M.Ed. (Community Education) / In its magazine (Kaleidoscope 1995:23) Mmabana Lehurutshe states that its intention is to help trainees to be independent after completion of their training. What prompted this study is that contrary to Mmabana Lehurutshe's intention, most of their ex-trainees go back to their initial jobs as house keepers, cleaners, tea makers or they are left jobless. The study makes an inquiry into the role of Mmabana in helping its people to convert the acquired productive skills into microentrepreneurial skills so that they can be self-sustaining. An important contribution of the study is that it unveils the hidden needs of the trainees as well as to give insight into the perceptions of the instructors. It also sheds light on what Mmabana Lehurutshe can do to empower its trainees. Section one gives an overview of the study, background of study, aim and purpose of study, importance of study, research strategy and research questions. The conceptual framework is given in section two. Concepts looked into are the community, community education, microentrepreneurial skills for self-employment, the core-plus curriculum for adult learners and curriculum changes in the developing countries of Africa. Section three displays raw data achieved through fieldwork. Data is processed and findings are arrived at. In section four findings are interpreted and recommendations are made.

Please read the abstract in the section 00front of this document / Thesis (DPhil (Education Management))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

Thesis (M.A. Education (Adult Education)) -- University of Limpopo, 2015 / This mini-dissertation describes the research carried out in the three Public Adult Learning Centres (PALCs) which are the cases of this study, namely: Kobeng, Dientjie and Kadishi. The aim of the study was to investigate problems which affect the management of these three PALC‟s. It was also the aim of the study to get insight into the educational background of practitioners who manage these three PALC‟s. In order to achieve the aims outlined above, I formulated the following main research questions:  What are the problems affecting the management of Kobeng, Dientjie and Kadishi Public Adult Learning Centres in the Sabie circuit? From this research question, the following sub-questions were asked:  What are the educational backgrounds of practitioners who manage these centres?  What policies are in place that govern Public Adult Learning Centre?  What are the strategies to implement the policies of these centres?  What kinds of problems are experienced during the implementation of these strategies?  What are the possibilities of addressing problems which affect the management of these three PALC‟s This study seeks answers to the above –mentioned research question. Hence it addresses problems that not only need considerable development and further inquiry for advancing the academic debate, but are also relevant for practitioners who are working in the PALC‟s and are facing these challenges. To try and answer the main question outlined above, I decided to undertake a multiple case study to investigate problems affecting the management of the three above-mentioned PALC‟s, which are the cases of the study. ii It was the objectives of this study to identify problems affecting the management of the three above-mentioned PALC‟s and to get insight into the existing qualifications of the centre managers and practitioners in these PALCs and also on how they were trained and being supported. These objectives could possibly help in recommending ways of improving the management of these PALC‟s. Chapter 2 outlines the theoretical framework of the study. Based on the readings of the relevant literature, preliminary discussions with centre managers, practitioners and adult learners in the PALC‟s, it appeared that there are management problems that make it difficult for the PALC‟s to be efficiently and effectively run and for quality teaching and learning to take place. Hence there has been a discussion about problems affecting the management of the above-mentioned three PALC‟s. Problems such as, shortage of resources, lack of infrastructure, lack of government support, unqualified and under-qualified educators and poor communication channels were discussed in detail in this chapter. This chapter concludes by definitions of concepts such as: Management and Public Adult Learning Centres. In chapter 3, I describe the design of the study. The main focus of the chapter was to discuss the tracks of data collection. The first track dealt with the reviewing of documents while the second track dealt with fieldwork in which interviews were conducted. An explanation and discussions of the instruments that were used to collect data from different role players in various phases of data collection is also given. I concluded the chapter by explaining how the data that has been collected from various phases was analysed using qualitative data analysis methods. Chapter 4 presents the empirical results of the study. It investigates and identifies problems which affect the management of the three centres which are the cases of this study. In this chapter I present an overview of Kobeng, Dientjie and Kadishi PALC‟s in the Sabie circuit in Mpumalanga Province. A description of the programmes offered and visions and missions of each of the three PALC‟s is given. This chapter further discusses issues around staffing and learners in each centre. I have also outlined in detail the views of the interviewees in relation to the problems affecting the management of these three PALC‟s as the basis of the study. The chapter concludes by discussing the findings of observations based on each PALC of the study. iii Chapter 5 is a cross-case analysis of the PALC‟s. The intention was to compare and contrast cases based on the problems affecting the management of Public Adult Learning Centres at Sabie circuit in Mpumalanga Province of the study, while trying to get ways of improving management of the centres. I have been careful in preserving each individual case‟s uniqueness with the need to understand generic practices at work across cases. The final chapter (six) presents the final conclusion and recommendations of this study. This chapter integrates the information from previous chapters in discussing problems affecting the management of PALC‟s in the Sabie circuit in Mpumalanga Province. It also provides suggestions which might contribute towards improving the way PALC‟s are managed in Sabie circuit. The chapter concludes by mentioning problems that need to be further researched, as the ABET field seems to be under-researched, particularly the area of problems affecting the management of Public Adult Learning Centres.

Thesis (M. A. Education (Adult Education)) -- University of Limpopo, 2015 / This study describes the research carried out in the Limpopo Province of South Africa, with Xihoko Public Adult Learning Centre as a site of the study. The aim of the study is to get insight into the educational needs of adult learners at Xihoko PALC. The study also intends to investigate the aims and objectives of the programmes offered at Xihoko PALC. In order to achieve the aims outlined above, I formulated the main research question of the study as follows:  What are the educational needs of adult learners at Xihoko Public Adult Learning Centre? In trying to answer the question outlined above, I decided to undertake an explorative study in order to investigate the educational needs of adult learners at Xihoko PALC in Limpopo Province of South Africa. In Chapter 1, I gave a description of South Africa in the apartheid era and post apartheid era in terms of its geographical setup and education. The aims and objectives of this study and the research questions are indicated. The scope of the study is explained. It was the objective of this study to contribute towards identifying educational needs of adult learners at Xihoko PALC in Limpopo Province of South Africa, and to ensure that the educational needs of adult learners are addressed by the programmes offered. In Chapter 2, the theoretical framework of the study of the educational needs of adult learners at Xihoko PALC in Limpopo Province is indicated. Based on reading of the relevant literature and preliminary discussions with experts in the field of adult education, it appeared that factors such as: agricultural, computer and sewing skills as well as basic literacy and numeracy are possible educational needs of adult learners at Xihoko PALC. Key concepts are defined in this chapter. ii In Chapter 3, I describe the design of the study. The main focus of this chapter was to discuss the path of data collection. An explanation and discussion of the instruments that were utilised to collect data from different stakeholders in various phases of data collection is also given. I further explain how the data that was collected from various phases was analysed using qualitative data analysis methods. The chapter concludes by discussing the ethical considerations of the study. Chapter 4 presents the findings of the study according to the views and perceptions of the interviewees. This section prepared the study for the next stage of the investigation where I established whether or not the findings provide answers to the research question. In this chapter, I also presented an overview of Xihoko PALC. A description of the programmes which are offered at Xihoko PALC is given. I also indicated the aims and objectives of Xihoko PALC. The chapter further discusses issues around educators and the characteristics of adult learners at Xihoko PALC. I have also outlined in detail the views of the interviewees in relation to the critical factors of this study. The chapter concludes by discussing the findings of observations based on Xihoko PALC. Chapter 5 presents the final conclusion and recommendations of the study. Conclusions were made based on the findings of the investigation. The chapter integrates the information from previous chapters in discussing the educational needs of adult learners at Xihoko PALC in the Limpopo Province. It also provides suggestions which might contribute towards addressing the educational needs of adult learners. Recommendations for further study have been outlined. The chapter concludes by discussing what I call ‘reflections’, a section that was about my main learning areas and the limitations that I encountered during the process of this research.

Submitted in fuliillment ofthe requirements for the degree of Master ofEducation in the Department of Comparative and Science Education ofthe Faculty of Education at the University of Zululand, 2007. / The fundamental problem addressed in this study revolve around methods of facilitation in Adult Basic Education and Training (ABET). The democratic government in South Africa is at present focusing on learners at the adult basic education level to ensure that the needs of adults are met, and that basic demands evident in contemporary society are addressed. While the introduction of Adult Basic Education and Training (ABET) in South Africa is progressing towards the right direction, there seems to be problems underlying the methods of facilitation used in various programmes aimed at improving the lives of adult learners. Methods of facilitation indicate insufficient implementation techniques and continuity which results in adult learners relapsing to illiteracy. The more specific objectives of this study were to investigate if the methods of facilitation used in ABET provide implementation techniques which enable adult learners to be independent; provide skills necessary for self-development; answer to the needs of the adult learners; provide for sustained self-development through continuity. The study is broadly structured around five chapters. Chapter one introduces the study, presents the problem under investigation, gives and aim and significance of the investigation and relevant analysis of concepts in the study. Chapter two gives literature review on methods of facilitation used in ABET. Chapter three explains the research design and methodology that was followed. Chapter four contains an analysis and interpretation of research data. Chapter five covers a summary of findings and recommendations. Major findings of the study attempts to reveal the role played by higher institutions in monitoring the methods of facilitation. A comparative analysis to formal schooling methods should be engaged in order to establish a sound relationship between formal, informal and non-formal education. A number of supporting programmes must be put in place for adult learners, after the completion of literacy courses in order to promote a continuous learning culture and ensure the retention of skills and technology acquired.

Thesis (M.Ed. (Community and Continuing Education)) -- University of Limpopo, 2017 / The study outlines the research carried at Sebayeng Public Adult Learning Centre (PALC) in the Limpopo Province. The aim of this study is to identify the educational needs and assets of illiterate women at Sebayeng PALC. The main research question was: What are the educational needs and assets of illiterate women at Sebayeng PALC? This study employed the qualitative research method to explore the educational needs and assets of the illiterate women at Sebayeng PALC. This study employed a case study design to gain insight into the challenges and strengths of illiterate women at Sebayeng PALC. The research participants were purposefully sampled due to the importance of their shared experiences and opinions in answering the interview questions for the purpose of triangulation. The data was collected by means of analysis of documents, semi-structured interviews and observation. The research data was analysed inductively. The findings of the study indicate that the illiterate women appreciate the value of Adult Basic Education and Training (ABET) offered by Sebayeng PALC. Apart from the participants commending their spouses for rendering moral and financial support, they also appealed to the Department of Basic Education (DBE) to introduce ABET Level 4 course. The illiterate women preferred ABET Level 4 course because it is deemed to have more credits that open up learners for further training opportunities at tertiary institutions. Based on the findings of this study, it is recommended that the DBE provide further budgetary support to improve the centre’s operating and financial leverage. In addition, an empowerment programme to improve the quality of teaching and learning to illiterate women at Sebayeng PALC has also been recommended.

Literacy is a key outcome of education. Although literacy is a basic human right, and, can lay the foundation for further education and training, there is still a high number of illiterate people in South Africa. Black rural women form the majority of non-literates in the country and this has a negative impact on the development of the country. This means that rural women are still marginalized and stay in conditions of squalor because they are unemployed, poor and lack skills required by the labour market. This study focuses on the importance and benefits of literacy programmes to the empowerment of black rural women. It was conducted in two rural areas of Mopani District Municipality, in Greater Giyani. Rural women who have been socially excluded and benefited less from the growing economy need to be empowered through literacy programmes to stand up and fight poverty, ill health and other social ills they face. The qualitative method was employed where participants were involved in focus group and one on one interviews so as to evaluate the effectiveness of the literacy programmes. The results of the study indicate that literacy programmes did empower women to a certain extent because they have gained functional skills and they involve themselves in community development programmes. However, the engagement of all stakeholders in the provision of quality literacy programmes can emancipate rural women so that they may take their rightful places in society. / Educational Studies / (M. Ed. (Secialisation in Adult Education))

The research describes how creativity in higher education can be introduced as a concept that could enhance the creative thinking and application of adult learners enrolled in the Advertising Management Diploma. A number of different routes were attempted in order to answer the research question „can creativity be taught? ‟ Cord and Clement (2010) stated that adult learners should be allowed to practice their skills and prior knowledge, and that the learning material should promote generic workplace skills. The research discovered that the learning material for the Advertising Management diploma does little to enhance or even cater for imagination and creative application. It is vital for accurate application to take place, as this will enhance creativity. The problem formation is centered on the lack of sufficient skills in using one‟s imagination to generate creative ideas. This research study included five research activities that employed a semi-structured interview that involved sessions spanning over a period of six months, aligned to the course material‟s learning outcomes, and creative application of such acquired knowledge. It was established that, in order to further the creative application of young adults, it is important that they are able to link theory to practical and so be able to create concrete examples of what they are capable of doing. / ABET and Youth Development / M. Ed. (Adult Education)

This study concentrate on adult literacy training in the Border/Kei region of the Eastern Cape. The region is a largely rural area characterized by impoverishment. In contrast to the on-going technological progress within the country, is a high level of illiteracy, rendering communities ill-equipped to address socioeconomic problems. The research problem addresses adult literacy training in the region, in the context of outcomes-based education (OBE) and other solutions. The second chapter presents a study of some international practices with regard to adult literacy training and competency-based education. General trends in the United Kingdom and Australia are examined, in order to ascertain the rationale for and approaches to, adult literacy training. The findings indicate that some of the international trends are towards competency-based education and training as a practical and relevant approach to the current economic and concomitant educational and training needs. Furthermore, government commitment is identified as essential to relevant adult literacy programmes and to ensuring the continuity of adult literacy training. Chapter three examines the current developments in the South African education system regarding adult literacy training. It also examines the possibility of an outcomes-based approach to enhance the effectiveness of adult literacy training. The findings indicate that the State is primarily responsible for ABET in South Africa. The Department of Education's policy on ABET and the national multi-year implementation plan currently dictate the approach to adult literacy training. OBE is emphasised in terms of the learning programmes, so as to facilitate flexibility and the potential to provide the wide foundation that is essential for lifelong learning. The fourth chapter examines the effectiveness of adult literacy programmes in the Border/Kei region. The findings indicate that a lack of funding and of physical infrastructure, are two factors which hamper effective adult literacy training within the area. The fifth chapter examines a possible strategic direction for implementing OBE and other solutions, to enhance adult literacy training within the Border/Kei area. The findings indicate that there is a need to encompass an outcomes-based approach. A proposed structure for the implementation of adult literacy training in the region is presented. / Educational Studies / D. Ed. (Comparative Education)

Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Municipalities are entrusted with the responsibility of providing sustainable social services to local communities. Issues of capacity to facilitate the delivery of such services feature prominently in these municipalities where a number of communities have expressed their frustration and even anger at the slow pace of delivery of services, or the absence of such service delivery. The reported failure by senior municipal managers to facilitate the delivery of the needed services to communities motivated this investigation. In particular, the possible contribution of leadership learning in the developmental needs of senior managers in the Bushbuckridge Local Municipality was focused upon. The main knowledge claim in this study is that the proven lack of competencies and skills of senior municipal managers have much to do with the weak delivery of acceptable services to communities. Consequently, the study indicated the need to identify the developmental needs of senior municipal managers from a leadership learning perspective and to implement developmental interventions to possibly address such needs. The study was conducted in four phases. First, a number of pre-planning leadership learning questions were formulated, which were determined through document analyses and developing theoretical perspectives from review of relevant literature. Next, a needs assessment among senior managers was conducted. This phase was followed by the implementation of a planned intervention based on leadership learning principles. Finally, the potential success of the intervention was evaluated. The study revealed that although the municipality of Bushbuckridge has an acceptable policy framework that supports leadership learning, the leadership competencies and skills required for senior managers to facilitate delivery of municipal services to communities were lacking. The leadership intervention in this study had limited success due to systemic instabilities within the particular municipal system. The study showed that systemic stability appears to be essential for productive leadership development. It also showed that financial investment in leadership development or developmental interventions may contribute less to enhancing the performance of senior managers if a municipality lacks systemic stability. Given the reported large-scale systemic instability within local municipalities countrywide in South Africa, the results of this study indicate that capacity development initiatives are destined for failure if systemic issues are not addressed first. / AFRIKAANSE OPSOMMING: Munisipaliteite is daarvoor verantwoordelik om volhoubare maatskaplike dienste aan plaaslike gemeenskappe te verskaf. Kwessies rakende die vermoë om sulke dienste te fasiliteer speel ʼn belangrike rol in munisipaliteite waar ʼn aantal gemeenskappe uitdrukking gegee het aan hul frustrasie en selfs woede oor die stadige pas waarteen dienste gelewer word of die afwesigheid van sulke dienslewering. Die gerapporteerde onvermoë van senior munisipale bestuurders om die vereiste dienste aan gemeenskappe te lewer het hierdie ondersoek gemotiveer. In die besonder is die kollig geplaas op die moontlike bydrae van leierskapleer in die ontwikkelingsbehoeftes van seniorbestuurders in die plaaslike munisipaliteit van Bosbokrand. Die belangrikste kennisaanspraak in hierdie studie is dat die bewese gebrek aan bevoegdhede en vaardighede van senior munisipale bestuurders grootliks toegeskryf kan word aan die swak lewering van aanvaarbare dienste aan gemeenskappe. Die studie het aangetoon dat daar ʼn behoefte bestaan om die ontwikkelingsbehoeftes van senior munisipale bestuurders vanuit die perspektief van leierskapsleer te identifiseer en om ontwikkelingsintervensies te implementeer om moontlik sulke behoeftes aan te spreek. Die studie is in vier fases uitgevoer. Eerstens is ʼn aantal voorafbeplanningsvrae rakende leierskapsleer geformuleer. Hierdie vrae is deur dokumentanalise en die ontwikkeling van teoretiese perspektiewe van ʼn tersaaklike literatuuroorsig gegenereer. Daarna is ʼn behoeftebepaling onder seniorbestuurders gedoen. Hierdie fase is gevolg deur die implementering van ʼn beplande intervensie gebaseer op leierskapsleerbeginsels. Laastens is die potensiële sukses van die intervensie geëvalueer. Die studie het aan die lig gebring dat alhoewel die munisipaliteit van Bosbokrand ʼn aanvaarbare beleidsraamwerk het wat leierskapsleer ondersteun, die vereiste leierskapsbevoegdehede en -vaardighede vir seniorbestuurders om die lewering van munisipale dienste aan gemeenskappe te fasiliteer ontbreek het. Die sukses van die leierskapsintervensie in hierdie studie was beperk vanweë sistemiese onstabiliteit in die besondere munisipale stelsel. In die studie is daar aangetoon dat sistemiese stabiliteit noodsaaklik is vir produktiewe leierskapsontwikkeling en verder dat geldelike investering in leierskapsontwikkeling of ontwikkelingsintervensies waarskynlik minder tot die verbetering van senior bestuurders se prestasie sal bydra as sistemiese stabiliteit in ʼn munisipaliteit ontbreek. In die lig van die gerapporteerde grootskaalse sistemiese onstabiliteit in plaaslike munisipaliteite in Suid-Afrika dui die bevindinge van hierdie studie aan dat inisiatiewe vir die ontwikkeling van kapasiteit sal misluk as sistemiese vraagstukke nie eers aangepak word nie.