During the early twenties of this century the necessity for the standardization of management activities and related affairs such as the desirability, reliability and validity of merit-assessments in businesses and industries in the U.S.A. reached a peak. The educational system participated in this movement end began extensive research on the evaluation of teachers. Especially the interest of the teachers' training institutes was aroused. These institutions pursued the viewpoint that more clarity should be obtained regarding the identification and evaluation of desirable education performance, and that this should furthermore be utilised as guidelines for the creation of educational objectives. The result wes a substantial shift in emphasis in the professional training of teachers from quantity to quality. The determination to raise the quality of education probably contributed largely to the sharp focus on a clearly specified goal determination and on a specific target formulation. From this a competency-based educational training originated. The approach of competency-baaed educational training requires that the training task should be based on pre-identified abilities which have to be acquired with a view to effective education. The purpose of this research is to make a penetrating analysis of competency-based education in the field of the Industrial Arts and the Technical teachers. The phenomenal development and advance in the technological sphere once again subjected the training of the Industrial Arts and Technical teachers to closer scrutiny. It has become imperative for the training of teachers in the technical domains to keep pace with progress in the technological world. By means of a proper task analysis of the competency- based training of Industrial Arts teachers, certain deficiencies and problem areas can be identified and solved. Subservient to the cause of competency-based teacher education responsible research has led the way through an intensive study of available literature, covering every aspect. After the literature study an empirical investigation was undertaken, involving 162 respondents (Industrial Arts teachers). During analysis of the collected data, many important deficiencies and problems regarding education as well as the practice of Industrial Arts teachers were identified. One of the most important conclusions was that only a few Industrial Arts teachers took their degree, The most important reason for this results from the lack of a degree course. It is also noteworthy to take cognisance of the fact that most of the respondents regarded the opportunity for promotion in this field as totally inadequate. Other important conclusions are the lack of funds, insufficient facilities, limited opportunities for advanced studies in the specific fields, the ineffective teaching of educational principles, so necessary for the successful presentation of the subject. Based on these conclusions a competency-based training model for Industrial Arts end Technical teachers was designed in the hope that its implementation may lead to the solving of problems and the elimination of deficiencies. Lastly a few recommendations were made with regard to the teaching of the Industrial Arts end Technical subjects, at secondary school level as well as the training of teachers and further research which could be undertaken in future. / Proefskrif (DEd)--PU vir CHO, 1983

During the early twenties of this century the necessity for the standardization of management activities and related affairs such as the desirability, reliability and validity of merit-assessments in businesses and industries in the U.S.A. reached a peak. The educational system participated in this movement end began extensive research on the evaluation of teachers. Especially the interest of the teachers' training institutes was aroused. These institutions pursued the viewpoint that more clarity should be obtained regarding the identification and evaluation of desirable education performance, and that this should furthermore be utilised as guidelines for the creation of educational objectives. The result wes a substantial shift in emphasis in the professional training of teachers from quantity to quality. The determination to raise the quality of education probably contributed largely to the sharp focus on a clearly specified goal determination and on a specific target formulation. From this a competency-based educational training originated. The approach of competency-baaed educational training requires that the training task should be based on pre-identified abilities which have to be acquired with a view to effective education. The purpose of this research is to make a penetrating analysis of competency-based education in the field of the Industrial Arts and the Technical teachers. The phenomenal development and advance in the technological sphere once again subjected the training of the Industrial Arts and Technical teachers to closer scrutiny. It has become imperative for the training of teachers in the technical domains to keep pace with progress in the technological world. By means of a proper task analysis of the competency- based training of Industrial Arts teachers, certain deficiencies and problem areas can be identified and solved. Subservient to the cause of competency-based teacher education responsible research has led the way through an intensive study of available literature, covering every aspect. After the literature study an empirical investigation was undertaken, involving 162 respondents (Industrial Arts teachers). During analysis of the collected data, many important deficiencies and problems regarding education as well as the practice of Industrial Arts teachers were identified. One of the most important conclusions was that only a few Industrial Arts teachers took their degree, The most important reason for this results from the lack of a degree course. It is also noteworthy to take cognisance of the fact that most of the respondents regarded the opportunity for promotion in this field as totally inadequate. Other important conclusions are the lack of funds, insufficient facilities, limited opportunities for advanced studies in the specific fields, the ineffective teaching of educational principles, so necessary for the successful presentation of the subject. Based on these conclusions a competency-based training model for Industrial Arts end Technical teachers was designed in the hope that its implementation may lead to the solving of problems and the elimination of deficiencies. Lastly a few recommendations were made with regard to the teaching of the Industrial Arts end Technical subjects, at secondary school level as well as the training of teachers and further research which could be undertaken in future. / Proefskrif (DEd)--PU vir CHO, 1983

This study evaluates the effectiveness of adult entrepreneurial education in building the South African economy. A literature review was done to define small, medium and micro enterprises (SMME’s) and their contribution to the Gross Domestic Product of South Africa. Factors hindering SMME’s are also considered. The theory of entrepreneurship is then discussed in order to understand the general principles that govern entrepreneurship. The aim of this study was to establish whether adequate entrepreneurial education takes place at schools and the extent that adult entrepreneurial plays a role in forming SMME’s. The alignment of entrepreneurs with their primary business experience was investigated to establish the extent of training that took place. The average incubation period during the adult entrepreneurial training phase was investigated relative to the economy in terms of unemployment and the absorption rate of the economy. Perceptions of entrepreneurs were established with regards to their education and its perceived success. A non-probability sampling technique was used with purposive sampling as the sub technique. A total of 75 entrepreneurs were successfully interviewed for this project. The study established that entrepreneurial education at schools is minimal. It was discovered that post school entrepreneurial education is an important factor in setting up SMME’s and most entrepreneurs stayed in the same industries that they received their primary training from. Most entrepreneurs obtained some formal post school education and perceived this to be an important factor in their success. It is recommended that entrepreneurship education be taught at all schools (both primary and secondary) to provide a better foundation for school leaving entrepreneurs. It is also recommended that a study be done to find ways to reduce the incubation period that is needed post school in order to gain the necessary confidence levels to start businesses. This study should include ways of identifying prospective entrepreneurs early in their careers and nurturing them. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2011.

Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced (Kuratko, 2005: 577). Entrepreneurship has become a pressing national priority in South Africa as there are simply not enough existing jobs to absorb the influx of school leavers into the labour market (www.ssaci.org.za). The Global Entrepreneurship Monitor study has consistently highlighted the weaknesses in the education system as a factor limiting entrepreneurial activities in South Africa (Orford, 2004: 26). Entrepreneurship education was introduced into the Further Education and Training curriculum (Grades 10-12) in 2006 as part of an optional subject Business Studies (Horn, 2006: 120). Preliminary evidence suggests widespread problems across the country with the implementation of entrepreneurship education programs in schools (Isaacs, Visser, Friedrich and Brijlal, 2007: 618). The primary objective of this study is to improve entrepreneurship education at secondary school level by investigating how effective the current entrepreneurship education program is in providing school leavers with the entrepreneurial knowledge and skills required to start their own business. The study conducted a literature review to establish global trends of entrepreneurship education. Furthermore, a qualitative case study approach was used, where three schools from Nelson Mandela Bay Municipality was selected for collecting data on the progress of entrepreneurship education in secondary schools. The study found that prescribed content for entrepreneurship education is being taught at secondary schools. However, concerns were identified with the methods used to teach entrepreneurship education as it lacked practical exposure to real life situations. The study found that the way in which entrepreneurship education was taught did not motivate school leavers to start their own business. Therefore, the study recommends that entrepreneurship education should be offered as an independent subject and not as part of another subject. Furthermore, a practical approach should be followed in teaching entrepreneurship education. Finally, commitment and collaborative participation by all stakeholders are required to ensure the success of entrepreneurship education.

Youth unemployment continues to be a problem globally, South Africa included. Amongst the remedies for youth unemployment was entrepreneurship. Entrepreneurship is regarded as the key pillar to economic growth and job creation. Furthermore, entrepreneurship education is beheld as stimulating entrepreneurial activity, enabling people to identify opportunities and start new business ventures. The primary focus of the study was to assess the effectiveness of entrepreneurship education in the high school learners in the city of Tshwane. The study was quantitative in nature, and utilised judgemental purposive sampling method as an approach to select the sample. The sample consisted of 240 grade 12 learners with entrepreneurship education in the form of Economic Management Science (EMS) as part of their syllabus. This sample was selected from high schools in three townships in the City of Tshwane namely Mamelodi, Atteridgeville and Soshanguve. A structured close-ended questionnaire was used to collect data. The analysis of the data was done using descriptive and inferential statistics using SPSS software. According to the literature reviewed, knowledge and skills gained from entrepreneurship education programmes stimulate learners’ entrepreneurship intentions and challenge learners to establish new businesses. The factors that emerged from the finding of the study were entrepreneurship skills, entrepreneurship knowledge, experiential learning, theoretical education and exploration of entrepreneurship. The findings have proven that there is a relationship between theoretical education, and experiential learning with learners’ intention towards entrepreneurship. Furthermore, experiential learning was found to have a significant influence in developing entrepreneurship knowledge, entrepreneurship skills and entrepreneurship intention in learners. With these findings the objectives and hypothesis of the study were addressed. The recommendations made to address the objectives of the study include one for learners to interact with business people globally, one for policy makers to enforce compulsory entrepreneurship education at high school level, one for educators to make use of experimental learning for entrepreneurship education and one for future studies to investigate the influence of family business on learner entrepreneurship intention. / Business Management / M. Com. (Business Management)

A research report submitted to the Faculty of Education, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology), University of the Witwatersrand, Johannesburg, 1995. / The present research study evaluated an unresearched assessment battery used to determine student trainability at a multi-disability commercial college. The issues of validity - specifically criterion-related validity and content-related validity and dynamic assessment were the main focus of the study. Revisions to the assessment battery where necessary were recommended, Fifty-two students from the multi-disability college formed the sample population for establishing the criterion-related validity of the assessment battery. Students assessment results were correlated with the number of credits .hey obtained on course completion using the Pearson Product Moment Correlation Coefficient. This research established that useful inferences about student trainability could be made from the existing assessment battery scores. Establishing the content-related validity of the assessment battery was a two foid process. Firstly, course lecturers completed a self-administered questionnaire to determine what skills/ attributes were necessary for success in the four courses offered at the College. Secondly, a workshop was held with a multi-disciplinary team of professionals to determine what skills/ attributes were being tapped by the various sub-tests of the battery. It was established that twelve of the skills/attributes necessary for course success were not tapped on the existing assessment battery. Measures which tap these skills/attdbutes need to be included in the assessment battery so that its content validity can be established. Given the controversy relating to standardised/static testing it was important to research the relevance and usefulness of the introduction of a dynamic assessment component to the existing battery. Dynamic assessment would allow for learning potential to be tapped. Analyses of variance were conducted to determine the relationships between the variables - race, educational level and type of disability with performance on the assessment battery. The significant relationships between educational level and performance and type of disability and performance

M. Tech. (Department of Visual Arts and Design, Faculty of Human Sciences), Vaal University of Technology. / Fashion entrepreneurs with no formal fashion-related education or training are hereafter referred to by the acronym FEWFFET (fashion entrepreneurs without formal fashion-related education or training). Entrepreneurship provides a feasible means of employment in a country where national unemployment rates are alarmingly high. To succeed, entrepreneurs require business knowledge and skill to operate profitable and sustainable businesses. However, entrepreneurs who were previously disadvantaged often possess only low levels of education, limited qualifications and training. This applies to survivalist fashion entrepreneurs in the Sedibeng District Municipality (SDM) who produce various items of apparel and clothing. Over a third of these entrepreneurs are not formally educated in business management and may not possess the adequate knowledge to operate their fashion business successfully. The research aim was to investigate the uses and challenges pertaining to business skills amongst FEWFFET to determine their business skills training needs. The sample population included 105 black fashion entrepreneurs, operating micro, survivalist enterprises within peri-urban, resource-poor communities in the Emfuleni Local Municipality (ELM) of Sedibeng, Gauteng. A quantitative study using non-probability purposive sampling and snowball sampling was performed. Interviewer-administered questionnaires were conducted with respondents at fabric and haberdashery stores or within their home-business environments. The results indicated that respondents lacked business plan development skills and showed only moderate skills in finance and marketing. Respondents indicated business skills training needs for developing a business plan, conducting basic bookkeeping, determining correct product pricing, drafting quotations and invoices, developing a budget, conducting basic market research and advertising their products and services.

Thesis (MBA)--Stellenbosch University, 2001. / Some digitised pages may appear cut off due to the condition of the original hard copy. / ENGLISH ABSTRACT: The world of 'business learning' is changing dramatically and business sc'iools therefore need to respond differently to the demands of the market place, not only to survive, but to grow as well. To achieve this objective, feedback from students with regards to a course and lecturer form a part of the effective management and delivery of educational instruction, as evaluation of performance provides an important instrument in clarifying goals and standards and enhancing future performance. The focus of this study is, therefore, to determine firstly differences in the perceptions of students with regards to the teaching of Industrial and Social Relations within the MBA programme at the USB. The relevance of the research is that differences between students following the four programmes, namely full-time, part-time, modular English and modular Afrikaans, may affect their commitment to the subject, which in turn may affect the quality of the programme. Secondly, it is also necessary to compare the lecturer's objectives pertaining to his particular approach and course content, to the perceptions of the students and to establish the degree of congruence between these. To test the consistency of the evaluation process, a brief comparison of the four MBA classes of 2000 as a whole is made with the first class of 2001 completed at the time of writing. The sample groups were comprised of students who had completed the course evaluation questionnaire. This was voluntary in nature. The data collected was interpreted in terms of the Wilcoxan Rank Sum Test within a framework of fifty-six hypotheses. The hypotheses were formulated from theories relating to the course and students. There are however, a number of limitations contained in this study. The pertinent ones are that the course evaluation questionnaire used is the same for every course within the MBA programme. No distinction is made between the different subjects. The validity of the instrument may, therefore, be impaired and the results not entirely conclusive of students' views. The questionnaires were also completed unaided and it is possible that students did not interpret the questions correctly. This notwithstanding, the research within the parameters of this study points to some minor differences between the students of the four MBA programmes. More importantly, however, it identifies a very strong degree of congruence between the students' perceptions and the lecturer's objectives in the teaching of Industrial and Social Relations. These results have given the lecturer, apart from some general 'pointers' on how to improve the course, the assurance to continue with his present approach to the 'teaching' of Industrial and Social Relations within the MBA programme at the USB. This study should be seen merely as a preliminary trial, and all constraints notwithstanding, it should serve as a starting point for future research. / AFRIKAANSE OPSOMMING: Die wêreld van sakeonderrig verander dramaties en daarom is dit noodsaaklik dat bestuurskole anders begin optree teenoor die vereistes van die markplek, nie net om te oorleef nie, maar ook om te groei. Daarom is die terugvoering van studente met betrekking tot In program en die dosent In deel van die effektiewe bestuur en aanbieding van opvoedkundige opleiding. Die evalueringsproses is dus In belangrike instrument om doelstellings en standaarde te bepaal, en om toekomstige optrede te verbeter. Eerstens fokus die studie daarop om verskille in die persepsies van studente te bepaal ten opsigte van die opleiding van Arbeidsbetrekkinge en Sosiale Verhoudinge in die MBA-program van die USB. Die belangrikheid van dié navorsing is dat die verskillende studente van die vier MBA-programme, naamlik Voltyds, Deeltyds, Modulêr (Engels) en Modulêr (tweetalig), en hul toewyding tot die MBA-program daartoe aanleiding kan gee dat die kwaliteit van die program beïnvloed word. Tweedens is dit ook van belang om In vergelyking te tref tussen die doelwitte met betrekking tot die dosent se benadering en die programinhoud teenoor die persepsies van die studente, om In graad van analogie tussen dié twee te bevestig. Om die betroubaarheid van die evalueringsproses te bevestig, is In kort vergelyking getref tussen die MBA-klasse van 2000 in sy geheel, met dié van die eerste voltooide MBA-klas van 2001. Die vier groepe is saamgestel deur studente wie vrywillig die programevalueringsvraestel beantwoord het. Die inligting wat ingewin is, is volgens die Wilcoxan Rank Sum Test in In raamwerk van 56 hipoteses geïnterpreteer. Die hipotese is geformuleer uit teorieë wat op die program en die studente betrekking het. Daar is egter 'n aantal beperkings in die studie. Die belangrikste is die evalueringsvraestel, wat dieselfde is vir elke kursus wat in die MBA-program aangebied word. Geen onderskeiding is gemaak tussen die verskillende kursusse nie, en daarom is dit moontlik dat die validiteit van die instrument nie optimaal is en die resultate nie 'n korrekte aanduiding van studente se persepsies is nie. Die studente het die vraestelook sonder enige bystand voltooi, wat moontlik die korrekte interpretasie van vrae kon beïnvloed. Alhoewel die navorsing op klein verskille tussen die studente van die onderskeie MBA-programme dui, identifiseer dit 'n sterk graad van analogie tussen studente se persepsies en die dosent se doelwitte in die onderrig van Arbeidsbetrekkinge en Sosiale Verhoudinge. Hierdie resultate gee die dosent nie net algemene riglyne om die program te verbeter nie, maar ook die nodige versekering om voort te gaan met sy huidige benadering tot die onderrig van Arbeidsbetrekkinge en Sosiale Verhoudinge op die MBA-program van die USB. Hierdie studie moet gesien word as primêre navorsing. Hopelik sal dit as 'n beginpunt vir toekomstige navorsing dien.

Entrepreneurship education and training ensures economic development by enabling the creation of thriving new businesses and jobs by entrepreneurs. The Business Management Training Programme is tasked with training young entrepreneurs in South Africa. However, the youth unemployment rate has been exceedingly high in recent years. This study seeks to explore the implementation challenges being experienced by the Business Management Training Programme at the National Youth Development Agency. Using a qualitative approach, this study made use of semi-structured interviews with a carefully selected sample of those involved in the management and implementation of the Business Management Training Programme. A thematic analysis of the semi-structured interviews indicated that the challenges experienced in the implementation of the programme did not stem solely from operational issues within the National Youth Development Agency, but from the conceptualisation and design of the Business Management Training Programme. On this basis, it is recommended that the National Youth Development Agency use the Design and Architecture Framework for Entrepreneurship Education and Training to conceptualise and design their own Business Management Training Programme. The study concluded that by conceptualising and designing its own programme, the National Youth Development Agency will be able to address the unique entrepreneurial education and training challenges being experienced in South Africa. / Public Administration and Management / M. (Public Administration)

Industrial design is recognised for the value-oriented benefits it offers to businesses. Industrial design ensures that new products are more efficient, usable, convenient and safe to use within the evolving business environment. One of the important factors for the continuous achievement of high product quality and general economic growth and stability in countries such as West Germany, Korea and Japan is their sound industrial design base. Industrial design programmes can be instrumental to ignite an entrepreneurial and innovation spirit to assist in curbing the high unemployment rate and very low levels of entrepreneurial intentions in South Africa. The core of tertiary industrial design students has unique capabilities that can assist the South African economy to stimulate manufacturing, job creation and economic growth. The purpose of this study was to investigate the entrepreneurial intentions among industrial design students enrolled for the programme in Three-Dimensional Design, at Universities of Technology in South Africa. In addition, this study investigates the relationship between entrepreneurial intentions and actual business formation by graduates of the programme. Studies have been carried out in South Africa on entrepreneurial intentions, but not on the formation, occurrence and implementation of entrepreneurial intentions amongst industrial design students, specifically. To test the links between business education and entrepreneurial intentions, a research model based on Ajzen’s (1985) Theory of Planned Behaviour was adopted and tested using quantitative empirical data collected from students in industrial design at two Universities of Technology. Quantitative data were collected from a sample of 161 participants using a validated self-administered questionnaire. IBM SPSS and STATA were used to conduct descriptive statistics, Chi-square tests, factor analysis, reliability and structural equation modelling on the primary quantitative data. The empirical evidence partially supports the effectiveness of the Theory of Planned Behaviour in predicting entrepreneurial intentions. Although perceived social norms and self-efficacy is positively related to entrepreneurial intentions, results failed to reach statistical significance. However, personal attitude was found to mediate the relationship between these variables and entrepreneurial intention. Whilst business education is positively related to self-efficacy, entrepreneurial knowledge is positively related to higher levels of personal attitude and self-efficacy. The transformation of entrepreneurial intentions into actual business start-ups were investigated using qualitative empirical data collected from past graduates of the Three-Dimensional Design programme. Qualitative data were collected from a sample of 22 graduates through structured interviews. ATLAS.ti version 7.5.9 was used to analyse the qualitative data. The researcher provided evidence that there is a relationship between entrepreneurial intentions and the actual start-up of a business, as 45.5 per cent of graduates started businesses. Furthermore, business education positively influenced the actual start-up of businesses. However, graduates experienced many challenges to business start-up, with implications for the teaching of business subjects and for policy makers. / Business Management / D. Com. (Business Management)