Adéle Bezuidenhout

A competency framework for the small business sector in Johannesburg South Africa

One of the most serious challenges that South Africa faces is the high unemployment level. The small business sector is globally recognised as a driver for job creation. However, low knowledge and skills levels in the South African population remain a serious problem and the lack of managerial knowledge and skills are often cited as the reason for the failure of small businesses. In addition, previous research confirmed that the education and skills level of an entrepreneur and the success of their business are related. One of the best ways to address unemployment is to leverage the employment creation potential of small businesses and to promote small business development through improving the competencies of the owners/managers of small businesses. The purpose of this study was to identify and prioritise the specific knowledge and skills that the owners’/managers’ of small businesses need in order to succeed. A self-administered survey questionnaire was used to collect data from 88 small business owners/managers in Johannesburg. Descriptive, as well as inferential statistical analysis, were performed. Based on the results of the factor analysis, a conceptual competency framework for the owners/managers’ of small businesses in South Africa was designed. The results of the study indicated that training needed in the areas of risk management, financial management, industry awareness and project management were significant. The four main competencies, as well as the ten underlying competencies are represented in the framework.

Implications for academic workload of the changing role of distance educators

The changing work roles and resulting workloads of distance educators hold significant implications for the wellbeing and mental health of academics. New work roles include redesigning curricula for online delivery, increasing staff-student ratios and demands for student-support, management of part-time staff, and 24-h availability. This research was conducted to investigate the perceived importance of various job roles constituting the quantitative and qualitative workload of distance educators at an open and distance learning university in South Africa. A quantitative, cross-sectional self-report survey design was employed. A stratified random sampling technique was used to ensure generalisability. The questionnaires were completed online, and the results were statistically analysed. The findings include a priority list of 40 distance educators’ work roles that may impact on their perceived workload. The article offers recommendations for policy development to facilitate a healthy workload allocation for distance educators.

Technology, Work Roles and Competencies of Educators Facilitating Fully or Partially Via a Distance

ABSTRACT The education sector as a whole is being transformed by changes in funding, fierce competition, the increased use of technology and an increased emphasis on learner-centred education. As a result, the clear divide between learning via a distance and a traditional blackboard context is rapidly disappearing, mainly due to the increased use of technology within and outside of classrooms. The use of tablets in classrooms, the popularity of social media, learner management systems and other emerging technologies have permanently changed the education landscape. Within this highly complex context, educators have to fulfil various work roles, one being a technology expert. This paper considers the various roles of distance educators and the place of being a technology expert within the broader conceptualisation of the roles and competencies required by educators, fully or partially facilitating over a distance. A review of existing literature on the roles and competencies required by distance educators, including both a quantitative content analysis, as well as a qualitative content analysis component is offered, where amongst others the results indicate the importance of the role of educators as technology experts. The information offered through this study may be used to form the basis of a framework for the professional development for educators facilitating fully or partly via a distance.

Validation of training priorities of engineers in the platinum mining industry in South Africa

Despite a significant need, there is very little South African research on the validation of the generic training priorities of engineers within the platinum mining industry. The purpose of this study was to validate the generic training priorities of engineers in the platinum mining industry in three provinces in South Africa. For this study, a quantitative research design was used, a four-point Likert-type questionnaire was designed, and a purposive sample was used. The results of this study indicated that theoretical knowledge, technical skills, management skills, and engineering principles are generic training priorities.