Thesis--Wisconsin. / Includes bibliographical references (leaves [84]-90).

M.Ed. / The Sinthumule/Kutama water project in the Northern Province was initiated as one of the RDP Presidential Lead Projects with an approved budget of R4 7, 75m. The Presidential Lead Projects were those projects which were funded by an emergency fund channelled by the former president Nelson Mandela through the RDP to address the problem of shortage of water as well as the associated diseases which were prevalent in the Sinthumule/ Kutama area early in 1995. The main objective was to provide 25 litres of water for each person per day, within a distance of not more than 200 metres from their homes. Residents had to pay 8c for 20 litres of water through a pre-paid system. But more importantly, as an RDP project, the aim was to educate, train and build the capacity of the targeted communities thereby bringing about community upliftment. However, the project collapsed. Communities destroyed water meters and made illegal connections in 18 villages. The reported failure of the Sinthumule/Kutama water project raised serious questions inter alia: );> was there an effective education, training and capacity building strategy and programme for Sinthumule/Kutama? );> if there was, how was it executed? Roge(s (1996) view on development which emphasises the central role of education in development formed the theoretical framework of the research. Against the preceding background the aim of the study was to investigate whether education and training of adults played a significant role in the Sinthumule/Kutama development project. A case study approach was employed to establish the role of adult education in the success or failure of the project. Purposive sampling was utilised to select a sample. Interviews were carried out and various founding documents were analysed to collect data.

Thesis (doctoral)--Johann Wolfgang Goethe-Universität zu Frankfurt am Main, 1982. / Includes bibliographical references (p. 233-245).

No description available.

A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Education. / With the rise of the independent trade union movement since 1973, immense importance has been attached to worker education. The growth of the union movement created the space and provided the resources for workers to assert an independent cultural practice in which worker education plays pivotal role. Intense debate has raged within the union movement over the content, of this education, the way it is to be provided, who the recipients should be and whether it fulfils its perceived aim. There exists general consensus though that worker education has been integral to the development of the labour movement. Yet, there is no comprehensive study of worker education in South Africa. Such a study is even more necessary today as attempts are made to address the historical deficiencies in the South African education system, This report therefore is a small contribution toward understanding worker education and the importance of its role not only for the Labour: movement but for society at large. (Abbreviation abstract) / Andrew Chakane 2019

This study investigated implications of new education policies, the white paper on education and training and implementation of adult basic education and training (ABET) and the consequences thereof for education, training and development practitioners (ETDPs) and adult learners. The study also investigated how ETDPs implement new ABET policies and how these new policies affect adult learners. Adult education policies (in the democratic South Africa) were introduced to reduce inequalities in education. Despite these interventions, since 1994 the failure rate of adult education learners has continued to deteriorate. (This is partly confirmed by honours students (see Personal Communications) involved in teaching adult learners from 1993 to 1998.) The new adult education policies are intended to improve literacy and the quality of education for adults in South Africa. However, this does not seem to be happening. Three groups within adult education participated in this study. The groups consisted of twenty (20) adult learners, seven (7) ETDPs and seven (7) district education managers. All thirty-four (34) respondents were based in Soweto and the surrounding areas, which lie within Gauteng Province (see map contained in Appendix A). The information was gathered from respondents by telephonic interviews and by completing questic-nnaires. The literature review examined adult education policies; the Whit,- Pape" on Education and Training; successes and failures of ABET policies; and implementation and financial implications for adult education. “Quality education” based on a review of literature (world-wide and locally) was explored The information from the respondents supports the view that new ABET polices have had little impact in offering quality education. The results from the. interview and questionnaires show that the process of policy implementation is ineffective and inefficient, and is without clear direction. Workshops orgauised by the Department of Education reach only a few, and are not very effec j F i n a n c i a l constraints have rendered the process of policy implementation almost, impossible. The majority of learners and educators in this study were not iu'iy aware of the workshops. Based on world-wide and local literature, elements which might improve quality education were suggested. The study used both a qualitative and a quantitative approach. The concluding section of the research report suggested areas for future research relating to the process of policy implementation in adult education in South Africa.

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.

The research study had three purposes for examining community leadership programs. First, the study described the status of community leadership programs in Indiana. Second, the study compared current data with data collected by Lynch in 1987. This comparison identified trends and changes in planning, administering, and evaluating community leadership programs. Third, the study included a search of literature and an analysis of data which confirmed theoretical and practical linkages between the community leadership, adult education, and community education domains.The study was initiated with a telephone investigation to identify 50 community leadership programs in the state. A questionnaire was then mailed to program directors. The instrument, an expanded version of Lynch's 1987 questionnaire, collected data about program staff, budgets, curricula, participants, alumni, and evaluation. Forty-seven program directors responded by mail and three by telephone.Final data, which provided a profile of the 50 programs, were collated and published as a directory of Indiana community leadership programs. Data showed 43 programs were active, two were inactive, two were pilot programs in 1990 and 1991, and 15 were newly organized in 1990.Analysis revealed several changes and trends which occurred in the three years between 1987 and 1990. The most notable change in the three years between 1987 and 1990 was the 100% increase in the number of programs (from 25 to 50). Two significant trends were seen in the increase of programs in smaller communities (under 50,000 population), as well as, a shift in curriculum emphasis from community orientation toward community trusteeship.Data analysis also indicated that community leadership programs embodied the values of social responsibility and community action espoused by adult education and community education fields. Although no collaboration was noted with local community education programs, many community leadership programs had partnerships with adult education providers.This study concluded that economic pressures on, and an increasing sense of social responsibility within communities appeared to contribute to the popularity of community leadership programs. This study suggested further research: (a) designing more effective ways to assist community leadership program directors, and (b) identifying more effective models and procedures for cooperation between community education and leadership development programs. / School of Continuing Education and Public Service

Thesis (M.Ed.)--University of Alberta. / In partial fulfillment of the requirements for the degree of Master of Education in Sociology of Education. Department of Educational Foundations. Spine title: Emancipatory adult ed & social movement theory. Also available online.

Bibliography: pages 181-189. / The construction of macro level policy is made more difficult by the absence of a reservoir of analytical accounts which raise issues which policy at that level must address. This study is concerned with the development of policy within a very specific context and as such it is a modest and limited contribution to the development of that reservoir of theorised practice of adult education in South Africa. In this it is both a documentary record of the development of adult education at the University of Natal and an exploration of the dynamics of the policies which were evolved to direct that development. The study is thus a descriptive and analytical account of the work of the Centre for Adult Education at the University of Natal over the 20 year period from 1971 to 1991 set against the context of the broad development of adult education in South Africa in general and developments in university based adult education development in particular.