Among all the other files in my cabinet is one marked 'adult education'. It is a bulky file of documents dating back a number of years. It contains reports, articles and official documents both from NGOs and the Department of Education. The content of the collected document files include the pros and cons surrounding the long debate regarding the history of adult education provision at the Beatrice Street YMCA (BS YMCA). Another issue surfacing in these files is the issue of fund-raising, as a lack of funds poses serious concerns about the provision of adult education. The economic, social and political situations presented to the BS YMCA an irresistible challenge, especially in the city of Durban and surroundings. The Board of Management is sensitive to the needs of young people and has identified adult education as a means of offering support. Adult education provision at the BS YMCA offers invaluable skills. These skills include survival English (i.e. communication and numeracy), functional (workplace and society) and compensatory tools (life skills). It was not an easy road to travel for them, especially as the core need of the young people is employment. Over the years there were much needed changes in the adult education programmes offered at the BS YMCA. The development of educational policies from 1993 became the vehicle for the new dispensation in adult education. Adult education programmes at the BS YMCA changed from a traditional (teacher-centered) approach to a participatory approach based on dialogue. (which was more learner centered). The new programmes aim to offer more employment opportunities. The provision of adult education by the BS YMCA has been recognised by different educational departments over the years. The BS YMCA , being part of the educational struggle for transformation , was instrumental in pioneering "finishing schools" in the 80s. Skills training was also introduced to the BS YMCA educational programmes in 1994. The initiated programmes are vital in addressing the needs of the young people in the city of Durban. This dissertation is concerned with the history of adult education provision at the BS YMCA, whose concerns include a holistic approach regarding the mind , body and spirit (The world alliance of YMCAs 'Red Triangle '). The BS YMCA's philosophy and origins of the Red Triangle show a link between the body, mind and soul. The history of provision of adult education at the BS YMCA was a struggle of a non-governmental organisation becoming a state public center. There is also a link between curriculum design and social change of young people. In conclusion, the study aims to examine various adult education curricula changes over the years. These changes address responsible attitudes towards civil society and the effects of social evils and personal guidance. / Theses(M.Ed)-University of KwaZulu-Natal, Durban, 2004.

Sekusile Adult Education Centre is owned and operated by the Assemblies of God Association. Initial funding was provided for three years by the Swedish Government. Sekusile was modelled on the Swedish concept of the Folk High School. Strong ideological and pedagogical inferences inhered within the curriculum as envisaged by the founders. As a Non Government Organisation (NGO) operating within the Adult Education (AE) and Adult Basic Education and Training field (ABET), it did not escape the debilitating effects of reduced funding that have characterised this field since 1994. Like many other adult education providers, Sekusile had to redefine itself in terms of the educational programmes it offered, and in terms of its intended learner market. Economic, political and social realities forced changes in curriculum. The purpose of this study was to explore the factors that led to curriculum change at Sekusile, in order that planned satellite centres may possibly improve on the performance of Sekusile. Literature review revealed numerous sources that informed the study. Particularly, literature dealing with Swedish Folk High Schools (Titmus1981; Abrahamsson 1996), South Africa (Mather and Amos 1996; Asmal 1999; Aitchison 1999) and Kwa Zulu Natal (Wallace 2000) were useful in providing a background to the research.· Some silences were identified concerning curriculum and funding. This literature was essential for setting the Sekusile study into both a global and local context. Literature on case study approaches included Bless and Higson-Smith (1995), Deshler and Hagan (1988), McNamara (1999) and Stenhouse (1988). The theoretical framework for the study was drawn from the work of Bhola (1989) for his work on the Configurational Theory of Systems Development and Change, and Knowles (1981) for his process theory of andragogy. The research site is located in Newlands East, Durban. The population consisted of the key role players who contributed towards curriculum design and implementation at Sekusile. This included management, facilitators and learners. Data was drawn from archival (founding) documents as well as other documents on file, such as minutes of meetings. This was a qualitative case study, using non standardised interviews with key informants, the purpose being to allow the voices of informants to be heard and for their contribution to provide data that have some texture over those derived from documentary sources. Data was categorised in terms of the research questions and in analysis, a narrative was allowed to emerge. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 2000.