A dissertation of limited scope submitted to the Faculty of Arts in partial of the requirements for course-work Master of Arts degree in the Centre for Recreation and Tourism at the University of Zululand, South Africa, 1999. / The investigation has sought to establish if the people already involved in the tourism industry have undergone any training. If not in which areas do they feel they need training. These areas or aspects in which they fed they need to be trained in, constitute Tourism Training Needs. The investigation has also sought to establish the focus of Tourism Training Programmes in the two institutions, Damelin and Manpower Services Commission Private Colleges, found in the Newcastle Local Council Areas. It has further purported to establish whether these Tourism Training Programmes adequately equip students with all the skills and expertise valuable to the tourism industry job market. A descriptive survey has been chosen for use in this investigation. Data has been gathered through the use of questionnaires and interview schedules. Two sets of questionnaires with structured questions have been designed for the Frontline Staff and Tourism Students. Three sets of interview schedules have been designed containing semi-structured questions by which the interviewer has probed the interviewees. Tourism establishments and facilities from which respondents have been drawn have been selected on the basis that they have been within a ten kilometre radius from the Newcastle Central Business District (CBD) and have been accommodating five tourists and more. This investigation has established that the majority of the Frontline already in the industry are lacking in training and as such they have recommended the establishment of Department of Education and Training for Tourism, Tourism Training Needs have been found to exist and amongst others are communication skills, conflict resolution skills, hospitality skills, hygiene skills, public relations skills and serving skills. The investigation has further established that training (of whichever form/kind) so long as it is related to tourism, has great impact on the Marketing and Service Quality of the tourism establishment and facilities. Management has been found to have been trained in Non-Tourism management and consequently they feel they need contextualized management training, that is, Tourism Training Management. The researcher has discovered that Tourism Training Programmes of the two institutions (Damelin and MSC College) focus on Travel Tourism and train students to be employees in the Travel Agencies and Tour Operation Companies.

M.Comm. / Any macro transport economic study of maritime education, training and development (ETD) will need to identify the many and varied role players involved therein or affected thereby. An introduction to the complexity, demands, needs and problems, and dynamic nature of the maritime industry, and of ETD in South Africa, is also necessary. Attention in the industry to safety and the resultant international requirements, in particular, makes adequate and coordinated maritime ETD and cognisance of the developments in this arena, essential. The regulatory and institutional framework within which ETD and the maritime industry function must be investigated. The Maritime Industry Training Board (MITB) is the current coordinator of maritime ETD in South Africa. As such, the effectiveness and efficiency of its activities need to be assessed, on an ongoing basis, by the role players which it serves to ensure that its co-ordinating functions facilitate the fulfilment of their needs and problems. The core problem investigated in this study, is the lack of co-ordinated maritime ETD, specifically in South Africa. The aim of the study, therefore, is to explore the subject of maritime ETD.

Thesis (M.P.A.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 108-109).

Thesis (M.P.A.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 108-109) Also available in print.

This Master's thesis is a history of apprenticeship in New Zealand. Apprenticeship has traditionally been the main route for entry into the skilled trades. At one level apprenticeship is a way of training people to do a particular job. The apprentice acquires, in a variety of formal and informal ways, the skills necessary to carry out their trade. The skills involved with each trade, tied inextricably to the technology that is used, are seen as the 'property' of the tradesperson. Learning the technical aspects of the job, however, is only a part of what goes on during an apprenticeship. The apprentice is also socialised into the customs and practices of the trade, learning implicitly and explicitly the hierarchies within the workplace, and gaining an appreciation of the status of his or her trade. Apprenticeship must also be viewed in the wider context of the relationship between labour and capital. The use of apprenticeship as an exclusionary device has implications for both worker and employer. Definitions of skill, and the ways in which technological advances are negotiated, are both dependent on the social setting of the workplace, which is mediated by social arrangements such as apprenticeship. This thesis thus traces the development of apprenticeship policies over the years, and examines within a theoretical context the debate surrounding those policies. Several themes emerge including the inadequacy of the market to deliver sustained training, the tension between educators and employers, and the importance of a tripartite accord to support efficient and equitable training. Apprenticeship has proved to be a remarkably resilient system in New Zealand. This thesis identifies factors that have challenged this resilience, such as changes in work practices and technology, and the historically small wage differentials between skilled and unskilled work. It also identifies the characteristics that have encouraged the retention of apprenticeship, such as the small-scale nature of industry in New Zealand, and the latter's distinctive industrial relations system. It is argued that benefits to both employer and worker, and the strength of the socialisation process embodied in apprenticeship, will ensure that some form of apprenticeship remains a favoured means of training young people for many of the skilled trades.

The vision of New Zealand as a 'knowledge society' is a mantra that has opened the twenty-first century. Underpinning any 'knowledge society', however; are people who turn resources into concrete products and who build, maintain and service the technological and social infrastructure essential to society. This thesis examines the skilled trades and, in particular, how people are trained for those trades. Industry training is a crucial component of the wealth-generating capabilities of New Zealand. It is also an essential part of the way that many young people make the transition from school to work and from adolescence to adulthood. The means of training tradespeople has moved over the years from the rigid and prescriptive apprenticeship system, to the more voluntaristic, industry-led 'industry training' strategy, introduced following the Industry Training Act 1992. Regardless of the system used to organise training, however, there have been long-standing problems in New Zealand with achieving the optimum number of skilled workers, possessing the correct 'mix' of skills required. In this research, based upon semi-structured interviews with industry training stakeholders four industry case studies, policy content analysis and an in-depth examination of the Modem Apprenticeships scheme, I ask three key questions. First, what are the things that, as a country, we could or should reasonably expect a 'good' industry training system to contribute to? These may be things like: an adequate supply of appropriately skilled workers, the ability to upskill or reskill these workers as needed, clear transition routes for young people, lifelong learning opportunities, equity goals and foundation skills. Second, I ask how the current system performs against these criteria. The short answer is that the performance is 'patchy'. There are dire skill shortages in many areas. While opportunities for workplace upskilling, reskilling or 'lifelong learning' are available, I argue that they are not yet cemented into a 'training culture'. Workplace-based learning is an important transition route for a small percentage of our young people but the favoured route is some form of tertiary education, which may be an expensive and not necessarily relevant option. Third, I ask why the performance of New Zealand's industry training system is often less than desirable. My argument is that the problems and solutions thereof, of skill formation in New Zealand have been understood largely in terms of the supply-side. That is, we have either critiqued, or looked to reform, whatever system has been in place to train skilled workers. The inadequacy of this approach is evident from weaknesses in the ability of either the prescriptive apprenticeship system or the voluntaristic industry training strategy to deliver an appropriately skilled workforce. Thus, I also examine the demand side of skill formation: the wider influences that impact on employers' training decisions. Training decisions made by individual employers, the aggregation of which represent the level and quality of training for New Zealand as a whole, are influenced by a plethora of factors. At the micro level of the employer or firm, I explore barriers to training and some of the constraints to the demand for skills. I then examine broader influences, such as the changing shape of the workforce, labour market regulation and wider economic factors, all of which impact on training levels.