Dissertations / Theses on the topic 'Apprenticeship training programs'

AN ABSTRACT OF THE DISSERTATION OF Gayla Stoner, for the Doctor of Philosophy in Education degree, presented on May 16, 2015, at Southern Illinois University Carbondale. TITLE: INSTRUCTORS' PERCEPTIONS OF ONLINE INSTRUCTION WITHIN REGISTERED APPRENTICESHIP PROGRAMS MAJOR PROFESSOR: Dr. Barbara Hagler This qualitative study explored the perceptions of instructor use of online instruction within Registered Apprenticeship Programs (RAPs). The study concentrated on experienced instructors within a RAP that is part of a long-term, well-established trade union located in a major metropolitan area in the Midwestern United States. This study was informed by the methodology of a constructivist case study, which included the following methods: document review, expert panel, and in-depth interviews. Swan, Garrison, and Richardson's (2009) process-oriented model of the Community of Inquiry (CoI) with a constructivist approach served as the conceptual framework to inform this study. The purpose of this study was to contribute to the body of knowledge of online instruction within RAPs. The focus of this research study described (a) how RAP instructors perceive online instruction, (b) how their perceptions might impact the learning experiences of adult learners, and (c) how the perception of online learning may be improved among such instructors. The Office of Apprenticeship, which is within U.S. Department of Labor (DOL) Employment and Training Administration (ETA), recently revised regulations that now encourage the integration of technology-enhanced training into RAPs. Specifically, on October 29, 2008, the ETA, through its Office of Apprenticeship, exercised its statutory authority under the National Apprenticeship Act of 1937 and promulgated the first revision in more than 30 years to its longstanding regulatory rubric governing RAPs (Code of Federal Regulations, Title 29, Part 29) (Labor, 2008). These revisions, published in Title 29, Part 29 of the Code of Federal Regulations (29 CFR Part 29), embrace the use of "electronic media," including "interactive distance learning," as permissible instructional vehicles for the technical training of RAP-enrolled apprentices (Labor, 2008). As a result of the revision of 29 CFR Part 29, RAPs now have the option to augment their formal training programs with non-traditional instructional modalities for the benefit of both apprentice-sponsoring employers and enrolled apprentices. Interviewee quotes are used throughout the study to illustrate the range of interviewee opinion and to support conclusions. These findings may enable the instructor to provide quality instruction by demonstrating the elements of presence described in the CoI process-oriented model. In addition, my findings indicated there is evidence of a CoI process-oriented model that helps facilitate quality online learning within this specific RAP. I also discovered that RAP instructors recognize and encourage the benefits of online instruction for the apprentice, which includes (a) increased training opportunities and (b) the ability to maintain adult lifestyles. Additionally, instructors serve as mentors for the apprentice by providing guidance and opportunities in regard to achieving their educational goals. Also, I found that perceptions of online learning will continue to improve through the ongoing support provided by the RAP. Support includes technology-based workshops and pedagogical-based professional development opportunities. Finally, RAP instructors must continue to be educated on the advantages online instruction can bring to the self-directed apprentice. Primary conclusions from the study are the revelation of a strong community establishment within this specific RAP. This community of learners support the apprentice's ability to contribute positively to the workforce through the attainment of educational goals. In addition, RAP instructors take ownership of the responsibility to provide flexible educational offerings to the apprentice. These offerings include the delivery of quality courses that result in the benefits gained through online instruction. Also, instructor support of resources must continue to remain a priority for the RAP. Finally, I concluded that the self-directed apprentice has similar attributes as the ideal online learner. Flowing from the study's conclusions are several recommendations for this specific RAP, as well as the Employment and Training Administration. My recommendations include the suggestions for online lifelong learning and professional development course offerings, as well as the comparison of the learning outcomes of apprentices based on delivery modes. I recommended assessments and evaluations or online program evaluation in RAPs. Also, I recommended instructor creation of a mechanism for evaluating the quality of online instruction within RAPs. I recommended that RAPs continue to consider additional paths for sustainable funding. Additionally, I recommended that RAP instructors should receive more knowledge and application training in regard to the utilization of the process-oriented model theoretical framework of the Community of Inquiry. Finally, I recommended the creation of a national advisory sub-committee to serve the Federal Advisory Committee on Apprenticeship. The sub-committee would be charged with the purpose of understanding and disseminating educational and technological instruction to enhance RAPs.

Bibliography: pages 107-120.<br>This thesis explores the decline and transmutation of the apprenticeship system in South Africa, specifically as it occurred in the metal and engineering industry. It proceeds to analyse the most basic and influential imperatives which have driven this process. On the side of capital, these imperatives were the inexorable motive for a profit driven industrial organisation and on the side of organised labour, the imperatives to protect skills, jobs and wages. The existence of the one set of imperatives presupposed the need to redefine the existence of the other set. These contradictory imperatives have shaped the trajectory of the apprenticeship system in South Africa. They were contradictory because the one was an impediment on the untrammelled extension of the other. However, as the imperative of profit maximisation gradually became the predominant consideration in the relationship, it began to exert greater pressure on the character of the apprenticeship system. Within the apprenticeship training system, the imperative of profit maximization prioritised price calculation as the dominant consideration by which decisions and trajectories were chartered. Since the state mediated the relationship between the various economic interests in society, its interventions merely curtailed a more rapid consolidation of the effects of a profit driven industrial organisational imperative, within the apprenticeship training system. The triumph of the profit maximization imperative, systematically eroded the system of apprenticeship training in the metal and engineering industry of South Africa. An institutional inertia within the South African state resulted in the manifestation of erosive effects within institutions of the state empowered with governing and managing human resources development. This institutional inertia within the state was an accompaniment to the broader erosion of the apprenticeship training system at the workplace.

This study survey all ROP's in the State. It determined the degree to which the ROP's were meeting the changing need for enhancing and utilization vocation educational programs to meet the mandates of ̲S̲ec̲oṉḏ ṯ̲o Ṉ̲oṉ̲e.

Thesis (MTech (Business Administration)--Cape Peninsula University of Technology, 2018.<br>In South Africa the government, industry and communities have placed pressure on Higher Education Institutions to deal with general skills shortage: whilst they prepare students to meet requirements and standards which industry expects. Universities of Technology are empowering students with theory, combining it with practical experience to generate graduates that are ready to meet industry’s demands and professional expectations. However, it has not proved easy to place students.The researcher has attempted to establish from companies the reasons the challenges and barriers posed during the Work Integrated Learning process. Work-Integrated Learning is important in bridging the gap between graduate attributes and industry expectations and the significant role that it plays in bridging the gap between graduate attributes and industry expectations. The workplace is a source of learning for students.The feedback from industry supervisors should be seen as an integral part of assessing students’ readiness for the world of work. The purpose of this research is to ascertain how managers deal with students during the Work-Integrated Learning period.The results of the study create foundation for future developments and research. It will also inform the development of an effective and innovative Work-Integrated Learning curriculum that is more supportive academically, and that encourages professional excellence and produces work-ready graduates. A qualitative research method was used in the study. Fifteen financial services managers from different companies were individually interviewed. Ethical approval for the study was sought and obtained. The results demonstrated that the managers experienced mixed feelings regarding their experience when supervising students in their respective companies. A closer examination of the managers’ responses, however, revealed that they had high expectations of students that participated in WIL, coupled with the quality of training provided by the Higher Education Institutions. These expectations include the following: effective time management, especially when reporting for work; regular attendance and team work, good and effective communication between company and the hosting university; and for WIL students to work independently, were all regarded as important.Although some managers had positive experiences of supervising students, there were those that expressed concerns about students’ levels of work readiness, as some indicated that students lacked self-confidence, while others raised concerns about students’ attitudes and lack of work ethics. It is recommended that the WIL programme should include activities that will enhance students’ confidence, independence and work-effectiveness. A collaborative effort should be made between various stakeholders that are involved in WIL: The need to give feedback to students on a full range of skills and competencies in the workplace, has not been extensively studied; hence an attempt by the researcher to establish some of the industry managers’ experiences in this regard.

Thesis (MPA)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: The Democratic South African government inaugurated in 1994 identified the need for intermediate skills that are required to contribute to the growth of the economy and to reduce the high unemployment rate. Further Education and Training Colleges (FETC) were established after 1994 by merging the former 152 technical colleges into 50 FETCs. The function of these FETCs was to offer intermediate skills to the youth, women, and employed and unemployed South Africans. The South African government introduced a number of strategies, Acts and policies to support the colleges and to implement demand-driven intermediate skills programmes which would close the skills gap and improve the growth of the economy. These policies seek to ensure that skills offered at colleges are aligned to the needs of industry and to make sure that the college programmes will be in demand in the work place. The study presented is aimed at investigating this alignment by evaluating how apprentices in the final stage of their vocational training perform and meet the demands at their work places. A number of strategies used by different countries to support and develop their education systems are discussed. The discussion is directed at considering how vocational education ensures a positive contribution to skills development and what its impact is on the growth of the economy. This study provides a comprehensive policy and legislative framework which governs and supports the higher education institutions and the FETCs. The study was designed to determine whether welding apprentices from the College are, according to the work place staff and management and stakeholder bodies, appropriately equipped with vocational skills and knowledge to execute their duties at the work place. The evaluation and analysis of the data extracted from the responses of the interviews and questionnaires are presented and discussed. The results enabled the researcher to conclude that the evaluation of apprentice performance at the work place provides significant insight into the question of how vocational training and knowledge at the WCFETC meet the demands at the work place. Conclusions are drawn and recommendations are made.<br>AFRIKAANSE OPSOMMING: Die demokratiese Suid-Afrikaanse Regering, wat in 1994 ingehuldig is, het die behoefte aan intermediêre vaardighede om die groei van die ekonomie en die van die hoë werkloosheidssyfer te verlig, geïdentifiseer. Verdere Onderwys en Opleiding Kolleges (VOOKS) is na 1994 totstand gebring deur die samesmelting van 152 voormalige Tegniese kolleges tot 50 VOOKS. Die funksie van die Verdere Onderwys en Opleiding Kolleges was om intermediêre vaardighede aan die jeug, vrouens en Suid-Afrikaners in diens of werkloos, te verskaf. Die Suid-Afrikaanse Regering het ´n aantal strategieë, wette en beleidsrigtings aangeneem om die kolleges te ondersteun en om die aanvraag-gedrewe intermediêre vaardigheidsprogramme te implementeer wat dan die vaardigheidsgaping sou vernou en die groei van die ekonomie sou bevorder. Hierdie beleidsrigting beoog om te verseker dat vaardighede wat by die Kolleges aangebied word, belyn is met die industrie as ook om te verseker dat die kollege programme benodig word in die werksplek. Die studie is gemik daarop om hierdie belyning te ondersoek en te evalueer hoe vakleerlinge in die laaste stadium van hulle ambagsopleiding vaar, en voldoen aan die eise van die werksplek. ´n Aantal strategieë wat deur verskillende lande gebruik word, om hulle eie opvoedingsstelsels te ontwikkel, word bespreek. Die bespreking verwys na hoe ambagsopvoeding ´n toevoeging tot vaardigheidsontwikkeling kan verseker en wat die impak daarvan op die groei van die ekonomie het. ´n Alomvattende beleid en ´n wetsraamwerk, wat Hoër OpvoedingsInstansies en die Verdere Onderwys en Opleiding Kolleges beheer en ondersteun, word verskaf. Die studie is ontwerp om te bepaal of die sweis vakleerlinge van die kollege, volgens die werksplek personeel en -bestuur en belanghebbende liggame, toepaslik toegerus en bevoeg is met ambagsvaardighede en kennis om die pligte van die werksplek uit te voer. Die evaluering en analise van die data, afgelei van die terugvoering van die onderhoude en vraelyste, word weergegee en voledig bespreek. Die resultate stel die navorser in staat om tot die gevolgtrekking te kom dat die evaluering van vakleerling-werksverrigting by die werksplek merkbare insig tot die vraag hoe ambagsopleiding en kennis by die Weskus VOOK aan die eise van die werksplek voldoen. Gevolgtrekkings en aanbevelings word aangebied.

<p>This ex post facto comparison study of a postsecondary apprenticeship program at a naval ship construction company examined 8 years of academic performance and program completion data for two curricular formats: a 15-week traditional group (1,259 apprentices) and a 10-week accelerated group (736 apprentices). The two groups were investigated to determine if there were significant differences in retention, course grades, and overall GPA between the two curriculum lengths. A chi-square test for association between groups and retention found a statistically significant relationship between retention and curriculum length, &chi;2 (1, <i>N</i> = 1,995) = 65.84, <i> p</i> &lt; .001, with retention greater for the 10-week curriculum. Six of 12 accelerated courses had higher grades (descriptively) than the corresponding traditional 15-week courses, and 4 of 12 accelerated 10-week courses had significantly higher grades (statistically) than the corresponding traditional 15-week courses. The overall GPA for completers was significantly higher for the 10-week curriculum (<i>n</i> = 474, <i>M</i> = 3.02, <i> SD</i> = .79) than for the 15-week curriculum (<i>n</i> = 862, <i> M</i>= 2.83, <i>SD</i> = .81), <i>t</i> (994) = -4.16, <i> p</i> &lt; .001, <i>d</i> = - 0.26. This study has added to the limited body of literature on apprenticeship studies and workforce development by exploring how apprenticeship programs can be accelerated to transform inexperienced skilled labor into a high-performance workforce with a general increase in academic performance. </p>

This thesis describes and analyses vocational learning in school and workplaces, particularly the vocational learning involved in becoming a construction worker in Sweden. This includes learning the trade in upper secondary school education and a subsequent apprenticeship. An underlying argument is that activities in these contexts enable a diverse vocational learning outcome. However, there are potential tensions and contradictions, especially between production- and education-oriented aspects of the learning activities in these settings. To address these and associated issues, two research questions were posed. First, how do work-based activities enable vocational learning? Second, what forms of learning are enabled in school and work life settings and how are these forms of learning constituted? These questions were addressed using information drawn from observations, interviews and a survey. Analyses of the data, using a theoretical framework based on activity and forms of learning theory, show that the school and workplace settings enable different types of learning that form a joint constructed object. Further, the contexts provide diverse tasks that, with guidance from more experienced persons, can enhance the learning outcomes. So, vocational learning is enabled through tensions in the activity systems that form a learning outcome. In project-based vocational education and training (PBVET) provided in upper secondary school, vocational learning is enabled through basic training and opportunities to learn key techniques. In subsequent apprenticeships, the transformation of basic knowledge into specialized knowledge is enabled through close guidance and by the apprentices performing complex tasks. There are also clear differences in the freedom allowed in the performance of tasks between the PBVET and apprenticeships. The PBVET does not allow students to develop and apply their own solutions, while apprentices are encouraged to discover and implement solutions that enhance the performance of tasks. So, different forms of learning are enabled in the two contexts; the PBVET largely promotes reproductive learning and the apprenticeships largely promote productive learning. Scope for improvement was detected, as the PBVET does not appear to provide knowledge that fully meets criteria in the syllabuses, and the apprenticeship does not fully meet the learners’ educational needs. However, the settings provide complementary vocational learning opportunities. Thus, tensions and contradictions can be identified in the activity systems in the school and workplace settings that collectively form the boundaries of a learning outcome that largely corresponds to what the learners need to know and (hence) become construction workers.

Magister Educationis - Med<br>The purpose of this study was to investigate the implementation of a Literacy Intervention Programme with Grade One isiXhosa speaking learners in one primary school in the Western Cape. The study was motivated by the persisting low literacy levels in the Foundation Phase which have been reported in the Annual National Assessment (ANA) reports since 2011. The Department of Basic Education (DBE) and the Provincial Departments of Education have designed many intervention programmes to assist teachers in teaching literacy to young learners. These programmes include teacher development workshops and the supply of literacy materials in schools. Schools also have their own intervention programmes to support learners who struggle with reading and writing. Despite these efforts, there is no significant improvement in learners' literacy levels. Therefore, this study investigated how the literacy intervention programme for Grade one was implemented in one township school in Cape Town.

Made available in DSpace on 2016-06-02T19:35:36Z (GMT). No. of bitstreams: 1 2701.pdf: 1987535 bytes, checksum: 1b4c4e5cc9e629107f4af21c27b509c6 (MD5) Previous issue date: 2009-10-30<br>Universidade Federal de Minas Gerais<br>This research tries to understand the contributions of an online continuous formation Program, aiming at the professional development of formers working with basic education, supported by the theoretic-methodological reference of professional practice epistemology and distance education. Thematics such as teachers formation and distance education were examined, more specifically the online education , for considering the distance education strategy, linked to information and communication technologies (ICT), a way to conceive new opportunities for the professional development, viewing school as the formation process center references were form Shulman, 1986, 1987; Pérez Gómez, 1989; Zeichner, 1993, 2008; Knowles and Cole, 1995; Tardif, 2000, 2002; Prado and Valente, 2002; Almeida, 2003, 2005; Mizukami et al, 2003; Moran, 2003; Vaillant, 2003; Schlemmer, 2005; Vaillant and Marcelo, 2006; Hunt, 2008. The methodology used was based on the constructive collaborative pattern of research-intervention, [Cole and Knowles, 1993; Mizukami et al, 2003] linked to qualitative research theoretical matrix [Bogdan and Bicklen, 1994; Lüdke and André, 1986]. The intervention research was characterized by an online professional development Program, in the digital learning environment of the UFSCar Teachers Portal, with the participation of sixteen formers working with basic education and two researches acting as the Program mediators. The analyses were draw out from the formers reports in varied activities, such as debates occurred throughout the formative processes, private messages (mail) and testimonies that produced the formers reflexive memorial at the end of the Program. The results try to clear up aspects related to the work configuration during time spent in the learning digital situation, indicating different moments by which formers passed by in this professional development process and through the building-up of confidence relation ships, when doubts, anguishes, fears, certitudes and convictions that orientate their practices start to be explicit collectively, offering the opportunity of thinking in and about the practice from a sharing glance, allowing then the no-knowing explicit and the possibility of negotiating and explicit senses to become a former in basic education. Such dynamics happened because of the researchers continuous presence, which helped to approximate formers and to create affective bonds, which assume in the digital context a more complex dimension, related to subjective questions, due to thought expression and communication based on writing. Besides, results showed traces of how the formers knowledge changed during the process, from the concepts they have about their profession and the meaning of being a former, and relationships set up with the school partners, the theoretical discussions about how to teach teachers to teach, the possibilities of keeping on learning despite the adversities of their profession and the function/charge they occupy. Therein, it is possible to understand this researchintervention as an investigation that passes through the formation universe of online education and professional practice, that bring together results that amplify the debate about how elaborate continued formation processes in apprenticeship digital contexts, having the school as its center. In placing the basic education formers as the focus of the study, this research also came across results that enlarge the rare existing reflections about teachers formers, mainly because are being focused the basic education professionals, which also offer outpoints for debates and new researches interested in increasing knowledge in this promising investigative front.<br>Esta pesquisa procura compreender as contribuições de um programa de formação continuada online para o desenvolvimento profissional de formadores em exercício na educação básica, sustentada pelo referencial teórico-metodológico da epistemologia da prática profissional e da educação a distância. Articularam-se as temáticas formação de professores e educação a distância , mais especificamente, educação online , considerando que a modalidade a distância, vinculada às tecnologias de informação e comunicação (TIC), torna-se um caminho para a concepção de novas oportunidades de desenvolvimento profissional considerando a escola como centro dos processos formativos. Foram tomados como referência Shulman, 1986 e 1987; Pérez Gómez, 1989; Zeichner, 1993 e 2008; Knowles e Cole, 1995; Tardif, 2000 e 2002; Prado e Valente, 2002; Almeida, 2003 e 2005; Mizukami et al, 2003, Moran, 2003; Vaillant, 2003; Schlemmer, 2005; Vaillant e Marcelo, 2006; Hunt, 2008. A metodologia adotada para o desenvolvimento desta investigação pauta-se no modelo construtivo-colaborativo de pesquisa-intervenção (Cole e Knowles, 1993; Mizukami et al, 2003), que está vinculado à matriz teórica da pesquisa qualitativa (Bogdan e Bicklen, 1994; Lüdke e André, 1986). A intervenção da pesquisa caracterizou-se pela realização de um programa de desenvolvimento profissional online, no ambiente digital de aprendizagem do Portal dos Professores da UFSCar, no qual participaram dezesseis formadores em exercício na educação básica e duas pesquisadoras como mediadoras do programa. Para as análises, partiu-se das narrativas dos formadores em atividades diversas, de fóruns de discussões desencadeados ao longo do processo de formação, mensagens particulares (correio), bem como os depoimentos que compuseram o memorial reflexivo elaborado ao término do programa pelos formadores. Os resultados procuram elucidar aspectos relacionados à configuração do trabalho ao longo do tempo no ambiente digital de aprendizagem, indicando diferentes momentos vividos pelos formadores nesse processo de desenvolvimento profissional e pela construção de relações de confiança no qual as dúvidas, angústias, medos, certezas e convicções que orientam suas práticas são explicitados no coletivo, oferecendo a oportunidade de reflexão na e sobre a prática a partir de um olhar compartilhado, permitindo assim a explicitação do não-saber e a possibilidade de negociar e construir sentidos acerca de como tornar-se formador na educação básica. Tal dinâmica se deu devido à presença contínua das pesquisadoras, que permitiu aproximar os formadores e criar vínculos afetivos, o que no contexto digital assume uma dimensão ainda mais complexa, em relação às questões subjetivas, devido à expressão do pensamento e à comunicação baseada na escrita. Além disso, os resultados evidenciaram indícios de como os saberes dos formadores foram se alterando ao longo do tempo, a partir dos conhecimentos que têm sobre a profissão, sobre o significado de ser formador, das relações que se estabelecem com os pares na escola, com as discussões teóricas sobre como ensinar professores a ensinar, com as possibilidades de continuar aprendendo apesar das adversidades da profissão e da função/cargo que ocupam. Neste sentido, é possível compreender esta pesquisaintervenção como uma investigação que transita no universo da formação na educação online e da prática profissional, e que congrega resultados que ampliam a discussão sobre como elaborar processos de formação continuada em ambientes digitais de aprendizagem tendo a escola como centro do processo. Ao colocar os formadores da educação básica como foco do estudo, esta pesquisa também se deparou com resultados que ampliam as escassas reflexões existentes sobre formadores de professores, principalmente por se tratar de profissionais da educação básica e oferecem indicadores para discussões e novas pesquisas interessadas em ampliar conhecimentos nessa promissora linha de investigação.

The issue of this dissertation is the relationship between Vocational Education and Training (VET) in general and VET for building and construction in particular, as well as implications of the fact that Swedish VET is carried out both in school and in working life. Vocational construction education includes a three year Construction Programme at upper secondary school followed by two to three years of on-the-job training in the construction industry. In this case study of an upper secondary Construction Programme, the school based daily instruction as well as work based training, is explored and documented. These constitute a base for descriptions and analysis of education as a whole from the perspective of Cultural Historical Activity Theory (CHAT). The aim of the analysis is to identify the main motives for vocational construction education. The case study results are further based on descriptions and CHAT-analyses of the historical development of construction work as well as of Swedish VET in general and of vocational construction area in particular. The case study illustrates that two activities form vocational construction education; the dominating activity being construction production, and school-activity. The terms of construction industry seem to greatly determine the realisation of the school based construction production activity.  E.g. teamwork is emphasised in both activities. The school activity is marked by the implementation of infusion of core subjects by vocational subjects, aimed at preparing the students for continued professional development in the trade. The conclusion drawn here is that the new Swedish apprenticeship seems to contribute to a narrow professional knowledge base, whereas the use of infused core subjects seems to contribute to a broader professional knowledge base.

A presente tese analisa as aprendizagens profissionais desenvolvidas em período de estágio curricular, em que os alunos do curso de Licenciatura em Geografia da Universidade Estadual de Ponta Grossa (UEPG), Paraná, acompanharam o trabalho de professores de escolas de educação básica (Ensino Fundamental II). O conceito que fundamenta nossas análises é o de profissionalidade docente, por considerarmos que nele está o centro das proposições do estágio; assim, buscamos identificar quais elementos e dimensões da profissionalidade permeiam as ações na etapa do estágio. O foco da pesquisa está em identificar as aprendizagens que os alunos da licenciatura desenvolvem durante o estágio e, com base nesses elementos, reconhecer o papel do professor de Geografia da educação básica na formação inicial desses alunos. Buscamos fundamentar a tese de que o professor da educação básica, que atua como supervisor de estágio, é um formador de professores, na medida em que transmite saberes profissionais constituídos em decorrência de experiências individuais e coletivas, em contextos sociais, institucionais e técnico-pedagógicos, consolidados no exercício profissional. Esses saberes possibilitam aos alunos-estagiários a reflexividade da ação docente e das práticas escolares, por meio do diálogo com e na realidade profissional. O parâmetro adotado para realizar esta investigação são os ensinos e as orientações dadas por esses professores no desenvolvimento profissional dos alunos. Para gerar as informações e proceder às análises, optamos pelo método qualitativo, adotando as diretrizes fornecidas pela metodologia de análise de conteúdo, de acordo com Bardin (2007) e Franco (2008), na compreensão do objeto investigado. Realizamos entrevistas com um grupo de alunos do curso de Licenciatura em Geografia e com os professores das escolas da educação básica que os supervisionaram em períodos de estágio. As informações obtidas, o delineamento e o interesse no objeto investigado suscitaram análises no âmbito dos saberes da docência e do habitus na prática docente. Esses dois elementos foram utilizados como categorias, ao reconhecermos o direcionamento das orientações realizadas pelos professores. A centralidade das ações desses professores está no desenvolvimento da competência profissional dos alunos, com ênfase nos esquemas práticos desenvolvidos por eles durante as aulas ministradas. O diálogo não foi um elemento constante e primordial para o desenvolvimento das aprendizagens, as quais resultaram, em grande parte, de observações individuais dos estagiários sobre a prática didática dos professores da escola básica. Além de saberes, esses professores se preocuparam com a formação do habitus docente, orientando os alunos em relação a posturas, técnicas, demonstrando senso prático. Dentre o corpus de saberes reconhecidos para a docência, os professores atribuem maior importância àqueles construídos na prática profissional, com exceção dos saberes do conteúdo, os quais, segundo eles, devem ser consolidados no curso de graduação. Esses professores compreendem o estágio como espaço de trocas de experiências e, nesse processo, consideram-se orientadores de alunos-estagiários. Porém, apontam a falta de integração com os professores supervisores de estágio da universidade como um dos obstáculos ao bom desempenho dessa tarefa.<br>This thesis examines the professional abilities developed during the mandatory Geography teaching apprenticeship program, in which students of the Geography Teaching Licensure Course of the State University of Ponta Grossa (UEPG), Paraná, followed the work of teachers in intermediate schools (6th to 9th grade). The basic concept that underlies our analysis is that of professionality teaching, because we believe it is the center of the propositions of the apprenticeship program; thus, we sought to identify which elements and dimensions of professional teacher activity permeate actions within the apprenticeship program. The focus of the research is to identify the abilities that licensure students develop during the apprenticeship program, and with base on these elements, recognize the role of Geography teachers of intermediate schools in the basic background education of these students. We sought to provide support to the thesis that intermediate school teachers, who act as apprenticeship supervisors, are teacher coaches, as they convey professional knowledge that is built as a result of individual and collective experiences in social, institutional, technical and pedagogical contexts which are consolidated through professional activity. This knowledge enables apprentice-students to experiment the reflective-thought action of teaching activities and school practices, through dialogue with, and within, professional reality. The parameters adopted in this research are the teachings and guidance given by those teachers in the professional development of the apprentice-students. To organize information and carry out the analysis, we chose the qualitative method, adopting the guidelines provided by the Content Analysis Methodology according to Bardin (2007) and Franco (2008) to understand the object under study. We interviewed a group of students from the Geography Teaching Licensure Course and the elementary school teachers who supervised their apprenticeship programs. The information obtained, the description and interest in the object studied raised analyses in the fields of teaching knowledges and in the habitus of teaching practice. These two elements were used as categories, to recognize the direction of the advice given by teachers. The central point of the prescriptive actions of these teachers is the development of professional competence of students, with emphasis on practical schemes developed by them during classes. The dialogue was not a constant and essential element for the development of these abilities, which resulted largely from individual observations of the apprentices on the teaching practice of these elementary school teachers. In addition to knowledges, these teachers were concerned with building a teaching habitus, counseling students with regard to attitude, techniques, demonstrating a practical sense. Within the recognized body of knowledge for teaching, teachers give more importance to those built during professional practice, except for the knowledge of content, which they say should be consolidated during the undergraduate course. These teachers understand the apprenticeship program as a space for exchanging experiences and, within the process, they consider themselves orientators of the student-apprentices. However, they point the lack of integration with the apprenticeship program supervising professors of the university as one of the obstacles to performing this task well.

L’Histoire des écoles d’horlogerie de Besançon est inhérente à la naissance et à la continuité d’une industrie spécifique très localisée sur un territoire. Avec elles nous partons de l’ère « proto-industrielle » qui plonge ses racines dans les idéaux révolutionnaires de 1793 pour aboutir aux bouleversements technologiques de l’électronique et du « quartz » des années 1970… S’inscrivant sur la longue durée, trois « écoles » vont se succéder. Pour répondre aux attentes d’une industrie horlogère qui doit constamment faire face aux évolutions techniques, chacune à sa manière, va innover pour constituer un « corpus » original de formation qui n’est pas sans bousculer les rites et usages du temps. Si les deux premières « écoles » eurent une durée de vie limitée, la dernière entité, née en 1861 de la volonté municipale, va pendant plus d’un siècle, accompagner toute une ville (et sa région) dans sa réussite industrielle. Dès sa création, et au fur et à mesure des adaptations qu’elle a su mettre en place, par la qualité et la spécificité des formations dispensées, elle va irriguer de ses élèves toute une industrie toujours à l’affût de personnels qualifiés. Au plan national elle va diffuser le nom de Besançon comme « capitale française de l’horlogerie » en formant nombre d’horlogers-rhabilleurs tenant boutiques et autres ateliers de réparation par tout le territoire… Elle va servir de référence pour implanter dans la Cité des laboratoires de recherche et d’enseignement supérieur : un Observatoire chronométrique, une École d’ingénieurs, un Centre d’études horlogères et de développement industriel (Cétéhor)… Elle va contribuer à la diversification industrielle de la ville dans des domaines connexes à l’horlogerie, notamment dans le découpage, la micromécanique, l’appareillage et les microtechniques… Nationalisée en 1891, elle fait dès lors partie de la petite élite des Écoles Nationales Professionnelles (par assimilation), qui vont marquer le développement industriel du Pays. En 1933, quand elle intègre ses nouveaux locaux, par le nombre et l’originalité de ses filières (de l’ouvrier qualifié à l’ingénieur), par sa dotation en matériels modernes, elle est signalée comme étant le « premier établissement de l’enseignement technique » en France. Le cheminement de cette dernière école fait aussi ressortir une histoire « humaine », « prosopographique », qui met en exergue les nombreux anciens élèves qui se sont lancés avec grande réussite dans la création d’entreprises. Restés fidèles à leur école, ils ont contribué au renom et au développement de la richesse économique de la cité et de sa région… Avec ces écoles d’horlogerie, on aborde enfin l’histoire de l’Enseignement Technique en France. Pour répondre à la demande d’une industrie horlogère en pleine croissance qui déplorait les carences de l’apprentissage en atelier, elles ont été pionnières en ouvrant la voie de « la scolarisation » de la formation professionnelle. Par leurs innovations pédagogiques, et soutenues par les Anciens Élèves, elles ont su établir un lien « École-Entreprise » des plus fructueux qui marque encore la mémoire collective des Bisontins…En 1974 elle perd toute référence à l’horlogerie pour devenir le Lycée Jules Haag. Le temps de l’histoire est désormais advenu pour tenter de comprendre ce qui a fait la force et la réussite de ces « Écoles d’horlogerie » dans leur participation active, sur la durée, à la prospérité économique et industrielle d’une ville et de sa région…<br>The history of the watchmaking schools in Besançon is part of the birth and continuous development of a specific industry in a very limited sector of the French territory. When studying those schools we start at the « protoindustrial » time with its roots in the revolutionary ideals of 1793 and end up with the technological upheavals of electronics and the « quartz » technology in the 1970s. Three « schools » followed one another over the long term. Each school aimed at satisfying the demands of a watchmakng industry confronted to rapidly changing technical evolutions ; so it innovated in its own way by creating an original « corpus » in the students training and most of the time upset the practices and common ideas of the time. If the first two « schools » had a limited lifespan, the last one created in 1861 by the town council itself has been supporting the industrial growth of the city and the surrounding region. Since its foundation it has stuck to the industrial reality by placing the emphasis on high standards and opening new specific branches whenever necessary, thus answering the needs of firms always looking for highly qualified staff. For a large number of French people Besançon became the « capital town of the watchmaking industry » thanks to the shops or repair workshops kept by Besançon-trained former students all over France… It served as a background to set up research and university laboratories in the city : Observatoire Chronométrique, Ecole d’Ingénieurs, Centre d’Etudes Horlogères et de Développement Industriel (Cétéhor)… It contributed to the industrial diversification of the town in fields related to watchmaking such as mechanical cutting, micromechanics, equipment and microtechniques. It was nationalized in 1891 and then belonged to the very small elite goup of the Professional National Schools that influenced the future industrial development of the country. In 1933 it moved into sparkling-new premises and was acknowledged as the flagship of technical education in France : it offered a large number of innovating courses ranging from the skilled worker to the engineer and was granted the latest equipments in every field. The path of this new school also enhanced a « humane » and « prosopographical » history ; it highlighted the part played by the numerous former students who created their own successful businesses. Being faithful to their old school they contributed to the renown and economic growth and prosperity of the city and its region… Beyond the local impact we must regard the history of the watchmaking schools as an important part of the history of Technical Education in France. To meet the needs of a soaring watchmaking industry they opened the way to the transfer of professional training from apprenticeship in workshops with its observed shortcomings to education in technical high schools. Their pedagogical innovations, the strong support of their former students created a vital school-business link that still lives on in the collective memory of the town inhabitants.In 1974 its name changed to Lycée Jules Haag thus losing any reference to watchmaking. Let us now try and understand the strong influence and success of those watchmaking schools, the active part they played in the economic industrial prosperity of a town and its surrounding region…

A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research Johannesburg, February 2018.<br>Worldwide, various governments have taken significant measures to promote vocational education in an attempt to position it as an equal alternative to academic education. The problem, however, is that in many countries neither young people nor their parents perceive vocational education as having the same value as academic education (Allais, Marock, & Molebatsi, 2014). This is in contrast to Continental European countries, such as Germany, Austria and Switzerland where approximately two thirds of youth completing general schooling each year select vocational education over university education. South Africa a country in which vocational education is extremely stigmatized, is reforming its apprenticeship system and has set itself a target of qualifying 24 000 new artisans by 2020 (DHET 2015). Technical Vocational Education and Training (TVET) colleges are viewed as key vehicles through which large numbers of artisans can be trained. However, employers do not have trust in the quality and capacity of public TVET colleges and have taken responsibility for training artisans through their own in-house training facilities and private training providers (National Treasury n.d.). The result is that TVET colleges have been side-lined in the supply chain for artisan development. It is against this background that the South African government is piloting a dual system apprenticeship project, which aims to: a) improve the quality of artisan training at public TVET colleges; b) build employer trust in the quality of the public artisan training system; and c) position TVET education as an attractive option for young people. This research is focused on apprentices training to become electricians through a dual apprenticeship model. The dual system integrates classroom theory with on-the-job instruction thus ensuring that learning is integrated and regularly reinforced. Through semi-structured interviews and a questionnaire, this study brings the voices of 95 electrical apprentices to bear in order to develop a much deeper, richer and nuanced understanding of how apprentices experience the artisan development system. It seeks to understand what motivates young people to enrol at a TVET college, and what apprentices’ experiences, perceptions and expectations are of dual system apprenticeships. The study provides insights into the merits and challenges of dual system apprenticeships within the South African context.<br>XL2019

This qualitative research investigated the implementation problems of apprenticeship training program in the Addis Ababa TVET colleges and enterprises. The research looked into the training program conducted by TVET Colleges and enterprises. Relevant literature on the nature of apprenticeship training and the factors that could affect its implementation were also reviewed. The research applied the theoretical statement of Bandura’s (1977) theory of observation /imitation/, Vygotsky’s theory of ZPD, contextual or the situated learning (Lave and Wenger, 1991), the constructivist view of learning and career theory as the main theoretical frameworks to describe the apprenticeship training process. The theories, however, do not mention the factors that can hamper the implementation of apprenticeship training in a specific social context. The theory of observation was preferred since it can describe the apprentice’s effort to master the skill of an occupation by observing the craftsman at the enterprises. The situated learning was preferred as it gives value to practice as a condition for the effectiveness of learning. Similarly, the research considered Vygotsky’s theory of the ZPD. The application of ZPD indicates the difference between what the apprentice can accomplish independently and what he/she can do with the close assistance of supervisor on a given task. Holland’s career theory (as cited in De lary, Duncan & Swarth, 2006) is also considered to describe the apprenticeship training in relation with an occupation. The current research has enabled to consider context specific conditions by focusing on the investigation of the causes of the implementation challenges of the apprenticeship training. The researcher collected data from Addis Ababa TVET Agency experts, deans of one private and another public TVET Colleges, college apprenticeship training coordinators, trainers, trainees, supervisors and enterprises by employing unstructured and structured interviews, observation and Focus Group Discussion tools. The analysis was made by making the data pass through three successive steps: data reduction, data display and interpretation, and conclusion. The findings showed that the implementation of the apprenticeship training program had challenges that could be shared among its actors; Trade Unions had no involvement in the implementation of the apprenticeship training program; the selected colleges and enterprises addressed their challenges by using limited strategies and without regular and systematic way; the presence of some less motivating factors for the participation of the apprentices in the apprenticeship training was reported; the presence of conditions that could adversely affect the apprentices’ acquisition of occupational skills was reported; the provision of apprenticeship training at the enterprises lack, either facilities or training services, in order to arrange the apprenticeship training program for TVET college trainees; and there were some indications for the presence of some weak professional qualities of supervisors that have implications for the apprentices’ training. Eventually, it was concluded that the implementation of apprenticeship training program in the Addis Ababa TVET Colleges and enterprises had challenges that require the consideration of both institutional and human conditions.<br>Curriculum and Instructional Studies<br>D. Ed. (Curriculum Studies)

M. Tech. Business Administration<br>Work Integrated Learning forms part of all the engineering programmes at the Universities of Technologies and need to be effectively and efficiently managed as poor management thereof could negatively affect the students and the throughput of the university as a whole. This study investigates the factors impacting the management of the Work Integrated Learning programme at a University of Technology. Such factors include the preparation, placement, registration, mentoring, and monitoring as well as the assessment and debriefing during the undertaking of Work Integrated Learning for engineering students at a Universities of Technology.

D.Ed.<br>The research has been done under the leadership of the Rand Afrikaans University with the co-operation of the National Training Board. Apprentice training in South Africa developed from the traditional journeyman route to a more advanced competent modular based training system. The existing competent modular based training for apprentices consists of on the job training, institutional training, offered by an accredited training centre and theoretical training away from the work environment, offered at a Technical College. The existing apprentice training scheme is controlled by legislation (Act No 56 of 1981). The research has been undertaken to determine whether the existing apprentice training scheme complies with the developing needs of the industry and the individual learner. A literature study about the development of the apprentice training system in South Africa is compiled. The study includes an examination of vocational education and training systems of eight different countries. The literature study is compiled to create an holistic picture concerning vocational education and training, focusing on the training of apprentices. Other countries' vocational education and training models are also evaluated to see what South Africa can learn from other countries and to incorporate the transferable strengths to the alternative routes for artisan training developed by this research. With the aid of scientifically designed questionnaires and interviews, the existing apprentice training scheme is examined. The existing training scheme is evaluated against the following criteria: an integrated approach to education and training; effective human resources development according to the technological and manpower, as well as the individual needs; access to artisan training and flexibility of training scheme; recognition of prior learning; career guidance of learners; mobility between industries, employers and institutions, that the training scheme provide; The results of the questionnaires and interviews have shown that the existing apprentice training scheme is outdated and needs to adapt to comply with new challenges for developing competent tradesmen and -women in South Africa. This study addresses the problem surrounding the existing artisan training scheme by developing alternative routes for artisan training. As the results of artisan training should be outcome based. The first step of designing the alternative routes is to formulate the skills and knowledge needed to be a competent artisan. The alternative routes for artisan training is then designed to develop and enhance the skills as formulated.

Text in Afrikaans<br>Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel.<br>This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system.<br>Educational Foundations<br>M. Ed. (Vergelykende Opvoedkunde)

In this dissertation, research was undertaken to trace the development of technical, . education in Zimbabwe and evaluate its role in community upliftment. The colonial era ( 1890-1979) and the post-colonial era ( 1980-2000) were examined in this connection. This involved, inter alia, analysing findings and recommendations of commissions of inquiry, and provisions of national development plans. Empirical analysis of the status and role of technical education in community upliftment was also undertaken. Finally, on the basis of the historical data, findings and conclusions regarding the history of technical education, as well as its role in community upliftment in Zimbabwe were made. As a way forward, some recommendations were made which would, if implemented, enhance the role of technical education in the individual's attainment of meaningful adulthood and improvement of society's quality of life.<br>Educational Studies<br>M. Ed. (History of Education)

A report on a research submitted to The Department of Social Work School of Human and Community Development, Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the requirements for the degree Master of Arts in Social Work in the field of Occupational Social Work, 2020<br>Women are being encouraged to pursue non-traditional male-dominated careers in technical fields and are registering as apprentices on technical vocational training programmes. This qualitative study makes use of an exploratory case study design to explore the lived reality of black African cisgender women on traditional male-dominated apprenticeships, and the gender equality barriers they experience during their apprenticeships. The study was situated at the Tshwane Leadership and Management Academy (TLMA), a municipal technical training facility in the City of Tshwane Metropolitan Municipality (hereafter referred to as the CTMM). Data was obtained from a focus group (apprentices) and in-depth interviews(instructors), with the aid of a semi-structured topic guide for focus groups, and a structured interview guide for instructors. Twelve participants and four key informants were recruited using purposive sampling methods. Data was transcribed and analysed using thematic analysis. This study aimed to contribute knowledge to the Occupational Social Work field by providing new insights into the experiences of black African women apprentices in traditional male-dominated workplaces by identifying workplace practices and attitudes that impact on the full participation of women on these training programmes<br>CK2021

Separate bibliographical references are given at the end of Chapter 7<br>The general aim of this research was (1) to develop a holistic and integrated theoretical model for the effective management and evaluation of occupational learning programmes in the South African skills development context, and (2) to develop a valid and reliable measure comprising the elements and dimensions of the theoretical model. The research used a non-experimental cross-sectional survey design. Data were collected from a sample of 652 respondents comprising learning and development managers, learning and development assessors/facilitators/moderators, skills development officers/providers and apprentices/learners. The sample was drawn from organisations representing 5 Sector Education and Training Authorities (SETAs) and the South African Board for People Practices (SABPP). A selfadministered questionnaire was developed for the purposes of this research and its psychometric properties were rigorously scrutinised in accordance with the existing scale development protocols and scientific conventions. Exploratory factor analysis was conducted to establish the factorial structure of the new Learning Programme Management and Evaluation (LPME) scale. The factorial structure was confirmed using confirmatory factor analysis. Further statistical tests conducted include structural equation modelling, multi-group structural equivalence, Pearson product moment correlations, multiple regression analyses and tests for significant mean differences. The findings of this research confirmed an 11 dimensional structure LPME scale. The research confirmed the structural equivalence of the LMPE scale for males and females and type of learning programme. Age, education and occupation were found to be significant predictors of the LMPE sub-scales. This research contributed a valid and reliable LPME scale for the effective management and evaluation of occupational learning programmes in the South African skills development context. To this end, the research provides recommendations for practice and future studies.<br>Business Management<br>D. Com. (Industrial and Organisational Psychology)