development of career counselling in South Africa, which indicated that the first traces of career counselling services were present at early times. The description also stressed the importance of career counselling especially during times of work shortage. Present day living costs and shortage of work emphasize the need for effective career counselling to ensure suitable career choices. Currently students are trained In career counselling and evaluated by supervisors without the existence of recognised and tested criteria. To ensure a higher standard of training and practice the implementation of such criteria is of utmost importance in the current developmental phase of career counselling in South Africa. The research aim of this study is the development and evaluation of criteria for effective diadic career counselling. The criteria were specifically designed for students in training and they should form part of the career counselling curriculum. In order to achieve the aim of the study, an integrated theoretical developmental research model was used. The model mainly consists of Thomas's (1984) four-phase model which features analysis, design, development and evaluation phases. Each of the phases contains a number of material conditions as well as methodologies through which these conditions can be met. In the first phase an analysis of the problem was undertaken, the status of existing criteria was investigated and a feasibility study was undertaken. It was then decided to proceed with the design phase. In this phase the following material conditions were met aims and objectives were formulated for the criteria, a practice model was drawn up, a tentative presentation was made of the innovation suggestions, and the innovation procedures were determined.