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An Evaluation of an ICT Training Carried out as a Field Study in Tanzania : Empowering Women through ICT Skills / En utvärdering av en IKT-utbildning geomförd som en fältstudie i Tanzania : Att stärka kvinnor genom IKT-färdigheterCastor, Kajsa January 2023 (has links)
The United Nations has stated nine targets in the process to reach their sustainable development goal number five: to achieve gender equality in 2030. One of them is to enhance the use of enabling technology, in particular information and communications technology (ICT), to promote the empowerment of women. One important tool to enabling ICT for women is through education. The purpose of this study is to evaluate the outcome of an ICT skill training for female university students and recent graduates in Tanzania. A field study was carried out in Dar es Salaam, Tanzania, where a case study was conducted at Help to Help’s IT boot camp, a 6-day long ICT training for 82 female university students and recent graduates. The data were collected with mixed methods, mainly through a two-part survey which was complemented with interviews, a pre- and post- skill test, observations, and a workshop during the training. The data have been analysed with a thematical and a statistical analysis using the method paired t-test. By participating in the training, the women gain the expected ICT skills, and those skills are relevant for a future employment. The IT boot camp contributes to increasing the women’s confidence and interest in using ICT. Their general confidence is increased as well, however there is still a gap between their practical knowledge and their dreams to start and run their own business by self-employment. Furthermore, the IT boot camp contributes to awareness of gender equality. For many of the participants this is the beginning of a long process towards awareness and addressing gender issues in their everyday life. The analysis indicates there could be some improvement in the training to increase the probability of a future employmentfor the women. The training goes in line with and is a contributing factor to the United Nations sustainable development goals in 2030, particularly goal number five: to achieve gender equality. / Förenata nationerna har fastställt nio strategier i processen för att nå det globala hållbarhetsmålet nummer fem: att uppnå jämställdhet år 2030. En av strategierna är att öka användningen av teknologi, i synnerhet informations- och kommunikationsteknik (IKT), för att främja stärkandet av kvinnor. För att möjliggöra och öka IKT-användningen är utbildning ett viktigt verktyg. Syftet med denna studie är att utvärdera resultatet av en IKT-utbildning för kvinnliga universitetsstudenter och nyutexaminerade i Tanzania. En fältstudie urfördes i Dar es Salaam, Tanzania, fär en fallstudie på Help to Helps IT boot camp, en 6 dagar lång IKT-utbildning för 82 kvinnliga universitetsstudenter och nyutexaminerade, genomfördes. Data samlades in med blandade metoder, främst genom en tvådelad enkätundersökning som kompletterades med intervjuer, ett för- och efterfärdighetstest, observationer samt en workshop under utbildningen. Data analyserades med en tematisk och en statistisk analys med hjölp av ett paired t-test. Genom att delta i utbildningen tillgodoser sig kvinnorna de förväntade IKT-färdigheterna, vilka är relevanta för en framtida anställning. IKT-utbildningen bidrar till att öka kvinnors självförtroende och intresse att använda IKT samtidigt som deras generella självförtroende ökar. Det finns dock ett gap mellan kvinnornas självförtroende att starta och driva eget företag och deras praktiska kunskaper att göra det. Vidare bidrar IKT-utbildningen till en ökad medvetenhet om jämställdhet. För många av deltagarna är detta början på en lång process att förstå och identifiera jämställdhet i deras vardag. Analysen indikerar att det finns utrymme till att förbättra utbildningen för att öka sannolikheten för en framtida anställning för kvinnorna. Utbildningen går i linje med och är en bidragande faktor till Förenta nationernas globala mål för hållbar utveckling år 2030, framför allt mål nummer fem: att uppnå jämställdhet.
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The employability of State FFA Degree recipients in AlabamaJohnson, Kailee D. 09 August 2022 (has links) (PDF)
Many high schools have shifted from comprehensive graduation exams to a focus on College and Career Readiness. A common method used to determine when a student is college and career ready is a Career Readiness Indicator (CRI). Many CRIs demonstrate a benchmark learning goal for students. Among academic-based CRIs are Career and Technical Education (CTE) industry credentials. Credentials are just one way that agriculture classrooms contribute to student success. This study compiled existing research on CRIs and employability skills in CTE students to determine how the State FFA Degree could potentially fit into this category as well as highlight specific employability aspects of FFA members that coincide with the three-circle model of agricultural education. Data were collected and analyzed to compare FFA members to non-FFA members. FFA members who have earned their State FFA Degree were additionally compared to FFA members who did not earn the State FFA Degree.
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The Perceptions of the Transition Process by Ohio Students With Intellectual DisabilitiesRich-Gross, Denise A. 13 May 2013 (has links)
No description available.
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Research on rising competences in technical education by implementing dual system´s elements under El Salvador conditions in the field of MechatronicDuran de Alvarado, Reina 04 November 2013 (has links)
Die Beschäftigungsfähigkeit ist einer der größten Anliegen in El Salvador, besonders für Jugendlichen (UNPD, 2008). Außerdem betont die Studie über die Herausforderungen des Bildungssystems in El Salvador die Notwendigkeit, eine Anknüpfung zwischen Akademie und Industrie zu haben (Barraza, 2008). In diesem Kontext begann El Salvador in 2008 die Umsetzung von einigen Elementen des Deutschen Dualsystems (neues System) im Bereich der technologischen Ausbildung, mit der Absicht, einen Versuch zu machen ob dieses System bessere Kompetenzen bei Studenten entwickelt, welche ihnen bessere Arbeitseinsatzmöglichkeiten anbietet. Im Dualsystem wird die Ausbildung von der Akademie und Industriesektor geleistet.
Grundsätzliche Ziele waren: (1) Analyse der Einflüsse zur Ansteigung der Beschäftigungsfähigkeit unter Gebrauch einer besseren Kombination von Theorie und Praxis während des Studiums – Möglichkeiten einer Dualerfahrung aus Deutschland unter den Bedingungen in El Salvador (2) Analyse der Möglichkeiten und Probleme unter Berücksichtigung des Kompetenzschwerpunktes für die Entwicklung und Beschäftigungsfähigkeit der Studenten; (3) Festlegung, ob die Studenten mit Studienausgang in 2008-2010, die im Dualsystem teilgenommen haben, bessere berufliche Kompetenzen zur Einsetzung im Produktivprozess erlangt haben im Vergleich zu diejenigen aus dem traditionalem System (ohne Unternehmenserfahrung); (4) Festlegung der Einflussfaktoren die den Industriesektor an der Teilnahme am Dualsystem motivieren; und (5) Darstellung der Folgen aus der Umsetzung dieses Systems unter den salvadorianischen Gegebenheiten und Anregungen zu deren Anpassung zu entwickeln.
Bei der Untersuchung ging es um die Erstellung eines Vergleichs zwischen Studenten der Studienrichtung Mechatronik mit Ausgang in 2008 – 2010; ein Student aus dem Dualsystem und einer aus dem traditionellen System. Die angewandte wissenschaftliche Methodologie war eine Verknüpfung von einer quantitativen und qualitativen Methode mit Fragebogen, Interviews und Messungen der Kompetenzen, nötige Zeit zum Erwerben einer Arbeitsstelle und Gehaltsbedingungen.
Die Ergebnisse der Untersuchung waren: (a) Beide Gruppen hatten ähnliche Kompetenzen laut ihrer akademischen Benotung, aber bessere Kompetenzen für die Duale Gruppe wenn Arbeitsbedingungen eingeschlossen sind. In Bezug auf die Motivation der Entscheidungsträgern hat die Untersuchung folgendes erwiesen: (1) Vorherige Kenntnis über das System (2) Personen sind mit bessere Kompetenzen bedarfsgerecht für die Industrie ausgebildet; (3) Minderung des Risikos, falsche Leute aufzunehmen; (4) Optimierung der Ausbildungskosten, (5) Innovation einer neuen Studienrichtung die vom Unternehmen benötigt wird; (6) Soziale Verantwortung; und (7) Verbesserung der Produktivität und Qualität. Schlussfolgerung ist, das Dualsystem könnte eine Möglichkeit für die Verbesserung der Kompetenzniveaus als auch für die Beschäftigungsfähigkeit der Studenten in El Salvador sein, jedoch bringt es neue Herausforderungen für das technologische Ausbildungssystem. / Employability is one of the biggest concerns in El Salvador, especially for young people (UNPD, 2008). Besides, the study about challenges in the educative system in El Salvador, outlines the necessity to have a link between academy and industry (Barraza, 2008). Under this context 2008, El Salvador began the implementation of some elements of the German Dual System (New system) in technological education, with the purpose to experiment if this system developed better competences in students allowing them better job opportunities. In Dual System, the formation is developed between the academy and the enterprise.
The main purposes were: (1) To analyze influences to rise employability under using of better combination of theory and practice in studies - possibilities of dual experiences from Germany for El Salvador`s conditions; (2) to analyze possibilities and problems using competences approach for student’s development and employability; (3) to determine if the students of cohort 2008-2010 who study under dual system acquire better professional competences to be inserted in the productive process that those from traditional system (without enterprise curriculum); (4) to determine the factors that motivates industrialists to participate in dual system; and (5) to show consequences of implement this system under the Salvadoran reality and develop suggestions its adaptation.
The research was comparing students from cohort 2008 – 2010 in Mechatronic career; one in dual and other in traditional system. The scientific methodology to apply were a combination of quantitative and qualitative method with questionnaires, interviews and measurements about competences, time to get a job and the salary conditions.
Results of the research are: (a) both groups had similar competences according academics grades, but better competences for Dual group when jobs conditions are included. About decision makers motivations, findings were: (1) Previous knowledge about the system; (2) People with better competences according the needs of the company; (3) to reduce the risk to hire wrong people; (4) Optimize training costs, (5) the innovation of a new career that enterprise needs; (6) social responsibility; and (7) to improve the productivity and quality. In conclusion, Dual system could be an opportunity in El Salvador for improving the level of competences, and the employability of the students, but it means new challenges in technological educational system.
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[pt] O IMPACTO DOS MÚLTIPLOS CONTEXTOS SOCIAIS NA CONSTRUÇÃO DA TRAJETÓRIA DE JOVENS PROFISSIONAIS ORIUNDOS DAS CAMADAS POPULARES / [en] THE IMPACT OF MULTIPLE SOCIAL CONTEXTS IN THE CONSTRUCTION OF THE TRAJECTORY OF YOUNG PROFESSIONALS FROM THE LOWER CLASSESMARCELO JUCA QUINTAO 20 September 2021 (has links)
[pt] Esta pesquisa teve como objetivo compreender de que maneira os múltiplos contextos sociais impactaram na construção da trajetória profissional de ex-alunos oriundos das camadas populares de uma renomada IES privada do Rio de janeiro, cujo público, também, é composto por jovens das elites socioeconômicas. Para atingir este objetivo buscou-se identificar: i) de que forma os múltiplos contextos sociais, ao longo da trajetória profissional, inibiram ou habilitaram as relações desses jovens com seu meio tanto na constituição de um portifólio de capitais como nas estratégias (não) intencionais individuais e familiares, bem como nas disposições dos indivíduos; e (ii) quanto à persistência de barreiras que contribuem negativamente para a mobilidade social. Deste modo, este estudo contribui para a discussão acerca da mobilidade social nos estudos em Administração, partindo do pensamento de Pierre Bourdieu frente à distinção gerada pelo condicionamento social e dialogando com pensamento de Bernard Lahire, no afastamento do olhar homogeneizante do habitus. A pesquisa realizada foi de natureza qualitativa, utilizando entrevistas em profundidade com ex-alunos bolsistas de graduação de diferentes cursos. A análise dos resultados revelou que existem barreiras socioeconômicas e culturais que impactaram na trajetória profissional dos jovens bolsistas. Não obstante, a partir da influência dos múltiplos contextos nessas trajetórias, identificamos o desenvolvimento de um portifólio de capitais, resultado de vivências que permitiram o movimento de mobilidade social. Em última instância, os jovens pesquisados, apesar de terem enfrentados obstáculos diversos em suas trajetórias de vida e educacional, lograram obter postos trabalho qualificados que os habilitaram a ascender socialmente. / [en] This research aimed to understand how the multiple social contexts impacted the construction of the professional trajectory of alumni from the popular strata of a renowned private university in Rio de Janeiro, whose audience is predominantly composed of young people from socioeconomic elites. In order to achieve this objective, we sought to identify: i) how the multiple social contexts, throughout their professional trajectory, inhibited or enabled the relations of these young people with their environment both in the constitution of a portfolio of capital and in the (un) intentional strategies individual and family members, as well as in the dispositions of these trajectories; and (ii) regarding the persistence of barriers that contribute negatively to social mobility. In this way, this study contributes to the discussion about social mobility in Management studies, starting from the thinking of Pierre Bourdieu in the face of the distinction generated by social conditioning and dialoguing with the thinking of Bernard Lahire, in moving away from the homogenizing look of the habitus. The research carried out was of a qualitative nature, using in-depth interviews with former undergraduate scholarship students from different courses. The analysis of the results revealed that there are socioeconomic and cultural barriers that impacted the professional trajectory of the young scholarship holders. Nevertheless, based on the influence of multiple contexts in these trajectories, we identified the development of a portfolio of capitals, the result of experiences that allowed the movement of social mobility. Ultimately, the young people surveyed, despite having faced different obstacles in their life and educational trajectories, managed to obtain qualified jobs that enabled them to ascend socially.
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Some Personal Aspects of EmployabilityWarner, Harold Douglas January 1944 (has links)
No Abstract Provided / Thesis / Bachelor of Arts (BA)
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Paradigm shift : effective implementation and enforcement of laws to radically accelerate the delivery of quality elementary and further education in South Africa : lessons from China, Finland and SingaporeSefoka, Isaiah Mmatipa January 2021 (has links)
Thesis ((LLD.) -- University of Limpopo, 2021 / The delivery of substandard education to the leaners in South African schools has
become a pressing concern and needs special attention. This is so despite the advent
of democracy in 1994, which brought legislative frameworks and other measures
promoting access to quality education. This study seeks to highlight the importance of
a radical paradigm shift in educational approach, from a single (access) to a dual
system (access and delivery) in South Africa. The study examines adequacy of access
to education, by evaluating the effectiveness of delivery. The study emphasizes that
delivery should be strengthened in order to develop skills and capacity. The study also
accentuates the need to strengthen legislative measures and compliance, in order to
improve the delivery of quality education to the leaners. The domestic laws such as
the Constitution of the Republic of South Africa, Skills Development Act, the South
African Schools Act, Further Education and Training Act and the Continuing Education
and Training Act, which all cover access and full delivery of quality education, will be
examined. It is pertinent to point out that the delivery of quality education and skills
development, can improve the employability of leaners and graduates, wherever they
find themselves. Consequently, it is fundamentally important to increase interest in
strengthening the implementation of the skills development legislation and policies, to
drive the necessary change from access to delivery, in order to meet the
developmental needs of the country. Lessons are drawn from China, Finland and
Singapore, where policies and laws are utilized for the purpose of comparative studies.
The rationale for such a comparative analysis is premised on the fact that these
countries have very strong educational systems, which promotes the employability of
learners, and also enables learners to become self-reliant and entrepreneurs.
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Innovating the learning process in higher education throughthe integration of theory and practice in partnership with Industry and StudentsAnderson Mlabwa, Daniel, Hajipour, Farhang January 2022 (has links)
The VUCA (which stands for volatility, uncertainty, complexity, and ambiguity) conditions have overshadowed the national and global higher education systems, and social and economic systems are increasingly becoming dependent on knowledge and innovations. There is a call for the global higher education systems to attain a new set of quality standards (Waller et al., 2019). Traditional teaching methodologies and outdated pedagogical frameworks lowered motivation and engagement in the learning processes and fueled the rising of the gap between theory and practice (Ferns, Rowe and Zegwaard, 2021; Hays, 2014). Work Integrated Learning is a pedagogical framework that holds tremendous potential for bridging this gap through up to date alternative means while reinforcing a sustainable engagement between industry, students and academia (Hays, 2014). This study was investigating the cause of contemporary challenges and the impact of emerging VUCA conditions in the ecosystem of students, academia, and industry. In the following, the main features and potential utilities of work-integrated learning (WIL) as a framework for presenting interactive learning innovations were explored. Moreover, the paper was also looking at the concept of the knowledge economy as a growth paradigm under the influence of the emerging internet tools which pave the doors for conducting simulated or virtual work-integrated learning by changing the ways of knowledge creation and its delivery. The primary research is based on a quantitative survey shared with a sample space of 35 KTH masters students, who were purposively selected due to, firstly their remote education experience, and secondly their participation in the learning through a scenario-based gamified online course. The research aims to identify the main areas that VUCA threatening higher education while assessing the utility of work-integrated learning to bridge the theory and practice gap and form a sustainable partnership between industry, students, and academia. This study indicated the learning process in the higher education systems needs to be innovated by replacing the traditional teaching methods with more interactive alternative means. Hence, learning transformation per se can be considered as a major stimulus factor increating turbulence and VUCA conditions which affect student life, the higher education systems and the economic system as a whole. Our findings confirm students' high level of satisfaction in the experience of learning throughthe scenario-based simulated game, students experienced more engagement and collaborationwhile acquiring knowledge and skills in a more practical way. They also expressed a positive adaptive behaviour toward increasing the deployment of these alternative learning methods. Despite unfulfilled students' expectations with respect to soft skills developement and the quality of remote learning experiences, most of these issues are falling within the scope of pedagogical capabilities and collaborative features of work-integrated learning and are resolvable through systematical deployment and quality supervision of innovative learnings under these pedagogical frameworks. / VUCA (består av volatility, uncertainty, complexity, and ambiguity) förhållanden har överskuggat de nationella och globala systemen för högre utbildning, och sociala och ekonomiska system blir alltmer beroende av kunskap och innovationer. Det finns ett krav på att de globala högre utbildningssystemen ska uppnå en ny uppsättning kvalitetsstandarder (Waller et al., 2019). Traditionella undervisningsmetoder och föråldrade pedagogiska ramarsänkte motivationen och engagemanget i inlärningsprocesserna och satte fart på klyftan mellan teori och praktik (Ferns, Rowe och Zegwaard, 2021; Hays, 2014) Work Integrated Learning är ett pedagogiskt ramverk som har en enorm potential för att överbrygga denna klyfta med aktuella alternativa metoder och samtidigt öka ett hållbart engagemang mellan industri, studenter och akademi (Hays, 2014). Denna studie undersökte orsaken till samtida utmaningar och effekterna av framväxande VUCA-förhållanden i ekosystemet för studenter, akademi och industri. Vidare undersöktes huvudfunktionen och potentiella nyttan av arbetsintegrerat lärande (AIL) (WIL) som ett ramverk för att presentera interaktiva inlärningsinnovationer. Dessutom tittade uppsatsen på konceptet kunskapsekonomi (Knowledge Economy) som ett tillväxtparadigm under inflytande av de framväxande internetverktygen som skapar möjlighet för att genomföra simulerat eller virtuellt arbetsintegrerat lärande genom att förändra sätten att skapa ochleverera kunskap. Den primära forskningen är baserad på en kvantitativ undersökning som delas med ett urvalav 35st KTH-masterstudenter, som valdes ut medvetet på grund av både deras erfarenhet av distansutbildning, samt deras deltagande i lärandet genom en scenariobaserad gamifierad onlinekurs. Forskningen syftar till att identifiera de huvudsakliga områden av högre utbildning som hotas av VUCA samtidigt som man bedömer nyttan av arbetsintegrerat lärande för att överbrygga teori- och praktikklyftan och bilda ett hållbart partnerskap mellan industri, studenter och akademi. Denna studie visade att lärandeprocessen i de högre utbildningssystemen måste förnyas genom att ersätta de traditionella undervisningsmetoderna med mer interaktiva alternativa metoder. Därför kan inlärnings transformation av sig själv anses vara som en viktig stimulansfaktor för att skapa turbulens och VUCA-förhållanden som påverkar studentlivet, det högre utbildningssystemet samt det ekonomiska systemet som helhet. Våra resultat bekräftar elevernas höga nivå av belåtenhet i upplevelsen av lärande genom det scenariobaserade simulerade spelet, elever upplevde mer engagemang och samarbete samt tillägnade sig kunskaper och färdigheter på ett mer praktiskt sätt. De uttryckte också ett positivt adaptivt beteende mot att öka användningen av dessa alternativa inlärningsmetoder. Trots ouppfyllda elevers förväntningar med hänsyn till utveckling av mjuka färdigheter och kvaliteten av deras distansutbildning uplevelse, faller de flesta av dessa brister inom ramen för pedagogisk förmågor och samarbetsegenskaper som arbetsintegrerat lärande erbjuder och är lösbara genom systematiskt utnyttjande och kvalitetsövervakning av innovativa lärande inom dessa pedagogiska ramar.
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The moderating role of graduate skills and attributes in relation to the employability and retention of graduates in a retail organisationMulaudzi, Livhuwani Ronnie 06 1900 (has links)
The general aim of the study was to assess the relationship between the graduateness, employability and satisfaction with retention factors of individuals and whether graduateness moderates the relationship between employability and satisfaction. The study used a quantitative, cross-sectional research design on a purposive, non-probability sample (N = 100) of predominant black (93%), male (49%) and female (51%) trainees between the ages of 17-29 years (early career). Presenting/applying information skills significantly and negatively predicted compensation while ethical/responsible behaviour significantly and positively predicted satisfaction with job characteristics and organisational commitment. Graduateness related positively to self-perceived general employability. General employability did not significantly predict the participants’ satisfaction with retention factors. Graduate skills and attributes did not significantly moderate the relationship between self-perceived employability and satisfaction with retention factors. Males had significantly stronger perceptions of employability compared to females while females had higher levels of work–life balance satisfaction compared to males. Overall, the results suggest that general self-perceived employability is more a function of graduateness than of retention, while graduateness positively relates to retention factors. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)
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The integration of identified employability skills into the Namibian vocational education and training curriculumNaanda, Raimo Ndapewa 12 1900 (has links)
Bibliography / Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in
knowledge, technology and information. These changes pose challenges to the
providers of education and training in general and vocational education and training in
particular. The impact of technological advancement and the nature of organisational
changes in the workplace demand skills of an increasingly higher level – particularly
skills in the areas of information technology, problem solving and communication. The
problem identified in this study was that graduates from vocational training centres
(VTCs) in Namibia did not have appropriate employability skills needed at the
workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered
important by employers at the workplace and to determine how such skills could be
integrated into the vocational education and training curriculum in Namibia. A literature
review conducted revealed that employers require workers with the following key, core
or employability skills: communication, information technology, working with numbers,
working with others, problem solving and improving one’s own learning and
performance.
The population for this study was 493 employers providing on-the-job training or
employing vocational training centre graduates. A total of 244 out of the 493
employers responded. The population of the study represented the following
occupational sectors: auto trades, building construction trades, metalwork trades and
electrical engineering trades.
Data for the study were collected through reviewing the literature on employability
skills, a survey questionnaire to employers and face-to-face interviews conducted with
selected employers during the research. The following questions were explored in the
questionnaire and structured interviews: i) Which employability skills are important at
the workplace? ii) Who is responsible for developing employability skills? iii) If it is the
responsibility of vocational training centres to foster employability skills, at which
educational level should employability skills education be introduced? iv) How should
the acquisition of employability skills be promoted? v) How should employability skills
be assessed? The study found that employers in Namibia considered employability skills such as
teamwork, time management, a positive attitude, problem solving, planning, and
coping with multiple tasks as the most important skills they required from vocational
training centre graduates. Employers further indicated that employability skills could
be developed at family/home settings as well as at school and vocational training
centres and suggested that employability skills education be introduced from level 1
during the first year of training. It was also found that portfolios, observation and
practical assessment were credible approaches for assessing employability skills and
that this should be done in real-life contexts.
Based on the conclusions arrived at in the study, it is recommended that a policy
framework for employability skills be developed and implemented in the Namibian
vocational education and training system. Specific recommendations are made
regarding the following aspects: the type of employability skills; whose responsibility it
is to develop these skills; at which level of training the development of employability
skills should be implemented; how they could best be learned and how the learning of
employability skills could be assessed. / AFRIKAANSE OPSOMMING: Die snelle veranderinge op die gebied van kennis, tegnologie en inligting sedert die
begin van die 21ste eeu bied groot uitdagings aan die verskaffers van onderwys en
opleiding in die algemeen en beroepsonderwys en -opleiding in die besonder. Die
uitwerking van tegnologiese vordering en die aard van organisatoriese veranderinge in
die werkplek vereis groter hoërorde-vaardighede as vantevore – veral vaardighede op
die gebied van inligtingstegnologie, probleemoplossing en kommunikasie. Die
probleem wat in hierdie studie aan bod gekom het, was dat gegradueerdes van
beroepsopleidingsentrums in Namibië nie oor voldoende indiensneembaarheidsvaardighede
wat in die werkplek benodig word, beskik nie, soos aangedui deur
Namibiese werknemers.
Die doel van hierdie navorsing was om die soorte indiensneembaarheidsvaardighede
wat werkgewers by indiensneming van personeel as belangrik beskou te identifiseer,
en om vas te stel hoe sodanige vaardighede in die kurrikulum vir beroepsonderwys en
.. opleiding in Namibië geïntegreer kan word. Literatuuroorsig het getoon dat
werknemers benodig word met die volgende belangrike, kern- of indiensneembaarheidsvaardighede:
kommunikasie, inligtingstegnologie, syfervaardigheid,
samewerking met ander persone, probleemoplossing en die verbetering van eie leer
en prestasie.
Die navorsingspopulasie vir hierdie studie het uit 493 werkgewers bestaan wat
indiensopleiding verskaf of wat persone in diens het wat reeds hul beroepsopleiding
voltooi het. Tweehonderd-vier-en-veertig werkgewers het uiteindelik aan die
vraelysondersoek deelgeneem. Die motor-, konstruksie- en metaalwerkbedryf, asook
die elektriese-ingenieurswesesektor, is in die navorsingspopulasie verteenwoordig.
Data is ingesamel deur literatuuroorsig te doen oor
indiensneembaarheidsvaardighede, en deur vraelyste en persoonlike onderhoude. Die
volgende vrae is in die vraelys en tydens gestruktureerde onderhoude gestel: i) Watter
indiensneembaarheidsvaardighede is in die werkplek belangrik? ii) Wie is
verantwoordelik vir die ontwikkeling van indiensneembaarheids-vaardighede?
iii) Indien dit die verantwoordelikheid is van beroepsopleidingsentra om
indiensneembaarheids-vaardighede te bevorder, op watter opvoedkundige vlak behoort opleiding met betrekking tot indiensneembaarheidsvaardighede ingestel te
word? iv) Hoe behoort die aanleer van indiensneembaarheidsvaardighede bevorder te
word? v) Hoe behoort indiensneembaarheidsvaardighede geassesseer te word?
Daar is bevind dat werkgewers in Namibië indiensneembaarheidsvaardighede soos
spanwerk, tydbestuur, positiewe houding, probleemoplossing, beplanning en die
hantering van veelvuldige take as die belangrikste vaardighede beskou wat hulle van
potensiële opgeleide werknemers verwag. Werkgewers het aangedui dat
indiensneembaarheidsvaardighede in die huis, in skole en deur beroepsopleidingsentrums
ontwikkel kan word. Hulle het voorgestel dat opleiding in
indiensneembaarheidsvaardighede in die eerste jaar van opleiding by die
beroepsopleidingsentrums vanaf vlak 1 aangebied behoort te word. Verdere
bevinding was dat die assessering van kwekelinge se portefeuljes, waarneming en
praktiese assessering geloofwaardige benadering tot die assessering van
indiensneembaarheidsvaardighede is en dat dit binne die konteks van die werklike
lewe gedoen behoort te word.
Daar word op grond van die bevindinge onder meer aanbeveel dat beleidsraamwerk
vir die ontwikkeling van indiensneembaarheidsvaardighede in die Namibiese
beroepsonderwys en .. opleidingstelsel ontwikkel en geïmplementeer word. Spesifieke
aanbevelings word gemaak ten opsigte van die tipes indiensneembaarheidsvaardighede,
wie se verantwoordelikheid dit is om hierdie vaardighede te ontwikkel, op
watter opleidingsvlak die indiensnemingsvaardighede geïmplementeer behoort te
word, hoe dit ten beste aangeleer kan word, en hoe die leerproses met betrekking tot
indiensneembaarheidsvaardighede geassesseer kan word.
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