- Title
- Developing a model for establishing, implementing, and maintaining learnerships in South Africa
- Creator
- Hamlet, Brian
- Subject
- Employees -- Training of -- South Africa
- Subject
- Experiential learning -- South Africa
- Subject
- Education, Cooperative -- South Africa
- Date Issued
- 2005
- Date
- 2005
- Type
- Thesis
- Type
- Masters
- Type
- MTech
- Identifier
- vital:9377
- Identifier
- http://hdl.handle.net/10948/156
- Identifier
- Employees -- Training of -- South Africa
- Identifier
- Experiential learning -- South Africa
- Identifier
- Education, Cooperative -- South Africa
- Description
- The research problem in this study was to identify how successful the methods are that organisations use within the Manufacturing Engineering and Related Services Education and Training Authorities (MERSETA) chambers to develop, implement and maintain learnerships. To achieve this aim a literature examination to determine the aspects of workplace learning were explored, including the various perspectives of learning, together with an investigation into workplace learning. Further, apprenticeships, traineeships, learnerships were discussed; including the concepts vocational education and training standards, and competence explored. Finally a process model for effective learnership implementation was presented based on international approaches together with the South African models and current practices. - v - The process learnership model served as a basis for drawing up a survey questionnaire to establish the extent to which organisations agreed or disagreed with the learnership model developed. The survey was limited to the “automobile” and “new tyre” chambers of the MERSETA. The results obtained from the empirical study indicted a high degree of agreement with the process model for effective learnership implementation. The results obtained from the quantitative data, and qualitative data were used to adapt the learnership process model, and produce a six-phase integrated learnership model. From the survey it become evident that organisations needed to be sensitised and educated as to learnerships before considering more seriously learnership implementation. Further, it emerged that learnerships cannot only be effective within a process approach, and that it should also take place within a positive “organisational learning culture”. Organisations and Sector Education and Training Authorities (SETAs) can now use the six-phase integrated learnership model with confidence, as there was a high degree of agreement with the learnership model that was developed as part of this research study. The six-phase integrated learnership model has been comprehensively developed and surveyed by organisations that are currently implementing learnerships on a large scale. Organisations and SETAs can now give effect to the Skills Development Act No. 97 of 1998, and contribute to the National skills Development Strategy of 2001, which aims to improve the workplace skills of all South Africans.
- Format
- xix, 243 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Business and Economic Sciences
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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NMMU School of Industrial Psychology and Human Resources
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