This study investigated performance based accountability in Florida's system of workforce education in Florida's state colleges and school districts. In Florida, workforce education is governed by Florida State Statute (K-20 Education Code Chapter 1004). The purpose of this study was to determine the cost-effectiveness of Florida's performance accountability policy as applied to workforce education. Additionally, it analyzed the impact of performance accountability on performance by the providers of workforce education - state colleges and school districts, and the value for investment achieved by the policy over the time period. The study was guided by three questions: (a) What is the relationship between effectiveness and year? (b) Is the relationship between effectiveness and year moderated by each of the contextual variables? (c) To what extent does each of the contextual variables predict performance and effectiveness? This study utilized a non-experimental quantitative research design and a costeffectiveness analysis framework. The unit of analysis was the providers of workforce education in the State of Florida. This study was framed by the outputs and outcomes the workforce education service providers achieve and the alterable and unalterable variables which might influence the provision of workforce education. Performance was measured through two measures: quantity of outputs, and quality of outcomes. The alterable and unalterable variables included: the type of institution delivering the service, either state college or school district; the delivery model used in each delivery area, either single or dual-delivery; and population characteristics, the percentage of students economically disadvantaged, the percentage of minorities, and the percentage of males. The study used correlation and regression techniques to analyze the longitudinal impact of the performance accountability system. / by Richard G. Cunningham. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

Esta pesquisa se propôs estudar a Política Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos, que se autodenomina inclusiva, sob a perspectiva das alunas egressas em 2013 do Curso Técnico em Pesca ProEJA a Distância. Este foi um dos programas dos governos de Luiz Inácio Lula da Silva (2003 – 2010) e Dilma Rousseff (2010 – 2014). Estabelecemos como parâmetro as perspectivas percebidas por elas tanto em suas vidas pessoais, como nas comunidades em que vivem após a conclusão do curso. A análise pondera os conceitos de inclusão a partir da percepção dos sujeitos em diálogo com a proposta da própria política e com a teoria. O problema de pesquisa encontra-se dentro da complexidade do real com as possíveis contradições, a partir da oferta de formação com perspectiva de inclusão para a demanda de sujeitos adultos e trabalhadores tradicionais e artesanais. Temos como hipótese que mesmo com a questão específica da crise estrutural do trabalho é possível perceber que estamos diante de uma situação histórica e que as políticas afirmativas de inclusão, podem possibilitar, na percepção das egressas, mecanismos de empoderamento social, mesmo nas formas precárias de trabalho alavancado suas participações políticas na e para a sua comunidade. A pesquisa é desenvolvida na perspectiva do materialismo histórico e usa como metodologia o paradigma interpretativo com o olhar na contradição. Produziu-se como material empírico: entrevistas com egressas das cinco regiões do país; registros fotográficos das comunidades; levantamento e análise de documentos referentes ao curso. Os principais teóricos que acompanham nossa pesquisa são MARX, ENGELS, CHEPTULIN, GRAMSCI e FREIRE. A tese está estruturada em quatro seções. O Capítulo 1, “Carta de navegação: nossos métodos” traz a forma pela qual se desenvolveu a pesquisa, apresenta os sujeitos pesquisados, bem como uma perspectiva estrutural de suas comunidades e regiões, dialogando com as falas das entrevistas, e/ou com os registros imagéticos feitos pela pesquisadora. No Capítulo 2, “Embarcações: o curso” apresenta-se o curso Técnico em Pesca: sua estrutura, dimensão e proposta curricular, associada também a uma análise crítica. No terceiro capítulo, “Coordenadas: caminhos traçados” apresentam-se o escopo teórico de categorias importantes, que perpassam esta tese, sendo elas: o entendimento de Sujeito, Trabalho, Cultura e Ciência/Tecnologia. No quarto Capítulo dialogamos com alguns autores que versam sobre o conceito de inclusão e educação no recorte do ProEJA, em diálogo com as entrevistas e os documentos analisados. No último capítulo apresentamos nossas perspectivas e a tese que defendemos a guisa de conclusão. Nossa hipótese se confirma parcialmente, uma vez que as entrevistadas se entendem incluídas com base nos parâmetros da categoria inclusão prescrita no Documento Base. Porém, apresentamos o contraditório, pois o mesmo documento e os demais analisados tem como meta a formação humana integral e nessa dimensão a “inclusão” é parcial. / This research is a study of National Integration of Professional Education Policy with the Basic Education in the young and adults learners field, which calls itself an inclusive group of female students who studied in 2013 the blended learning Fishing Technician Course of ProEJA Highschool. This program was one of Luis Inácio Lula da Silva (2003 – 2010) and DilmaRousseff’s (2010 – 2014) government programs. It was established a parameter within their own lives perceptions as well as their communities after they have finished their course. The analyses ponder the concepts of inclusiveness from the subject perceptions discussing with the policy proposal and its theory. The research’s problem is inside of the real complexity with the possible contradictions, whichoccurs along with the course with the perspective of inclusiveness for traditional, crafter and worker adults.The hypotheses is that besidesof the work structural crises, it is possible to notice that there is an affirmative inclusiveness policy in a historic situation. According to the female students’ perceptions there are social power mechanisms, such as, their participation policy in their community.The research is developed in a real historiccontext and it uses the interpretation paradigm as its methodology with an eye in the contradiction. The research contains: interviews with fisherwomen from the five regions of the country; the community photographs; data and analyses of theFishing Technician Coursedocuments. Thefollowing authorsarecited: MARX, ENGELS, CHEPTULIN, GRAMSCI and FREIRE.The theses is structured in four sections. Chapter 1, “Navegational Chart: Our Methods” it is about the way which the research was developed, showing who were interviewed, as well as a structure perspective of their communities and regions, discussing with their talks in their interviews, and/or with the photographs taken by the researcher. Chapter 2, “Embarcation: The Course” it is about the Fishing Technician Course: its structure, dimension and curricular proposal, which includes a critical analysis. Chapter 3, “Coordinates: Paths Taken” it is about the theory which describes this thesis which are: the Subject, Work, Culture and Science/Technology’s understanding. Chapter 4, it is about a discussion of some authors who say about the concept of inclusiveness and education in the ProEJAprogram among the interviews taken and the analyzed documents. The last chapter is about the perspectives and the thesis itself, which is showed in the conclusion. To sum up, the hypothesis is partial confirmed because of the fisherwomen’s understanding of the inclusiveness concept by their conclusion of theirFishing Technician Course according to the Documento Base. Therefore, it is showed the opposite, because the same Documento Base and the other documents analyzed have as a goal the integral human formation and according to fisherwomen’s “inclusiveness” conception it is partial.

Esta pesquisa se propôs estudar a Política Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos, que se autodenomina inclusiva, sob a perspectiva das alunas egressas em 2013 do Curso Técnico em Pesca ProEJA a Distância. Este foi um dos programas dos governos de Luiz Inácio Lula da Silva (2003 – 2010) e Dilma Rousseff (2010 – 2014). Estabelecemos como parâmetro as perspectivas percebidas por elas tanto em suas vidas pessoais, como nas comunidades em que vivem após a conclusão do curso. A análise pondera os conceitos de inclusão a partir da percepção dos sujeitos em diálogo com a proposta da própria política e com a teoria. O problema de pesquisa encontra-se dentro da complexidade do real com as possíveis contradições, a partir da oferta de formação com perspectiva de inclusão para a demanda de sujeitos adultos e trabalhadores tradicionais e artesanais. Temos como hipótese que mesmo com a questão específica da crise estrutural do trabalho é possível perceber que estamos diante de uma situação histórica e que as políticas afirmativas de inclusão, podem possibilitar, na percepção das egressas, mecanismos de empoderamento social, mesmo nas formas precárias de trabalho alavancado suas participações políticas na e para a sua comunidade. A pesquisa é desenvolvida na perspectiva do materialismo histórico e usa como metodologia o paradigma interpretativo com o olhar na contradição. Produziu-se como material empírico: entrevistas com egressas das cinco regiões do país; registros fotográficos das comunidades; levantamento e análise de documentos referentes ao curso. Os principais teóricos que acompanham nossa pesquisa são MARX, ENGELS, CHEPTULIN, GRAMSCI e FREIRE. A tese está estruturada em quatro seções. O Capítulo 1, “Carta de navegação: nossos métodos” traz a forma pela qual se desenvolveu a pesquisa, apresenta os sujeitos pesquisados, bem como uma perspectiva estrutural de suas comunidades e regiões, dialogando com as falas das entrevistas, e/ou com os registros imagéticos feitos pela pesquisadora. No Capítulo 2, “Embarcações: o curso” apresenta-se o curso Técnico em Pesca: sua estrutura, dimensão e proposta curricular, associada também a uma análise crítica. No terceiro capítulo, “Coordenadas: caminhos traçados” apresentam-se o escopo teórico de categorias importantes, que perpassam esta tese, sendo elas: o entendimento de Sujeito, Trabalho, Cultura e Ciência/Tecnologia. No quarto Capítulo dialogamos com alguns autores que versam sobre o conceito de inclusão e educação no recorte do ProEJA, em diálogo com as entrevistas e os documentos analisados. No último capítulo apresentamos nossas perspectivas e a tese que defendemos a guisa de conclusão. Nossa hipótese se confirma parcialmente, uma vez que as entrevistadas se entendem incluídas com base nos parâmetros da categoria inclusão prescrita no Documento Base. Porém, apresentamos o contraditório, pois o mesmo documento e os demais analisados tem como meta a formação humana integral e nessa dimensão a “inclusão” é parcial. / This research is a study of National Integration of Professional Education Policy with the Basic Education in the young and adults learners field, which calls itself an inclusive group of female students who studied in 2013 the blended learning Fishing Technician Course of ProEJA Highschool. This program was one of Luis Inácio Lula da Silva (2003 – 2010) and DilmaRousseff’s (2010 – 2014) government programs. It was established a parameter within their own lives perceptions as well as their communities after they have finished their course. The analyses ponder the concepts of inclusiveness from the subject perceptions discussing with the policy proposal and its theory. The research’s problem is inside of the real complexity with the possible contradictions, whichoccurs along with the course with the perspective of inclusiveness for traditional, crafter and worker adults.The hypotheses is that besidesof the work structural crises, it is possible to notice that there is an affirmative inclusiveness policy in a historic situation. According to the female students’ perceptions there are social power mechanisms, such as, their participation policy in their community.The research is developed in a real historiccontext and it uses the interpretation paradigm as its methodology with an eye in the contradiction. The research contains: interviews with fisherwomen from the five regions of the country; the community photographs; data and analyses of theFishing Technician Coursedocuments. Thefollowing authorsarecited: MARX, ENGELS, CHEPTULIN, GRAMSCI and FREIRE.The theses is structured in four sections. Chapter 1, “Navegational Chart: Our Methods” it is about the way which the research was developed, showing who were interviewed, as well as a structure perspective of their communities and regions, discussing with their talks in their interviews, and/or with the photographs taken by the researcher. Chapter 2, “Embarcation: The Course” it is about the Fishing Technician Course: its structure, dimension and curricular proposal, which includes a critical analysis. Chapter 3, “Coordinates: Paths Taken” it is about the theory which describes this thesis which are: the Subject, Work, Culture and Science/Technology’s understanding. Chapter 4, it is about a discussion of some authors who say about the concept of inclusiveness and education in the ProEJAprogram among the interviews taken and the analyzed documents. The last chapter is about the perspectives and the thesis itself, which is showed in the conclusion. To sum up, the hypothesis is partial confirmed because of the fisherwomen’s understanding of the inclusiveness concept by their conclusion of theirFishing Technician Course according to the Documento Base. Therefore, it is showed the opposite, because the same Documento Base and the other documents analyzed have as a goal the integral human formation and according to fisherwomen’s “inclusiveness” conception it is partial.

Bibliography: pages 84-89. / Proponents of CB claim that the system can provide an effective and efficient framework for a large scale national ABE programme which articulates with national education and vocational training systems. This framework provides a particular kind of answer to the 'literacy for what' question. The emphasis is on development. In this research, this view is contrasted with a version of literacy which gives a different answer to the 'literacy for what' question. Researchers such as Street and Wagner and many of the Non-government organisations affiliated to the National Literacy Co-operative prefer to view literacy as a free standing programme concentrating on individual and local needs. These contrasting positions will be used to consider the relative strengths and weaknesses of CB for ABE. While the possibility of using a CB system for the ABE programme in the building industry will be considered, the research will also consider the opportunity of CB beyond the specific needs of the building industry.

Thesis (MEd) -- Stellenbosch University, 2000. / ENGLISH ABSTRACT: It is estimated that some 12,5 to 15 million adults in South Africa have had little or no education. Since the first democratic elections in April 1994 the political, economical and social context in South Africa is in the process of transformation. In order to cope with this transformation phase, South Africa is creating structures where the culture of every citizen, irrespective of class, race or gender is acknowledged and respected. One of these structures is the provision of basic education to all South African adults who have historically been deprived of education and training. The changing political situation in South Africa has inevitably influenced the concept of what literacy is for and how it should be taught. This inevitably affects the role performance of facilitators (educators of adults) at grass roots level. Recent policy developments place heavy demands on facilitators without adequately considering the necessary inputs needed to cope with these demands. The purpose of this study is therefore to make a meaningful contribution to the understanding of the challenging and important role of the facilitator in ABET. A qualitative approach which provided a clear description of the roles facilitators are currently performing in a rural area in the Southern Cape was chosen. This revealed the factors having an impact on the role performances of a facilitator. This study revealed the following: • In keeping with international trends the teacher's role in adult basic education in South Africa has been redefined as that of a facilitator of learning. • The attitudes adopted by the literacy organization can directly influence the teaching approach adopted by facilitators during classroom practice. • Facilitators need to exhibit flexibility when using different teaching styles during classroom practice. • Training objectives should encompass the different learning and teaching styles of facilitators. In order to enable facilitators to perform their multiple roles in ABET the preparation and continuing support of facilitators at grass roots level is crucial, especially if ABET is to make a meaningful contribution towards solving the adult literacy problems as experienced in South Africa and to prevent littering the South African landscape with the debris of failed projects / AFRIKAANSE OPSOMMING: Na raming het ongeveer 12,5 tot 15 miljoen volwassenes in Suid-Afrika min of geen onderwysonderrig gehad nie. Sedert die eerste demokratiese verkiesing in April 1994, is die politieke, ekonomiese. en sosiale konteks in Suid-Afrika in 'n proses van transformasie. Ten einde hierdie transformasiefase te bowe te kom, is Suid-Afrika besig om strukture te skep waarin die kultuur van elke burger ongeag klas, ras of geslag, erken en gerespekteer word. Een van hierdie strukture is die voorsiening van basiese onderwys aan alle Suid-Afrikaanse volwassenes wat histories onderwys en opleiding ontbeer het. Die veranderende Suid-Afrikaanse politieke situasie het 'n uitwerking gehad op die begrip van die doel van geletterdheid en hoe dit onderrig moet word. Hierdie werklikheid het onvermydelik weer 'n uitwerking op die rolvervulling van fasiliteerders ( onderwysers v1r volwassenes) op grondvlak. Onlangse beleidsontwikkeling stel hoe eise aan fasiliteerders, sonder voldoende oorweging van die noodsaaklike insette wat fasiliteerders moet lewer ten einde aan hierdie eise te voldoen. Die doel van hierdie studie is dus om 'n sinvolle hydrae te lewer om die uitdagende en belangrike rol van die fasiliteerder in volwasse basiese onderwys (VBO) te verstaan. 'n K walitatiewe benadering is verkies wat 'n dui de like beskrywing gee van die rolle wat fasiliteerders tans in 'n landelike gebied van die Suid-Kaap vervul en wat die faktore weerspieel wat 'n uitwerking op die rolvervulling van 'n fasiliteerder het. Die studie het die volgende tendense aan die lig gebring: • In ooreenstemming met intemasionale neigings, is die rol van die onderwyser in volwasse basiese onderwys in Suid-Afrika herdefinieer as 'nfasiliteerder van die leerproses. • Die gesindhede wat deur die geletterdheidsorganisasie aanvaar word, kan die onderrigbenadering van die fasiliteerder in die klaskamer direk be"invloed. • Fasiliteerders moet buigsaamheid aan die dag le by die gebruik van verskillende onderrigstyle in die klaskamer. • Opleidingsdoelwitte moet die verskillende leer- en onderrigstyle van fasiliteerders omsluit. Ten einde fasiliteerders in staat te stel om hulle veelvuldige rolle in volwasse basiese onderwys te vervul, is die voorbereiding en deurlopende ondersteuning van fasiliteerders op grondvlak deurslaggewend, veral indien volwasse basiese onderwys en opleiding 'n sinvolle hydrae wil maak tot die oplossing van volwassenes se geletterdheidsprobleme soos dit tans in Suid-Afrika ondervind word en as dit wil verhoed dat die Suid-Afrikaanse landskap met die opdrifsels van mislukte projekte besaai word. / National Research Foundation (NFR)

CAPES / O presente trabalho se caracteriza como uma pesquisa quali-quantitativa e tem como objetivo principal analisar aspectos da implementação, andamento e atualidade do PROEJA (Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos), em um Centro Estadual de Educação Profissional, com vistas a descobrir o porquê do insucesso do referido Programa nesta instituição, mais especificamente sobre as causas do abandono escolar e, também, as causas da própria persistência e/ou permanência no curso por parte dos remanescentes. Assim, pois, em termos de metodologia, resumidamente, nos utilizamos de um método de análise das ciências sociais – o método dialético – e, por utilizá-lo, procedemos nosso estudo com base em um quadro de referência teórica que toma o materialismo histórico como ponto basilar. Para tanto, como procedimentos metodológicos, utilizamos as pesquisas documental, bibliográfica e empírica – questionários e entrevistas. O questionário foi aplicado aos alunos remanescentes e aos docentes do PROEJA, já as entrevistas foram realizadas com o universo total dos alunos evadidos e com a gestão da instituição. Entre outras considerações, fixa-se a urgência de definir e realizar políticas públicas perenes que promovam melhores condições de oferta e de permanência aos alunos, ampliando e garantindo a qualidade de um processo educacional significativo. Paradoxalmente, podemos concluir que há certas distorções – ideal e concreta – entre o que o documento institucional almeja e define como perfil profissional do concluinte do curso, em detrimento do que os alunos pensam sobre sua formação, mais especificamente sobre estar ou não preparados para assumir funções e/ou tarefas específicas da área de atuação do curso. As causas da evasão são as mais diversas. Podemos enfatizar que os processos excludentes tomam ramificações distintas e todos eles fazem com que o aluno não permaneça no espaço escolar, seja pela necessidade de trabalhar, de cuidar da família ou de satisfazer seus desejos. Logo, a falta de condições de transporte, os compromissos com a família e com o trabalho, a localização da instituição e a falta de opções de cursos de qualidade próximos de suas residências também se mostram como pontos que levaram ao desinteresse e, em consequência disso, ao abandono. / This work consists of a qualitative and quantitative research and aims to analyze the main aspects of the implementation, progress and the PROEJA (The Program of Professional Education Integrated with Basic Education on the Modality of Youth and Adult Education) present condition, in a Professional Education State Center, in order to discover why the Program failure is specifically caused by school leaving and, also, the causes of persistence among the remaining students. Briefly, the methodological approach used as basis of analysis method from social sciences – the dialectical method – gives a theoretical reference thru the historical materialism. The methodological procedures executed include documentary research, bibliographical and empirical (questionnaires and interviews). The applied questionnaire was focused on PROEJA teachers and remaining students, while interviews were carried out with the full universe of students, including leavers, and the principals. Among other considerations, we set the urgency to define and implement public policies that promote best supply conditions and students' permanence, expanding and ensuring educational quality for the warranty of a significant process. As a paradox, we noticed certain distortions - ideal and concrete - what predicts and defines the institutional document as the professional profile for the students that end the course, rather than what the students think about their educational path, more specifically on whether or not feeling prepared to assume the roles or specific tasks in the working area. The evasion causes are possibly the most diverse. We emphasize that exclusionary processes gain different reasons and all of them provoke school leaving, if they must work, take care of the family or to satisfy their own needs. Therefore, the lack of help for transport, their commitments to family and work, the location of the institution, normally are near their homes but have only few options of courses that should provide quality education , may lead to their disinterest and, consequently, early school leaving.

South Africa is a developing country that contends with a serious skills deficit that hampers its economic growth prospects. To address this skills deficit particularly at intermediate level, the government identified the public Further Education and Training (FET) College sector to serve as a medium to counter the challenge. Subsequent to the aforementioned decision by the government, political and financial support was pledged to the sector. Legislation that is attributed to the sector was also enacted and amended to capacitate the sector to perform optimally. The focus of this research was the capability of the public FET College sector in the province of Gauteng to respond credibly and qualitatively to the skills needs of the province‟s labour markets. Thus, the primary purpose was to evaluate the role that the sector in the province plays to address the skills shortage. The research design for the study was triangulation in nature, encompassing qualitative and quantitative methods. Nine public FET colleges, six companies and the Indlela Training Centre were sampled for gathering information regarding the responsiveness, articulation and efficiency of the province‟s public FET College sector. Students, lecturers, HODs and company‟s skills development managers were interviewed and sampled for the completion of questionnaires. Some significant differences in perceptions relating to the role played by the province‟s public FET college sector in addressing the skills shortage were found. Findings indicated that the massive financial and political support pledged to the sector by the government did not translate into efficiency, credibility and responsiveness nor capacitate the sector. In terms of the findings employers are skeptical about the quality of graduates that the province‟s public FET colleges ect or produces. Further, it was found that the sector‟s lecturers are inappropriately qualified and this contributes to the inefficiency of the sector in performing optimally. The lack of a formal skills development partnership between the sector and the labour markets hampers the articulation and the responsiveness of the sector to the skills needs of labour market. However, the current development whereby all the skills development institutions have been placed under one department has the potential to add value to the skills development landscape, particularly the public FET College sector. / Educational Leadership and Management / D. Ed. (Educational Management)

South Africa is a developing country that contends with a serious skills deficit that hampers its economic growth prospects. To address this skills deficit particularly at intermediate level, the government identified the public Further Education and Training (FET) College sector to serve as a medium to counter the challenge. Subsequent to the aforementioned decision by the government, political and financial support was pledged to the sector. Legislation that is attributed to the sector was also enacted and amended to capacitate the sector to perform optimally. The focus of this research was the capability of the public FET College sector in the province of Gauteng to respond credibly and qualitatively to the skills needs of the province‟s labour markets. Thus, the primary purpose was to evaluate the role that the sector in the province plays to address the skills shortage. The research design for the study was triangulation in nature, encompassing qualitative and quantitative methods. Nine public FET colleges, six companies and the Indlela Training Centre were sampled for gathering information regarding the responsiveness, articulation and efficiency of the province‟s public FET College sector. Students, lecturers, HODs and company‟s skills development managers were interviewed and sampled for the completion of questionnaires. Some significant differences in perceptions relating to the role played by the province‟s public FET college sector in addressing the skills shortage were found. Findings indicated that the massive financial and political support pledged to the sector by the government did not translate into efficiency, credibility and responsiveness nor capacitate the sector. In terms of the findings employers are skeptical about the quality of graduates that the province‟s public FET colleges ect or produces. Further, it was found that the sector‟s lecturers are inappropriately qualified and this contributes to the inefficiency of the sector in performing optimally. The lack of a formal skills development partnership between the sector and the labour markets hampers the articulation and the responsiveness of the sector to the skills needs of labour market. However, the current development whereby all the skills development institutions have been placed under one department has the potential to add value to the skills development landscape, particularly the public FET College sector. / Educational Leadership and Management / D. Ed. (Educational Management)

The Directorate of Adult Education and Training of the national Department of Education views Adult Basic Education and Training (ABET) not merely as literacy, but as the general conceptual foundation towards lifelong learning and development. This includes knowledge, skills, and attitudes which are needed for social, economic and political participation and transformation. These skills will assist learners in becoming more active participants in their communities, their workplaces and contribute towards the development of South Africa. This study aims to examine whether ABET programmes prepare learners to acquire the language which is needed to achieve this objective. It falls within one of the eight learning areas defined by the National Qualifications Framework (NQF), namely the language, literacy and communication learning area. In order to research the effectiveness of learning within this area, it is important to analyse the interaction which takes place within a classroom; the type of questions both educators and learners ask; the type of errors learners make in the classroom; and how the educators treat these errors. What is also of paramount importance is whether the language skills learnt in the classroom are transferred to outside the classroom. To examme this, various authors' views on classroom interaction; questions; errors; treatment of errors; and evaluating the effectiveness of learning are presented. Instruments were designed to analyse these aspects within an ABET programme, and include: • the framework used to undertake the classroom interaction analysis, • the instrument used to explore the type of questions educators and learners ask in the classroom, • how an error analysis is used to identify typical learners' errors which occur frequently, • the methodology used to uncover how educators treat their learners' errors, and • the various stakeholders' questionnaires which were used to ascertain the effectiveness of learning at an ABET Centre. The research findings are presented and interpreted in order to provide recommendations for the development of language learning and teaching within the ABET field. The findings also gave rise to recommendations for classroom practices for ABET educators, and particularly the need for educator training and development. Recommendations for curriculum designers of ABET materials are also presented. / Educational Studies / D. Ed. (Philosophy of Education)

The Directorate of Adult Education and Training of the national Department of Education views Adult Basic Education and Training (ABET) not merely as literacy, but as the general conceptual foundation towards lifelong learning and development. This includes knowledge, skills, and attitudes which are needed for social, economic and political participation and transformation. These skills will assist learners in becoming more active participants in their communities, their workplaces and contribute towards the development of South Africa. This study aims to examine whether ABET programmes prepare learners to acquire the language which is needed to achieve this objective. It falls within one of the eight learning areas defined by the National Qualifications Framework (NQF), namely the language, literacy and communication learning area. In order to research the effectiveness of learning within this area, it is important to analyse the interaction which takes place within a classroom; the type of questions both educators and learners ask; the type of errors learners make in the classroom; and how the educators treat these errors. What is also of paramount importance is whether the language skills learnt in the classroom are transferred to outside the classroom. To examme this, various authors' views on classroom interaction; questions; errors; treatment of errors; and evaluating the effectiveness of learning are presented. Instruments were designed to analyse these aspects within an ABET programme, and include: • the framework used to undertake the classroom interaction analysis, • the instrument used to explore the type of questions educators and learners ask in the classroom, • how an error analysis is used to identify typical learners' errors which occur frequently, • the methodology used to uncover how educators treat their learners' errors, and • the various stakeholders' questionnaires which were used to ascertain the effectiveness of learning at an ABET Centre. The research findings are presented and interpreted in order to provide recommendations for the development of language learning and teaching within the ABET field. The findings also gave rise to recommendations for classroom practices for ABET educators, and particularly the need for educator training and development. Recommendations for curriculum designers of ABET materials are also presented. / Educational Studies / D. Ed. (Philosophy of Education)