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The central discussion about the provision of adult non-formal education and training (NFET) today is the question: Is training for purposes of merely obtaining a certificate or it training for obtaining employment?
A little is known about the link between NFET programs and employment of the graduates.
* To examine the training delivery approach at NFET centres.
In South Africa, the provision of livelihood skills under NFET programs aims at increasing employment opportunities for adults and to improve social inclusion (Aitchison, 2007).
In this article, enabling environments to refer to internal and external factors of the NFET centre which create conducive conditions for skills acquisition and skills utilisation in wage or self-employment (King and Palmer, 2006; World Bank, 2004).
Theoretical framework for enabling environments of adult NFET centres
Scholars and practitioners argue the provision of adult NFET programs should mainly focus on wage and self-employment rather than a certificate.
In general, the theoretical framework below is based on the proposition that if adult trainees acquire both technical and business skills from NFET centres if there are enabling environments for them to access to community assets, goods and services, graduates will become self-employed in businesses or employed in the formal or informal sectors.
CMOS is made of two types of transistors: positively-charged field effect transistors (PFETs), and negatively charged FETs (NFETs).
In both cases, in order to take into account the effect of potential of neighboring atoms in a chain, two identical parallel NFETs are adopted.
Two parallel NFETs are used to model the effect of potential of neighboring atoms.
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- NFE method