Bibliography: leaves 104-112. / The requirements of social and educative justice are examined further in the light of John Rawls's conception of justice as 'fairness'. In particular, critical response to his notions of 'the original position', 'veil of ignorance' and 'overlapping consensus' misrepresents the critical and creative capacity that these concepts properly denote and preserve in the interests of participants' 'strong' democratic capacity. The ethical implications of a non-authoritarian relationship between learners and existing discursive formations are then discussed with reference to Philip Wexler's 'textualist' theory of social analysis and education. His advocacy of 'collective symbolic action' is found to be compatible with an uncoercive discourse ethic, oriented to mutual understanding and contextualised hypothesis formation by self-reflective agents. Inferences for education are proposed, in conclusion, emphasising the teachers' role as agent provocateur of the 'liminal imagination' (generating non-formulaic symbolic movement and self-formative struggle by the learners themselves), which qualifies the usual obligation to approved curricular content. Education for a postmodern democracy is sustained by, and sustains, both context-relative knowledge - publicly educed - and an ongoing 'desublimation' of discourse, in the interests of participatory self-critique and renewal.

Includes abstract. / Includes bibliographical references. / This thesis presents a multimodal social semiotic theoretical framework to explore jewellery design pedagogy. The role of the designer, meaning making and the semiotic functions of resources used within the practice of jewellery design are analysed.

Bibliography: leaves 97-102. / This study attempts to examine and answer the research question: "What is the feasibility of the integration of education and training through promotion of the GETC as envisaged within the NQF discourse?" Focusing on problematic educational policy implementation in South Africa, the study also attempts to examine causes for the disparity between intended policies and implemented policies.

Includes abstract. / Includes bibliographical references (p. 80-87). / This thesis explores the pedagogy of a single popular educator, Mike Abrams, currently practising in post-apartheid South Africa. The study aimed to describe his ideology, educational theory and practice and to explore the links between these and current social justice issues in South Africa. It also aimed to locate his practice within his personal background. Mike Abrams was chosen as the subject of the case study owing to his extensive work and commitment as a popular educator.

This study addresses the question of the transformative effect of a nonformal learning programme for Muslim education practitioners - the Islamic Teacher Education Programme (ITEP) in the Western Cape, within the context of lifelong learning. It investigates the effect on participants' personal teaching practice and whether it assisted adult learners with decisions for further formal study. ITEP can be treated as an example of a wide variety of nonformal programmes within different contexts. The programme serves to fill the gap where no accommodation is afforded to it in the broader formal education provision of this country. This dissertation argues that nonformal education has the ability to be a springboard to launch educators on a trajectory of personal transformation and development in their own field of practice, as well as to forge a path that provides access to formal education. A qualitative research design and a narrative research method was utilised to answer the research question, drawing on a range of data - personal learning narratives of adult learners; interviews with a sample of six learners as well as journal entries. This approach allowed the study to demonstrate how participants gauged the readiness for change in their own transformative perceptions from their personal learning experiences in a safe environment. The spaces created within the programme created the opportunity for participants to reflect critically, participate and collaborate in a range of learning experiences that served as a catalyst for perspective transformation. The six participants of this study revealed how disorienting dilemmas, frame of reference and context are important to consider in programmes such as the ITEP. The research has shown that the provision of competent educators to teach, motivate and inspire is possible by means of teacher training in faith-based, indigenous and other non-western, nonformal spaces with a group of nonformal practitioners that generally do not have any access to formal higher education. While such a programme is rarely considered by policy efforts, it certainly does not diminish the legitimate role the programme plays and the value placed on it by the society which it serves.

The South African economy, as with the rest of the world economy, has been influenced by the trends of globalisation and the knowledge economy (Castells, 2001). The South African plant (large scale) baking industry is an industry undergoing significant change with the introduction of cutting edge technology and automation. The aim of this study is to examine the shifts in organisation of work in the South African plant baking industry and, in doing so, identify the corresponding shifts in knowledge, skill and identity of production supervisors. By examining how the work organisation of the bakeries has changed, as well as the adaptations of knowledge, skill and identity, the aim is to draw implications for the development of production supervisors in the future. This, combined with an analysis of the current curricula, is then drawn on to consider the possible implications for a curriculum that addresses the needs of production supervisors in the changing plant baking industry. This qualitative research made use of a case study approach. The first phase of the study examined views on shifts in the organisation of work, and the relative importance of knowledge, skill and identity, via interviews with employees of a national plant baking company that has multiple bakeries at varying stages of automation. Changes in the organisation of work and knowledge, skill and identity were then analysed through the lens of Marx’ Labour Process Theory and Barnett and Coate (2005)’s model for professional curriculum, respectively. The second phase of this study made use of documentary evidence of two different curricula currently available for the development of production supervisors; one developed by the South African Qualifications Authority and the other by the South African Chamber of Baking. This phase sought to examine their ability to address the new organisation of work identified in the first phase of the study, drawing again on the Barnett and Coate (2005) model for professional curriculum. Findings from the first phase of the study point to changes to the organisation of work as seen in the decrease in the amount of labour required to operate an increasingly automated plant and a shift in the role of the production supervisor. These changes have resulted in shifts in the relative importance of knowledge, skill and identity, according to those interviewed. The most significant of these shifts was the perceived increase in the relative importance of identity as interviewees identified the need for a strengthened occupational identity for production supervisors, and a relative devaluing of skill within the bakeries as the role of operators has shifted more towards monitoring instead of operating the machines. These findings might be explained by the increase in automation that has led both to a weakening of occupational identity and a change in the knowledge base required by production supervisors. The need for multi-skilling has increased the need for context independent knowledge. At the same time the need for the situated, tactile, knowledge of the bread making process remains. It is argued that it is this situated knowledge held by the older, more experienced production supervisors that enables the ability to solve problems on the line and potentially strengthens their occupational identity. It was found that neither of the two curricula examined addressed the current and future needs of production supervisors. The findings of both the first and second phases of the study point to the need for a new form of curriculum that addresses the needs of production supervisors who are required to function within the new organisation of work. Conclusions are that it is not possible to confer an identity through formal curriculum alone and work experience remains central to the identity of a production supervisor. Yet there remains a need to provide production supervisors with the context independent knowledge base of, and skill in, the bread making process; elements that can be addressed within a formal curriculum framework. The development of a mixed disciplinary knowledge base that consists of both situated knowledge and context independent knowledge may provide a way for the changes in knowledge, skill and identity to be accommodated in a curriculum that caters more effectively for both workers and an industry whose drive towards automation continues.

Includes bibliographical references (p. 89-96). / This dissertation investigates the peer learning activities initiated by the Joint Education and Training Committee (Jetcom) of the kwaZulu-Natal district court magistrates. A core aspect of the study considers how magistrates relate their understandings of peer learning to their professional development, particularly in view of the continued influence of the legacy of apartheid–era judicial education.A brief analysis of the history of the magistracy in the context of the development of South Africa from colonisation, industrialisation, and apartheid to democracy is the basis for a characterisation of judicial education before 1994. The study draws on literature inthe sociology of professions, professional development and peer learning in order to construct a conceptual framework to interpret the peer learning initiative.Data collection involved mainly semi-structured individual interviews and focus group discussions with magistrates. Field notes recorded observations of interactions with and between magistrates and reflections on the research process generally. A thematic data analysis informed the interpretive phase of the analysis. The conceptual framework developed in the literature review informed the critical analysis of the experiences and understandings of the peer learning initiative.Until 1993, the executive controlled and provided the content of the 'apartheid' judicial education of magistrates, compromising their judicial independence.The findings show that some magistrates have used peer learning to try to build equal, reciprocal peer learning relationships; others have used peer learning to retain existing distinctions and inequalities. The Jetcom has succeeded in embedding the peer learning initiative into the authority structures of the magistracy, thereby strengthening its sustainability.Magistrates have used peer learning to respond to various professional development needs. 'Race' and gender have influenced the conception and the implementation of the peer learning initiative.

Bibliography: pages 220-229. / This study examines and analyses the events associated with, and development of policy in, the Centre for Extra-Mural Studies at the University of Cape Town. Three phases of task, role and associated policy can be discerned. From the earliest days of extra-mural activities at the University in the mid-nineteenth century until the present, the most visible of the Centre's activities has been the presentation of university-level courses and lectures to the public. This has been a phase of liberal, nonvocational tradition, aiming at personal fulfilment and enlightened discussion. Despite open access to these programmes, low fees and efforts to encourage a wider support, there has been very little response from the working class, African or "Coloured" communities. Following consultation with community groups and strenuous fund-raising efforts, the Centre launched a series of community education projects in the mid-1970's, some of which were managed initially by the Centre. In 1979 the University established a Chair of Adult Education and the first Diploma Course for the Educators of Adults was launched in 1980. From this point the Centre saw its community function as part of a broad programme of providing University-based professional education and support for adult educators and community workers in an indirect mode. The study has attempted first, to show how each of these phases, acquired in an historical sequence, is rooted in a previous phase; is reactive to previous phases or is a critique of them. Secondly, the study examines the problem of a proper balance between the more traditional task of extra-mural programmes and the more recently acquired adult education role. The University's own examination of this question of balance is highlighted together with the constitutional changes that were deemed appropriate in order to promote development of adult education while protecting the older tradition against radical change or diminution. Thirdly, the study shows that the staff of the Centre have to maintain an uneasy equilibrium between the academic acceptability of their programmes to the University on the one hand, and the relevance of those programmes to communities in a fractured society on the other. Finally, the study concludes that while the major constitutional and policy changes of 1903, 1949 and 1982 were appropriate responses to changes of circumstance, there was not the same degree of recognition of the need for adequate resources to meet the challenges of the vast and unmapped area of adult education in South Africa.

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