Incorporating the mature students voice and lived experiences into continuous quality improvement

Lubbe, Johanna Catharina; Wolvaardt, Jacqueline Elizabeth; Turner, Andrew

doi:10.20853/34-5-4251

Cited by 2 publications

(4 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The instrument had to include all the components needed in the training and work placement competencies while providing adequate accommodations for DHH students (Lempka, 2019). The benchmark instrument also had to comply with the laws of the land, offer meaningful education, prepare students for the world of work, and prepare workplaces to welcome DHH students and employees (Lubbe, Wolvaardt, & Turner, 2020). It became clear from the literature that South Africa has many strategies and laws that govern Education, Training and employment.…”

Section: Teaching and Training Modelsmentioning

confidence: 99%

“…It is essential that education and training models should respond to global and local realities of social contexts, acknowledge marginalized groups and be open to new pedagogies and critical reflection. In addition, facilitation staff should be exposed to new pedagogical approaches, and be made aware of hidden curricula that might influence education outcomes (Lubbe et al, 2020).…”

Section: Teaching and Training Modelsmentioning

confidence: 99%

See 1 more Smart Citation

Sensitizing Prospective Workplaces on the Needs of Students with Hearing Impairments

Rensburg-Welling¹,

Mitchell²,

Goosen³

2022

gjss

View full text Add to dashboard Cite

Social preconceptions and physical barriers can prevent people with disabilities from accessing education or training that prepares them for meaningful employment. As a result, they face challenges of poverty and exclusion from mainstream society. It is particularly difficult for Deaf and Hard-of-Hearing (DHH) people because the implications of their education and employment is often misunderstood. The research reported here interrogated training models used by the National Institute for Development and Training (NIDT) in Worcester, South Africa to find a model that would best suit students, the training institute, and prospective employers. A case study using mixed methods was employed to investigate how students could be trained and helped to find employment in DHH-sensitized work environments. The research paradigm was interpretive and purposive sampling provided information-rich participants. As the existing College Training Model did not serve the needs of students, two new training models were piloted. The results were compared with the existing model to ascertain which of the models was most successful. The model in which employers, staff and students were involved in recruitment, training and employment was the most successful, but there were still gaps that needed further research. A holistic, student-centred training ecosystem in which training providers and employers take equal responsibility in the training and employment processes is necessary.

show abstract

Section: Teaching and Training Modelsmentioning

confidence: 99%

Section: Teaching and Training Modelsmentioning

confidence: 99%

Sensitizing Prospective Workplaces on the Needs of Students with Hearing Impairments

Rensburg-Welling¹,

Mitchell²,

Goosen³

2022

gjss

View full text Add to dashboard Cite

show abstract

“…Achieving and sustaining post-school education of high quality for students with disabilities needs the input from many stakeholders, including education institutions, students and prospective employers. Curricula should not reflect the homogenisation suggested by McDonaldisation (Crossman 2021 ) but should be responsive to social contexts (Lubbe, Wolvaardt & Turner 2020 ). The focus should move from learning ‘for work’, to ‘learning at work’ and even ‘learning through work’ (Garwe 2020 :193).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In addition, the instrument had to include all the components needed in the training and work placement competencies while providing adequate accommodations for students with disabilities. The benchmark instrument also had to comply with the laws of the land, offer meaningful education, prepare students for the world of work and prepare workplaces to welcome and accommodate students and employees with disabilities (Lubbe et al 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

The development of a suitable training model for students with disabilities at a training institution in South Africa

Rensburg-Welling

Mitchell

2022

African Journal of Disability

View full text Add to dashboard Cite

Background: The large South African population of people with disabilities presents unique challenges for training organisations because there is no training model that accommodates the demands of all disabilities. The site of the research was a private, nonprofit training institution with disability-friendly infrastructure which did not adequately prepare students for employment.Objectives: The intention was to interrogate training models used at the institution, from the perspectives of students, facilitators and prospective employers. As there was no suitable assessment instrument, one that was fit for purpose was developed. The Adaptable Component-based Assessment Model (ACA Model) was the result.Method: A case study using mixed methods was employed. The interpretive research paradigm allowed for purposive sampling. This article reports on the qualitative first phase of the study. The ACA Model was developed, and iterative applications provided information about areas that needed improvement before the second phase was initiated.Results: The results all indicated that the existing programmes needed to be evaluated with the view for improvement. Various training models can be used to train students with disabilities, but they need to be assessed to ensure that they are integrated, holistic and student centred. Because different accommodations need to be taken into account for various disabilities, the ideal assessment model needs to be adaptable.Conclusion: The ACA Model is an appropriate assessment model as it is based on individual learner affordances, workplace affordances, the holistic development of students and workplace absorption.Contribution: The research contributes to knowledge and practice as the resultant ACA Model can be used to the benefit of students and education institutions. The model can be tailored to the needs of all groups of students, especially those with disabilities.

show abstract

Incorporating the mature students voice and lived experiences into continuous quality improvement

Cited by 2 publications

References 5 publications

Sensitizing Prospective Workplaces on the Needs of Students with Hearing Impairments

Sensitizing Prospective Workplaces on the Needs of Students with Hearing Impairments

The development of a suitable training model for students with disabilities at a training institution in South Africa

Contact Info

Product

Resources

About