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Guidelines for the integration of education and training in the electrical construction industry

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dc.contributor.advisor Prof. G.J. Jacobs and Prof. W.A. Cronje en_US
dc.contributor.author Meyer, Antonie
dc.date.accessioned 2012-09-12T13:12:29Z
dc.date.available 2012-09-12T13:12:29Z
dc.date.issued 2012-09-12
dc.date.submitted 1999
dc.identifier.uri http://hdl.handle.net/10210/7679
dc.description M.Ed. en_US
dc.description.abstract Education has become so academic that students are no longer adequately prepared for the world in which they have to exist meaningfully (Dekker & Lemmer, 1993:251). Education and training are key activities in our society and are of vital interest to every family as well as to the health and prosperity of our national economy. The Department of Education (1995:32) indicates that education and training in South Africa has tended to operate separately for many Years in terms of provision, curricula, examination and qualification structures. There is a limited integrated approach to the structures for education and training, and limited provision for linkages between education, training, business and labour although when suitably modified certain elements of the structure could be used to develop an integrated approach. Education curricula are devised at a central level and bear no relation to the requirements for vocational training (National Training Board, 1994:59). The only formal link occurs within technical colleges and technikons where academic education is strongly associated with vocational training requirements. Education is seen to provide the entry-level qualifications, which in turn allow for on-the-job experience or training to take place. Schools provide entry into the training system but are not in any way integrated to it. The education and training system plays no meaningful role in integrating the school-leaver into the world of work (National Training Board, 1994:69). A vast majority of the adult population of many countries still has no qualifications at all. Even today, one in three of the working population in the United Kingdom has no qualifications of any kind (Inter-Ministerial Working Group, 1996:22). In South Africa a breakdown in terms of the level of education of the population aged 20 years and older reveals that 13% hold no educational qualifications; 24% of the population have only completed primary education; 52% have completed secondary education (up to grade 12 or National Technical Certificate 3), while the remainder holds one or other post-school qualification. According to the Department of Manpower (1994), South Africa's lowest-level human resources appeared to be in the order of 52% of the total labour force, while the high-level human resources are in the order of 15%. Over the last thirty years progress has been made to improve the skills level of the labour force (Gerber, Nel & Van Dyk, 1998:411). Table 1.1 indicates in 1994 that only 8,7% of the economically active population of South Africa had no education. Almost a quarter of the potentially economically active population had only primary education, while 35,3% are regarded as functionally illiterate, that is having an education level of less than grade seven. en_US
dc.language.iso en en_US
dc.subject Industry and education - Research - South Africa. en_US
dc.subject Electric contracting - Study and teaching - South Africa. en_US
dc.subject Electric industry workers - Training of - South Africa. en_US
dc.title Guidelines for the integration of education and training in the electrical construction industry en_US
dc.type Mini-Dissertation en_US

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