The dawn of the new era in 1994, in South Africa, brought with it a number of changes, one of which is education. Adult Basic Education and Training (ABET) was seen as a vehicle to address the alarming rate of illiteracy. This made ABET to become a matter of great concern in South Africa. Limpopo as one of South Africa's provinces was earmarked as one of the regions that need thorough redressing and restitution of equality. This study investigated the type of ABET programmes that are offered . in Limpopo. It was specifically aimed at establishing the quality criteria that should characterise adult education programmes in the rural areas of the Limpopo Province. 40 adult educators, 152 adult learners and 12 area coordinators from the Greater Sekhukhune and Vhembe Districts, in Limpopo, participated in this study. Data was collected through questionnaires, individual and focus group interviews. It emerged from this study that the focus of the ABET programme, in the Limpopo Province, is basic read.in g, writing and numeracy skills. The missing element in the design of relevant adult education is a balance between basic literacy and numeracy skills and the provision of income-generation programmes and other programmes that equip adult learners with knowledge, skills, values and competencies that are relevant for the challenges of the 21 51 century. On the basis of these findings, it was recommended that an effective needs analysis procedure should form the basis for the design of relevant adult education programmes in the rural areas of Limpopo. / (Ph.D) North-West University, Mafikeng Campus, 2006

M.A. / Even before the first democratic elections in South Africa in 1994, many Non-Governmental Organisations carried the torch of literacy for those South Africans who were not given the opportunity to learn to read and write, due to the inequalities of the apartheid education policies. Subsequent to the 1994 elections, the government took steps to formalise literacy initiatives and, in so doing, create national standards. Hence the birth of Adult Basic Education and Training. With the emergence of the South African Qualifications Authority, the ABET route was integrated into the National Qualifications Framework as part of the overall vision for standardised education in South Africa. Presently, the ABET route is mainly sponsored by the private sector who have shouldered the costs of these adult literacy initiatives. The formal ABET route is assessed by the Independent Examinations Board. This study illustrates how the formal ABET route does not adequately meet the goals of the department of Education in terms of its goals for reconstruction and development, nor does it guarantee the learner an improved future life, nor does it provide the private sector with the competencies they had hoped for in the workplace. Two of the most significant shortcomings of the formal ABET route were found to be the assessment process and the difficulty of the facilitation between the ABET route and qualification on the NQF. Based on the findings of this research, recommendations have been made. These aim to improve the flexibility of the ABET route and provide a number of options which may be more suitable for the needs of the learners, the corporate sector and the economy of South Africa as a whole.

Includes bibliographies. / This study focuses on a group of African adult students who were registered at St. Anthony's Adult Education Centre on the East Rand in order to complete the secondary education they did not complete at school. It investigates why adult students perceive education, and the matric examination in particular, to be of importance. To this end, an empirical survey was carried out to approach an understanding of the views and perceptions adult students had of themselves and what they were doing and why the empirical survey looks at the question of matric "from below" so to speak, through the eyes of the adult students. In the belief that education is about people and their needs, it is hoped that the empirical survey will bring us closer to the adult students involved. However, to examine the views and perceptions of the adult students in isolation would deny them the contextual richness that gives them life. For this reason, the empirical survey is preceded by a theoretical discourse which offers three perspectives or ways of understanding the education system for Africans: education as a means towards social advancement; education as the reproduction of cultural capital and education as social reproduction. It is hoped that these diverse explanations may not only give insight into the views and experiences of the adult students who took part in the empirical survey, but also offer contrasting thoughts on the role of the education system and the matric examination in particular. Indeed, in the light of the question asked by the title, it is hoped that the contrasting perspectives will contribute to an understanding of the nature of the "second chance" adult students believe they have by studying towards matric.

Thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of DOCTOR OF EDUCATION in the Department of Philosophy of Education at the University of Zululand, 1995. / The researcher sought to investigate whether Black people in South Africa view adult education as having any significant role. The researcher established a view that adult education is a tool for transformation. He further demonstrated through his constructive discussions that adult education is a tool for self-liberation and self-development. In this study the researcher has tried to form a harmonious relationship between a sociological approach and philosophical point of view. This study attempts to emphasize the importance of adult education for Blacks in particular. The researcher decided to state his problem in the form of questions: "Does adult education have any significant role in helping Blacks respond to changes and challenges they face in South Africa?" "Do Blacks perceive adult education to be of any particular significance in helping them respond meaningfully to some economic, social and political responsibilities they face?" These and other similar questions helped the researcher in making worthwhile recommendations at the end of his study. The study showed that in every society people need education to fulfil meaningful roles. The researcher has, in many instances, pointed out that adult education will help Blacks respond meaningfully to some challenges they face, especially in the new South Africa. The study revealed that policy makers, planners, trainers, teachers and learners have different views and ideas about what literacy means, what its benefits and consequences are, how it should be achieved, on what scale and why. The researcher found that there was a need for an adult literacy programme that would help Black people become fully involved as citizens of their country. South Africa. The study showed that without this programme it would be almost impossible for Blacks to fulfil any significant role in boosting the economy of the country. In this study adult literacy programmes were seen as components of adult education. Modern society needs people who could meaningfully create a stable environment for the upbringing of future citizens, contribute to society through work, participation in education and training processes. Adult education could help Blacks perform these tasks- The researcher supports the National Education Policy Investigation (1992) on literacy because it empowers individuals, promotes rural, urban or national self-development and self-reliance, accelerates economic development, hastens modernisation, makes individuals more confident and assertive. In Chapter One the problem was stated, aims of the study outlined and major concepts were elucidated. In Chapter Two the rationale for theory and practice in adult education was discussed. It was revealed that adult education responds to individual and social needs. Chapter Three surveys the historical development of adult education in certain countries and also examines some trends of similar developments in South Africa. The researcher found that there has been some commitment in various countries including South Africa to adult education. Chapter Four looked into the magnitude of illiteracy in South Africa and how some organisations have tried to combat it. Whereas Chapter Five describes the research methodology, Chapter Six presents the analysis of data, interpretation and evaluation of the findings. In the analysis of data it was noted that 68% of the respondents indicated that adult education was very important. With regard to the question of the importance of literacy, 43% of the respondents felt that learning to write, learning to count and learning to read were of cardinal importance especially for most Blacks in South Africa. Only 4% of the sample showed uncertainty. Ninety five percent (95%) of the subjects felt that adult education could help elevate the standard of the economy of the country. Only 1% of the respondents felt that this would not be the case. Literature review, interviews and empirical surveys conducted revealed that provision for adult education is necessary for all racial groups in general and for Blacks in particular. Among some recommended actions that the researcher made, the following can be cited: * Adult education programmes are needed at the local, regional and national levels of the governance of education in South Africa. These need to be spelt out clearly in the policy for education and training. * There is a need for research that will assess the needs of people at any given place so that there is no waste of resources on the provision of adult education. * There is a dire need for all stakeholders in education and in particular non-formal education to work collaboratively for the enhancement of adult education schemes. These include the government, members of the community and non-government organisations (NGOs). The researcher felt that the private sector could support adult education projects by way of sponsorships and loans. Though the researcher recommended the involvement of industry and commerce in the education of Blacks he, however, emphasized that what was urgently needed amonc Blacks was education for self-reliance ant self-development- The study revealed that there is a dire need to empowe: Blacks with skills for life and that education should h viewed as a life-long process. The researcher also recommended the setting up of mor adult education centres, consultancy units and researc units for the promotion of adult education. The researcher recommended that a needs assessment shoul be conducted to set up adult education programmes on short-, medium- and long-term basis. Adult education should become a serious and urgent subjec of curriculum planners. However, the research* recommended that there was a dire need for educatit planners in adult education to consult the people, exper' in this field, the private sector and all other interest parties before curricular options are designed. * Black people themselves should form clubs, societies, associations and organisations that will develop programmes for adult education. * Ordinary day schools should be used at night and on weekends for adult education. * There is an urgent need to train adult educators who should be awarded diplomas and certificates after completing their studies. * Colleges of education, technikons and universities should have departments of adult education. In addition to this, all universities need to establish adult education centres. Another important dimension of the study emerged when the researcher made use of the philosophical method to evaluate the trend of emphasis in the theory and practice of adult education. The researcher mentioned that there is also a philosophy that guides the activity of adult education. Links were also forged between a philosophical method and an empirical-analytical method. Substantive reasons for the employment of the philosophical and the empirical method were given. A noteworthy revelation was that the perceptions of Blacks with regard to the significant role of adult education embody some elements of the radical philosophy. Most of these people felt that adult education could help solve some of the social, economic, political and cultural problems. These are some of the immediate problems of these people. This urgent reformist and revolutionary reference to the task of adult education is typical of the radical approach. The radical approach only ignores and undermines the fact that there is always a need for planning and foresight that should precede any implementation of a programme. It is, however, important to mention that a diagnosis of the perceptions of Blacks as observed in the empirical research showed that adult education among these people will have to adopt more of a progressive dimension which is associated with progress and development of the people. It has to do with continuing education which enables the lives of the people to change continously.

The purpose of the study was to collect some preliminary information in advance of the inauguration of a new educational project at Fort Hare University which, under the guidance of a new Vice-Chancellor, Dr. S.M.E. Bengu, is forging for itself a new course of development as a people's University. The new project arises out of a report prepared by the International Extension College for the University of Fort Hare. The hope is that a number of innovations can be introduced into adult education in the Eastern Cape which will prove of value in meeting the needs of people living in different kinds of localities. The planning will begin in the early winter, as soon as staff have assembled, and as soon as Dr. David Warr, the international consultant to the project, is in post. It seemed sensible to conduct, in advance, one of the surveys which will be needed to underpin plans. To do this at short notice and complete it in a short time (the work did not commence until February, 1992) the best course was to rely on an experienced team from a neighbouring University, Rhodes, which had already conducted surveys in different districts within the Eastern Cape, and to bring in further support from the University of Natal / Digitised by Rhodes University Library on behalf of the Institute of Social and Economic Research (ISER)

M.A. / The purpose of this study is to promote the analysis and study of the structure and function of texts as a strategy which can be used in language courses for improving the writing proficiency of distance teaching technikon students in their fields of employment ...

Thesis (M.Ed. (Adult Education)) -- University of Limpopo, 2011 / Refer to document

In this study a group of adults who have participated in ABE programmes as learners for two to three years is compared with a group matched for employment position and scores on literacy screening tests who have had no involvement with ABE programmes. The study inquires into peoples' work situation, including their perceptions of future prospects at their place of employment, and the degree and nature of their job satisfaction, peoples' community involvement, including awareness of current issues, the extent to which they feel they can influence what happens to them, and the extent of their engagement with community issues, and peoples' personal situations, including how they use the reading and writing skills they have developed, their involvement with their children's schooling, the sources of information they rely on, their money management, their record keeping and their degree of confidence in using technical means of communication. The study also investigates people's attitudes towards adult basic education classes, and for those who have participated in them, their own perception of changes effected, gains and sacrifices made, and whether the effort has been, for them personally, worthwhile. Differences and similarities between the groups in the areas of their work situation, their educational experience and attitudes towards education and in literacy-related practices are analysed statistically and discussed. All comparisons between the groups are explored and discussed in the contexts of the learners' own lives and experiences as described by them. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2001.

Biographical accounts constitute an important source of information about the experiences of black women under Apartheid. This study focuses on the life of an elderly black woman and presents the various life experiences she was exposed to in her various lifelong learning contexts, as told by her. It highlights the impact of the diverse learning contexts that she was exposed to throughout her life, and develops an understanding of how her meaning perspectives were shaped and transformed by her lifelong learning experiences. This research study is qualitative in nature and employs a life history methodology, which focuses on the meanings that people attach to their experiences. It draws on three of the major interpretive paradigms that structure qualitative research, namely the interpretivist, critical and feminist paradigms. The theoretical framework contains elements of two key theories of adult learning, namely that of Transformative Learning and Critical Consciousness. It also draws on elements of Feminist Theory. The research method consisted of six open-ended life history interviews, which are special types of field interviews, in which I gathered narrative accounts about the respondent’s life. Every interview was audio-taped. Although there was a ‘pre-interview’ agreement on some possible issues that could be discussed, I did not bring a series of predetermined questions or theories into the interview process, but rather used open-ended questions that generated themes from the respondent’s lifelong learning experiences. The participant knew that she was an equal partner in identifying the major themes. My own reflections on what I heard and observed during the interviewing processes also became an important source of information in constructing the research findings. The narrative analysis approach was used to analyze and interpret the interview data. A biographical life history was constructed. This was followed by a process of negotiating the possible main themes embedded in the biographical life history, and then analyzing those themes, which were subsequently interpreted individually for their meaning. This life history study illustrates that Madelwa constructed her identity through the various discourses and lifelong learning contexts that she was exposed to. The study also found that experiential learning is central to the theories of adult learning referred to above. The transformation that happened in Madelwa’s life is the outcome of a practice of critical reflection that already started in her childhood. A crucial finding was that critical hermeneutics in this case offered Madelwa a method for investigating the conditions of her existence, and led her to challenging of the status quo. This life history study suggests that there is a definite relationship between lifelong learning experiences and transformation in an individual’s life. Linked to this transformation is the fact that this study shows that each biography has its own truth. Her life history still continues… / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

M.Ed. / A number of studies has shown that adult education is a matter of great concern in South Africa, and the Northern Province has been earmarked as one of the regions with which needs thorough redressing and restitution of equality. This is because this region is constituted of rural areas characterised by poverty, unemployment and lack of proper housing and infrastructure. Many adults, most of hem middle-aged, and teenagers are illiterate because they either missed out on school or dropped out of school. It therefore becomes important that, given the situation in the province, ABET centres and relevant programmes be established and provided in order to fight against illiteracy. The literature shows that good provision in adult education should go hand in hand with the identification and assessment of the needs of adult learners. Whatever investigation is made on the needs of adult learners, the social and cultural background of the learner should be considered because it is the context which guides and influences expression of their needs. This suggests that appropriate methods for conducting ABET needs assessment should be selected and used - methods which will adapt to the background of the adult learners. The aim of this study, therefore, is to describe the process of conducting a needs assessment for the development of a programme for adult learners using the hermeneutic-dialectic methodology, and simultaneously assessing the viability of this methodology for developing appropriate needs assessment instruments in rural areas of South Africa. This study was approached from a constructivist (interpretive) perspective. This perspective is one which asserts that there exists multiple realities which are socially constructed. Within this perspective, the hermeneutic-dialectic methodology is suggested as a way of conducting research. Using this methodology as a framework, the open interview method was used in order to elicit constructions of participants. It became evident that the hermeneutic-dialectic methodology may be one of the appropriate methodologies which can be used for conducting needs assessment in rural areas. This is because the methodology adapts to the social and cultural background of the adult learners.