Browsing by Author "Mminele, Monanana Margaret"

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    HIV/AIDS education and lifeskills training : a need in the corporate world/workplace in the WCP study project
    (Stellenbosch : Stellenbosch University, 2005-04) Mminele, Monanana Margaret; Du Toit, J. B.; Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology. Africa Centre for HIV/AIDS Management.
    ENGLISH ABSTRACT: HIV/AIDS has been seen as a thorn in the Corporate World's flesh. It is destroying the workforce like a swarm of locust on a wheat field. The Government Departmental Sectors are no exceptions. This paper has been written after a through project that was undertaken at the Department of Transport and Public Works in Cape Town. It was found that there is a great need for HIV/AIDS Education and Life skills Training amongst all Government Departments. The objectives of the researcher were also based on the ILO's document and our South African Labour Law. The employees at 7 (Seven) District Offices were educated and workshoped on HIV/AIDS Education. It was impossible to have all three Employee Assistant Programmes conducted within 7 (Seven) months of the project. The programmes for HIV/AIDS Education and Training entailed Pre-Awareness, Awareness and Post-Awareness. Only the Pre- Awareness programme was completed with a bit of Awareness was covered. In the workplace situation, time means money and it seems as if less time is allocated to the health part of the employees. Common and better methods in facilitating for HIV/AIDS Education and Trainings were by "Cascade Model, On-Job-Training (OJT) or Front Line Training (FLT) and Workshop Sessions" seem to be more appropriate, yielding better communication skills between the employees and employers. A simple questionnaire was constructed on the basis that the sample group was workshopped. The response was great and constructive comments were received from the employees, for example a question was "Do you find it good to celebrate the 09th - 15th February: Condom Week; 16th May: International AIDS Candle Memorial Day and 01st December: World AIDS Day"? Answer: YES - It creates awareness and unites people for the same course. It became interesting to the researcher in noticing how HIV/AIDS Education and Life Skills Training(HAELST) is very much needed in both Corporate/Private Sectors and Government Departments. In conclusion, recommendations are suggested to all Government Departmental and Private Sectors in HIV/AIDS Education and Training. The ball remains in the Corporate World to apply them as a tool to avoid loosing well qualified and skilful employees because of HIV/AIDS.
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    The training of ABET educators and educators-in -training in the Nebo-district of the Northern Province
    (Stellenbosch : Stellenbosch University, 2000-12) Mminele, Monanana Margaret; Kapp, C. A.; Stellenbosch University. Faculty of Education. Centre for Higher and Adult Education.
    ENGLISH ABSTRACT: The proper training of Adult Basic Education and Training (ABET) educators-in-training could play an important role in the eradication of illiteracy in South Africa. ABET is a tool that can be applied to redress the imbalances of the past. Proper training implies the real, effective and accredited training that would be recognized by the National Qualifications Framework (NQF). The way the training of ABET educators is presented is lacking some form of recognition from other institutions. The research was undertaken in the Native Employment Bureau Offices (NEBO) District of the Northern Province in South Africa during the period from July 1997 to August 1999. The purpose of the research was twofold. Firstly to establish whether the programmes that are used by the various institutions to train ABET educators in the NEBO district are effective. That is whether those people who had been trained as ABET educators can teach adult learners in such a way that they are accepted by the learners and that there will be a decrease in the high numbers of illiterate people as a result of what ABET learners are taught. Secondly how suitable the people who are used to present these programmes are in relation to what is required of ABET educators. A literature review was done to establish the ABET activities in both developed and developing countries. In each of the countries the need and examples of the training of ABET educators were looked at. It was found that the same problems were experienced. Under the developed countries, Ireland was used as an example and for the developing countries South Africa and Tanzania were studied. In South Africa three ABET training programmes were studied and compared. These progammes are Project Literacy (PROUT), University of South Africa (UNISA) ABET Institute and the Rural Enterprise Agricultural Project (REAP). Qualitative data was obtained by means of the interviews, observation and analysis of existing data from the governmental documents. The result of the qualitative data showed a difference among the four groups of ABET educators. The group that was trained by the past PROUT, UNISA ABET and REAP programmes showed a higher level of understanding and empowerment in training the ABET learners. The present PROUT training programme was not so effective to train ABET educators-in-training. This research showed that the three ABET training programmes were producing different kinds of ABET educators with different status. By status is meant the recognition of the training by means of a certificate or a diploma. The research also indicated that the trainers of the trainees did not implement all of the written materials. The most important recommendation is that the National ABET Directorate should integrate the three training methods for better eradication of illiteracy, by means of well recognized trained ABET educators. The value of the research was that one integrated ABET curriculum was recommended that probably would be better for the achievement of the goals that are set by the National ABET Directorate.