Thesis (M. Dev.) -- University of the North, 2003 / Refer to document

Thesis (M.ED.) --University of Limpopo, 2007 / This report describes the research carried out in the Limpopo Province of South Africa, with Bohlabela District being used as a site of this study. The aim of the study was to investigate problems affecting young mothers in attending ABET classes in Bohlabela District in Limpopo Province. In order to achieve the aim outlined above, I formulated the following main research question: • What are the problems affecting the attendance of ABET classes by young mothers in Bohlabela District in the Limpopo Province? In trying to answer the question outlined above, I decided to undertake an explorative study in order to investigate problems affecting the attendance of ABET classes by young mothers in Bohlabela District in the Limpopo Province. In chapter 1 I further gave a description of South Africa in the apartheid era and the post-apartheid South Africa in terms of its geographical setup and education. The aim and objectives of the study and the research questions are indicated. The scope of the study is explained. In chapter 2 the theoretical foundation for the investigations of problems affecting the attendance of ABET classes by young mothers in Bohlabela District in the Limpopo Province is indicated. Factors such as time, curriculum, environment, family pressures and ignorance were discussed in this chapter. The chapter is starting with the definition of key concepts. In chapter 3 the research design of the study has been outlined. The data collection paths of the study have been discussed. The chapter explains how the data which had been collected from various places were analysed using qualitative data analysis methods. It concludes by discussing what I call ‘reflections’, a section that was about my main learning experiences and difficulties that I encountered during the process of this research. In chapter 4 I presented the findings of the study according to the views and perceptions of the interviewees. This section prepared the study for the next stage of the investigation where I established whether or not the findings provide answers to the research question. Chapter 5 is the concluding section where conclusions were made based on the findings of the investigation. Recommendations coming out of the study were made and finally recommendations for further study have been outlined.

Enduring levels of illiteracy point to a long-term failure to address one of society's more solvable problems. The conditions giving rise to illiteracy are systemic and complex, but also deeply personal. Such conditions are invariably linked to histories of neglect, domination and injustice. Lying in a small, marginal space between limited, ongoing provision of adult basic education and training (ABET) from the South African state and industry, on the one hand, and state-led mass literacy campaigns, on the other, is the ABET work of non-governmental organizations (NGOs). This thesis examines a case of ABET within this alternative NGO sector at a time of heightened attention to the challenges of illiteracy in the global arena and a time of major transition in South Africa. It focuses on the Human Rights, Democracy and Development (HRDD) project in rural KwaZulu-Natal as a case of NGO-Ied ABET provision in community settings. The HRDD project attempted to combine ABET with livelihood and citizenship education. Its vision was to foster communities of learning and action. Using case study methodology within a critical paradigm, this study set out to critically document, narrate, analyse and theorise the practices, learning, and identity development within the HRDD project. The entire HRDD project serves as the unit of analysis for the case study. Data collection included 28 in-depth interviews with learners, educators and project partners and analysis of more than 100 project documents. The HRDD project provides opportunities to study adult learning and to examine a range of different types and purposes for learning. In this regard, the theories of Paulo Freire (1970; 1994), Jack Mezirow (1975; 1991), and Lave and Wenger (1999) are explored in setting up theoretical frames through which to understand and theorise learning in the project. The HRDD project provides an excellent opportunity to examine the processes of educator development within a community-based project and to examine the early stages of a community of practice (Wenger, 1998; Lave & Wenger, 1999; Lave, 1993) in which educators could learn the practice of "adult basic education" and find a network of support. A further theoretical frame which emerged during the process of the study and which showed relevance and promise for theorizing the relational and social network aspects of the study is Social Capital theory (Bourdieu, 1986; Putnam 2000; Coleman, 1990). This frame suggested the notions of depleted social capital and fracture as significant characteristics of the post-conflict status of the HRDD context. This thesis highlights the importance of paying close attention to the lives of learners and educators in educational projects and for viewing the project within the lives of learners and educators rather than viewing learners and educators in the life of the project. The thesis illuminates and contrasts such multiple perspectives and also highlights the importance of context and history as primary shapers of learning and action. This thesis ends with discussion of an emergent conceptual model of the HRDD project. The model contains four project dimensions, namely, learning, identity, personal transformation and social change. In addition, it includes four pedagogical devices, which are, reflection, dialogue, action and relationships. Finally, the model also reflects four major contextual factors, namely, poverty, patriarchy, power struggles and a post-conflict status. The concepts integrated in the model emerge from analyses and discussions throughout the thesis. The model is discussed as a summative device, as a heuristic and as a dialectic to outline several purposes which it serves in this study and could serve in future studies. The levels of struggle and fear which emerge through this case study present a portrait of life circumstances and learning contexts which are distinctly antidialogical and oppressive. The portrait also depicts several tenacious women who continue to struggle and learn in hope! 11 / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

This research, which took the form of a case study in a large textile factory, is primarily concerned with finding out if there is a link between a particular educational level (i.e. ABET level 4 Communications/Language and Mathematics) used as a measure for the first stage of selecting prospective employees as machine operators, and a hard skill (i.e. actually operating a machine). After conducting interviews with nine people in the workplace; doing observations of three machine operators performing their jobs, and analysing various documents, such as the tool used for assessment, I found there to be an incongruence between the ‘requisite’ knowledge and skills and the actual knowledge and skills needed – the language and maths’ competencies needed in order to be deemed ‘competent’ in the assessment are of a higher ABET level than the language and maths needed ‘on-the-job’. But, this research is not simply about language and mathematics competencies. It is also about the ‘new workplace’ that has emerged with the advent and spread of globalisation. My study looks at the appropriateness of the ‘measure’ used as an entry requirement for a job, and by so doing it explores issues of inclusion and exclusion, and power relations. My study is, therefore, located within the critical social science paradigm and I raise questions around issues of morality, ethics and social justice. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

This case study examines the pedagogy of early reading in a South African Basic Education Centre. Existing literature shows that illiteracy among adults in South Africa is a great concern. The acquisition of reading competence in adults is under - researched in South Africa and previous research has tended to focus on literacy/reading in relation to health issues or the acquisition of reading in children. This study attempts to contribute to understanding poor reading conditions in adult classes by providing a description of beliefs and practices of three Adult Basic Education and Training teachers of reading. The study captures the beliefs and practices of the teachers of reading in ABET Level 1- 4 with respect to the teaching of reading in Zulu and English. Data is examined using constructivism and dialogic space as theoretical frameworks. Data was gathered from teacher interviews and classroom observations. The findings of this paper include that these teachers lack pedagogical knowledge to inform their practice and are often influenced by their own experience of being taught to read. The dominant instructional practice was a focus on pronunciation while reading aloud as opposed to text comprehension. Recommendations are made regarding the support that could be offered to the teachers of reading in this centre. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Public policy can take a wide range of forms, from broad statements of goals to more specific statements of intention (De Clercq 1997 cited in Kallaway et al 1997). Policy can be expressed in speeches, official statements, court decisions, laws and regulations, all of which embody the authority to define goals and priorities. Policy also provides a framework for taking action and lends legitimacy to implementation and evaluation purposes (Ray and Poonwansie 1987 cited in Ovando, 1999). The outcomes of a policy depend critically on the resources allocated to its support and the institutional arrangements mobilized in its implementation. Despite the introduction and implementation of the new Language in Education Policy (1997), policies and legislation enacted by the new government in South Africa to redress the imbalances of the past, especially in terms of promoting the marginalized African languages, and recognising language diversity and choice, the status and use of African languages in schools has not improved. The purpose of this study was to examine the impact of the current language policy on an adult centre that is Phindangene Adult Centre. This study sought to investigate learners and teachers attitudes towards the Language In Education Policy. It also aimed to demonstrate how language choices were made at Phindangene AEC, and whose interests they served. Different research instruments were used for data collection. A written questionnaire and semi-structured interviews were used to gather data from the respondents. Observation and official records were also used to supplement this. This study showed that there was a big difference between the language policy of the country and language practice at Phindangene AEC. In the light of the major findings the study recommends the following: • Student's primary language should be incorporated into the instructional program. • A holistic approach to teacher development should be adopted which provides teachers with basic skills and concepts in curriculum development through seminars and workshops. • Much more effort should go into developing and providing learning materials and textbooks that are more appropriate to adult learners. • School governing bodies need to familiarize themselves with the new Language in Education Policy. • It is the responsibility of the Department of Education to make sure that each adult centre gets a copy of the language policy. / Thesis (M.Ed.) - University of Natal, 2002

Adult Mother-Tongue Literacy learning is a universal problem as readily available statistics indicate. In this study, I explore various aspects of adult Mother-Tongue Literacy learning, including: • a profile of a Learner typical of those who attend the Pinetown Welfare Society Adult Literacy Programme; • some indication of the success of literacy programmes around the world; • the kinds of problems experienced by Learners in the Kwadabeka Literacy Project attached to the Pinetown Welfare Society; • some relevant theoretical concepts which underpin adult learning, and particularly the learning of literacy in adults; • the perceptions of Marcel Jousse on the effect of non-literate and semi-literate milieux on the capacities of Learners; • suggestions as to how an improved understanding of the capacities of Learners can influence the choice, design and presentation of Literacy teaching and learning materials; • examples of those aspects of current programmes which answer the needs identified by Marcel Jousse. In the conclusion, I suggest: • how the theories of Marcel Jousse can be further explored and applied in the area of Mother-Tongue Literacy learning, and to a definition of literacy; • how the needs identified by Marcel Jousse can be further accommodated; • what kinds of materials need to be introduced to make Mother-Tongue Literacy less problematic and more accessible to its Learners; • how an evaluation of the Pinetown Welfare Literacy Programme might assist in improving Mother-Tongue Literacy learning. / Thesis (M.A.)-University of Natal, 1998.

Hierdie studie handel oor die ontwikkeling van geleenthede in Europa en Suid-Afrika vir analfabeet-volwassenes om te leer lees en skryf. Teoretiese aspekte van geletterdheid soos omskrywings van die begrippe geletterdheid en ongeletterdheid is ondersoek. Twee benaderings tot die voorsiening van geletterdheid, naamlik die relatiewe benadering en die absolute benadering is beskryf. Die doelwitte van geletterdheid behels onder meer die bereiking van lewensideale, die verkryging van mag en persoonlike ontwikkeling. Verskeie strategiee vir geletterdheidsonderrig soos die die voorsiening van fundamenteel-opvoedkundige strategie, die funksionele strategie, die bewusmakingstrategie en die massaveldtogstrategie is ondersoek. Die invloed van sosiale, politieke, ekonomiese, geografiese, godsdienstige en onderwysfaktore asook van die boekdrukkuns op die verspreiding van lees- en skryfvaardighede is beskou. Daar is ook ondersoek ingestel na die rol van verskillende betrokkenes by die voorsiening van geletterdheidsonderrig in Europa en Suid-Afrika soos die staat, nie-staatsorganisasies, kerke, vakbonde, industriee, privaatinisiatiewe, universiteite en biblioteke. / This thesis investigates the development in Europe and South Africa of opportunities for illiterate adults to learn to read and write. Theoretical aspects concerning the defining of concepts, the two approaches namely the absolute and relative, the aims of literacy and the attainment of ideas of empowerment and personal development were discussed. An investigation is done of the various strategies in the provision of literacy campaigns. These include the fundamental educational, the functional, the awareness and the mass campaign strategies. The influence of social, political, economical, geographical, religious and educational factors is explored in conjunction with the role of the printing press and distribution of reading and writing material. The role of various parties involved in the provision of literacy education in Europe and South Africa is considered. This includes the state, non-governmental organizations, churches, unions, industry, private initiatives, universities and libraries. / Educational Foundations / D. Ed. (Historiese Opvoedkunde)

D. Ed. (Didactics)

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005 / The focus of this research is the evaluation of the National Diploma in Adult Basic Education and Training (ABET) for the purpose of suggesting improvements that could enable ABET diplomates to meet the demands of their challenging ABET world of work. The research study is based on the reflections of employed ABET diplomates and their employers on the relevance and usefulness of the ABET qualification in the workplace. The research is set against the general literature on the linkages between higher education and workplaces in general and the need for the development of work integrated curricula and high workplace competence levels in particular. The research also draws on literature that relate to the National Qualifications Framework (NQF) in the current South African education system and the role that could be played by learnerships and service-learning in the development of ABET practitioners. Reference is also made to the literature on employability of graduates, the contextual nature of the ABET world of work, work-based learning, and pedagogy or andragogy that is needed to support workplace practices. Qualitative evaluation approaches and narrative data production methods in the context of teaching and learning were used. The lecturers, ABET diplomates and their employers were interviewed in order to find out how the National Diploma in ABET prepared the diplomates to be effective and efficient in their ABET world of work. Curriculum documents for the National Diploma in ABET were also consulted. The research findings indicated that employed ABET diplomates find it difficult to meet all the demands of the workplace in general and to demonstrate an understanding of unit standards and outcomes when preparing lessons and planning learner activities in particular. The study therefore calls for higher education institution to find alternative ways of offering the National Diploma in ABET by establishing partnerships with workplaces and work closely with potential employers of ABET diplomates. Such collaborative efforts could result in the development of work-integrated curricula which could enable ABET diplomates to spend more time in the workplace than in the classroom. The study recommends that higher education institutions should be involved in ABET Practitioner learnerships that provide work-based learning and in service-learning which provides community service experience in order to provide learners with an opportunity to connect theory with practice and ideology with actuality.