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Enhancing co-operative education through improved service delivery with reference to civil engineering technicians in training
Author(s)
Forbes, Brian
Date Issued
1999
Type
Thesis
Publisher
Peninsula Technikon
Abstract
The education and training of civil engineering technicians is an integrated and dynamic
process. The success of any service delivery process will be dependent on the meaningful
interaction of all role players, given their understanding and commitment to desirable
educational ideals and endeavours.
With the rapid changes in technology and the arrival of democracy in South Africa, an ideal
opportunity existed to review current practices and operational procedures, with a view to
making some input toward restructuring. A review of service delivery strategies could make
a positive contribution to improving the education and training of civil engineering
technicians as well as improving the ideals of co-operative education.
The purpose of the study was to analyse the service delivery strategies within the National
Diploma in Civil Engineering course by examining the relationship between the views and
expectations of students, academic staff and industry towards desirable leaming outcomes,
against the current status of service delivery strategies. The study then explored success
factors that could enhance the development of civil engineering technicians in training,
within the co-operative education relationship.
The literature study concentrated on the nature and value of co-operative education. It also
highlighted the contributions of the respective role players in educational strategies and their
added value to the education of technicians in training. An important distinction was
established between training and learning where training, as a content-driven concept has
been redefined to learning, which implies a more student-centred approach in the search
for knowledge and the demonstration of skills.
Questionnaires were compiled which attempted to measure views and perceptions on
desirable outcomes in relation to current practices prevailing in service delivery strategies
by technikons and industry. The survey was completed by a total of 268 respondents
consisting of 178 students, 40 academic staff from nine technikons and 50 companies from
industry in the Western Cape, Eastern Cape, Kwazulu Natal and Gauteng.
A statistical analysis and observations revealed reasonable consistency in the desirable
outcomes of student learning and achievement. The survey also revealed that there were
significant differences between the three samples when it came to measuring the
contributions and involvement of the three parties in service delivery implementation.
The conclusions flowing from the literature study and the empirical investigation revealed
that the gap between the current status and desirable learning outcomes are being
prejudiced by the inefficient application and utilisation of available and resources.
process. The success of any service delivery process will be dependent on the meaningful
interaction of all role players, given their understanding and commitment to desirable
educational ideals and endeavours.
With the rapid changes in technology and the arrival of democracy in South Africa, an ideal
opportunity existed to review current practices and operational procedures, with a view to
making some input toward restructuring. A review of service delivery strategies could make
a positive contribution to improving the education and training of civil engineering
technicians as well as improving the ideals of co-operative education.
The purpose of the study was to analyse the service delivery strategies within the National
Diploma in Civil Engineering course by examining the relationship between the views and
expectations of students, academic staff and industry towards desirable leaming outcomes,
against the current status of service delivery strategies. The study then explored success
factors that could enhance the development of civil engineering technicians in training,
within the co-operative education relationship.
The literature study concentrated on the nature and value of co-operative education. It also
highlighted the contributions of the respective role players in educational strategies and their
added value to the education of technicians in training. An important distinction was
established between training and learning where training, as a content-driven concept has
been redefined to learning, which implies a more student-centred approach in the search
for knowledge and the demonstration of skills.
Questionnaires were compiled which attempted to measure views and perceptions on
desirable outcomes in relation to current practices prevailing in service delivery strategies
by technikons and industry. The survey was completed by a total of 268 respondents
consisting of 178 students, 40 academic staff from nine technikons and 50 companies from
industry in the Western Cape, Eastern Cape, Kwazulu Natal and Gauteng.
A statistical analysis and observations revealed reasonable consistency in the desirable
outcomes of student learning and achievement. The survey also revealed that there were
significant differences between the three samples when it came to measuring the
contributions and involvement of the three parties in service delivery implementation.
The conclusions flowing from the literature study and the empirical investigation revealed
that the gap between the current status and desirable learning outcomes are being
prejudiced by the inefficient application and utilisation of available and resources.
Additional information
Thesis (MTech (Post School Education))--Peninsula Technikon, Cape Town,1999
Subjects
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