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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Bibliography: pages 94-97. / The focus of this study is on the constraints encountered by health care providers situated at community centers in meeting the local community's health needs. Health education is one way of meeting these needs. This case study is an investigation into how the registered nurses as health workers of four clinics in the Grassy Park area perceive their roles and identities in relation to providing Health Education as part of Primary Health Care to meet the health needs of the community. The information obtained attempts to identify the influences and constraints which affect the way in which health workers as professionals interface between their _., organization which is also their employer, and, the community, and how they conduct their role as intermediaries at ground level.

Literacy researchers have sometimes been puzzled by the modest results of literacy programs in developing countries. One of the key areas identified as a possible cause for limited success of literacy programs is the inadequate understanding of the literacy needs and perspectives of beneficiaries. Unlike many studies that draw mostly on providers' accounts, this study explored the voices and choices of beneficiaries of literacy. In addition to using beneficiaries as primary research participants, the study also explored perspectives of selected provider representatives. One of the key objectives of this study was to generate a better understanding of the complex needs for adult literacy in the context of rural Bangladesh. Methodologically, this is a "qualitatively focused" hybrid study combining three major traditions - ethnography, case study and grounded theory. Four rural sites of Bangladesh with varying characteristics served as the locations for data collection. The study drew heavily on recent theories of the New Literacy Studies (NLS) School. Considering the evolutionary nature and limited field implementation of the NLS theories the researcher used a flexible theoretical framework so that findings could emerge from data. The findings of the study portray a substantial difference in perspective both among the beneficiaries as well as between the beneficiaries and the providers. Some of the key findings were—rural adults tended to identify themselves as educated or uneducated instead of as literate or illiterate; there was hardly any difference in perspective between neo-literates and illiterates; adults engaged in regular rural occupations like selling labor or farming are less likely to feel motivated to pursue literacy; older male adults preferred to spend their time on religious pursuits instead of on literacy; and older women attached higher priority to skills training as than did younger women. Based on the findings, the researcher argued in favor of developing some common ground to help reduce the perspective gap. Such middle ground could foster increased understanding and cooperation among all actors and contribute to the development of more useful literacy programs for rural adults.

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The integration of different types and areas of knowledge and skills is being explored for the first time in the official discourse on educational reconstruction in South Africa. The reasons for this are bound up with the country's general global conditions of capital accumulation and its political and social history. The conceptually and practically integrated curricula envisaged pose some challenges that will have to be addressed. On the one hand, the culture of democracy presently being introduced in the educational arena leads to notions of learner autonomy, self-realisation, recognition of diversity, and socio-economic redress and equity. On the other hand, the present conditions of capital accumulation accentuate the market discourse of efficiency, competitiveness and tangible outcomes.

Bibliography: p. 173-182. / This research is an attempt to understand the ambiguities of empowerment inherent in transactions between educators and adult learners studying at a basic level. Through analysing the case study of Edward Roux's text-based adult education intervention for Africans in South Africa in the 1940's, some conclusions on the resultant power arrangements were drawn. These interpretive conclusions were applied comparatively to a set of adult basic education texts in use in South Africa in the 1990's. The research addressed itself to selected biographical events from Roux's life, as well as to a set of theoretical texts written by Roux about adult education and a set of pamphlets called The Sixpenny Library, intended for mass distribution to adult readers. The texts were analysed using a postmodern discourse analysis methodology. Having identified five recurrent discursive formations in the texts, it was proposed that these discourses could be intertextually read as constituting an individualised construction by Roux of the Enlightenment meta-narrative. The genealogy of the meta-narrative was analysed, the subjectification of the adult learners was asserted and an interpretation of the arrangements of power within the educational transaction was proposed. The primary findings were made on the basis of the case study: it was concluded that Roux was committed to the Enlightenment ideal which he constructed in terms of Western educational and cultural norms. By conflating education with social remediation and rationalism, he proposed that education in its own right had socially . redemptive power and that it would even result in equality. The potential impact of the intervention in subjectifying adult learners and their resultant disempowerment was analysed and some general trends were noted. Roux's intervention suggested a deep but unrealistic conviction that the acquisition of knowledge had the potential to alleviate the social deprivations that Africans suffered under conditions of post-colonial racial capitalism. Unconsciously Roux conflated the promise of empowerment with the acquisition of a set of basically Western rationalist cultural values and beliefs, without recognising the identity which he constructed for the educator and the attendant disempowerment which the learners may have experienced. The secondary stage of the research comprised the application of the claims identified in Roux's case study to three comparable genres of Adult Basic Education and Training texts of the 1990's; the presence of similar assumptions in these transactions was assessed and continuities and changes were identified. Some general conclusions were drawn regarding the nature of adult education transactions and the potential for a postmodern consciousness to alter the arrangements of power within educational transactions for adults was discussed. The limitations of the study in terms of learner responses was acknowledged and avenues for further research were identified. An attempt was made to bring into focus some of the uncertainties operative at a global level within adult education, while addressing issues of power between educator and learner in the field of basic adult education in South Africa.

My study is situated within the context of the increasing internationalisation of Higher Education (HE) which has become significant in a globalised society. Academic Institutions are required to produce graduates that can fit into different environments across the globe, with cross-cultural awareness and an understanding of the complexity of a globalised world. Global education has become important in promoting and facilitating the acquisition of these graduate attributes. Therefore, understanding student learning experiences in global education programs is vital for university academics, adult educators and organisations involved in the field. This study explores student's learning experiences in a SHAWCO service-learning (SSL) program at the University of Cape Town (UCT) for five international students. The SSL program hosts international students and integrates formal and informal learning. Learning takes place in many different sites such as learning in lectures, educational site visits and in community-based organisations. The program design allows international students to explore South African history, contemporary issues, and the complexities of transitioning into a democratic state. The aim of the study is to understand factors that enhanced learning for five international students who were part of the SSL program at UCT between 2016 and 2018. The study explores mixed pedagogical practices and their influence in the learning process. John Dewey's experiential theory (1938) and David Kolb (1984) who deepened experiential theory by developing a conceptual framework of cycles of learning and reflection are used in the discussion and analysis of the findings. Paulo Freire' s (1970) critical pedagogy is drawn on as his dialogical methods influenced the design of the SSL program and feminist theory which provides a critique to experiential learning. The study makes links with similar research such as Coryell (2011, 2013) and Pipitone (2017, 2018). In addition, South African studies including McMillan's (2011) study on service learning as a boundary between the university and communities, and Gredley's (2013) study on making sense of student's learning through service learning. A qualitative case study design was used to gather data through interviews from five US students who formed part of the SSL program and document analysis. The students were interviewed in their home country. The interviews took place using Voice over Internet Protocol (VoIP). This technology is used to send voice and video in real time. An interpretive approach was used to analyse experiences to give a deeper and an extensive representation of student learning experiences in the program. The findings indicate that students' learning was enhanced by the dialogical and reflective learning methods used which democratised learning and allowed for critical engagements. The study illustrated the value of pedagogical practices which integrate formal and informal learning, in the lecture, education site visits and in incidental experiences. The conclusion is that these pedagogical tools allowed students to learn intensely about South Africa's history and challenges in a new complex democracy.