Browsing by Author "Mayombe, Celestin Busare."

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An evaluation of the implementation of construction learnerships on the expanded public works programme : a case study of eThekwini Vuk'uphile I, KwaZulu-Natal
(2009) Mayombe, Celestin Busare.
This study was based on the findings of an evaluation of the implementation of construction learnerships in the Expanded Public Works Programme (EPWP). The learnership programme in the EPWP (or Contractor Learnership Programme) forms construction firms which include one learner contractor and two site supervisors. The research focused on the eThekwini Vuk’uphile I Learnership Programme. This was aimed at developing sustainable emerging contractors and job creation. The overall purpose of this study was to examine the effectiveness of the implementation of the eThekwini Vuk’uphile I Learnerships Programme. A survey design was used for this research, using questionnaires to gather data and which sought both quantitative and qualitative (or triangulation) information from the sample in order to bring out views from a variety of key stakeholders. The research found positive results reflecting well on the training providers involved in the implementation of the eThekwini Vuk’uphile I. The programme reached three-quarters of the target populations who were youths, women and historically disadvantaged. The local newspapers were the most effective source of knowledge about the existence of the eThekwini Vuk’uphile I Programme. Finally, the study found that the overall implementation was successful. This is because the contractors were able to sustain their firms beyond the learnership programme. However, as a pilot project, eThekwini Vuk’uphile I experienced considerable challenges. The main problems concerning the implementation were availability of suitable projects in time, commitment and buy-in of stakeholders, mentors in short supply, and learner contractor/ learner supervisor disputes on profits. The findings suggest that these problems need to be dealt with by (1) refining recruitment and selection, (2) involving key stakeholders during the planning stage, (3) identifying projects prior learnership implementation, (4) improving the adversarial relationship between contractors and supervisors, and (5) designing and implementing monitoring and evaluation framework.
Graduates' view on the effectiveness of training delivery environments for skills acquisition in adult non-formal education centres in KwaZulu-Natal, South Africa.
(2018) Mayombe, Celestin Busare.; Hlela, Augustine Zamokwakho Nhlanhla.
The South African government legislated non-formal adult education through the Adult Education and Training (AET) Act 25 of 2010 in order to provide employability skills and marketable skills to non-educated and unskilled adults. The scope of this study was demarcated to mainly examine graduates’ views on the effectiveness of training delivery environments for skills acquisition in adult NFE centres in KwaZulu-Natal (KZN). The study utilised mixed research methods or a combination of both qualitative and quantitative methods. The sample was drawn from the educational district of uMgungundlovu of KZN. The sample size of the study consisted of six NFE centres and their 200 graduates. In the quantitative method, the research instruments for the data collection was questionnaires administered to 200 graduates, while one-on-one semi-structured interviews were conducted with five self-employed graduates. Concerning the inputs, the study found that in the private centres and few from public, the existence of adequate tools and equipment for learning in the workshops for practicum fostered training delivery for skills acquisition. With regard to the transformation process, the majority of graduates, mostly from private centres, viewed that the approach of training delivery fostering skills acquisition was practice-oriented in the real situation similar to the future workplaces. Regarding the outputs of the training delivery, the majority of the graduates acquired technical skills and competence to work without supervision. As main recommendation, the centre managers should make the technical training delivery be 25% theory and 75% practical by means of workshops, on-the-job training and project-based training.