Bestuurstrategieë vir die implementering van die leerderskapprogram in die onderwys
Els, Paul Lodewyk
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Due to the implementation of different acts and councils as well as the development of a National Skills Development Strategy in South Africa, ignorance and uncertainty has reigned regarding the implications and implementation of learner ships in the workplace. This new approach to the attainment of a qualification differs from earlier methods and forms part of the Government's National Skills Development Strategy. Higher education and training institutions possessed no legal documentation that could serve as guidelines according to which workplace-based education and training could take place as an alternative method of training. Legally, provision has been made for workplace-based education and training to be implemented in all sectors of the community. Hence it was essential to investigate the implementation of learner ships in the teaching sector. This research aimed at developing management strategies for the implementation of the learner ship programme in the teaching sector so that the alternative method according to which education and training can take place, can become clearer. A study of the literature was undertaken to determine the nature of learner ships as well as the structure and functioning thereof in the education sector. Furthermore, a quantitative and qualitative research method was followed in order to establish which problems occur regarding the management thereof in the education sector. Research was concluded based on research objectives. Data was collected and interpreted according to which specific management strategies were developed for implementing a learner ship programme in the RSA. The most important findings are: • Learner ships can serve as an additional training model for a training institution and the education sector. • The learner ship programme can be implemented to address skills shortages in the labour market. • The learner ship programme is limited by legislation to supply training and qualification improvement on an equal basis to all races and genders. • All population groups contribute to the skills development fund, but not all learner ship candidates' training is afforded by it, as is evident from the intention of legislation. • All SETAs fall under die Minister of Labour, while one of the functions of the SETAs is the monitoring of education and training. However, according to Act (97/1998), the Minister of Education has no direct participation in deliberation in SETA matters. • Cooperation and coordination between the Department of Labour and the Department of Education is of cardinal importance, since workers in the workplace need to receive acknowledgement in the new qualification framework - the NQF. • Currently, no specific official departmental guidelines exist that explain the task definitions of learner ship candidates in the schools practice. • Currently, no uniform guidelines exist for school mentors so that the management of the learner ship program can take place uniformly. • Due to the lack of a uniform mentor manual, several indistinctness’s and uncertainties occur regarding the learner ship programme. • A need prevails among mentors and learner ship candidates for academic staff to visit them at the schools or training centres.
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