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An investigation of knowledge and skill requirements for employment as a machine operator : a case study of a large textile company.Baatjes, Britt. January 2008 (has links)
This research, which took the form of a case study in a large textile factory, is primarily concerned with finding out if there is a link between a particular educational level (i.e. ABET level 4 Communications/Language and Mathematics) used as a measure for the first stage of selecting prospective employees as machine operators, and a hard skill (i.e. actually operating a machine).
After conducting interviews with nine people in the workplace; doing observations of three machine operators performing their jobs, and analysing various documents, such as the tool used for assessment, I found there to be an incongruence between the ‘requisite’ knowledge and skills and the actual knowledge and skills needed – the language and maths’ competencies needed in order to be deemed ‘competent’ in the assessment are of a higher ABET level than the language and maths needed ‘on-the-job’. But, this research is not simply about language and mathematics competencies. It is also about the ‘new workplace’ that has emerged with the advent and spread of globalisation. My study looks at the appropriateness of the ‘measure’ used as an entry requirement for a job, and by so doing it explores issues of inclusion and exclusion, and power relations. My study is, therefore, located within the critical social science paradigm and I raise questions around issues of morality, ethics and social justice. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.
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The relationship between adult basic education and training (ABET) and work opportunitiesMohlotsane, Mapule 06 June 2014 (has links)
A national education policy proposal to integrate adult basic education and training
(ABET) in South Africa came about largely because of pressure from trade unions to
introduce training at the workplace which would make workers more marketable in case
of retrenchment. Workplace ABET programmes provide literacy and numeracy skills,
after which some workers have a chance of joining further training opportunities provided
by their employers. The Independent examinations Board (JEB) provides adult
examinations and certifies those learners who pass. This study aims to find out whether
the ABET certificates issued by the IBB, particularly Level 3 certificates, open up job
opportunities for their holders.
A qualitative approach was adopted to research the views of ABET learners and their
managers. A small scale survey was undertaken in which four industries providing ABET
in the Gauteng area were visited. Interviews were conducted to access information on
learners’ and managers’ views on ABET certification. This proved a suitable method for
the study because the researcher managed to build confidence in learners and at times
used the learners’ home language to clarify questions.
The study concludes that ABET empowered learners by giving them reading, writing and
communication skills. These skills helped them in building their confidence when
communicating with their supervisors and to work with less supervision. On the other
hand the study showed that there was no direct relationship between the certificates that
learners earned and work opportunities. Managers could not clearly identify the kind of
work that learner who had attained ABET Level 3 certificates could perform.
The recommendations call for a clear' policy by both unions and employers on ABET.
Workers need to be rewarded for the effort they put into learning, even if the rewards are
not the reasons which lead them to learn.
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