Doctor of Education - Adult Education / Despite numerous intervention strategies, HIV/AIDS continues to spread and to pose a threat to the socio-economic transformation of South Africa. There is a need for fresh approaches to HIV/AIDS education for adults and youth in South Africa, particularly for those marginalized by society, such as rural black women. The challenge is to devise appropriate, affordable, socially acceptable and sustainable strategies to help people living with HIV/AIDS, especially in the rural communities. The broad objective of the study was to examine ways in which rural ABET centres address the challenges of HIV/AIDS prevention and support in the Limpopo Province of South Africa. A case study approach was used to investigate the ways in which five operational ABET centres addressed the epidemic in their communities. The intentions and actions of the ABET District Co-ordinator (1), Circuit Area Managers (5), Centre Managers (5), educators (10) and learners (80) were studied. Methods used in the collection of data were in-depth, semi-structured interviews, focus groups, critical incident review, and participant observation. The research investigated ways in which ABET centres dealt with HIV/AIDS-related issues, and the attitudes, beliefs and practices of ABET practitioners and learners with respect to HIV/AIDS prevention practices and care issues and how these impacted on the centres’ ability to address HIV/AIDS. The research results show that the human, social, structural and infrastructure constraints currently faced by the centres hinder their ability to play an effective and meaningful role in dealing with the epidemic. Access to knowledge, participation in social networks and entrenched cultural practices all play a role in defining the manner in which the communities have responded to HIV/AIDS. Through an analysis of the environment in which the ABET centres operate, and the varied success of their programmes in addressing HIV/AIDS, recommendations have been drawn up to assist ABET centres to address the pandemic more effectively. The study concludes that ABET centers, through acknowledgment of their role and effective use of resources in collaboration with the available networks can make a meaningful contribution in curtailing the spread of HIV/AIDS and supporting the people affected by HIV/AIDS in the communities in which they operate.

This paper reports on the findings of the research in which an evaluation of the Kha Ri Gude Mass Literacy Campaign was conducted at five different learning centers in Tshwane. The campaign was initiated as a result of the observation that“… South Africa’s system of Adult Basic Education and Training (ABET) is not reducing the number of illiterates in spite of the constitutional right of all South Africans to basic education in their own language” (Ministerial Committee on Literacy, 2007: 5). Furthermore, studies have shown that illiteracy especially among black South Africans is not going down. This is thus preventing affected people from contributing effectively and meaningfully to the social economic and political life of the new democratic SouthAfrica. The evaluation was to inter alia assess how the problem of illiteracy was being addressed in light of the campaign’s focus of using mother tongue as a way of enhancing the learning process. Data collection instruments included questionnaires that were completed by coordinators, supervisors, and volunteer educators involved in the campaign. Class observations were carried out on the learning process in order to establish the degree to which mother tongue instruction made it easier for the learners to among others participate effectively and meaningfully during the learning process and assess how different volunteer educators’ different teaching methodologies impacted on the performance of the learners. Preliminary results indicate that mother tongue teaching greatly enhances learner participation and understanding. It is therefore recommended that efforts to conscientize people about the benefits of using mother tongue when teaching be done so that all people can be able to reap its benefits.

Thesis (M.Edu.) --University of Limpopo, 2002. / Refer to the document

Illiteracy among black adults in South Africa has reached levels unacceptable for economic development in the country. The problem of illiteracy prevents adults and youth from contributing effectively and meaningfully to the social, economic and political life of the new democratic South Africa. As a result of the political change in South Africa, there is a growing awareness of the need to provide adult basic education and training to everyone who has had very limited schooling because of socio-economic problems – largely attributable to the legacy of apartheid. The goal of the then Government of National Unity was to ensure that all individuals received at least a minimum level of education as a matter of basic human rights as enshrined in the Constitution. The main research problem of the study is, What would be a suitable strategy to alleviate the high rate of illiteracy among blacks in South Africa? From the literature study a mass literacy campaign was particularly identified as a suitable strategy for the alleviation of illiteracy among blacks in South Africa. It was therefore important to provide guidelines, which could facilitate successful implementation of a mass literacy campaign. The research underpinning this study in South Africa has revealed that it is not enough to embark on a mass national literacy campaign to alleviate illiteracy. A campaign, which does not address the social ills characteristically associated with people who are illiterate cannot be termed successful. This study has demonstrated that shortcomings in the formal education system, insufficient state commitment, inadequate funding and a lack of provision of other resources, not enough co-operation and co-ordination amongst the various providers of adult basic education and training and lack of universal primary school education are some of the main causes of illiteracy. These problems cannot be ameliorated by a mass literacy campaign. The high incidence of illiteracy in South Africa calls for a comprehensive approach to the social, economic and civil relationships in the country: the universalisation of primary school education and early childhood development programmes, serious government commitment and strong partnerships would be a good foundation for success. The alleviation of illiteracy requires an iron political will and national mobilisation of the masses to support a mass literacy campaign. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

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

Magister Educationis - MEd / The study was prompted by the need to look at alternative options to mainstream education for learners who are too old for their grade, who have opted out of the education system but find themselves wanting to re-access the education system. Mainstream schooling seems a difficult option for many learners who would like to complete their basic education but find that they have problems fitting in the multi-age classroom. If they are too old for their grade, they are at risk of dropping out. Following a review of the literature around access, re-access, over-age, dropout, exclusion, inclusion, capability and a methodological approach to the study, the analysis will focus on the Youth Care School, a school for age-inappropriate learners as a form of intervention. This is a day school operating independently from the Western Cape Education Department, taking on learners who are too old for their grade, who would otherwise be on the streets. The theoretical perspective of the study will focus on the capability theory and alternative schools as forms of capability development.

The aim of this research is to inform conceptual approaches to health and safety (H&S) training for mineworkers in South Africa. The study focuses specifically on those mineworkers who have the least formal education or training, termed elementary workers (unskilled) and machinery operators and drivers (semi-skilled). It is an integrative literature review of sources drawn from mine health and safety in South Africa; self-efficacy; adult education and training (AET); education and training in mining; and relevant health promotion studies. The sources selected refer to work in the Southern African mine H&S context, or comparable situations. Compelling ideas and formulations for training are suggested in the literature of the different disciplines reviewed. A core concept considered is self-efficacy and the concept has substantial support in the literature. Both the term and concept of ‘self-efficacy’ have been used in South African and mining studies, but often without proper consideration of the sources of self-efficacy and its task- and context-specificity. The review reveals a lack of evidence of effective advocacy and training around generic mining occupational hazards, such as lung disease. H&S training is most evidently linked to operator training, which is aligned with unit-standards. However, substantial numbers of mineworkers lack adequate formal education for such training programmes, or the informal skills to be included via recognition of prior learning (RPL) processes. The proposed role of H&S representatives appears demanding, but the associated skills training outlined in public unit standards, lacks essential elements. The findings identify key considerations for an underpinning approach to H&S training for elementary mineworkers. These are: new learning required; risk perception and management; existing and associated logics; team ethos; maintaining new learning and practice; and a dialogic aspect to programmes. Additional findings suggest that the convergent effects of different policies result in the training of the least educated mineworkers being marginalised. The study concludes with six propositions that relate to the research and development of H&S training for mineworkers, public evidence of training, policy effects and the predicament of mineworkers who lack formal education. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Submitted in fuliillment ofthe requirements for the degree of Master ofEducation in the Department of Comparative and Science Education ofthe Faculty of Education at the University of Zululand, 2007. / The fundamental problem addressed in this study revolve around methods of facilitation in Adult Basic Education and Training (ABET). The democratic government in South Africa is at present focusing on learners at the adult basic education level to ensure that the needs of adults are met, and that basic demands evident in contemporary society are addressed. While the introduction of Adult Basic Education and Training (ABET) in South Africa is progressing towards the right direction, there seems to be problems underlying the methods of facilitation used in various programmes aimed at improving the lives of adult learners. Methods of facilitation indicate insufficient implementation techniques and continuity which results in adult learners relapsing to illiteracy. The more specific objectives of this study were to investigate if the methods of facilitation used in ABET provide implementation techniques which enable adult learners to be independent; provide skills necessary for self-development; answer to the needs of the adult learners; provide for sustained self-development through continuity. The study is broadly structured around five chapters. Chapter one introduces the study, presents the problem under investigation, gives and aim and significance of the investigation and relevant analysis of concepts in the study. Chapter two gives literature review on methods of facilitation used in ABET. Chapter three explains the research design and methodology that was followed. Chapter four contains an analysis and interpretation of research data. Chapter five covers a summary of findings and recommendations. Major findings of the study attempts to reveal the role played by higher institutions in monitoring the methods of facilitation. A comparative analysis to formal schooling methods should be engaged in order to establish a sound relationship between formal, informal and non-formal education. A number of supporting programmes must be put in place for adult learners, after the completion of literacy courses in order to promote a continuous learning culture and ensure the retention of skills and technology acquired.

This research report explores the implications of one central question: ‘In what ways can course materials support and improve ABET teachers’ ability in the classroom and what are the limits of that support?’ Methodologically it is an ethnographic case study of five teachers at company literacy programmes using The ELP English Literacy Course for Adults to prepare learners for examinations at ABET English Communications Levels 1&2. Conceptually it makes use of Shirley Grundy’s exposition of different paradigms for thinking about curriculum and Jean Lave’s notion of learning in a community of practice. It portrays literacy as a social practice in which people learn to master skills, make decisions about the applications of those skills and develop an emancipatory awareness. The research enables insights into the relationship between ABET teachers and texts, outlining their respective responsibilities and some implications for thinking about ABET teacher development.

This study examines the strategies used by facilitators at Adult Basic Education and Training Centre in order to determine whether the facilitators are responsive to adult learning principle and practices. If inappropriate strategies for the facilitation of learning are used, adult learners are likely to become bored, frustrated, overwhelmed or unable to cope with the challenges of learning. This may contribute to the high drop-out rate that many adult education programmes face. The failure to retain adult learners in ABET programmes may result in adult learners relapsing into illiteracy, which then poses a problem as the overarching goal of the South African government is to eradicate illiteracy. This study aims at answering the following research questions: <ul> <li>What are the perceptions of adult learners of the facilitation of learning in the programmes they are enrolled for?</li> <li>What are the strategies used by ABET facilitators to promote cooperative learning?</il> <li>How do ABET facilitators promote self-directed learning among adult learners?</li> </ul> The theoretical framework on which this study is based is constructivism. Constructivist theory advocates a paradigm shift from traditional methods of teaching to a more learner-centred approach of instruction and learning. Thus, constructivist theory embraces Outcomes-based Education that emphasises that active participation by learners should be the backbone of all learning activities. Both facilitators and learners are required to focus on the outcomes that should be achieved during each learning activity. This study employs a mixed-methods approach that includes quantitative and qualitative research methods. The research design for this study is the case study method. The population of this study comprises adult learners and facilitators at Gaegolelwe Adult Centre. A simple random sampling was used to select forty-seven adult learners to participate in this study. Convenience sampling was used to select 4 facilitators. The methods of data collection used were questionnaires, semi-structured interviews and observations. The findings of this study are the following: <ul> <li>Facilitators at Gaegolelwe Adult Centre cater moderately for learners with different learning styles.</li> <li>Learners are engaged in different learning activities, such as completing tasks individually, in pairs or in groups and are involved in research orientated activities in order to discover things for themselves.</li> <li>Facilitators promote active participation during learning opportunities.</li> <li>Most adult learners demonstrate responsibility towards their own work. However, some do not, and this may be attributed to many competing social roles that must be balanced against the demands of learning.</li> <li>Learners are challenged to develop critical thinking, problem-solving and higher order reasoning skills.</li> <li>Cooperative learning as one strategy of facilitating learning is not utilised to the maximum.</li> <li>It has been observed that the lecture method is predominantly used by facilitators; this is not in line with constructivist learning theory as the latter emphasises the use of different methods of facilitation in order to accommodate learners with diverse learning styles.</li> </ul> The following recommendations have been made: <ul> <li>Facilitators with extensive teaching experience should be engaged to facilitate adult learning. However, they should be educated and trained in methods of facilitating adult learners.</li> <li>Male adults need to be mobilised through mass literacy campaigns to join ABET programmes.</li> <li>Learners should be given the opportunity to make an input in the development of strategies for facilitating learning.</li></ul> Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Early Childhood Education / unrestricted