Improving College-to-Work Transitions through Enhanced Training for Employment

Autor/in	Papier, Joy
Titel	Improving College-to-Work Transitions through Enhanced Training for Employment
Quelle	In: Research in Post-Compulsory Education, 22 (2017) 1, S.38-48 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2016.1272084
Schlagwörter	Foreign Countries; Technical Education; Vocational Education; Apprenticeships; Technical Institutes; College Students; Engineering Education; Trade and Industrial Education; Educational Finance; Job Placement; Employment Potential; Cohort Analysis; Education Work Relationship; South Africa + Suchen Sie Ihr Suchwort? Ausland; Technikunterricht; Ausbildung; Berufsbildung; Apprenticeship; Lehre; Technische Fakultät; Collegestudent; Ingenieurausbildung; Gewerblich-industrielle Ausbildung; Bildungsfonds; Employment service; Employment services; Arbeitsvermittlung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Kohortenanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Historically in South Africa, apprentice training towards artisanship in the engineering trades has been characterised by a sharp separation between theoretical studies undertaken in a technical and vocational education and training (TVET) college and subsequent practical training undertaken in a workshop or through industry placement. TVET colleges have been critiqued by industry for the lack of practical training that supports theoretical study at the college, resulting in work placements where learners require extensive supervision and mentoring. To mediate this, an external agency, the Access Trust, a non-profit organisation in South Africa, offered students enrolled at TVET colleges in engineering trades, funding for additional practical training as well as in-course and job placement support to improve their chances of employment. Four student cohorts were recruited into college engineering courses in staggered intakes and completed a range of formal accredited theory courses, supplemented by industry-recognised practical training phases. This practical phase training is available at some TVET colleges but is not part of the formally subsidised training programme, is expensive to undertake, and has to be privately funded. This article reports on research conducted to gauge the impact of supplementary practical training on the employability of TVET college engineering graduates. The research focused on the design of the intervention that supported students in obtaining employment; the extent to which industry accords relevance to the theoretical curriculum offered by TVET colleges; and the curriculum enhancements implemented to address what were understood to be industry needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01