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Constraints leading to the shortage of skilled motor mechanics in South AfricaJordaan,CJ, Bezuidenhout, A 12 February 2014 (has links)
In a research study, which focused on a strategy to link informal and formal motor mechanic artisan training, a number of constraints leading to the shortage of artisans in general were identified in the literature. Disparities between big businesses and the informal sector were highlighted. Emphasis was placed on the need for a growth initiative, which would include the informal practising motor mechanic, to address the key constraints and obstacles encountered in the development and implementation of artisan training for South Africa. The study was explorative and a qualitative research design followed. The researcher used semi-structured interviews to collect data from 16 (n = 16) experts in the field of training automotive artisans. A purposive snowball sampling method was applied to select participants from educational sectors (public and private FET colleges), automotive organisations and organised labour with the common characteristic of involvement in the training of motor mechanic artisans. The key themes identified in the different participants’ responses formed the data for the study, which was analysed by means of the ATLAS.ti 7.0 version data analysis program. The research confirmed that a strategy could be developed to successfully link the informal and formal motor mechanic artisan communities.
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Apprenticeships as a vehicle for organising and recruiting young workers: Case studies of innovative apprenticeship initiatives developed by UK trade unionsPerrett, Robert A., Stuart, M. 09 January 2015 (has links)
No / Union Learn and Unison
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A Comparative study of the Metal Fabrication and Welding (Heavy) Trade Course in TAFE NSW between 2001 and 2004Lidbury, Ross January 2007 (has links)
Research Doctorate - Doctor of Philosophy (PhD) / This comparative study between the old Metal Fabrication and Welding (MF&W) trade course 7792 and the newly introduced MF&W trade course 3449, focuses on the data, discussions and recommendations which are likely to help establish what benefits or deficiencies this major change has had on the knowledge base of the current apprentices from the trade course. This is being accomplished by comparing the results from an exit test undertaken by stage III MF&W (Heavy) 7792 apprentices at the Hunter Institute of TAFE in 2001 and the results from exit tests for stage III MF&W (Heavy) 3449 apprentices in New South Wales (NSW) in 2004. These data are supplemented and complemented by an analysis of phone interviews with teachers of MF&W (Heavy) TAFE NSW conducted in 2005. A comparison of the data collected from the stage III Metal Fabrication and Welding (Heavy) apprentices who completed the exit tests in 2001 with those who completed the exit tests in 2004 at TAFE NSW, showed that there was a decline in exit knowledge in the mean scores of the apprentices. When the results of Institute 1's relating to 2001was compared with the results of 2004, the same pattern occurred, whereby it was shown that there was a decline in exit knowledge. This was due to the employers not understanding and embracing the change, or even favouring the changes. In 2004, there were no significant differences between the results of different NSW Institutes. This indicates that the level of material taught on-the-job and off-the-job did not differ across the State. A majority of the MF&W (Heavy) Teachers in NSW who were interviewed indicated that the course did not meet industry needs. The teachers expressed the opinion that the welding component was reasonable in its outcomes but felt that the fabrication part of the course lacked substance in the drawing interpretation, trade calculations and the computer aided drawing components of the course. They preferred the old method of teaching lock-step delivery over competency based training (CBT) method and overwhelmingly indicated that the CBT method had not improved the learning outcomes of the apprentices since the changes that occurred in 1991. The findings indicate that the on-the-job assessment of the apprentice’s training was largely ineffective due to the reluctance of the employers to participate in the system. The teachers felt that this was due mainly to the fact that the employers ‘tick and flick’ approach (whereby the apprentices are given a pass for the competency without completing it) towards doing the assessments. A large majority of those interviewed indicated that the changes to the trade course that occurred from 2001 to 2004 did not result in any improvements in the knowledge base of the apprentices.
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Examining the Innovation Process of a Graduate Apprenticeship Program for Sport OrganizationsFlander, Sean, Smith, Natalie L., Jones, Charles W., Greene, Amy 16 September 2020 (has links)
This case study analyzed the innovation processes that led to the adoption of a work-integrated learning program among several sport organizations. A comparative case study analysis was used to deduce the commonly shared determinants between each of the sport organizations. Notably, having an innovation champion was a key determination. As well, lack of resources regarding staffing, the involvement of the managers with the participating higher education institution, the ease of contract design, and access to good candidates for the program were also influential in the innovation process. This study revealed, for sport organizations facing similar issues, that the graduate apprenticeship program could provide benefits. As well for sport management program, it could provide a stronger relationship with regional sport organizations. This research also extends the body of research regarding the underlying mechanisms by which sport organizations innovate generally.
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The Contribution of National Vocational Qualifications to the Growth of Skills in the UK / National Vocational Qualifications in the United Kingdom: a research based critiqueGrugulis, C. Irena January 2003 (has links)
Yes / This article evaluates the British system of NVQs, focusing on their capacity to increase skill levels. It reviews the way NVQs were designed and argues that they are ill-equipped to encourage knowledge and skills, partly because they simply replicate the weaknesses which currently exist in the labour market and partly because of the focus on observed workplace behaviours. NVQs were intended to be 'employer-led' and the assumptions underpinning their design are unitarist. In contrast, the German apprenticeship system is developed and implemented by pluralist consortia and results in qualifications that are far better equipped to support skill levels.
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Training and development opportunities for the rigger ropesman artisan in the mining and minerals industry / Hendrik Schalk PietersPieters, Hendrik Schalk January 2014 (has links)
The mining engineering world is continuously experiencing new challenges whether it is economically, technologically or socially, there will always be something new in sight.
Training and Development fulfils the role of the “breeder” of competence workforce and therefore it is essential to assure constant growth and progress within the skills and development environment. Personal attribute and dedication are the drivers of our success and achievements in our careers. The capacity of our trade and occupation does not set the limits and pace of our intensification to strive for the bigger and better in future. The career background and training and development opportunities are essential aspects to be renowned with before engaging with the learning intervention. Assure you start your career in the artisan trade that you desire to be a successful example in and discover the engineering world where the spectrum is never-ending.
Development opportunities exist for all, irrespective of the trade and occupation.
This study illustrates that even the smaller trade‟s artisans as focused on in this study, namely the Rigger Ropesman, can achieve higher laurels if the energy and efforts are exploited in the applicable avenues. The starting blocks, must be the blocks that fit yourself as individual learner, if not, even the first steps in the career will be started in stumbling mode. This qualitative research design study discovered numerous persons who started a career without knowing what it entails. The Rigger Ropesman artisans, Engineering Foremen and Learners who were interviewed as the target group contributed to achieving the aim of the study. The aim of the study was the possible training and development opportunities for the Rigger Ropesman in the Mining and Minerals Sector. Future studies can be conducted on career guidance and training and development opportunities in other engineering trades as this study only focused on the Rigger Ropesman trade in the Mining and Minerals Sector. / MEd (Training and Development), North-West University, Potchefstroom Campus, 2014
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Training and development opportunities for the rigger ropesman artisan in the mining and minerals industry / Hendrik Schalk PietersPieters, Hendrik Schalk January 2014 (has links)
The mining engineering world is continuously experiencing new challenges whether it is economically, technologically or socially, there will always be something new in sight.
Training and Development fulfils the role of the “breeder” of competence workforce and therefore it is essential to assure constant growth and progress within the skills and development environment. Personal attribute and dedication are the drivers of our success and achievements in our careers. The capacity of our trade and occupation does not set the limits and pace of our intensification to strive for the bigger and better in future. The career background and training and development opportunities are essential aspects to be renowned with before engaging with the learning intervention. Assure you start your career in the artisan trade that you desire to be a successful example in and discover the engineering world where the spectrum is never-ending.
Development opportunities exist for all, irrespective of the trade and occupation.
This study illustrates that even the smaller trade‟s artisans as focused on in this study, namely the Rigger Ropesman, can achieve higher laurels if the energy and efforts are exploited in the applicable avenues. The starting blocks, must be the blocks that fit yourself as individual learner, if not, even the first steps in the career will be started in stumbling mode. This qualitative research design study discovered numerous persons who started a career without knowing what it entails. The Rigger Ropesman artisans, Engineering Foremen and Learners who were interviewed as the target group contributed to achieving the aim of the study. The aim of the study was the possible training and development opportunities for the Rigger Ropesman in the Mining and Minerals Sector. Future studies can be conducted on career guidance and training and development opportunities in other engineering trades as this study only focused on the Rigger Ropesman trade in the Mining and Minerals Sector. / MEd (Training and Development), North-West University, Potchefstroom Campus, 2014
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[en] THE TEACHER OF ELEMENTARY SCHOOL AND THE APPRENTICESHIPS SUPERVISED IN THE TEACHERSNULL INITIAL EDUCATION / [pt] O PROFESSOR REGENTE DA EDUCAÇÃO BÁSICA E OS ESTÁGIOS SUPERVISIONADOS NA FORMAÇÃO INICIAL DE PROFESSORESSABRINA BARBOSA G DE ALBUQUERQUE 13 August 2007 (has links)
[pt] Este estudo insere-se no amplo debate a respeito da
formação de
professores. Trata-se de uma investigação que tem como
principais sujeitos os
professores regentes da educação básica que recebem
estagiários em suas salas de
aulas. Neste estudo, buscou-se entender qual o lugar
desses professores na
formação dos estagiários que freqüentam suas aulas, que
importância eles
atribuem a esse trabalho com os estagiários e como se vêem
diante da formação
desses futuros professores. A universidade e a escola como
espaços insubstituíveis
de formação docente e a importância atribuída aos saberes
da experiência, que
dá ao professor experiente da escola uma posição
importante frente à produção de
conhecimentos relativos à docência, foram algumas das
idéias que serviram de
forças motrizes para o desenvolvimento deste trabalho.
Autores como Tardif,
Nóvoa, Lüdke, Perrenoud, Dubar, entre outros, foram
importantes interlocutores.
Para esta pesquisa, foram realizadas entrevistas semi-
estruturadas com onze
professores regentes de três escolas de educação básica da
cidade do Rio de
Janeiro experientes no trabalho com estagiários. Procurou-
se mostrar a questão do
estágio em três situações diferenciadas entrevistando:
professores que trabalham
em uma escola de aplicação de uma universidade pública,
professores que
trabalham em uma escola pública municipal integrante de um
projeto de parceria
para a formação de professores com uma universidade
privada e professores que
trabalham em uma escola comum da rede municipal que também
recebem
estagiários. Essa composição diversificada da amostra
buscava encontrar
diferenças que pudessem ser significativas para a
discussão a respeito dos
estágios. Através da análise dos depoimentos, é possível
dizer que, a maioria dos
entrevistados, independente da escola que trabalha,
percebe-se como uma peça
importante na formação de professores, uma espécie de elo
ou ponte que
colabora na integração entre o que é aprendido na
universidade e o que é vivido na
realidade da docência. Através do contato e convívio com
os estagiários em suas salas de aulas, os professores
regentes mostraram-se capazes de detectar e avaliar
lacunas e problemas na formação dos estagiários, no
entanto, revelam que sua
participação na avaliação dos mesmos, bem como, nas
discussões acerca dos
problemas da formação docente, ainda não encontra um
espaço formalizado na
formação de professores das universidades. Ou seja, ainda
que os debates e
estudos apontem para a importância dos saberes construídos
pelos professores no
exercício da docência e para a necessidade de que o
próprio professor seja o ator
principal nas discussões e decisões a respeito da sua
formação, seu papel na
formação de professores ainda não é reconhecido e o seu
lugar ainda permanece
na informalidade. / [en] This study is included in the wide debate regarding the
teachers´ training. It
is about an investigation which has its main subject the
teachers of elementary
education who have trainees in their classrooms. The
objective this study is to
understand the importance of those teachers in the
education process of the
trainees who attend their classes, wich importance they
attribute to this work the
traineesand how they see themselves towards the education
of the future teachers.
The university and the school as irreplaceable spaces for
teachers education and
the importance attributed to the knowledge acquired
through experience, which
gives the some driving forces to the development of this
work. Authors as Tardif,
Nóvoa, Ludke, Perrenoud, Dubar, among other, were
important speakers. To this
research, semi-structured interviews were made with eleven
teachers of three
elementary schools in Rio de Janeiro city which have
experience with trainees.
The aim was to interview teachers who work in three
different situations: teachers
who work in a school of application of a public
university, teachers who work in a
municipal public school which is part of a partnership
with a private university for
teacher training project and teachers who work for a
municipal common school
which also receive trainees. This diverse composionof that
sample tried to find
meaningful differences for the discussion regarding the
trainees. Through the
analysis of those teachers´ depositions, it is possible to
say that most of them,
regardlessof the school they work, play an important role
in the teachers education
process, they are a kind of link or bridge that cooperates
in teh integration
of what is learned in the university with the teacher´s
reality. Through the contact
with the trainees in the classrooms the teachers were able
to detect and to evaluate
gaps and problems in the trainees´ education. However,
they reveal their
participation in the evaluation process, as well as in the
discussions about those
has not yet been formalized when it refers to university
teachers education. That
is, although the discussions and studies show the
importance of the knowledge buit by teachers during the
teaching practice and need that the teacher is the main
actor in the discussions and decisions regarding his
education, his role in this
process is not yet acknowledge and his place still remains
informal.
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Preparing for flexible delivery in industry: Learners and their workplacesSmith, Peter John Brenchley, mikewood@deakin.edu.au January 2000 (has links)
This thesis examines the learning preferences and learning strategies of apprentices, and the contexts within which they learn in their workplaces.
Since the end of the 1980s Australian vocational education and training (VET) structures and processes have undergone radical change in attempts to develop skills in the workforce that will ensure enterprise, national, and international competitiveness. A major strategy in the national reforms has been the encouragement of flexible delivery as a means through which workplace-based learning can be accessed by a larger number of workers in ways that are cost-efficient, and that reduce the amount of time that workers spend away from their jobs. Although flexible delivery has been championed by governments and industry alike, there has been little attempt to identify the preparedness of either learners or their workplaces for the demands of flexible learning.
The thesis examines the economic context for these changes to VET, and also examines the literature available on workplace learning. Additionally, the thesis examines the conceptualisations of flexible delivery that are available in the literature, pointing to the possibility that the wide range of meanings associated with the term flexible delivery may result in quite different practices and expectations. The thesis also examines the literature on independent learning and self-directed learning, and explores the concept of client-focused flexible delivery.
The study of learner preferences uses data collected from apprentices over a period of some years, in the four occupational areas commanding the highest number of apprentices in Australia. These occupational areas are Metals and Machining, Building, Electrical, and Hairdressing. These data on learning preferences are collected using the commercially available Canfield Learning Styles Inventory (CLSI). The data from the sample of 389 apprentices are analysed statistically through analyses of variance, and indicate that variables such as age, gender, and occupational area are related to learning preferences. Apprentices are shown by this analysis to prefer structured programs of instruction that are instructor-led, and to not have a high preference for independent learning or the development of their own learning goals. Additionally, they are shown to have very low preferences for learning through reading, preferring instead to learn through direct hands-on experience. While these characteristics are largely common among the four occupational groups, the Hairdressing apprentices are shown to have a slightly higher preference for independent learning and goal setting. Females are shown to have a higher preference than males for learning qualitative material through reading. Interestingly, the younger apprentices are shown to have a higher preference than the older ones for self-directed learning. Some possibilities for that finding are discussed. The research also shows that the learning preferences displayed by different groups of apprentices in any one program are much the same over time, providing some confidence that data generated from one group of apprentices can be used to make instructional decisions for future groups in the same program.
The data are also factor analysed to indicate three major factors underlying apprentice learning preferences. The first factor indicates a VerbalNon-verbal preference factor, with apprentices clearly preferring to learn through non-verbal means. A second factor is described as StructureContent, with apprentices showing a preference for learning from structured programs in a structured environment. A third factor, Self-directedSocial preference, indicates apprentices preferring to learn through socially mediated presentations and contexts rather than through more independent forms of learning.
Qualitative data are also generated through interviewing eight apprentices, and focusing on the learning strategies they employ while constructing knowledge in the workplace. That component of the research uses a modification of the Marland, Patching and Putt (1992a, 1992b) stimulated recall technique, and a set of learning strategies derived from the work of OMalley and Chamot (1990) and Billett (1996a). The eight apprentices are drawn from the Metals and Machining, Electrical, and Hairdressing trades. The findings indicate that the learning strategies most often used by apprentices in the workplace are those associated with the construction of knowledge that is structured and provided by the instructor or learning program, and those that include social mediation of learning. Additionally, the strategies associated with demonstration and hands-on practice are most favoured. The qualitative data are confirmatory of the quantitative data.
The research also indicates, through the apprentice interviews, that support for apprentices learning in their workplace is typically unplanned and haphazard. Their experience was sometimes characterised by a reluctance on the part of the workplace to acknowledge learning needs such as trialling and practice of new knowledge, or pro-actively seeking understanding from other more skilled workers.
The learning preferences and learning strategies findings for apprentices, coupled with the findings of typically poor or unplanned support in the workplace, indicate that effective flexible delivery of training to apprentices in the workplace provides a number of challenges. These challenges, it is argued, demand strategies to be developed and implemented to prepare both learners and workplaces for effective engagement with flexible delivery. Using as a theoretical framework Kembers (1995) two-dimensional model of open learning for adults, the thesis integrates the findings into a proposed two-dimensional model of learner and workplace preparedness for flexible delivery. The model provides for a Learner Development Space, a Workplace Development Space, and a Strategy Space. Within the Learner Development Space, focuses for the development of learner preparedness are identified in terms of self-directed learning, skills developments, and effective participation in a community of practice. Focuses for workplace development identified in the Workplace Development Space are those associated with development of training policies, training structures, and trainer skills and abilities. The Strategy Space then provides detail of seventy-nine specific strategies developed to enhance learner and workplace preparedness within each of the focuses identified.
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Accompagnement méthodologique et formation à l'autorégulation des apprentissages : un enjeu essentiel pour pour l'université / Methodological accompaniment and training in self-regulation of learning : an essential challenge for the universityBertucat, Franck 25 September 2017 (has links)
Comment aider les étudiants à « mieux apprendre » en leur faisant découvrir leur fonctionnement mental et en les mettant en mesure de déterminer et développer leurs propres stratégies d’apprentissage ?Nous formulons l’hypothèse que la question des contenus et celle des stratégies pour se les approprier sont inséparables. Dès lors, nous nous intéressons à l’accompagnement méthodologique et, plus particulièrement, à l’autorégulation des apprentissages dans l’enseignement supérieur. Nous cherchons à savoir sans quelles conditions cet accompagnement est efficace.Nous montrons ainsi, dans cette étude, qu’il est nécessaire d’accompagner les étudiants qui arrivent dans l’enseignement supérieur pour leur permettre de tirer le meilleur parti de leur formation. Nous montrons également que l’autorégulation des apprentissages n’est pas seulement utile aux étudiants pour l’exercice de leur nouveau « métier » (Coulon, 1997), mais également, de façon indirecte, parce que sa mise en œuvre modifie le rapport au savoir et à l’enseignement des enseignants eux-mêmes. Nous effectuons notre démonstration en trois étapes. Nous étudions d’abord l’état de l’enseignement supérieur en France et mettons en évidence plusieurs phénomènes qui caractérisent sa forte évolution depuis une soixantaine d’années : la massification n’y est pas synonyme de démocratisation (Merle, 2002 ; Pinto, 2008) et le nombre d’échecs reste élevé (25 % des inscrits n’obtiennent pas leur diplôme en 4 ans). Dans une deuxième étape, nous entrons dans le domaine pédagogique en confrontant les pratiques académiques avec les connaissances apportées par la sociologie, la psychologie, les neurosciences mais aussi la recherche et les innovations en pédagogie. Pour terminer, nous analysons l’expérience que nous avons menée au sein de notre institution avec des étudiants de première année. Nous montrons ainsi qu’il est possible de faciliter l’apprentissage de la mémorisation et d’avancer concrètement vers l’autorégulation des apprentissages Nous faisons également, à partir, de notre expérience et de notre étude, quelques préconisations en direction des néobacheliers, des enseignants ainsi que des institutions de l’enseignement supérieur. / How to help students become “better learners” (learn""better) by making them discover their cerebral processing and by enabling them to determine and develop their own strategies of learning?We formulate the hypothesis that the question of the contents and that of the strategies to implement are inseparable. We are further interested in the methodological support and, more particularly, in the autoregulation of learning in Higher Education. We try to know with which conditions this support is effective.This study will therefore demonstrate that it is necessary to accompany the students who arrive in Higher Education to allow them to make the most of their training.We also show that the autoregulation of learning (apprenticeships) is not only useful for the students to equip them in their professional role (Coulon,1997), but also, in an indirect way, because its implementation modifies the relationship in the knowledge and in the teaching of the every teacher. We make our demonstration in three stages. We study at first the state of Higher Education in France and highlight several phenomena which characterize its strong evolution during the past sixty years: the significant increase in Higher Education options is not tantamount to democratization (Merle, 2002; Pinto, 2008) and the number of failures remains high (25% of the subscribers do not obtain their diploma in 4 years). Secondly, we enter the educational domain by confronting the academic practices with knowledge brought by sociology, psychology, neurosciences but also research and innovations in pedagogy. Finally, we analyze the experience which we led within our institution with first-year students. We can show that it is possible to facilitate the process of learning and to move forward concretely to the autoregulation of learning. We will finish with some recommendations in the direction of the neoholders of high school diplomas, teachers as well as the institutions of Higher Education.
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