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1
Grace, Lauri Joy, and lswan@deakin edu au. "Language, power and ruling relations in vocational education and training." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060927.134645.
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This thesis uses institutional ethnography to explore the text-based regulatory framework of the Australian Vocational Education and Training (VET) sector. Training Packages are national competency standards used to assess local workplace practice. The Australian Quality Training Framework (AQTF) is a national compliance framework used to audit local learning and assessment practice. These texts operate in a symbiotic relationship to achieve a policy goal of national consistency.
The researcher explicates the social relations of VET starting from her disquiet as a practitioner. The thesis argues that Training Packages and the AQTF socially organise the content and delivery of local learning and assessment activities. VET practitioners struggle to use these texts to support good practice, and their hidden work maintains an unstable VET system. Yet the extralocal mode of ruling offers no room to challenge VET policy.
The thesis explicates three themes. Interview data is used to explore the contrast between the institutional language of Training Packages and the vernacular of workplaces in which these texts are activated. Many practitioners and participants simply do not understand Training Package competency standards. Using these texts to judge employee performance shifts the policing of workplace practice from local sites to external VET authorities.
A second theme emerges as the analysis explores why VET practitioners use this excluding language in their work with participants. Interview data reveals that local training organisations achieve different readings as they engage with ruling VET texts. Some organisations use the national texts as broad frameworks, allowing practitioners to create spaces for meaningful learning. Other organisations adopt a narrow and rule-bound reading of national texts, displacing practitioners authority over their own practice.
A third theme is explored through examination of a sequence of VET texts. The review and redevelopment of the mandatory qualifications for VET practitioners identified the language of the competency standards as a significant accessibility issue. These concerns were reshaped and subsumed in an official response that established the use of this language as a compulsory assessable requirement and a language and literacy benchmark.
The thesis presents a new understanding of VET as a regulatory framework established through multiple levels of ruling texts that connect local sites to national government agendas. While some individual practitioners are able to navigate through this system, there is an urgent need for practitioners as a profession to challenge national hegemony.
2
Burch, John S. "An elder training program for Australian Presbyterian churches." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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3
Gwatkin, Jan. "Investigating the viability of a national accreditation system for Australian piano teachers." University of Western Australia. School of Music, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0099.
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The Federal education system has 12 nationally accredited and portable qualifications issued by the Australian Qualifications Framework (AQF) which cover three sectors; Higher Education, Vocational Education and Training (VET) and Schools. A mandatory minimum bachelor qualification together with education units, state registration and ongoing professional development is imposed for all classroom music teachers. In direct contrast, however, Australian studio piano teachers and school instrumental teachers may or may not have formal qualifications, registration with professional associations, or ongoing professional development. All teachers must be registered with State registration boards for Working With Children (WWC) but no monitoring controls exist for studio teachers. Qualifications are available from public examination boards, private enterprises and state Music Teacher Associations (MTAs) but these are not recognised within the national system and consequently have no status or portability, although they are used and recommended within the industry and higher education institutions as course prerequisites. The aim of the current study was to investigate whether a National Accreditation System (NAS) for Australian studio piano teachers could be a viable system, adding unprecedented professionalism to the field and drawing upon the existing systems of government, private industry and educational institutions. In the thesis, current systems of accreditation, education and training available for classroom music teachers, school instrumental music teachers and other recognised professions such as lawyers, engineers, accountants, health professionals and sports coaches were reviewed as a comparative basis upon which to assess similar contexts for studio piano teachers. Results are combined with a survey of Australian piano teachers' perceptions, from which the study ascertained the extent to which studio piano teachers' needs were being catered for and met in available systems of accreditation and training.
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Bridgland, Angela. "The impact of the National Training Reform Agenda and workplace rearrangement on staff development in Australian academic and state libraries /." Connect to thesis, 1997. http://eprints.unimelb.edu.au/archive/00000214.
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Wigley, Jonathan James. "Understanding workplace-based learning contexts to inform curriculum development : the case of a Level 5 Environmental Education, Training and Development Practice Qualification /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/498/.
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"Identifying a national leadership skills training and development strategy for leaders within sector education training authorities (SETAs)." Thesis, 2007. http://hdl.handle.net/10210/142.
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The South African Government launched a skills development initiative in February 2001 to be led by leaders of twenty five Sector Education Training Authorities (SETAs). This study identifies a strategy and the transformational leadership competencies to be included in the strategy to develop the SETA leaders.Dr. A. Lategan
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Bridgland, Angela C. "The impact of the National Training Reform Agenda and workplace rearrangement on staff development in Australian academic and state libraries." 1997. http://repository.unimelb.edu.au/10187/1452.
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In Australia, the combination of a changing workforce profile, the changing nature of work and industrial agreements and the changing role of education and training gave rise to the National Training Reform Agenda (NTRA). The main aim of the NTRA is to increase the competitiveness and productivity of Australian industry through industry responsive reform of the vocational education and training system. The development of a National Framework for the Recognition of Training (NFROT) and nationally endorsed industry competency standards, along with The Training Guarantee Act (1990), were intended to ensure that the Government’s major reform program for education and training for Australian industry took effect.
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Smith, Robert Hugh 1942. "Policing and Australian security in the South Pacific : with special reference to police education and training programs." 1995. http://arrow.monash.edu.au/hdl/1959.1/8608.
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Nsibande-Mbokazi, Thokozile Daphney Nonhlanhla. "Factors impacting on the utilization of the employee assistance programme in Transnet National Ports Authority." Diss., 2010. http://hdl.handle.net/2263/27960.
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Botha, Johannes. "Die ontwerp en ontwikkeling van 'n rekenaargesteunde opleidingbestuurstelsel vir die Chemiese industrie (Afrikaans)." Diss., 2001. http://hdl.handle.net/2263/23699.
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In this day and age where technology is rapidly improving and developing, it is essential that information should be managed accurately, fast and dynamic. Information systems not adhering to the requirements of the environment must be replaced or updated. Dependable, available information is worth its value in gold to individuals, organisations and the government. Training information is one of the most controversial themes of our times, because of the dynamic nature of this field. The question is what is available in the market to manage training in its entirety? Legislation in South Africa has certain expectations and requirements, which have to be adhered to. A training management system that will satisfy the needs of individuals, organisations and the government is designed and developed to address the problems experienced by Sasol Utilities. Abbreviations such as SAQA, NQF, NSB and SETA are used generally and are an integral part of the training problem. The Computer Assisted Training Management System is designed to address the development possibilities of certain job categories and individuals. This includes the.management of all training information such as historical background, scheduling, the determination of certain short comings and achievement evaluation. Various reports, which are valuable for management purposes can be generated. The Computer Assisted Training Management System is designed in such a way that it can be adapted to suit a variety of needs. Information can be added, changed or deleted according to the specific needs. However, information can only be changed as determined by the administrator. A built in security system ensures that the integrity of the information is maintained and protected. The idea behind the design and development of the Computer Assisted Training Management System is that the system must be user friendly, dynamic, unique and functional and that it must comply with all the technical aspects. The need for training differs from institution to institution, as well as from the requirements laid down by the government. This system is therefore designed in such a way that it would not become obsolete in the near future. In fact, follow-up systems may originate from the current Computer Assisted Training Management System. The Computer Assisted Training Management System is therefore a dynamic and unique management tool for the processing of training information and is able to adapt to changing circumstances, without forfeiting integrity.Dissertation (MA)--University of Pretoria, 2001.
Education Management and Policy Studies
unrestricted
11
Von, Solms Van Heerden. "Self-assessment as component of a continuous performance improvement strategy and quality assurance in education, training and development within the South African department of defence." Thesis, 2006. http://hdl.handle.net/10500/1971.
Full textAbstract:
In a rapidly changing and competitive world organisations need to develop and improve their performance continuously to ensure a competitive advantage. Organisations need to determine their current status of performance constantly and identify organisational strengths and areas where improvements can be made. Periodic organisational self-assessments are therefore required to measure current management and operations policies, practices and procedures, in order to enhance overall business performance rather than solely concentrating on the quality of products or services.
Traditionally, external inspections were more commonly used by educational and training institutions for the evaluation of institution and learner performance. These institutions are today taking part in a growing drive for internal self-evaluation, arising from the desire of institutions and Education, Training and Development (ETD) practitioners to assess their own performances. Self-assessment as part of an endeavour to sustain continuous improvement is therefore also appropriate for ETD providers in the South African National Defence Force (SANDF).
A new defence dispensation and a changing ETD environment in South Africa have created new demands on ETD providers in the SANDF. Although training units within the SANDF may function in a unique military context, national legislation relevant to ETD and the latest approach of openness and transparency into matters of the Department imply that military as well as non-military ETD in the SANDF is to be closely aligned with national training and development initiatives. As legislation does not make a distinction between military and private ETD providers in South Africa, most traditionally assumed differences are no longer relevant.
A case study explored the appropriateness of conducting organisational self-assessment as component of a Continuous Performance Improvement Strategy and Quality Assurance within the SANDF. The study also investigated the usefulness of a Total Quality Management approach to quality assurance in the ETD environment and the impact of the frameworks used, available assessment instruments and the selected assessment methods on the significance of organisational self-assessment by ETD providers.
This study's investigation of the appropriateness and significance of regular organisational self-assessments by training units in the SANDF thus has broader implications, as recommendations are also applicable to other ETD providers.Educational Studies
D. Ed. (Education Management)
12
Sosznianin, Tatiana. "From ideal into practice : an illuminative evaluation of a learnership in the insurance and investment sector." Thesis, 2012. http://hdl.handle.net/10539/11318.
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This study explores what happens as the ideals of a learnership, envisioned in the South African legislation, become real practice in a workplace within the financial services industry. Learnerships are at the centre stage for illuminating the processes of acquiring a vocational qualification, which combines education with work readiness.
The constructivist philosophy to this research and its qualitative paradigm resonates well with the postmodernist thinking that knowledge has different purposes strongly linked to performance, demanding education that is value adding. It is through this postmodern lens that the broad theoretical framework for study is located. It encompasses theories of learning and workplace learning, such as Wenger’s (1998) perspectives on communities of practice and Kolb’s (1984) experiential learning circle.
Mezirow’s (1981) transformative learning theory adds the dimension of dialogue.
The method of illuminative evaluation is used to examine one event in order to explore its contextual insights. Qualitative inquiry has a fundamental people orientation and, for this reason, observation adds depth to the information gathering possibilities of interviews and document analysis. This report is enriched by narratives of people’s perspectives on events.
This illuminative evaluation brought out rich and varied insights into the acquisition of knowledge, skills and work identity (values and attitudes), with some surprising and unexpected insights on success and failures. The workplace’s control of the learning process, while impacting extremely positively on the quality of the theoretical learning (which is interesting as education is not its core purpose), compromised in some respects the success of the end product of the learnership, the work readiness and employment possibilities of learners.
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Blumfield, Brian Alfred. "A historical review of the assessment of English Home Language at senior secondary school level in KwaZulu-Natal." Thesis, 2008. http://hdl.handle.net/10500/2412.
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The National Curriculum Statement (NCS) heralds the beginning of a new curriculum for Grades 10 to
12 in South Africa. Underpinned by the South African Constitution, and based on the tenets of
Outcomes-based Education, the NCS seeks to provide contextually-relevant education for all South
African learners, so that they are able to embrace inevitable change. Although the NCS highlights the
importance of assessment, an analysis of the English Home Language (EHL) NCS reveals tensions
between policy and practice. This study attempts to contextualise the role of relevant assessment for the
21st century. It then proceeds to engage in a historical evaluation of assessment within the NSC in terms
of how assessment was conducted in the former Natal Education Department, a liberal education
department within former apartheid South Africa. The conclusions drawn from the evaluation are used
to provide recommendations to relieve the tensions identified within the EHL NSC.Educational Studies
M.Ed.
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Hlongwane, Ike Khazamula. "Recognition of Prior Learning (RPL) implementation in library and information science (LIS) schools in South Africa." Diss., 2014. http://hdl.handle.net/10500/18312.
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Owing to past injustices, the South African higher education sector is characterised by inequalities of resource allocation and of learning opportunities. Through the National Qualification Framework (NQF), recognition of prior learning (RPL) was established to address the previous inequalities in higher education and training.
RPL can be used as a mechanism to offer non-traditional learners such as workers, adult learners, and community workers access to learning programmes in Library and Information Science (LIS) schools. It can also be used for up-skilling within LIS sector, to enable staff to migrate from paraprofessional to professional roles. LIS schools could possibly use this approach to offer experienced but unqualified library workers opportunities for progressive professional development and career growth. Despite it being a national policy and its obvious benefits, very little is known about RPL implementation in LIS schools in South Africa. This study was conducted to investigate the nature of RPL implementation in LIS schools in South Africa and make recommendations for effective and efficient RPL practice in these schools.
The study used the questionnaire as the main data collection tool. In addition, document analysis was used to validate the collected data.
The results of the study indicated that there were islands of good RPL practice in LIS schools in South Africa specifically with regard to the aspect of RPL assessment process. However, certain weaknesses were identified in other aspects of RPL implementation in LIS schools including the policy environment, training of personnel conducting RPL assessment and the quality management systems.
Among other things, the study recommends that RPL quality management system (QMS) should ideally be driven by the head/chair of the school/department. Furthermore, an integrated student management system should be used to monitor the progression of RPL candidates through the formal academic system post RPL.Information Science
D. Litt et. Phil. (Information Science)
15
Perlman, Leon Joseph. "Legal and regulatory aspects of mobile financial services." Thesis, 2012. http://hdl.handle.net/10500/13362.
Full textAbstract:
The thesis deals with the emergence of bank and non-bank entities that provide a range of unique
transaction-based payment services broadly called Mobile Financial Services (MFS) to unbanked,
underserved and underbanked persons via mobile phones.
Models of MFS from Mobile Network Operators (MNOs), banks, combinations of MNOs and banks, and
independent Mobile Financial Services Providers are covered. Provision by non-banks of ‘bank-type’
services via mobile phones has been termed ‘transformational banking’ versus the ‘additive banking’
services from banks. All involve the concept of ‘branchless banking’ whereby ‘cash-in/cash out’ services
are provided through ‘agents.’
Funds for MFS payments may available through a Stored Value Product (SVP), particularly through a
Stored Value Account SVP variant offered by MNOs where value is stored as a redeemable fiat- or mobile
‘airtime’-based Store of Value.
The competitive, legal, technical and regulatory nature of non-bank versus bank MFS models is discussed,
in particular the impact of banking, payments, money laundering, telecommunications, e-commerce and
consumer protection laws. Whether funding mechanisms for SVPs may amount to deposit-taking such that
entities could be engaged in the ‘business of banking’ is discussed. The continued use of ‘deposit’ as the
traditional trigger for the ‘business of banking’ is investigated, alongside whether transaction and paymentcentric
MFS rises to the ‘business of banking.’
An extensive evaluation of ‘money’ based on the Orthodox and Claim School economic theories is
undertaken in relation to SVPs used in MFS, their legal associations and import, and whether they may be
deemed ‘money’ in law.
Consumer protection for MFS and payments generally through current statute, contract, and payment law
and common law condictiones are found to be wanting. Possible regulatory arbitrage in relation to MFS in
South African law is discussed.
The legal and regulatory regimes in the European Union, Kenya and the United States of America are
compared with South Africa. The need for a coordinated payments-specific law that has consumer
protections, enables proportional risk-based licensing of new non-bank providers of MFS, and allows for a
regulator for retail payments is recommended. The use of trust companies and trust accounts is
recommended for protection of user funds.
| viPublic, Constitutional and International Law
LLD