Dissertations / Theses on the topic 'Department of Employment Education and Training'
To see the other types of publications on this topic, follow the link: Department of Employment Education and Training.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Department of Employment Education and Training.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Lundgreen, Michael Scott. "A career preparation curriculum for [the] San Bernardino Employment Development Department." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2121.
Full textAbstract:
The purpose of the project was to develop a training course for the city of San Bernardino Employment Development Department [EDD] to introduce job seekers to the primary marketing skills necessary for obtaining gainful employment.
2
Naanda, Raimo Ndapewa. "The integration of identified employability skills into the Namibian vocational education and training curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5357.
Full textAbstract:
BibliographyThesis (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.
3
Xalisa, Qaqamba Yvonne. "An evaluation of the Masupa-Tsela Youth Pioneers Program implemented by the Eastern Cape Department of Social Development and Special Programs within Mhlontlo Local Municipality." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86608.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Since the advent of democracy in South Africa, the government has prioritized youth development in the country. The strides made by government include setting up institutional arrangements, developing policies and implementing programmes targeting young people in the country. However, despite the efforts made to develop young people, the youth transition to adulthood is still extremely difficult, more especially for unemployed black females who reside in rural areas. Youth unemployment is the biggest problem affecting the youth in South Africa and globally, and the majority of the unemployed youth have been categorised as ‘Not in Education, Employment or Training’ (NEET). Being unemployed and also not being in education or training to prepare for future employment, limits future employability of the NEETs. The Department of Social Development and Special Programmes in the Eastern Cape Province implemented the Masupa-Tsela Youth Pioneers Programme (MYPP) to intervene in the high rate of youth unemployment in the Province. The programme in the Province was never evaluated and as a result there is no evidence of the success or failure of this youth programme. This study evaluates the implementation of the MYPP with a particular focus in Mhlontlo Local Municipality within O.R. Tambo District Municipality in the Eastern Cape Province. Mhlontlo Local Municipality is a rural municipality characterized by high youth unemployment, high youth poverty, low levels of education among youth and low literacy levels among adults. The purpose of the study was to explore and discover whether the intended outcomes of the MYPP were achieved and what the specific challenges of the youth were. Evaluation research is used in this study to explore the MYPP. Evaluation research assesses the conceptualization, implementation, and impact of development programmes and projects. The data collected during this study through focus groups, interviews, questionnaires, and document review, revealed that the programme mostly achieved its intended outcomes, although there are areas that need to be improved in the future implementation of the programme. However, the goals and outcomes of the MYPP were not adequate to address the size of the challenge. On the basis of the findings of this study the researcher recommends that youth development programmes should be implemented in the context of sustainable development and young people must be placed at the centre of that development as agents of change in their communities. The researcher also recommends outcomes based planning in the Department, up-scaling of the programme, regular evaluation of the design, implementation and results of a youth programme as well as improved participation of the youth in the programmes designed to improve their lives.
AFRIKAANSE OPSOMMING: Die regering het sedert die koms van demokrasie in Suid-Afrika jeugontwikkeling in die land geprioritiseer. Die vooruitgang wat gemaak is, sluit in die opstel van institusionele reëlings , die ontwikkeling van beleid en die implementering van programme wat gerig is tot jong mense in die land. Maar ten spyte van die pogings om jong mense te ontwikkel, vind die jeug die oorgang na volwassenheid nog steeds baie moeilik, veral vir werklose swart vroue wat in landelike gebiede woon . Werkloosheid onder jeug is die grootste probleem wat die jeug in Suid -Afrika en in die wêreld ondervind, en die meerderheid van die werklose jeug word gekategoriseer as "Nie in onderwys, beroep of opleiding nie' (NOBOe). Om werkloos te wees en ook nie in onderwys of opleiding om voor te berei vir toekomstige indiensneming nie, beperk toekomstige indiensneembaarheid van die NOBOe . Die Departement van Maatskaplike Ontwikkeling en Spesiale Programme in die Oos-Kaap het die Masupa Tsela - Jeug Pioneers Programme (MJPP) geïmplementeer om in te gryp in die hoë werkloosheidskoers onder die jeug in die Provinsie. Die programme in die provinsie is nooit geëvalueer en as gevolg is daar geen bewyse van die sukses of mislukking van hierdie jeug programme nie. Hierdie studie evalueer die implementering van die MJPP met 'n spesifieke fokus op Mhlontlo Plaaslike Munisipaliteit in die Tambo -distriksmunisipaliteit in die Oos-Kaap. Mhlontlo Plaaslike Munisipaliteit is 'n landelike munisipaliteit wat gekenmerk word deur hoë werkloosheid onder die jeug, hoë jeug armoede, lae vlakke van onderwys onder die jeug en lae vlakke van geletterdheid onder volwassenes . Die doel van die studie was om te ondersoek en vas te stel of die beoogde uitkomste van die MYPP bereik is en wat die spesifieke uitdagings van die jeug was. Evaluering navorsing is in hierdie studie gebruik om die MJPP te verken. Evalueringsnavorsing evalueer die konseptualisering, implementering en die impak van die ontwikkeling van programme en projekte . Die data wat ingesamel is tydens hierdie studie deur middel van fokusgroepe, onderhoude, vraelyste , en dokument hersiening, het aan die lig gebring dat die programme meestal sy doel bereik het, maar daar is gebiede van die implementering van die programme wat in die toekoms verbeter sal moet word. Maar die doelwitte en uitkomste van die MYPP was nie voldoende om die grootte van die uitdaging aan te spreek nie. Op grond van die bevindinge van hierdie studie beveel die navorser uitkomsgebaseerse beplanning in die Departement voor, vergroting van die programme , gereëlde evaluering van die ontwerp, implementering en resultate van 'n jeug programme sowel as die verbeterde deelname van die jeug in die programme wat ontwerp word om hul lewens te verbeter.
4
Barty, Karin, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Students' experiences of e-learning at school." Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.
Full textAbstract:
The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.
5
Maboa, Tsietsi Esrom Izzy. "Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23817.
Full textAbstract:
This research evaluates the causes for the failure of DoL training projects to produce a skilled and employable workforce after being trained through the Skills Development Act initiatives. The actual teaching process during training is a focal point in this research, unlike the past Job Placement Verification Studies which ignored this development. The fundamentals of evaluation are discussed with emphasis placed on the purpose of a training programme offered by the DoL. In this study, a qualitative paradigm that in essence entails the systematic noting and recording of events, behaviours and artefacts in the social setting was the design and methodology which underpins my choice of case study and observations. I targeted a particular group in the full knowledge that it does not represent the wider population but simply represented itself, thus I cannot make generalizations from the results. Different theories on programme evaluation, adult learning and learning theories are highlighted and a link between different theories and approaches to training programmes is created. Analysis of data has shown that peripherals and antecedents have been largely ignored by the previous studies, and influenced the actual training programme, trainees and training outcomes adversely. Additionally the enquiry has uncovered several instructional related factors that have contributed to non-delivery. These range from the level of readiness of trainees, the competency of the instructor and adequacy of the learning material to the actual instructional context and learning environment. All revealed that every aspect mentioned has a critical role to play in achieving the training objectives. The research concludes with a brief discussion on recommendations to review the entire process of DoL training programmes. CopyrightDissertation (MEd)--University of Pretoria, 2009.
Science, Mathematics and Technology Education
unrestricted
6
Sweeting, Elizabeth Margaret. "Engineering in Indonesia : the transition from higher education into employment." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360586.
Full textAbstract:
The relationship between higher education and the world of work is explored in this thesis in a case study of engineers in Indonesia. The research attempts to gain a deeper understanding of the perceived needs and expectations of employers with regards to engineering graduates, and examines the relevance of university education and training for initial occupations in the first few years of work after graduation. The study investigates these relationships through a variety of instruments, including interviews of employers and graduates, a tracer study of 1,800 reCent engineering graduates, and in-depth studies of two of the more successful engineering institutes in the country. The thesis comprises six chapters. Following an introductory chapter, the relevant literature, reviewed in chapter 2, highlights some shortcomings in the understanding of the ·relevance of university education to the world of work. In particular, studies investigating the views of various interested parties, such as employers and professional bodies, appear not to have given sufficient attention to recent graduates and the tasks they perform, the training they receive in the work place, and their opinions of the strengths and weaknesses of their education courses. The country context for the study is discussed in chapter 3. Indonesia is a large and low-income but rapidly developing Newly Industrializing Economy. Its economy has grown at the rate of 6%-7% per annum over the last 20 years, and manufacturing employment has grown at an annual rate of 10% in recent years, bringing in their wake profound structural changes. A number of issues in, higher education are discussed next, including the rapid expansion of engineering education, the quality of new entrants to the system and their achievement levels, the format of the engineering curriculum and teacher capabilities, and their consequences for the quantity and quality of educational delivery. Chapter 4 discusses the methodology used in the research. The general framework for the research is the case study method using a combination of qualitative and quantitative research methods. A purposive sample of thirty employers were interviewed in the rapidly expanding fabricated metals sub-sector of the manufacturing industry. The interviews were complemented by observations of the production processes involved. To assist triangulation, the views of recent engineering graduates employed in the same firms were canvassed. These graduates were also included in a more comprehensive tracer study of some 1,800 recent engineering graduates from public and private universities and some public polytechnics. Finally, two case studies were conducted in an attempt to understand the reasons for the high premium graduates from the top two engineering institutions can command in professional employment. Chapter 5 discusses the findings of the surveys and interviews and analyzes the results of the research. It is divided into two parts. In part A, both employers and graduates had little difficulty in pointing out the shortcomings of current engineering education programmes. These are documented here. They were also able to formulate constructive suggestions for their improvement. Many of the suggestions were common to both groups. Part B discusses the two special studies and attempts to assess their transferability to other engineering departments. The final chapter 6 highlights some of the more important issues raised by the study. It provides a number of recommendations for education policy makers and discusses the constraints to implementing change in Indonesian higher education institutions. One important suggestion is to encourage curriculum developers and teachers to become aware and take note of the valid and substantial contribution employers and graduates can make to curriculum development. Finally, the thesis argues for the more widespread use of needs identification in curriculum development in higher education for the professions.
7
Wilkinson, Suzanne. "Entry to employment : choices made by qualified women civil engineers leaving higher education." Thesis, Oxford Brookes University, 1993. http://radar.brookes.ac.uk/radar/items/616678db-a3ca-2eac-614e-a038b3016cad/1.
Full textAbstract:
The subject of this thesis is the career choice of final year women civil engineering students. Though a considerable body of general literature exists on women in the labour market, including women in engineering and women in construction, there is a lack of knowledge about women in civil engineering specifically. Present attitudes are largely based on unproven assumptions unsupported by empirical data. By examining the career choice of the group, the aims of the thesis were to examine the factors affecting career choice of women civil engineers; to extend the knowledge base and to test some of the current thinking about women in engineering and construction. Four objectives were formulated. These concerned the initial reasons for the career choice, differences in male and female choices, whether there is a relationship between college experiences and career choice and whether there is a relationship between career expectations and career choice. These objectives were explored in a comprehensive literature review, and in an extensive series of interviews followed by a national survey of all final year women civil engineering students and an equivalent number of final year male civil engineering students. The data was analyzed by testing a number of hypotheses for each of the four objectives using advanced statistical techniques. The results of the study showed that there were a very large number of complex factors involved in women's career choice. Of particular interest were the differences in the career choices of male and female civil engineering students, that some college experiences of women were related to career choice and that generally the beliefs women had of a career in civil engineering did not appear to be related to their choice of sector of civil engineering. The thesis, in its original research, has clearly made an important contribution to the study of women in civil engineering and there is ample scope for future research projects to build on this original research. These findings have important implications for career advisors, teachers, lecturers in higher education as well as employers in the construction industry.
8
Hayward, Barbara Anne. "The role of the EFL department supervisor in an international college." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275900.
Full text
9
Mosola, Sehlotsa Innocentia. "Implementating employment equity in the Department of Home Affairs, Transport and Education, Eastern Cape Province." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/218.
Full textAbstract:
This research was undertaken to investigate the challenges faced by employees at the Home Affairs Department, the transport Department and the Department of Education at King Williams Town in the Eastern Cape Province. A quantitative approach was used in this research. The sample consisted of 100 respondents of whom 98 returned completed questionnaires. The answers of the respondents were the data of this study and these were analyzed and interpreted in respect of the hypotheses of the research. The research involved the collection of detailed career, personal and structural perceptions of 98 employees. The data was used to establish the disparity among employees, from lower management to top management. It was found that even though there was a problem of discrimination in the olden days there has been a change in the sense that employment equity, affirmative action and diversity management have been introduced since 1994.
10
Sweenie, Sandra. "'NEETS' : perceptions and aspirations of young people Not in Education, Employment or Training." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1877/.
Full textAbstract:
The increasing emphasis on the relationship between participation in education and social inclusion through employment views non-participating young people negatively by what they are not, exemplified in the label Not in Education, Employment or Training (NEET). The UK’s strategy to reduce the numbers of NEET young people includes the provision of government training courses resulting in their increased attendance at further education colleges. This study was motivated by a need to understand these young people in order to work with them and to inform my professional practice. By engaging in purposeful conversation with a group of 14 young people, aspects of their lives, their experiences and perceptions of education, and their aspirations for the future are unfolded through the stories they chose to share. A consideration of the impact of forces of globalisation on opportunities for employment along with a recent history of youth training schemes sets the scene here for the analysis and discussion of these stories. Providing a fair account of stories in a way that allows the teller’s voice to be heard follows an uncharted course employing methods drawn from ethnographic, phenomenographic and narrative inquiry and resulting in a dissertation that blends theory, research and policy with the stories heard. Hearing such stories and considering their implications for working with these young people had a significant personal impact whilst confirming my conviction that in order to work successfully with such young people it is necessary to go beyond the label of NEET to understand something of their lives. Reflective and reflexive discussion around the methods adopted in this study consequently forms a major part of this dissertation as does explicit attention to the research journey travelled. The analysis of the stories of the young people centres here on notions of wellbeing and flourishing using a capabilities approach as a framework. By mapping themes identified in the conversations recorded in this study onto Martha Nussbaum’s list of central capabilities a re-framed version of her capabilities list, contextualised to NEET young lives is presented. It emerges that the perceptions of education and training and aspirations for future employment and wellbeing amongst this particular group do not justify the frequently negative connotations of the NEET label. Individual’s expressed anxieties around contemporary youth culture, their attitudes towards schooling and education and their hopes for their lives lead, in the final chapter of this study, to suggestions for ways forward for schools and colleges working with such young people. Here I emphasise the need for teachers to make space to understand the people behind the labels, to see them as individuals who may flourish more successfully if we are able to construct more compassionate institutions that allow young people to do and to be, to develop the capacities to lead the meaningful lives they desire and will have reason to value.
11
Coetzer, Louwrens Stefanus Daniel. "The legal consequences of migration of public Further Education and Training college employees to the Department of Higher Education and Training." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6983.
Full textAbstract:
Staff, previously employed by Public Technical and Vocation Education and Training (TVET) Colleges, migrated (transferred) to the Department of Higher Education and Training (DHET) in terms of Section 197 of the Labour Relations Act. This treatise investigates the legal consequences of the migration of the staff from the fifty (50) TVET Colleges to DHET and focuses on the different categories of staff. The conditions of service of all the categories of staff before migration are compared with that after the migration. Meaningful recommendations are made about negotiations that should take place in the respective bargaining chambers in order to ensure a smooth transition that will prevent unnecessary legal consequences in future. The treatise furthermore analyses the legal consequences of staff, employed by temporary employment services to perform outsourced functions at TVET Colleges, who did not migrate to DHET. The legal implications of these members of staff is debated and evaluated. The treatise also discusses the performance management system and the changes from the integrated quality management system of lecturers to the performance management development system of public servants. TVET Colleges absorb the employment costs (as a separate employer) to ensure that there is growth in the Full Time Equivalents of Ministerial programmes, funded by DHET. The treatise makes meaningful recommendations to the new employer (DHET) with regard to the appointment of staff to conduct ministerial programmes and the overtime remuneration of current staff that willingly agree to work overtime but are not fairly remunerated by DHET. The treatise also considers the second phase of the migration process, namely the development of a blueprint organogram and the development of job descriptions for the different functions identified on the organogram. The process should ideally be followed by a restructuring process where staff are placed in identified functions and must be capacitated to perform the functions adequately. This process will ensure alignment of functions in the fifty TVET Colleges. Finally, the treatise notes the issue of workplace discipline at the TVET College and the definition of the workplace. It offers a proposal to the DHET to negotiate with the unions about defining the workplace as this has a legal consequence for attaining the objective of sound labour relations. It make meaningful recommendations about the overlapping regulatory requirements applicable to the TVET College as a legal person and DHET as an employer.
12
Sambili, Hellen Jepkemboi. "A case study of employment related experiences of Kenya's first 8-4-4 graduates." Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358938.
Full text
13
Margolis, Jayne B. "The Muhlenberg College Media Services Department videotaped audio visual equipment training series." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1989. http://www.kutztown.edu/library/services/remote_access.asp.
Full textAbstract:
Thesis (M.S.)--Kutztown University, 1989.Source: Masters Abstracts International, Volume: 45-06, page: 2807. Abstract precedes title page. Typescript. Includes bibliographical references (leaves 50-51).
14
Scantlebury, Barbara Ellen. "An evaluation of the role of information technology in preparing Barbadian school-leavers for employment." Thesis, University of Salford, 1995. http://usir.salford.ac.uk/14712/.
Full textAbstract:
Barbados, like other countries, has been influenced by the introduction of the computer in the education system. Much has been invested in this new 'tool' in education. The local industrial sector in its quest to keep abreast of world-wide technological developments, is increasingly making use of computer technology and so in turn, is making certain demands on the education system, about the way in which it is preparing young people for work in modern business organisations. This study seeks to examine the wide-ranging influence of Information Technology in education and its role in preparing school-leavers for employment in the business environment in Barbados. It also analyzes the need for the implementation of meaningful I. T. programmes as an integral part of the school curriculum in the light of the technological developments which obtain in the business environment worldwide. This was done by analyzing the views of students, educators and employers in Barbados and a small cohort of secondary school teachers in the U.K. It is anticipated that the recommendations made as a result of the outcomes of the study will be useful in assisting in the establishment and implementation of effective I.T. programmes in the Barbadian school system.
15
McNickle, Cathy, and n/a. "Enhanced access for re-entry into education, training is is seen to enable women to achieve self-fulfilment and to enhance employment opportunities." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061013.143535.
Full textAbstract:
The study topic undertaken was "Enhanced access for
re-entry into education, training is seen to enable women
to achieve self-fulfilment and enhance employment
opportunities".
Thesis Proposition and Study Problem :
The topic was undertaken to study groups of women
during different stages of education, training to see
whether they did achieve self-fulfilment and had better
employment opportunities if they did have enhanced access
for re-entry into education, training.
The study briefly looks at the progress by women
chronologically, from the late nineteenth century until
today, noting the major changes that have given greater
gender eguity within the workplace.
Methodology :
The study focused on four different case studies;
each case study focusing on different women who were at
different stages of education, training. The study
ensured it also focused on women who had gone into nontraditional
roles to gain a greater insight as a result
of women being given greater access, whether it has
played a role in women having the opportunity to gain
greater career opportunities and self-fulfilment as a
result.
Results :
Some of the key results were that if women were
given the opportunities of education, training that they
were able to achieve self-fulfilment and their employment
opportunities were enhanced. It was also evident that
women were increasing in numbers to study at university.
There were a number of inequalities noted still, although
there have been a number of changes in recent times.
These changes were also noted, as well as the barriers
that are still evident.
The study identifies different areas within
education/employment whereby there are barriers and
inequalities. The changes in training/legislation are
also noted.
Conclusions :
The study is concluded by compiling the results of
the four case studies and presenting these as well as
other evidence from a variety of sources clarifying the
investigation that "Enhanced access for re-entry into
education, training is seen to enable women to achieve
self-fulfilment and enhance employment opportunities".
16
Dawson, Elizabeth, and n/a. "A gender analysis of the employment profile of the A.C.T. Department of Education between 1976 and 1991." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20060704.130917.
Full textAbstract:
The purpose of this study is to discover if there has been quantitative
change in the gender balance of the employment profile of the ACT
Department of Education from 1976 to 1991 and to explore possible reasons
for such change.
It should be noted that the Department has had several changes of
name over the period covered by this study including the ACT Department
of Education, the ACT Department of Health, Education and the Arts, and it
is presently known as the ACT Department of Education and Training. For
the sake of clarity it will be referred to throughout as the ACT Department of
Education.
The employment configuration will be studied from 1976, the earliest
year of available data, to 1991 to measure relative changes in the position of
men and women. This paper will examine significant events in the ACT
Education system, in particular the introduction of Equal Employment Opportunity (EEO) legislation in 1984, to determine whether the
introduction of legislation and/or other initiatives brought about moves
toward Equal Employment Opportunity for women.
The study will develop and consider hypotheses and examine several
theoretical explanations for the changes or lack of them in the position of
men and women. Recommendations will be made concerning future
directions for research and action to achieve equal employment opportunity
for women, the largest group of the four groups targeted in the EEO
legislation.
The central argument of the study is that the adoption of quantitative
approaches to measure success/failure in EEO programs is of limited use.
These theoretical approaches, largely informed by liberal feminism, offer
inadequate understanding of the resistances to change. Other theoretical
perspectives are needed if the issue is seen as "what are the resistances and
what are the policies and strategies that can be developed to overcome
them?".
Feminist critical theory, however, enables more productive questions
to be raised about how social power is constructed and maintained, about
hegemonic culture, and about the language and cultural biases embedded in
administrative structures in education. Insights thus gained into issues,
events and resistances give individuals and groups agency, the power to act
for change.
17
Ahmad, Khodori Haji. "The role of the certificate of vocational education in Malaysia and its relationship to schooling and employment." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385337.
Full text
18
Park, Meredith. "Customer satisfaction: a comparison of community college and department of employment security operated WIN Job Centers in Mississippi." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03262009-115600.
Full text
19
Brawley, Beverly Ann. "Questionnaire development and validation for re-entry women in a federal government training program." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28581.
Full textAbstract:
The purpose of this study was to develop a questionnaire designed to obtain valid and reliable information which might contribute to an explanation as to why some Re-entry women make successful transitions from home to work while others do not. The questionnaire development entailed three phases, each building on the results of the previous phase. In the first phase, Re-entry project coordinators in British Columbia were surveyed to determine what variables gleaned from the literature they felt were most important to the transition process. The second phase involved generating questionnaire items for the variables resulting from the literature and validating the items by a panel of expert judges. The questionnaire was constructed of the resulting items.
In the third phase empirical validation of the questionnaire was determined by the responses of 106 Re-entry women who were administered the questionnaire in the last quarter of their training program. Item and factor analyses were conducted on the responses and discriminant function analysis was employed to determine which variables distinguished between those women who made successful transitions and those who did not. Five main factors - a) attitude regarding appropriate job in the current labour market; b) marital status; c) self-esteem; d) educational attainment and e) support from mate were found to distinguish with a 7 6.4% accuracy rate, between women who made a transition within 56 days of completing their training program and those who did not.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
20
Bounds, Marion Betsy. "Effects of summer employment training on the employability and social skills of mildly handicapped students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184468.
Full textAbstract:
During the summer of 1987 a study was conducted to determine the effects of a summer employment training program. Forty-eight mildly handicapped (learning disabled, emotionally handicapped, educable mentally handicapped) students participated. There were two types of treatment conditions: work experience plus employability and social skills training (WE + ESST); and work experience only (WE). Fifteen students served as a control group. All students had participated in a work experience program during the preceding Spring and again in the following Fall. Students in the WE + ESST group received direct instruction on employability and social skills in a classroom setting for on hour a day, twice a week for six weeks. Work experience for both treatment groups consisted of working for a minimum of fifteen hours a week. They were monitored by job developers on at least a weekly basis.
21
Kamp, Annelies, and Annelies kamp@deakin edu au. "A study of the Geelong Local Learning and Employment Network." Deakin University. School of Education, 2006. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20070329.145032.
Full textAbstract:
In common with many Western nations, Australian governments, both state and federal, have increasingly embraced network-based approaches in responding to the effects of globalisation. Since 2001, thirty one Local Learning and Employment Networks (LLEN) have been established across all areas of Victoria, Australia in line with recommendations of a Ministerial Review into Post Compulsory Education and Training Pathways. That review reported that, in the globalised context, youth in transition from schooling to independence faced persistent and severe difficulties unknown to previous generations; it also found problems were frequently concentrated in particular groups and regions. LLEN bring together the expertise and experience of local education providers, industry, community organisations, individuals and government organisations. As a result of their local decisions, collaboration and community building efforts it is intended that opportunities for young people will be enhanced.
My research was conducted within an Australian Research Council Linkage Project awarded to Deakin University Faculty of Education in partnership with the Smart Geelong Region LLEN (SGR LLEN). The Linkage Project included two separate research components one of which forms my thesis: a case study of SGR LLEN. My data was generated through participant observation in SGR LLEN throughout 2004 and 2005 and through interviews, reflective writing and archival review. In undertaking my analysis and presenting my thesis I have chosen to weave a series of panels whose orientation is poststructural. This approach was based in my acceptance that all knowledge is partial and fragmentary and, accordingly, researchers need to find ways that highlight the intersections in and indeterminacy of their empirical data. The LLEN is -by its nature as a network -more than the contractual entity that gains funding from government, acts as the administrative core and occupies the LLEN office. As such I have woven firstly the formation and operational structure of the bounded entity that is SGR LLEN before weaving a series of six images that portray the unbounded LLEN as an instance-in-action. The thesis draws its theoretical inspiration from the work of Deleuze and Guattari (1987).
Despite increased use of notions of networks, local decision-making and community building by governments there had been little empirical research that explored stakeholder understandings of networks and their role in community building as well as a lack of theorisation of how networks actually work. My research addresses this lack and suggests an instituted network can function as a learning community capable of fostering systemic change in the post compulsory education training and employment sector and thereby contributing to better opportunities for young people. However the full potential of the policy is undermined by the reluctance of governments to follow through on the implications of their policies and, in particular, to confront the limiting effects of performativity at all levels.
22
Bisshoff, TC, and MN Nkoe. "The merging of Further Education and Training colleges challenging factors in three provinces of South Africa." Unisa Press, 2005. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001037.
Full textAbstract:
The workplace of today is characterized by global competition, cultural diversity,
technological and management processes that require people to think critically,
solve problems and communicate effectively. This requires a well founded Further
Education and Training system. The researchers have indicated that the provision of
vocational training under apartheid, that is, prior to 1994, was characterized by
unequal access to learning opportunities based on the vestiges of legal, financial
and other distinctions between formerly advantaged and disadvantaged institutions
(Department of Education 2001, 9). The National Department of Education
decided to merge the above institutions in attempt to remove the aforementioned
vestiges. Education systems do not, however, just change because there is a change
in the government, but the existing structures and vested interests, material
constraints and the interplay of competing ideologies do warrant changes in
education systems (McGregor and McGregor 1992, 17). At the same time,
education transformation goes hand in glove with political transformation as a
result of the shift in the balance of political power (African National Congress 1994,
3). However, education is a fundamental process, which can be expected to reflect
the values, principles and practices of a new democratic dispensation at all levels
and in all sectors (Nkoe 2002, 129). The article purports to investigate the
perceptions of stakeholders on the merging of the Further Education and Training
(FET) colleges in bringing about transformation of the South African FET sector. The
reform of the FET colleges, which resulted in the formation of the new FET
institutional landscape, is seen as a means to address and fulfil the aspirations of
the democratic society as set in the preambles of the new legislation, namely, the
Further Education and Training Act 98 of 1998, the Skills Development Act 97 of
1998, the South African Qualification Authority Act 57 of 1995 and the
Employment Equity Act 55 of 1998. In order to achieve this, the legislation will
be examined and the perceptions of the FET colleges' stakeholders will be explored
to help achieve this objective.
23
Wellington, Jeremy James. "Information technology in education and employment : a critical examination of developments in both areas and the relationship between them." Thesis, University of Sheffield, 1988. http://etheses.whiterose.ac.uk/1847/.
Full textAbstract:
The main aim of this thesis is to examine critically the position of information technology (IT) in both the employment and education sectors and investigate the liaison between them. The principal focus of the thesis is a detailed enquiry into the needs of employers in the IT area, and their perceptions of education and training in relation to those needs. This enquiry utilises a range of methods: interview, questionnaire, and case study. Evidence from the employer's enquiry is compared with evidence gathered from a survey of IT education and training in secondary education and in the Information Technology Centre (ITeC) programme of the Youth Training Scheme. As a background to the empirical enquiries and to place them in their broader context, the thesis also broadly examines four areas: the nature of information technology; its place within and effect upon employment patterns; the growth of IT in education, both as a subject in itself and as a tool; and the terms and general language used in linking education to employment. These investigations, together with existing research and other empirical enquiries, show that the crucial skill shortages relating to information technology exist at the higher levels. It is suggested
24
Evans, Paul Eirwyn. "An analysis of secondary teachers' perceived stress linked to the management styles of their Heads of Department." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273368.
Full text
25
Snyder, Thomas R. "Customized training services : concerns of Ohio industry on Department of Development services between 1983-1985 /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546983443.
Full text
26
Elliott, Maurice C. "The Challenges, Barriers, and Resources in the Integration of Technology in a Department of Transportation Training Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6893.
Full textAbstract:
A learning management system (LMS) is a software application used in documentation, administration, tracking, reporting, and the delivery of training programs to support acquiring knowledge through practical problem-solving. There is a lack of widespread use of LMS technology in the training of program analysts. The purpose of this qualitative case study was to examine the challenges or barriers and the necessary resources in the use of technology for this training within a Texas Department of Transportation (DOT) and the best practices in the implementation of the LMS technology in the training of program analysts. The usage of Papert's technology constructionism theory with combination with the technology acceptance model as the framework. The research questions concerned the perceived challenges or barriers in using LMS technology in the training of DOT program analysts and the necessary resources integrating LMS technology at the DOT. The implementation of qualitative methodology with a case study research design that involved semi structured interviews of program analysts and educators from a DOT office in Texas. Yin's 5-phased analysis was used for the case study to analyze interview data. Findings indicated insights toward the enhancement effectiveness of the DOT training. Participants spoke about budgetary issues, lack of well-trained experts, and lag in technology. They discussed both physical, human, and informational resources and best practices for the LMS implementation. They believed support staff should have continuous access to information. This study may aid in the development of a suitable training curriculum in DOT for program analysts.
27
Gragen, Michael M. "Department of Defense financial management education and training programs a survey of quality assurance methods /." Thesis, Monterey, Calif. : Naval Postgraduate School, 1992. http://handle.dtic.mil/100.2/ADA256211.
Full textAbstract:
Thesis (M.S. in Management)--Naval Postgraduate School, June 1992.Thesis Advisors: Euske, Kenneth J. ; Jones, L.R. "June 1992." Description based on title screen as viewed on March 4, 2009. Includes bibliographical references (p. 117-118). Also available in print.
28
Netshikhophani, Azwindini Frederick. "A conceptual training and development framework for public educators in the Limpopo Department of Education." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24223.
Full textAbstract:
The educational changes that have been taking place in South Africa have seen the emergence of the new curriculum, the NCS, 2002 Policy. The process of implementing the new curriculum has created several challenges that ultimately had an impact on the performance of the public schools learners in the Limpopo Department of Education, particularly in Vhembe District. The new curriculum with its new pedagogical approach, a particular way of teaching methodology, the OBE focuses on the achievement of the outcomes. That on its own suggested the need for drastic changes in the teaching approach that educators have to apply. Thesis (PhD)--University of Pretoria, 2012.
School of Public Management and Administration (SPMA)
unrestricted
29
Cooper, Karen. "Engaging young offenders in education, training and employment : the roles of learning orientations and motivational support." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496435.
Full text
30
Emilien, Stephanie Blandine. "Changing work and employment institutions in Mauritius : challenges for workers, companies and education and training institutions." Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/32938.
Full textAbstract:
This thesis critically explores how changing work and employment institutions have brought about challenges for workers, companies and Education and Training institutions in Mauritius. The study uses a historical institutionalist approach as well as additional concepts to examine how Work and Employment as well as Education and Training institutions of Mauritius, have adjusted to contemporary economic conditions. Recently, Mauritius, a former French and British colony, has diversified its economy and launched its Business Process Outsourcing (BPO) sector. The sector has developed in parallel with the government’s endeavour to turn Mauritius into a knowledge economy over time. In order to facilitate the setting up of numerous multinational companies, the country has adopted more flexible employment legislation. As a result, companies have been able to take advantage of the island-nation’s cheap, multi-lingual and youthful labour market. The thesis identifies challenges that have been triggered by the requirement for new skill capacities, and further challenges in the form of risks experienced by young Mauritian workers in their employment relationships. Through a qualitative empirical approach, 75 semi-structured interviews were undertaken with workers, managers, educationists and experts in Mauritius. The study argues that current and forthcoming Education and Training (E&T) Policies face several tensions that the Mauritian government did not anticipate and cannot adequately deal with. Findings show disparities between employers’ expectations of workers’ level of employability and skill capacities on the one hand and actual skill capacities on the other. Tensions also lie between the government and private employers in regard to who is to provide which form of training. Further contradictions are found in the government’s one-sided efforts towards building a ‘high-skill’ workforce while new pillars of the economy, here illustrated by the BPO sector, can be comparatively low-skill. Considering the absence of union organisation and the generally low level of agency among workers, these tensions can have damaging impact upon young Mauritian workers at work and beyond. In conclusion, the study highlights the importance of considering context-specificity in the formulation of E& T policies. It suggests that there is much scope for institutional change in which education systems and policies can be more carefully designed to address new economic and social needs in Mauritius.
31
Lisk, D. R. "Equal opportunities for women in construction trades : issues of education, training and employment in Northern Ireland." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679039.
Full textAbstract:
This study seeks to identify the factors that influence young women to take up a career in the construction trades in Northern Ireland and to gain a better understanding of the perceptions that lead them to decide on a career in construction. The study focuses on the views, perceptions, understandings and experiences of young people and utilises a mixed methods approach, consisting of a large scale quantitative study of 14-16 year olds along with follow up qualitative interviews with young women and other key stakeholders in the construction industry. Within the context of this study, Roberts' notion of opportunity structures is used, and extended with Bourdieu's concepts of 'habitus' and 'field', as a way of exploring how young women have come to internalise taken-for-granted ways of thinking about occupations that reflect their wider experiences and relationships at home, school and in the world of work. The study found that the young women's attitudes and perspectives were influenced by the family and their peers. The study also identifies entrenched attitudes, where girls are discouraged, prevented and inhibited from accessing opportunities to explore particular career choices by careers officers and teachers. The study highlights how women on construction sites might be undermined but also highlights that young women are confident in their own abilities. This study is one of the first to consider a range of construction craft career choices for women to contemplate. The implications of this study include the need for schools and colleges to provide equality of opportunity for girls to participate in careers talks and vocational sampling programmes. It is suggested that sector bodies must also seek to promote and support women in construction apprenticeship programmes and that construction sector employers must implement improved monitoring and support mechanisms for female workers.
32
Kim, Eun. "A soft skills training program for youth and young adults to increase their future employment opportunities| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1600058.
Full textAbstract:
Given the growing rates of youth and young adult unemployment today, particularly in urban contexts, this grant proposal seeks funding to support the development of a soft skills training program for youth ages 15-24 in the Baldwin Park area of Los Angeles County. Essential soft skills needed to help youth secure and retain successful employment can include the interpersonal skills of better communication with supervisors and co-workers the job, teamwork, conflict resolution, and the capacity to regulate time management. The goal of this program is to increase employability by giving these inner city youth an increasingly valued skill set in order to promote an increase in youth employability in this community. A comprehensive grant funding search identified the California Wellness Foundation as a potential funding source for the proposed program. The actual submission or funding of the grant was not a requirement for the successful completion of the grant proposal.
33
Achatz, Daniel R. "Supported employment: A manual for Community Industries." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/503.
Full text
34
Deane, John. "How are academic Heads of Department supported to undertake their diverse roles in post-1992 English Higher Education Institutions?" Thesis, University of Gloucestershire, 2017. http://eprints.glos.ac.uk/5700/.
Full textAbstract:
There has been acceptance for some time of the importance of the role of the academic Head of Department (HoD) to the successful delivery of a Higher Education Institution’s (HEI) vision and strategy. It has been argued that due to the increased pace of change in English Higher Education in the last few years, with a trebling of fees and regulatory change, a recent Higher Education and Research Act (2017), and the introduction of the Teaching Excellence Framework, that there is even more need for effective HoDs. There has also been acceptance for some time that the training and support provided for those taking on the HoD role has been limited. The focus of this research study is how academic HoDs in post-1992 English HEIs are supported to undertake their role, taking into account both how decisions are made and their academic identity. This study adopted an interpretive approach – in line with social constructivism – exploring the perceptions, feeling, and beliefs of HoDs. 14 semi-structured interviews were undertaken with HoDs in two post-1992 English HEIs to obtain their views on how decisions are taken either in a managerial or collegial manner, how their identity forms part of the support they draw upon, and the informal and formal networks and support mechanisms they utilise. A further seven semi-structured interviews were undertaken with senior managers to triangulate the data from HoDs. The data was analysed using template analysis and the key themes were identified. The findings suggest firstly that HoDs prefer a decision-making environment that utlises a ‘soft’ form of managerialism or collaborative and collegial culture in which decisions are made. This form of ‘soft’ managerialism, it is argued, allows for the development of informal support mechanisms. Secondly, the study found that HoDs were unable to maintain their research whilst being in the role (and this was a frustration to them), but they found their disciplinary networks and identity important in undertaking the role of HoD. Finally, the study established that the informal forms of support accessed by HoDs, either within or outside their institution, were of most value in allowing them to successfully undertake their role. The time and space to network and reflect with others on the common challenges they all faced provided the support that was of greatest value to HoDs. Although the findings from this study cannot be generalised they could be of value to HEIs and human resources managers, as well as designers of HoD leadership programmes in taking into account how best to support the development of informal support networks for HoDs.
35
Egbue, G. N. "Education policy and practice in contemporary Nigeria, with particular reference to secondary level and its relationship to employment opportunities in Anambra State." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375525.
Full text
36
Challoner, B. "The integration of handicapped students into the tertiary sector of education with specific reference to the hearing impaired and their employment opportunities." Thesis, University of York, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354379.
Full text
37
Park, Nicole M. "Survey of Texas Secondary Transition and Employment Designees' Use of Evidence-Based Practices." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404569/.
Full textAbstract:
The role of transition providers' knowledge of evidence-based practices (EBPs) in secondary transition can only be understood in the context of the dismal post-secondary outcomes of students with disabilities (SWD) and the need for bridging the research-to-practice gap among secondary transition practitioners. A sample of 1,163 Texas Employment Designees (TEDs) were surveyed about their knowledge of secondary transition EBPs. The study examined the psychometric properties and theoretical factor structure fit of a modified version of the Mazzotti and Plotner's Use of Secondary Transition EBPs survey and identified significant effects of TEDs' characteristics on their capacity for implementing secondary transition EBPs (F(9, 110) = 2.16, p = 0.03). Psychometric validation of the instrument indicated overall reliability and internal consistency of the modified instrument in measuring both knowledge and use of EBPs in support and direct provision of transition services (Cronbach's alpha of 0.99). Principal components analysis (PCA) and exploratory factor analysis (EFA) returned a simple one-factor structure. A composite score was developed for the single factor of "capacity", and a subsequent analysis was conducted to determine a relationship between the demographic factors and the overall capacity scores of respondents (n = 198). Study limitations and need for further research are discussed.
38
Pimentel, Renata Maia. "O papel do Senai na empregabilidade dos egressos dos cursos técnicos: um estudo sobre a visão dos diretores das escolas de Pernambuco." Universidade Federal de Pernambuco, 2011. https://repositorio.ufpe.br/handle/123456789/17111.
Full textAbstract:
Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-06-14T15:11:31Z
No. of bitstreams: 2
license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5)
DISSERTACAO RENATA MAIA PIMENTEL.pdf: 4445427 bytes, checksum: 166de841fdf87249aac567321b4828fe (MD5)Made available in DSpace on 2016-06-14T15:11:31Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTACAO RENATA MAIA PIMENTEL.pdf: 4445427 bytes, checksum: 166de841fdf87249aac567321b4828fe (MD5) Previous issue date: 2011-02-18
As transformações ocorridas no mundo do trabalho, originadas principalmente da revolução industrial-tecnológica, promoveram profundas modificações na organização do processo produtivo no contexto da globalização e, conseqüentemente, grandes mudanças no modo de se preparar para o mercado de trabalho. Observa-se, por isso, um crescimento dos desafios que testam a capacidade do profissional exigindo um maior preparo, uma vez que este novo padrão exige-lhe qualidade, flexibilidade e maior produtividade, para se manter empregável. Este trabalho de pesquisa buscou estudar o conceito de empregabilidade e investigar como a educação profissional pode ser um elemento fundamental no aumento da capacidade empregabilidade. Com esta finalidade, realizou-se um estudo sobre o SENAI-PE, com base em entrevistas com os diretores das unidades de Areias, Santo Amaro, Cabo, Paulista, Água fria, Caruaru, Santa Cruz do Capibaribe, Garanhuns, Araripina, Petrolina, e nos resultados das pesquisas de qualidade, SAPES e PRO SIGA elaborado pela própria instituição junto aos alunos dos cursos e ás empresas que recebem estes alunos. O estudo realizado buscou compreender a percepção dos diretores acerca do conceito de empregabilidade, sobre como o SENAI pode promover o aumento de capacidade bem como sobre as suas limitações; analisou-se, sobretudo, como o conceito de empregabilidade é incorporado aos discursos dos sujeitos da pesquisa. Observou-se de parte dos gestores a confirmação da exigência de profissionais mais criativos, ágeis, preparados/capacitados e flexíveis para a demanda do mercado, enquanto entre os discentes, é transparente o discurso que serve como elemento potencializador da empregabilidade, permitindo inferir que a identidade que estes jovens trabalhadores estão construindo reafirma a idéia do consumo dos diplomas/certificação.
Changes in the world of work, originating mainly from the industrial-technological revolution, fostered profound changes in the organization of the production process in the context of globalization and, therefore, major changes in order to prepare for the labor market. The workers' skills and training of the workforce to prominence and, therefore, emerges a flexibility and instability of formal employment. The threat of unemployment in an unregulated labor markets and unstable gives it bargaining power (and / or enforcement) in relation to the forms and working conditions. Based on this understanding, there is a provision in the growth of the challenges that test the ability of the professional requiring more preparation, because this new standard requires you to quality, flexibility and productivity to remain employable. In this context, this research sought to study the concept of employability and how vocational education can be a key element in increasing the employability. To this end, we carried out a study with the SENAI-PE interviewing directors of the units and doing an analysis of the results of the research quality of the institution to the students. The study sought to understand the perceptions of directors about the concept of employability such as SENAI and may promote increased capacity and what are its limitations, later comparing the understanding of directors with the students' perception. For these purposes, consisted of a qualitative research, for which they were all directors of the SENAI units - PE and was made use of internal documentation. We analyzed how the concept of employability is embedded in discourses of research subjects. It was observed on the part of managers to confirm the requirement of professionals more creative, agile, prepared / trained and flexible to market demand, reaffirming a latent discourse in everyday life that propagates flexibility in vocational training for employability among students, is clear that the speech serves as an enabler of employability, allowing to infer that the identity that these young workers are building reaffirms the idea of consumption of qualifications / certification, seeking their own insertion in the labor market, but there was disagreement about the role of the SENAI -PE in increasing the employability.
39
McMahon, Grainne Maire Brid. "'Education, training and employment' as a turning point in criminal careers : The perspectives of persistant young offenders." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504120.
Full text
40
Mullen, Cate. "Not in education, employment or training : the educational life history of a young person in West Sussex." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/378655/.
Full text
41
Reese, James Michael. "Observable Differences in Selected Employment Characteristics Among Groups of Teachers of Students With Serious Emotional Disturbances Grouped by Type of Endorsement and Level of Training." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332750/.
Full textAbstract:
Employment data were collected from personnel files of 43 teachers of students with serious emotional disturbances from a large suburban school district. The 43 records were sorted into groups by level of college education and type of teaching endorsement. The groups were then compared for differences in duration of employment and summative evaluation scores on the Texas Teacher Appraisal System using a non-parametric one-way analysis of variance. At a .05 probability level, no significant differences were found between groups.
42
Senekal, Janine. "Employment and employability profiles of postgraduate psychology alumni from a historically disadvantaged university." University of the Western Cape, 2018. http://hdl.handle.net/11394/6221.
Full textAbstract:
Magister Artium - MA (Psychology)The present study aimed to determine the employment and employability profiles of alumni from structured professional Masters programmes in psychology. Issues of low enrolment rates and high attrition rates are at the fore of transformation efforts in the South African higher education sector. The concern of graduate employability and the relevance of skills training received to the labour market are of international concern. Graduate tracer studies have been successfully implemented internationally to attempt to understand these issues. Training relevance is of particular concern for the field of psychology in South Africa, as there is a significant shortage of mental health professionals. Understanding where graduates from professional Masters degrees in psychology find employment, as well as understanding their employability, may lead to greater absorption of graduates from these programmes into the workforce. Permission to conduct the present study and ethics clearance was obtained from the Senate Research Committee of the University of the Western Cape, and all relevant ethics principles were adhered to. An incentivised, online survey was conducted with a sample of 29 Masters-level graduates from two professional psychology programmes at a historically disadvantaged university. The study used a modified version of the Standard Instrument for Graduates. The survey had a 50% response rate (29 of 58) after at least four electronic reminders. Respondents graduated between 2008 and 2013, 13 from the clinical Masters programme and 16 from the research Masters programme. Descriptive statistics were used to depict the employment and employability profiles of the alumni. Most of the respondents were female (n=21), and about a third were first generation students (n=11). Most of the respondents were currently employed (n=25). They were employed in a variety of fields, predominantly health (n=10) and higher education (n=7), and largely clustered in the public sector (n=17). This suggested a transferability of skills. The training received was perceived to be relevant, in terms of accessing employment and conducting current work. Most of the clinical graduates were registered as clinical psychologists (n=12) with the Health Professionals Council of South Africa. There were varied registrations held by graduates from the research programme and some were not registered. The respondents held generally positive attitudes towards their alma mater. These descriptive results were interpreted through the use of McQuaid and Lindsay's (2005) framework of employability, based on the interaction between their individual factors, personal circumstances and external factors. Through this frame, the results highlighted the complex nature of the employability of these graduates.
43
Leslie, Mildred Ann. "Supported employment: Job coach versus natural support." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/991.
Full text
44
Brady, Alan. "The integration of English language education within mainstream university discipline-area study in Japan : a case study of Shimada University and the Sociology Department." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369660.
Full text
45
Armour, Kathleen Mary. "The ecology of physical education : an investigation into the 'life' of a physical education department and its impact upon the identities and opportunities of pupils and teachers." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241081.
Full text
46
Nontshokweni, Princess Nombeko. "Impact assessment of Transversal Training Management Agency (TTMA) training in performance improvement of the Eastern Cape provincial department of basic education (2005-2010)." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/d1001251.
Full textAbstract:
Training is widely conducted in organizations and is actively encouraged by the recent legislation in South Africa. Millions of Rands are spent building human resource capabilities. Organizations therefore need to know whether this investment in training is bearing fruit in terms of changes in individual performance and overall impact on service delivery. The need to improve Transversal Training Management Agency (TTMA) training programmes and skills development impact to government departments has triggered the survey. Three interdependent themes are explored: training evaluation in `government departments, influence of non-training factors and human dynamics between stakeholders in the training evaluation process. Structured questionnaires, based on best practises in literature were administered to key stakeholders involved in TTMA training programmes. Training managers and the Office of the Premier (OTP) Human Resource Development (HRD) officials were interviewed, while supervisors, trainees and trainers verified the data by post. Data were collected from the Department of Basic Education, Eastern Cape (EC), TTMA trainers and trainees. Findings show that The Department of Basic Education in the EC does not fully follow a system’s approach. Evaluations done during classroom sessions focus mainly on the reaction of participants to training and not on the behaviour change in the workplace. Training participants are not prepared for training; sometimes they do not even know why they attend training. Some trainees go to training just to get certificates that increase their CV’s for promotion purposes or to run away from the stressful work environment and not for individual growth. Recommendations to use a systemic evaluation approach and involvement of trainees in their career development process are made. Further research is recommended on the managing of non-training factors that impede learning transfer.
47
Suttill, Beth. "Self-identities of young people on a course for those who are not in education, employment or training." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40667.
Full textAbstract:
From January to March 2014, when this research was taking place, 774,000 young people aged 16-24 were not in education, employment or training (NEET) in England (Office for National Statistics, 2014). Even before the 2008 recession the NEET rate was rising, and despite criticism of the term it continues to be used as a service intervention label. Attempts have been made to try and understand young people who are placed into this category, and their experiences, however few studies have asked these young people how they define themselves and their situation. This research therefore explores the self-identities of a group of twenty seven young people on a course for those who are NEET in an area of the Midlands. The views of these young people were captured through the use of ethnographic research. While these young people attempted to reflexively create their identities (Giddens, 1991), not all choices about future lifestyles were available to them. Their agency was bounded (Evans, 2007) and they were constrained by their economic and social circumstances, as well as by dominant discourses. Discourses around youth, adulthood, unemployment and individualisation were evident in their narratives. While on the course, the participants built their identities around being students and attempted to show that they were ‘doing something with their lives’. Their future identities were focused around traditional ideas of adulthood. Yet they faced a number of barriers to achieving their aspirations. This research demonstrates that demands for young people to ‘take control’ of their lives ignores the wider structural issues and discourses which shape their experiences. Focusing on individual deficiencies limits the impact of policy and initiatives aimed at NEET young people.
48
Lai, Kam Wing. "Information technology in education computer-based training courseware design & development." Thesis, University of Macau, 1999. http://umaclib3.umac.mo/record=b1447771.
Full text
49
Davis-Patrick, Daphne Marjorie. "An RN Sepsis Training Program That Supports Registered Nurses in the Emergency Room Setting." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3556.
Full textAbstract:
Sepsis is a severe blood stream infection that claim the lives of almost 220,000 Americans annually. Delayed patient treatment results in multi-organ failure, morbidity, mortality, and increased hospital length of stay. Timely sepsis management enables hospitals to have decreased expenses, increased patient survival, and judicious interventions. The problem addressed in this project was the lack of sepsis- training for registered nurses (RNs) working in the emergency department (ED) of a 628-bed hospital in the southeastern United States. Under the direction of the director of the ED, 269 patient charts were reviewed during 2014 to February 2015 for data related to a sepsis diagnosis. Data showed that 19.4% (n = 103) of patients diagnosed with sepsis had the sepsis order set implemented by the ED nurse. The purpose of this project was to create an educational sepsis-training program for ED nurses. The program included a 2-hour educational module on signs and symptoms of sepsis, including guidelines from the Surviving Sepsis Campaign and the Emergency Nurses' Association. Stetler's Model of Research Utilization and Benner's Novice to Expert conceptual frameworks supported the project. The director of professional practice provided formative feedback on module content and the program evaluation tool. Director feedback indicated that content was beneficial in educating ED nurses on the signs and symptoms of early sepsis recognition. The ED director has now mandated that all ED nurses take the training module and posttest. The project has the potential to improve early sepsis recognition by ED staff and to improve patient outcomes, thus promoting positive social change for patients, families, and nurses.
50
Gabriel, Jennet. "Young people's experiences of moving out of being 'Not in Education, Employment or Training' (NEET) : an exploration of significant factors." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6396/.
Full textAbstract:
This study explores the impact on young people of experiencing a period of being 'not in employment, education or training' (NEET). The literature emphasises the risks, disadvantages and negative long-term outcomes associated with becoming and being NEET. There is relatively little research on positive factors that enable young people to cope with and move on from this experience. The study uses concepts from self determination theory (SDT - Deci and Ryan, 1985), a lifespan perspective (Bynner, 2005; Arnett, 2006), and eco-systemic theory (Bronfenbrenner, 1979, 2001) to help to understand the experiences of the young people. Nine young people aged between seventeen and twenty-four who had experienced a period of 'NEET' but who were now in education or employment, were interviewed using a semi-structured interview format. Four professionals involved locally with young people in an educational, training or work capacity were also interviewed. Thematic analysis was used to examine the data. Despite in many cases having experienced significant difficulties in their lives, most of the young people expressed optimism and confidence about their future. Key supportive factors in managing the experience of being NEET were the young people's inner resources and help from significant others. The young people identified that they needed more preparation and advice to equip them for adult life, both before and after leaving school. Links are made with the core concepts from SDT of autonomy, competence and relatedness. The implications for schools and support agencies are discussed.