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)

This study investigated the physical affective, cognitive and volitional problems of the learner in adult basic education (ABE) with reference to the learner's relationship towards the tutor, the learning content, the self, and family and friends. The research design provided for a literature study of ABE in South Africa, as well as the personhood and relationships of the ABE learner. This was done to arrive at a research hypothesis concerning the relative impact of various categories of problems on the ABE learner. The empirical summary had both quantitative and qualitative components. It was found that ABE learners are influenced by the following factors, listed in order of impact: affective problems; cognitive problems; problems related to the learning content, physical problems and problems related to family and friends. Positive fmdings were that volitional problems and problems related to tutors were relatively less significant. In its recommendations the study emphasises the crucial role of, and need for professionally trained adult basic educators who can deal effectively with the personal and contextual problems of ABE learners. Moreover, the typical perseverance of ABE learners demands the establishment of excellent and responsive infrastructure for ABE provision, inter alia in provincial education departments. / Psychology of Education / M. Ed. (Psychology of Education)

The purpose of the "In Time On Time TESOL" website for Teachers of English to Students of Other Languages (TESOL) is to provide adult-education teachers online access to classroom managing techniques, teaching and learning strategies, and online resources based on constructivism and adult-learning theory. The instructional design and navigation structure is based on Random Access Instruction (RAI) and hypertext theory.

The major goal of the Bachelor of Adult Education degree is to equip officers with the prerequisite skills, knowledge and attitudes to design and deliver programmed instruction to different categories of learners as well as to equip them with skills to conduct research in the field of adult education practice. The present study undertakes to investigate the reasons for lack of patronage for the adult education degree at Zimbabwe Staff College (ZSC) by exploring the quality of the adult education degree programme in terms of its effectiveness, relevance, value and its ability to enhance the quality of life. An adult education degree programme should reflect the sociocultural realities and experiences of adult learners. Participatory approaches should inform the development and implementation of curriculum. The aim of the study is to inform decisionmaking aimed at programme improvement. Effectiveness entails adequacy and appropriateness of teaching methods and support services. Relevance is ensured by considering the policy framework, curriculum provision, learners‟ needs and non–participation in the programme. Value constitutes the ability to improve the economic, professional, social and political aspects of life. Using the qualitative case study design, seven students and two administrators were selected using purposeful sampling, which is informed by the non-probability theory of sampling, to participate in individual and focus group interviews, which were subsequently conducted and generated data for analysis. Available relevant documents were analysed. The major finding revealed that a lack of recognition of the adult education programme by superiors at ZSC was the major obstacle to participation. Lack of recognition was found to be attributable to the absence of any national lifelong learning policy, ZSC policy framework, institutional structural conditions, and non–participatory curriculum development process and also to other associated barriers. The non-existence of the national and local policies on adult education was found to be negatively affecting not only participation but also the quality of the content provision because a lifelong learning policy framework is supposed to be informing design and practice. Recommendations focus on revision of the policy framework and the way the policies are implemented at national and local levels. A review of the implementation of policy is imperative if the restrictions responsible for the invisibility of adult education in the country and adult education programmes at ZCS are to be removed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The major goal of the Bachelor of Adult Education degree is to equip officers with the prerequisite skills, knowledge and attitudes to design and deliver programmed instruction to different categories of learners as well as to equip them with skills to conduct research in the field of adult education practice. The present study undertakes to investigate the reasons for lack of patronage for the adult education degree at Zimbabwe Staff College (ZSC) by exploring the quality of the adult education degree programme in terms of its effectiveness, relevance, value and its ability to enhance the quality of life. An adult education degree programme should reflect the sociocultural realities and experiences of adult learners. Participatory approaches should inform the development and implementation of curriculum. The aim of the study is to inform decisionmaking aimed at programme improvement. Effectiveness entails adequacy and appropriateness of teaching methods and support services. Relevance is ensured by considering the policy framework, curriculum provision, learners‟ needs and non–participation in the programme. Value constitutes the ability to improve the economic, professional, social and political aspects of life. Using the qualitative case study design, seven students and two administrators were selected using purposeful sampling, which is informed by the non-probability theory of sampling, to participate in individual and focus group interviews, which were subsequently conducted and generated data for analysis. Available relevant documents were analysed. The major finding revealed that a lack of recognition of the adult education programme by superiors at ZSC was the major obstacle to participation. Lack of recognition was found to be attributable to the absence of any national lifelong learning policy, ZSC policy framework, institutional structural conditions, and non–participatory curriculum development process and also to other associated barriers. The non-existence of the national and local policies on adult education was found to be negatively affecting not only participation but also the quality of the content provision because a lifelong learning policy framework is supposed to be informing design and practice. Recommendations focus on revision of the policy framework and the way the policies are implemented at national and local levels. A review of the implementation of policy is imperative if the restrictions responsible for the invisibility of adult education in the country and adult education programmes at ZCS are to be removed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This project addresses the needs of the adult learner. The adult learner referred to in; this project comes from two distinguishable groups. One group of adult learners consists of the ESL students who attend adult school or community-based English programs. The other group of adult learners consists of the teachers within adult education ESL programs who themselves are students as they participate in professional development workshops.