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Managing a fitting and turning learnership at an FET institution in the Western Cape
Author(s)
Vollenhoven, Gerald
Date Issued
2007
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
In 1998 the Department of Labour launched a skills revolution in the South African
workplace. The Skills Development Act of 1998 introduced the 'Learnership' model of
workplace training, which has been promoted as a creative vehicle for addressing
high unemployment rates and a serious skills shortage. The Act proposed a very
ambitious new framework through the creation of a new institutional regime with
strong links forged between learners, employers, govemment and the new
intermediary training bodies, SETAs. This new institutional mechanism for delivering
training was termed 'Learnerships'.
This dissertation explores the perceptions of the staff of two FET colleges around
the Fitting and Turning learnership in which they are involved, with a particular focus
on their roles and responsibilities in managing the Fitting and Turning learnership.
Their perceptions were ascertained through a structured interview process. A
framework of understanding was established by examining the stakeholders' roles
and responsibilities; learnership accreditation e.g., SETA training policies, physical
and human resources, bUdget and finance; structured learning and assessment e.g.
logbooks, continuous assessment and work relevant training, partnerships with
industry and other skills programmes; the learner monitoring process e.g.
administration system, quality management, learner support, recruitment and
selection, throughput rate and communication; and limitations and recommendations
to improve the management of learnerships.
workplace. The Skills Development Act of 1998 introduced the 'Learnership' model of
workplace training, which has been promoted as a creative vehicle for addressing
high unemployment rates and a serious skills shortage. The Act proposed a very
ambitious new framework through the creation of a new institutional regime with
strong links forged between learners, employers, govemment and the new
intermediary training bodies, SETAs. This new institutional mechanism for delivering
training was termed 'Learnerships'.
This dissertation explores the perceptions of the staff of two FET colleges around
the Fitting and Turning learnership in which they are involved, with a particular focus
on their roles and responsibilities in managing the Fitting and Turning learnership.
Their perceptions were ascertained through a structured interview process. A
framework of understanding was established by examining the stakeholders' roles
and responsibilities; learnership accreditation e.g., SETA training policies, physical
and human resources, bUdget and finance; structured learning and assessment e.g.
logbooks, continuous assessment and work relevant training, partnerships with
industry and other skills programmes; the learner monitoring process e.g.
administration system, quality management, learner support, recruitment and
selection, throughput rate and communication; and limitations and recommendations
to improve the management of learnerships.
Additional information
Thesis (MTech (Education))--Cape Peninsula University of Technology, 2007
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