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.

The main objective of this research was to explore the experiences and perceptions of adult learners at Public Adult Learning Centres. A total number of eighteen adult learners from three Public Adult Learning Centres in Nkomazi East Circuit at Ehlanzeni District participated in the study. The study was qualitative in nature using the interpretive paradigm. Data was collected through focus group interviews, individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding their experiences at Public Adult Learning Centres. Results indicated that some adults found their experiences interesting and enriching and have positive attitudes towards the teaching and learning at Public Adult Learning Centres, while others were frustrated with the lack of teaching and learning resources, and the poor management at the centres. Adult learners seem to regard education as important and they received satisfactory support from their families, communities, teachers, employers, and fellow adult learners, as well as financial support from the Department of Education. Findings revealed that adult learners find it difficult to understand the content of subjects and to cope with the pace of teaching. Participants had different views about the language of instruction. Some preferred English for employment and social purposes while others preferred the vernacular so as to have a better understanding of the content and to pass the subjects. These learners preferred that the content should prepare them for employment and for coping with day-to-day activities in rural areas. Responsibilities at home, becoming a learner at an elderly age, being involved in seasonal jobs and catching up work after absence were some of the challenges that adult learners experienced. From the results and findings of the study, recommendations were made to improve the effectiveness of teaching and learning and functionality of Public Adult Learning Centres. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Early Childhood Education / unrestricted

Thesis (M.A. Education (Adult Education)) -- University of Limpopo, 2015 / This mini-dissertation describes the research carried out in the three Public Adult Learning Centres (PALCs) which are the cases of this study, namely: Kobeng, Dientjie and Kadishi. The aim of the study was to investigate problems which affect the management of these three PALC‟s. It was also the aim of the study to get insight into the educational background of practitioners who manage these three PALC‟s. In order to achieve the aims outlined above, I formulated the following main research questions:  What are the problems affecting the management of Kobeng, Dientjie and Kadishi Public Adult Learning Centres in the Sabie circuit? From this research question, the following sub-questions were asked:  What are the educational backgrounds of practitioners who manage these centres?  What policies are in place that govern Public Adult Learning Centre?  What are the strategies to implement the policies of these centres?  What kinds of problems are experienced during the implementation of these strategies?  What are the possibilities of addressing problems which affect the management of these three PALC‟s This study seeks answers to the above –mentioned research question. Hence it addresses problems that not only need considerable development and further inquiry for advancing the academic debate, but are also relevant for practitioners who are working in the PALC‟s and are facing these challenges. To try and answer the main question outlined above, I decided to undertake a multiple case study to investigate problems affecting the management of the three above-mentioned PALC‟s, which are the cases of the study. ii It was the objectives of this study to identify problems affecting the management of the three above-mentioned PALC‟s and to get insight into the existing qualifications of the centre managers and practitioners in these PALCs and also on how they were trained and being supported. These objectives could possibly help in recommending ways of improving the management of these PALC‟s. Chapter 2 outlines the theoretical framework of the study. Based on the readings of the relevant literature, preliminary discussions with centre managers, practitioners and adult learners in the PALC‟s, it appeared that there are management problems that make it difficult for the PALC‟s to be efficiently and effectively run and for quality teaching and learning to take place. Hence there has been a discussion about problems affecting the management of the above-mentioned three PALC‟s. Problems such as, shortage of resources, lack of infrastructure, lack of government support, unqualified and under-qualified educators and poor communication channels were discussed in detail in this chapter. This chapter concludes by definitions of concepts such as: Management and Public Adult Learning Centres. In chapter 3, I describe the design of the study. The main focus of the chapter was to discuss the tracks of data collection. The first track dealt with the reviewing of documents while the second track dealt with fieldwork in which interviews were conducted. An explanation and discussions of the instruments that were used to collect data from different role players in various phases of data collection is also given. I concluded the chapter by explaining how the data that has been collected from various phases was analysed using qualitative data analysis methods. Chapter 4 presents the empirical results of the study. It investigates and identifies problems which affect the management of the three centres which are the cases of this study. In this chapter I present an overview of Kobeng, Dientjie and Kadishi PALC‟s in the Sabie circuit in Mpumalanga Province. A description of the programmes offered and visions and missions of each of the three PALC‟s is given. This chapter further discusses issues around staffing and learners in each centre. I have also outlined in detail the views of the interviewees in relation to the problems affecting the management of these three PALC‟s as the basis of the study. The chapter concludes by discussing the findings of observations based on each PALC of the study. iii Chapter 5 is a cross-case analysis of the PALC‟s. The intention was to compare and contrast cases based on the problems affecting the management of Public Adult Learning Centres at Sabie circuit in Mpumalanga Province of the study, while trying to get ways of improving management of the centres. I have been careful in preserving each individual case‟s uniqueness with the need to understand generic practices at work across cases. The final chapter (six) presents the final conclusion and recommendations of this study. This chapter integrates the information from previous chapters in discussing problems affecting the management of PALC‟s in the Sabie circuit in Mpumalanga Province. It also provides suggestions which might contribute towards improving the way PALC‟s are managed in Sabie circuit. The chapter concludes by mentioning problems that need to be further researched, as the ABET field seems to be under-researched, particularly the area of problems affecting the management of Public Adult Learning Centres.

The purpose of this study was to investigate ICT literacy in adult education and training within a public adult learning centre. A literature study was conducted to identify a theoretical framework for a comparative study of different national ICT policies. A qualitative research design was used to conduct an empirical investigation through the use of data collection instruments such as focus group interviews, semi-structured interviews, questionnaires and non-participant observation. Data analysis was conducted, during which various themes emerged, which led to the findings and conclusions regarding the study. Recommendations were made with regard to improving the ICT literacy level in adult education and training. Limitations of the study were described and recommendations for future research were made. / Curriculum and Instructional Studies / M. Ed. (Didactics)

This research presents a qualitative inquiry of the perceptions of the adult education teachers about their working conditions in the Adult Basic Education and Training programme. A qualitative investigation method was conducted, and a semi-structured interview was employed to collect data. The data from open-ended questions was analysed using a thematic approach. Findings suggest that the condition of services for adult education teachers was not acceptable and the levels of job satisfaction among teachers in adult education was low. Some recommendations that arise from the study are that the dilapidated buildings belonging to adult education be revamped and teaching and learning resources be provided. It is also recommended that the employment conditions of adult education teachers be in line with those of mainstream education teachers. / Adult Basic Education (ABET) / M. Ed. (Adult Education)