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

Thesis (M. Dev.) -- University of the North, 2003 / Refer to document

Thesis (M.ED.) --University of Limpopo, 2007 / This report describes the research carried out in the Limpopo Province of South Africa, with Bohlabela District being used as a site of this study. The aim of the study was to investigate problems affecting young mothers in attending ABET classes in Bohlabela District in Limpopo Province. In order to achieve the aim outlined above, I formulated the following main research question: • What are the problems affecting the attendance of ABET classes by young mothers in Bohlabela District in the Limpopo Province? In trying to answer the question outlined above, I decided to undertake an explorative study in order to investigate problems affecting the attendance of ABET classes by young mothers in Bohlabela District in the Limpopo Province. In chapter 1 I further gave a description of South Africa in the apartheid era and the post-apartheid South Africa in terms of its geographical setup and education. The aim and objectives of the study and the research questions are indicated. The scope of the study is explained. In chapter 2 the theoretical foundation for the investigations of problems affecting the attendance of ABET classes by young mothers in Bohlabela District in the Limpopo Province is indicated. Factors such as time, curriculum, environment, family pressures and ignorance were discussed in this chapter. The chapter is starting with the definition of key concepts. In chapter 3 the research design of the study has been outlined. The data collection paths of the study have been discussed. The chapter explains how the data which had been collected from various places were analysed using qualitative data analysis methods. It concludes by discussing what I call ‘reflections’, a section that was about my main learning experiences and difficulties that I encountered during the process of this research. In chapter 4 I presented 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. Chapter 5 is the concluding section where conclusions were made based on the findings of the investigation. Recommendations coming out of the study were made and finally recommendations for further study have been outlined.

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.

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.

Thesis (MEd. (Adult Education)) --University of Limpopo, 2014 / This mini-dissertation is about educational challenges facing grade twelve (12) young adult prisoners at Kutama-Sinthumule Correctional Centre. It is a study of grade twelve (12) learners. The aim of the study is to get an insight into educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. This study has attempted to contribute towards solutions to educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. The management of Kutama-Sinthumule and the Department of Correctional Services were made aware of the problems that young adult prisoners face while doing grade twelve (12) in that prison. In order to achieve the aims outlined above, I formulated the following main research question: What are the educational challenges facing grade twelve (12) young adult Prisoners at Kutama-Sinthumule Correctional Centre? I tried to answer the question outlined above by undertaking an explorative study which has elements of needs assessment and case study. I have decided to undertake an explorative study because very little is known about educational challenges facing prisoners prior to this research. Since the study has elements of needs assessment, the situation of grade twelve (12) young adult prisoners and values of an education system with desired outcomes was looked against. The needs are stated by grade twelve (12) learners; their educators; their facilitators; and the coordinator of the programme in relation to the system. I have decided to select grade twelve (12) learners at Kutama-Sinthumule Correctional Centre as my case. There are other educational programmes at Kutama-Sinthumule Correctional Centre, but I have decided to concentrate on a grade twelve programme. I have decided to undertake a case study because a case study promotes a better understanding of a practice or issue and facilitates informed decision making. Chapter two outlines the theoretical framework of the study. I began chapter two by defining important concepts. The concepts such as Prisoner; Prison; and Young Adult are defined thoroughly. I formulated assumptions about what could be educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. I read documents and conducted exploratory interviews with grade twelve learners, educators and other role players at Kutama-Sinthumule, hence I identified the following educational challenges facing grade twelve (12) learners at the Correctional Centre: lack of access to the internet; lack of resources; lack of motivation; communicating in the medium of instruction; shortage of better trained staff; overcrowded classrooms; insufficient study time; duration of the programme; shortage of staff; and insufficient time allocated to lessons. In chapter three, I describe the design of the study. The main focus of this chapter was to discuss the two routes of data collection. The first route had to do with reviewing relevant documents from the Department of Correctional Services and operational policies and procedures at Kutama-Sinthumule Correctional Centre. The second route has to do with the data that has been collected in the field using different data collection instruments. How data has been analyzed using a data matrix is also shown in this chapter. The chapter concludes by presenting ethical considerations. Chapter four begins by highlighting the setting of the study. It goes on to describe the town of Louis Trichardt where Kutama-Sinthumule Correctional Centre is situated. It further gives a brief history of the town. The Climate, Geography, Demography, Population, Key Statistics, Name change, and Economy are outlined in this chapter. This chapter also presents the findings of the study. I have also outlined in detail the views of the interviewees in relation to the critical factors of this study. A description of subjects offered for this grade twelve programme is done in this chapter. The chapter concludes by discussing the findings of this study. Chapter five presents the final recommendations, conclusion, and reflections of this study. This chapter harmonizes information from all the previous chapters in discussing educational challenges facing grade twelve (12) young adult prisoners at Kutama-Sinthumule Correctional Centre. The chapter also suggests possible solutions to these educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. The chapter concludes by making recommendations for furtherstudy, as education and its related challenges in the prisons seems to be under-researched, particularly for grade twelve (12) young adult learners.

MPM / Oliver Tambo Institute of Governance and Policy Studies / See the attached abstract below

Thesis (Ph.D. (Education) -- University of Limpopo, 2019 / Refer to the document

Department of Curriculum Studies and Education Management / MEd

Thesis (M.Ed. (Adult Education)) -- University of Limpopo, 2017 / This study highlights the importance of effective curriculum implementation at a Public Adult Learning Centre in a rural community in Limpopo Province. The purpose of the study was to explore the curriculum implementation facing Mbetana Public Adult Learning Centre (MPALC) with the view to recommend appropriate strategies to improve the centre’s curriculum implementation capabilities. Since the study was premised on the interpretivist paradigm, a qualitative research approach was employed to give a detailed account of the curriculum implementation challenges from the perspective of people with lived experiences of MPALC’s curriculum implementation dynamics. The participants which include six learners, the Centre Manager and two facilitators, were chosen using the purposive sampling method. Purposive sampling was preferred because it gave the researcher an opportunity to target participants deemed to possess authentic accounts of MPALC’s curriculum implementation dynamics. Multiple data sources inclusive of silent observations, semi-structured interviews and document analysis were used to gather data. The study found out that the acute shortage of textbooks and stationery, absence of fit-for purpose learning infrastructure, low employee morale due to poor working conditions, inappropriate teaching methods, and the insensitive use of the English language regardless of the learners being predominantly Tsonga speaking people are some of the challenges that hampered the effective implementation of the curriculum guidelines at MPALC. The study recommends that the Department of Higher Education and Training (DHET) should partner with private companies through the public-private partnership frameworks with the view to improve the MPALC’s operating and financial leverage