Thesis (M.ED. (Adult Education)) --University of Limpopo, 2009 / This report describes the research carried out at Reakgona Adult Learning Centre at Seshego, which is 11 km North-West of Polokwane, the capital city of Limpopo province. The main aim of the study was to investigate the effectiveness of programmes designed for the mentally disabled adults. For me to achieve the outlined aim, I formulated the following research question: • How do programmes designed for the mentally disabled adults benefit them in their everyday lives? In an attempt to answer the above question I decided to undertake an exploratory study to get insight into programmes offered at Reakgona Adult Learning Centre. For me to evaluate if the programmes could have beneficial impact to the target group I looked into the aims and objectives of the programmes at Reakgona Adult Learning Centre. I also took into consideration the vocational training needs of adults with mental disability. The characteristics of programmes and the possibilities for improving the programmes designed for the mentally disabled adults were also considered. Chapter 1; was concluded by describing the scope of the study. In chapter 2; I formulated the assumptions about factors that could contribute towards the provision of effective programmes. The factors are vocational training programmes, basic literacy and numeracy skills, life skills, interpersonal skills, communication skills and self-help skills. After reading relevant documents on people with mental disabilities, conducting exploratory interviews with people on the field and based on my preliminary visit to Reakgona Adult Learning Centre, I came up with other factors that could contribute towards the provision of effective programmes. They are Centre Based Support Programmes and assessment programmes. This chapter was concluded by definition of the key concepts. This chapter was concluded by definition of the key concepts. In chapter 3; I described the design of the study. The main focus of this chapter was to discuss the two tracks of data collection. The first track was about reviewing and interrogating admission policy document of Reakgona Adult Learning centre while the second track had to do with data collection. I also explained how the collected data was analysed using qualitative data analysis method. This chapter was concluded with the reflections, which is about my experiences during the research process. Chapter 4; presented the empirical results of the study. It gave an account of the programmes, which are offered at the centre and the extent to which these programmes are of benefit to the target group. It also provided the description of the centre, vision, mission, aims and objectives, types of programmes and their characteristics. The hierarchical structure of the role players is also outlined. The final chapter (five) presented the final conclusion based on the findings of this study. It gave the overall conclusion of what the researcher has discovered during the research process and account on programmes, which might be effective for the mentally disabled adults at Reakgona Adult Learning centre. Recommendations for the improvement of the programmes were also outlined. This chapter was concluded with the recommendations for further study.

Thesis (M.Ed. (Community and Continuing Education)) -- University of Limpopo, 2014 / This research is about establishing the needs and assets of a public adult learning centre for the visually impaired. The research is important because South Africa, as a signatory to the Salamanca Statement on Principles and Practice in Special Needs Education (UNESCO, 1994) and the Convention on the Rights of Persons with Disabilities in 2006 (Väyrynen, 2008), has an obligation to ensure the provision of quality education and training through inclusion. This also includes adult learners. The research emanated from the assumption that Public Adult Learning Centres for the Visually Impaired are not well equipped to provide quality education as envisaged by the Salamanca Statement and the Convention on the Rights of Persons with Disabilities. In order to resolve this assumption, a qualitative case study with Bosele Public Adult Learning Centre (BPALC) for the Visually Impaired was designed. The research participants from this centre were purposely sampled due to the importance of their shared experiences and opinions in answering the research question. Multiple perspectives were applied in data collection by means of semi-structured and focus group interviews and documents were examined and analysed to obtain in-depth information about the research. The analysis of the participants’ shared experiences and opinions, combined with observation and data analysis, assisted in deriving at the conclusion that, although Bosele is a Public Adult Learning Centre for the visually impaired, it is still deficient in terms of the capacity to provide quality education as envisaged in the Salamanca Statement and the Convention on the Rights of Persons with Disabilities. The learning and teaching support materials are inadequate and have not been modified for many years. The facilitators do not receive the necessary professional support and as such are inadequately prepared to provide quality education to the visually impaired adult learners. The available assets within and outside BPALC are not mapped and therefore not recognized for effective utilization. The teaching, learning and physical environment around BPALC is not conducive to the promotion of quality education for visually impaired adults. iii To respond to the findings of this research, several recommendations have been suggested and an empowerment programme has also been provided with a view to improve the quality of teaching and learning at BPALC. Suggestions for future research topics have also been made in order to close the gap that exists in research for the education of learners with visual impairment.