Bestuursaspekte van indiensopleiding aan Tegniese Kolleges

English: The goal of this study is to determine what the in-service training needs at Technical Colleges are. Questionnaires were used for this purpose. A case study was also undertaken to prove that lectures would benefit from in-service training. The management aspects that are essential for the management of in-service training are also described in this study. Personnel management involves, amongst other things, personnel development. Personnel development can only be accomplished if in-service training is provided for the personnel of the Technical College. In chapter 2 a distinction is made between four types of in-service training, namely academic (subject knowledge) in-service training, lecturing (teaching) in-service training, non-academic (management skills) in-service training and professional development. Technical Colleges will play a larger role in the education of a post-apartheid South Africa. In-service training is the only way to ensure that lecturers will be able to cope with the challenges that lie ahead. To properly manage in-service training, the necessary organisation stucture and in-service training policy must be developed. ln-service training programmes must be designed so that they will satisfy the inservice training needs of the personnel. It is therefore important that the personnel are involved when programmes are being designed. Their inputs are indispensible. The most important aspects that are involved when in-service training programmes are developed are discussed in chapter 3. Management implies, amongst other things, that a needs assessment must be done. The in-service training needs of lecturers at Technical Colleges, which were determined with the aid of questionnaires, are summarised in chapter 4. Questionnaires were completed by the rectors as well as by lecturers of Technical Colleges. It was clearly shown that. there is a great need for inservice training at Technical Colleges. Statistical analysis of the information from the two types of questionnaires showed that both the rectors and lecturers consider in-service training important. Chapter 5 is a case study about teamwork as an aspect of educational management. It consisted of a pre-test, workshop and an after-test. The pre-test and after-test were done by means of questionnaires. The case study was done to prove that there would be a difference in attitude as well as a better understanding of teamwork once the lecturers had had a workshop on the subject. The after-test clearly showed a significant improvement in attitude as well as in understanding. A management model known as the management task- management area model is used to show how in-service training can be properly managed. The management tasks, namely planning, organising, leading and control, as well as the sub-tasks they consist of, can be used with great success in managing inservice-training. Further research in the field of in-service training at Technical Colleges should concentrate, amongst other things, on the reasons why so few Technical Colleges provide in-service training on a regular basis. This study has clearly shown that there is a great need for in-service training at Technical Colleges but that this need is definitely not satisfied.