An evaluation of the implementation of the learnership programme within the Public Service Commission

Mathenjwa, Irene Legodile (2011-03)

Thesis (MPA)--University of Stellenbosch, 2011.

Thesis

ENGLISH ABSTRACT: Nine years after the launch of the Learnership programme, considerable efforts have been undertaken by various organisations to implement the programme. However, the implementation of the programme is still faced with various challenges which hamper the overall goal of obtaining a formal registered qualification and maximising the employment opportunities of the learners through the combination of vocational education and training. The study focuses on the evaluation of the implementation of the Learnership programme within the Public Service Commission. By nature, evaluations play a critical role of determining the worthiness of a programme or its shortcomings. The study provides a detailed account of the Learnership programme, its design, and the implementation thereof. Furthermore, the study highlights the need for a transparent, non-discriminatory legislative and policy context, as well as sound institutional mechanisms for supporting the implementation of the programme. Based on the evidence gathered, it appears that there is little appreciation of the concept of skills development through the Learnership programme. The implementation of the programme has been marred by coordination and management challenges and as a result, the acquiring of skills or skills transfer through the programme remains a challenge. Overall, the lack of institutionalising the programme has rendered it an ad-hoc activity as opposed to a strategic investment of addressing skills shortage. A number of recommendations are provided for improving the implementation of the programme and to contribute towards resolving the pervasive skills constraints in South Africa through the Learnership programme.

AFRIKAANSE OPSOMMING: Nege jaar na die instelling van die Leerderskapprogram is heelwat werk reeds deur verskeie organisasies gedoen om die program te implementeer. Die implementering van die program gaan steeds met verskeie uitdagings gepaard wat nadelig is vir die verwesenliking van die oorkoepelende doel om 'n formele geregistreerde kwalifikasie te verwerf en die leerders se indiensnemingsgeleenthede te verbeter deur 'n kombinasie van beroepsonderwys en -opleiding. Die studie fokus op die evaluering van die implementering van die Leerderskapprogram in die Staatsdienskommissie. Evaluering speel uiteraard 'n kritieke rol om die waarde of tekortkominge van 'n program te bepaal. Die studie bied 'n gedetailleerde oorsig van die Leerderskapprogram en die ontwerp en implementering daarvan. Voorts beklemtoon die studie 'n deursigtige, niediskriminerende wetgewende en beleidskonteks asook 'n stewige institusionele meganisme om die implementering van die program te steun, hoewel dit uit die getuienis blyk dat daar weinig begrip is van die konsep van vaardigheidsontwikkeling deur die Leerderskapprogram. Die implementering van die program word belemmer deur koördinerings- en bestuursuitdagings, met die gevolg dat die verwerwing van vaardighede of vaardigheidsoordrag deur middel van die program 'n uitdaging bly. In die geheel gesien, veroorsaak die gebrekkige institusionalisering van die program dat dit 'n ad hoc-aktiwiteit is in plaas van 'n strategiese investering om die vaardigheidstekort die hoof te bied. Verskeie aanbevelings word gedoen om die implementering van die program te verbeter en om by te dra tot die oplossing van die wydverspreide vaardigheidstekort in Suid-Afrika deur middel van die Leerderskapprogram.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/6679
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