There is a dearth of literature on the effects of the implementation of the Skills Development Act (SDA) in South African governmental or Higher Education Institutions (HEIs). Although the available body of scholarship draws attention to problems that HEIs encounter with the implementation of the SDA, it does not elaborate on the underlying reasons for these problems. The aim of this critical interpretive study was, therefore, to gain an understanding of the rationale for and meaning of HEIs' employee staff development practices and that of the implementation of the SDA, as well as the match and mismatch between them. The intention of this study was to bring to the surface the underlying social dynamics that Skills Development Facilitators (SDFs) attach to the implementation of the SDA in HEIs. The epistemological intersection between interpretivism and critical theory was, therefore, chosen as the paradigmatic backdrop of this study. The use of Atlas.ti™ to analyse systematically the volume of unstructured data gathered from seven SDFs at HEIs not only facilitated the data analysis but also enhanced the validity of the study. Besides this, Professor Elsie (Liz) Greyling and Professor Nico Sauer intensively scrutinised and commented on my interpretation of the data, also contributing to the validity of this study. An analysis of the research data generated the following interrelated themes: • HEIs experience a total lack of support and guidance from the ETDP SETA. • The descriptions of terminology in the SDA and the explanations offered by government officials are often contradictory and confusing. • Informal development, one of HEIs' core employee learning methods, is difficult to capture. • HEIs' Workplace Skills Plans (WSP) and Annual Training Reports (ATR) submitted to the ETDP SETA are not a fair and accurate reflection of HEIs' staff development practices. • The development of systems to capture HEIs' employee ETD practices on the ETDP SETA's templates for the WSP and ATR is costly. • Time frames for the development of WSPs in HEIs differ from the time frame of the ETDP SETA. These were the main themes indicating why HEIs find it difficult to integrate the SDA in their staff development framework. The effect of these reasons why HEIs find it difficult to integrate the SDA in their staff development practices is that HEIs submit their WSPs and ATRs only to recoup in rebates (grants) the levies they pay. The government furthermore aims to take control of HEIs' employee ETD practices by enforcing the establishment of institutional structures to manage staff development mechanistically. Moreover, HEIs are compelled to prioritise investment in the education, training and development of designated employees, whereas the service delivery of quality education depends on the efficiency of all HEIs' staff members (by implication the development of all employees). In addition, HEIs are compelled to invest in the development of unemployed SA citizens, although the relationship between investment in ETD and economic prosperity is not proven. HEIs are, furthermore, compelled to follow a statutory policy framework that focuses on the manual skills required in the labour market, not on the cognitive, intellectual and largely scholarly skills that HEIs require to maintain and enhance quality education in South Africa. The result of the latter, viewed from a institutional perspective (macro-financial), is that HEIs not only have less funds for ETD practices than they had before the implementation of the SDA, but also that the implementation of the SDA could create negative social relations in HEIs themselves. These effects of the implementation of the SDA also seem to be perpetuated by the lack of interaction and debate between the ETDP SETA and HEIs. It is therefore argued in this study that the absence of officially structured dialogical activities between HEIs' representatives and ETDP SETA officials would perpetuate the dissonance between the reasons for and aims of the SDA and those of skills development in HEIs. / Thesis (PhD)--University of Pretoria, 2009. / Human Resource Management / unrestricted

Skills development and training is becoming an increasingly important concern in developing countries. Not only can it impact local economic platforms, but it can also increase international competitiveness, employment and prosperity. Disarticulations of public policy can however undermine public sector delivery of skills development initiatives and opens up opportunities for private provision to be, under certain circumstances, more responsive to the challenges of skills shortages. The purpose of this research is firstly to substantiate the need for a more active engagement by the private sector in the development and training of technical skills. Subsequently, it aims to identify the impacting factors that either promote or inhibit such engagement, specifically within the construction and mining industries of Sub-Saharan Africa. In identifying the most significant factors, a conceptual framework can be compiled and recommended to facilitate a more sustainable approach to the implementation of in-house initiatives, specifically within the private sector of these industries. A descriptive quantitative research approach was implemented for this study. This was facilitated through an online survey questionnaire distributed to a population comprising of top, middle and junior management, as well as general employees, permanently employed within the construction and mining industries in Sub-Saharan Africa. The research results revealed a definite lack of confidence in the public sector’s ability to adequately provide technical skills within these industries, and thus within Sub-Saharan Africa. This stresses the need for a more active participation by the private sector in developing such technical skills. Further analysis also identified the critical inhibitors and benefits associated with current private sector initiatives. It suggests that effective in-house skills development and training initiatives within these industries can not only beneficially impact companies, but also the socio-economic environment in which they operate. Finally, the research concludes with the introduction of a conceptual framework targeting three core areas as a base to implement skills on a sustainable platform within the private sector. These include the concepts of benefits realisation, risk management and government intervention. / Dissertation (MBA)--University of Pretoria, 2014. / zkgibs2015 / Gordon Institute of Business Science (GIBS) / Unrestricted

Magister Educationis - MEd / In South Africa and elsewhere all correctional centres offer educational programmes today with the aim of rehabilitating offenders by giving them the opportunity to further their studies and to develop vocational skills. However, reports show that the dropout rate is very high. This study thus explores educators’ perceptions of factors that hinder effective learning in South African correctional centres. It also examines barriers and probes strategies with the aim of finding out how deficiencies may be addressed. To this end the enquiry relied on a qualitative approach using semi-structured interviews with eleven individual educators.

Aspiring professional accountants need to develop certain competencies comprising both technical knowledge and professional skills (also referred to as generic skills), during their initial professional development (IPD). However, despite interventions to develop these competencies, there is still a gap between employers' expectations and graduates' competencies. It has been argued that Emotional Intelligence (EQ) may be the missing link in the IPD of professional accountants. It has been suggested that instructors should adopt specific non-traditional pedagogical approaches to develop professional skills and EQ. The effectiveness of these approaches may, however, be compromised by the diversity in the classroom. Instructors should take cognisance of the demographic differences of the individuals within the student group and the impact of these differences on the development of professional skills and EQ, when selecting the pedagogical approaches. Instructors should also take cognisance of the interaction between demographic variables within the demographic groups. This dissertation explored demographic differences in students' perceptions of the professional skills developed at the end of their IPD. Statistically significant differences were noted between different demographic groups of students on whether they have developed professional skills. This dissertation further explored the differences in EQ between demographic groups of students. Statistically significant differences were not only noted in EQ between these demographic groups of students but also within these demographic groups. Although this dissertation considers South African students, the results may be of interest to other multicultural and multilingual environments, particularly environments that have a history of socio-economic inequity and racial injustice. / Dissertation (MCom)--University of Pretoria, 2016. / Accounting / MCom / Unrestricted

Several studies have examined the business case of corporate sustainability and responsibility (CSR) but there is less evidence which demonstrates the lasting positive impact of CSR on society. This exploratory study examines the perceptions of business responsibility in the wine industry from the social perspective. Bound by the legacies of slavery, the Cape wine industry has been shaped by unequal social, racial and cultural dynamics of power since the 1600s. The qualitative research approach adopted was designed so as to draw out insights from key decision-makers via nine semi-structured interviews. Positioned within a holistic framework, and drawing upon systems thinking, this research produced a number of key findings. Firstly, there is some evidence of systemic CSR in the dataset; firms placed explicit emphasis on the training and upskilling of previously marginalised groups, and took collective responsibility for solving social problems. There were examples of business creativity in establishing share schemes, although the success of these in remedying deep structural inequalities remains unclear. Secondly, the findings provide evidence of paternalistic behaviours on wine estates operating within existing hegemonic power structures. The participants’ experiences of social initiatives largely equates to the empowerment of community groups via specific benevolent projects. The main conclusion drawn is that CSR in the Winelands commonly manifests as a mutation of entrenched paternalism, and thus is not a substitute for broader structural reform.

A dissertation submitted to the Faculty of Arts in partial fulfilment of the requirements for Master's degree in Recreation and Tourism, in the Department of Recreation and Tourism at the University of Zululand, South Africa, 2011. / The South African tourism industry has largely been designated as the playing grounds for the previously advantaged communities [PACs] where they acquire many benefits, and not in favour of the previously disadvantaged communities [PDCs]. Various tourism-related government policies and strategies have been put in place so as to improve the status and access of the previously disadvantaged communities into the tourism industry. On the one hand, the tourism policies and strategies are viewed as reverse discrimination by some previously advantaged individuals [PAIs], while on the other hand, they are viewed as an outstanding opportunity and justice for many previously disadvantaged individuals [PDIs]. This is more specifically when the policy of skills development, among others, is designed to improve the living status and employment opportunities of the previously disadvantaged communities [PDCs]. This research study has the intention of investigation the status of tourism skills development practices for the previously disadvantaged communities around Richards Bay á Townships. The study also sought to establish whether there are any emerging opportunities of improving the lot of the black people within the areas where they stay. In other words, this study views the tourism policies and strategies as critical for establishing a demographic representation in the tourism industry. Furthermore, the study believes that in order for these policies and strategies to succeed they must adopt principles of skills development practice that are acceptable and well-regarded among the previously disadvantaged communities in the industry. The main objectives of this study seek to reveal the status of tourism skills development practices for the previously disadvantaged communities, in the study area. This goal may be achieved through objective such as: how stakeholders understand the importance of tourism skills development practices; respondents' access to the tourism skills development opportunities; how the Richards Bay tourism authorities facilitate tourism skills development; respondents' perceptions of the implementation of the tourism skills development policies and practices; and establishing whether there are any tourism skills development practice-benefits for the PDCs in the study area. The methodology of this study deals with the selection of the sample, instrument for data collection in 3 Richard Bay Townships and the analysis and interpretation of data. The form of research approach that was used in this research was the survey method. The face-to-face interviews were used where questionnaires were used to collect data from a sample of stakeholders in Townships. The sample size selected was 132 respondents which are not necessarily representatives of the entire population of Richards Bay and Townships. The sample size was categorised into the following stakeholders: tourism officials [15], service providers [20], and local community [97]. The sampling technique selected was the stratified random sampling techniques. In conclusion the study established that, on the whole, the respondents fully understood the meaning and importance of tourism skills development practices. The respondents also felt that the skills development opportunities were inaccessibility in the study area. The findings also indicated that the respondents felt that the provision of tourism skills development practices and policies in the area were not adequate. The respondents were seen to perceive the implementation of the tourism skills development policies and practices as not up to the required standard. Finally, the respondents felt that the tourism skills development practice-benefits were not adequate in the study area. The research study concludes by offering recommendations, which proposed that all the authorities ranging from tourism, labour, education and municipality must investment significantly in skills training and development practices. Finally, the community must be encouraged to learn more about the benefits of tourism.

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2017 / This study is aimed at investigating whether or not the use of the reading-response journal as a strategy can yield any positive results in enhancing development of writing skills among learners. The study was conducted as a case study in one of the Further Education and Training (FET) phase schools under uThungulu district, within the province of Kwa-Zulu Natal in South Africa. It included verification of the FET phase learners’ level of competency in writing skills. This was done through interviewing the English First Additional Language (FAL) teacher of the target class in the FET phase. The study targeted English FAL grade eleven learners since journal writing is part of their curriculum. The sample of thirty learners was conveniently selected. The qualitative method was employed for the collection of data; task-based activities and interviews were used as instruments for data collection. This study is underpinned by the reader-response theory and it sought to; (a) find out the views of learners on the use of the reading-response journal writing as a strategy to develop writing skills, (b) to determine the learners’ views on the intervention programme of the reading-response journals in the development of writing skills and (c) the experiences of English FAL learners as participants in the activities of journal writing. Learners were given three different tasks which required them to write essays. The findings revealed that learners are generally resistant to reading and writing. The learners also lament that it takes too long before the educator can bring back feedback on their written tasks, that demotivates them. The findings also revealed that some teachers regard the teaching of writing skills as an optional task to do, yet it is prescribed in the Curriculum and Assessment Policy Statement (CAPS) document of English FAL in the FET phase. In addition, there is resistance from teachers to use innovative methods of developing writing skills such as journal writing and diary entries, among others. Lastly, the learners showed significant improvement in their writing skills as they participated in the intervention programme. There was significant improvement in their individual performance from task one, to task two and task three. Finally, the study recommended that the Department of Basic Education officials should consider reviewing the pupil-teacher ratio for language teachers so that they can do justice to the teaching of all language aspects including writing skills. Further research on other types of journal writing was also recommended.

No description available.

No / This paper examines the issues and challenges faced by Qatar, a developing Gulf Cooperation Council (GCC) country, when localising established professional skills development strategies used in developed countries. The paper is based on the synthesis of viewpoint formed through the collective practical experiences of the authors. The paper posits that Qatar, a nation that is striving to move from an economy heavily reliant on oil and gas and the skills and competencies of foreign professionals to one that is knowledge driven and managed by its own citizens, needs to consider several micro, macro and policy level implications for implementing a meaningful professional skills development agenda. The unique demographic context as well as value and belief systems that are influenced by the social-cultural environment play a significant role in influencing the implementation of any performance assessment and management and the development of professional skills in the country.

Since the inception of the National Skills Development Framework for Employees in Public Education in 2006, every organisation has its own WSP to offer skills development training to employees. This study aims to analyse the implementation challenges of the capacity building programme/s at head office of the Gauteng Department of Education. These programmes, including internships, workplace skills plan and short courses were explored from the circumstantial status at the national level (general) and will focus on the Gauteng Department of Education (specific context). In this context, the study sets out to explore the following specific problem exploring that there are challenges in the effective implementation of capacity-building programmes for job-related skills development of employees at Gauteng Department of Education at managerial levels. In the search for answers to the research problem, a hypothesis was formulated, and various primary and secondary sources were utilised. The findings from the literature review and empirical research undertaken in this study indicate that there are significant challenges to overcome in the effective implementation of capacity-building programmes. The study offers relevant recommendations to improve the challenges. / MA (Public Management and Administration), North-West University, Vaal Triangle Campus, 2014