Bibliography: pages 141-151. / Distance education promises to broaden access to education to an increasing number and variety of learners in the "new South Africa". The construction and presentation of course texts is a critical factor in whether that promise is fulfilled. The producers of texts, working in their specific socio-cultural contexts, select and sequence the concepts they teach and create voices in the text which work in place of actual teachers. These textual voices interact with readers in a variety of communicative and educative ways, opening to greater or fewer styles of learning, and constructing a wider or narrower range of identities for readers. This results in learning styles being more or less able to be engaged, and learners being more or less able to identify with identities constructed for them by the text. The learner identities so constructed are sustained by combinations of political, educational and global discourses which reflect, challenge or perpetuate social power relations, such as gender

A research report submitted in partial fulfillment of the requirements for the degree of Master of Education (Coursework and Research Report), University of the Witwatersrand. / This research report examines the nature of drama as a means of facilitating adult learning, especially in the South African rural context, by conducting a literature review and by compiling case studies of the use of drama at Akanani, an association. of rural development projects in South Africa where theatre-for-development is the principal methodology employed. The literature review explores the use of drama as a methodology in education and then focuses on how and why theatre-for-development has been used in Africa for community development and empowerment. The international developments in popular theatre are also considered so that as much information as possible can feed into the guidelines which are this report's conclusions. This chapter concludes with a consideration of how drama can be used for adult learning in South Africa. This research was conducted primarily by compiling a number of case studies of the use of drama at Akanani in the far northern Transvaal. Participant observation, illuminative evaluation and semi-structured interviews were used within a Participatory Research apprgach to gather information about Akanani. The researcher spent two periods of time at Akanani conducting the interviews and observing the daily operations as well as the use of drama in various contexts at Akanani. The cases studies were compiled to discover whether drama, as it is used at Akanani, is a successful and appropriate methodology for adult education in the rural areas of South Africa. This research finds drama to be a a very effective means of facilitating learning amongst adults in rural areas and concludes by offering guidelines for the use of drama as a methodology in adult education in South Africa, especially in the rural areas.

This study is about adult learners in formal secondary schools attending normal day classes with school pupils. Ii is particularly about the aspirations of 1,430 adult pupils. these adults, after a break in their formal education, return to study in the secondary schools in the Herschel district of Transkei in the 1993 academic year. / GR 2016

This study investigated implications of new education policies, the white paper on education and training and implementation of adult basic education and training (ABET) and the consequences thereof for education, training and development practitioners (ETDPs) and adult learners. The study also investigated how ETDPs implement new ABET policies and how these new policies affect adult learners. Adult education policies (in the democratic South Africa) were introduced to reduce inequalities in education. Despite these interventions, since 1994 the failure rate of adult education learners has continued to deteriorate. (This is partly confirmed by honours students (see Personal Communications) involved in teaching adult learners from 1993 to 1998.) The new adult education policies are intended to improve literacy and the quality of education for adults in South Africa. However, this does not seem to be happening. Three groups within adult education participated in this study. The groups consisted of twenty (20) adult learners, seven (7) ETDPs and seven (7) district education managers. All thirty-four (34) respondents were based in Soweto and the surrounding areas, which lie within Gauteng Province (see map contained in Appendix A). The information was gathered from respondents by telephonic interviews and by completing questic-nnaires. The literature review examined adult education policies; the Whit,- Pape" on Education and Training; successes and failures of ABET policies; and implementation and financial implications for adult education. “Quality education” based on a review of literature (world-wide and locally) was explored The information from the respondents supports the view that new ABET polices have had little impact in offering quality education. The results from the. interview and questionnaires show that the process of policy implementation is ineffective and inefficient, and is without clear direction. Workshops orgauised by the Department of Education reach only a few, and are not very effec j F i n a n c i a l constraints have rendered the process of policy implementation almost, impossible. The majority of learners and educators in this study were not iu'iy aware of the workshops. Based on world-wide and local literature, elements which might improve quality education were suggested. The study used both a qualitative and a quantitative approach. The concluding section of the research report suggested areas for future research relating to the process of policy implementation in adult education in South Africa.

This case study examines the pedagogy of early reading in a South African Basic Education Centre. Existing literature shows that illiteracy among adults in South Africa is a great concern. The acquisition of reading competence in adults is under - researched in South Africa and previous research has tended to focus on literacy/reading in relation to health issues or the acquisition of reading in children. This study attempts to contribute to understanding poor reading conditions in adult classes by providing a description of beliefs and practices of three Adult Basic Education and Training teachers of reading. The study captures the beliefs and practices of the teachers of reading in ABET Level 1- 4 with respect to the teaching of reading in Zulu and English. Data is examined using constructivism and dialogic space as theoretical frameworks. Data was gathered from teacher interviews and classroom observations. The findings of this paper include that these teachers lack pedagogical knowledge to inform their practice and are often influenced by their own experience of being taught to read. The dominant instructional practice was a focus on pronunciation while reading aloud as opposed to text comprehension. Recommendations are made regarding the support that could be offered to the teachers of reading in this centre. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Thesis (M. Ed. (Community and Continuing Education)) -- University of Limpopo, 2017. / This study drew attention to the strategic necessity of the Adult Basic Education and Training (ABET) programme in equipping historically disadvantaged communities with basic numeracy, reading and writing skills. The Department of Basic Education regards the ABET programme as the vehicle on which individuals historically excluded from formal schooling life access basic education and skills that help them to be active agents of socio-economic change in their communities. Whilst the ABET programme’s broad objectives have been properly conceptualised and institutionalised, the central concern of this study is that little effort may have been invested by the Department of Basic Education to qualitatively assess the state of ABET programmes in rural-based Public Adult Learning Centres (PALCs) like Laaste Hoop. In order to ensure the Department of Basic Education recoup best returns from every effort invested in the ABET programme at Laaste Hoop PALC such an assessment is imperative. This study employed the qualitative method and a case study design to examine the state of the ABET programme offered at Laaste Hoop PALC. Using the purposive sampling method, ten participants comprising one member of the centre’s Governing Body, six learners, the centre manager and two facilitators were selected to participate in the study. The main finding of this study is that the Laaste Hoop PALC is struggling to effectively fulfil its broad mandate due to poor budgetary support from the v Department of Basic Education. The study found that the Laaste Hoop PALC is generally in a state of neglect as the infrastructure is in an advanced state of dilapidation. The main recommendation of the study is that the Department of Basic Education needs to launch a targeted fundraising campaign in order to improve the operating and financial leverage of the centre. Key words: ABET programme; adult literacy; numeracy; functional literacy.

This study focuses on the methods of teaching history to grade 12 adult learners at a major rural adult education centre (run by the Sisters of Mercy of the Roman Catholic Church), called D.W .T. Nthate Adult Education Centre, in the Winterveld. The grade 12 history class consists of adult learners of different ages, abilities, maturities and levels of knowledge. This research explored the possibility of making history teaching in a complex situation more interesting and more participatory. The case-study method of investigation was used to explore history teaching methods using the perspective of both the learners and the tutors. Learners wrote and spoke about the teaching methods they liked and with which they could identify and expressed their dissatisfaction with some of the other teaching methods used; tutors described their favourite teaching methods and how they employed them in the classroom situation. Some teaching methods were observed. This information and the insights obtained from these techniques of gathering data were related to the literature studied in the literature survey. This information presented a great challenge in making teaching of history more interesting and more participatory. Literature was reviewed in terms of the themes that relate to the topic of this research, namely: the historical context of adult education In South Africa; the place and importance of history in educatiu-:; princlplss of teaching adults; approaches and methods of teaching history; particip. to y methods of teaching adult learners, and an overview of curriculum change in South Africa (Curriculum 2005). The literature provided insight into the methods or teaching history in this specific situation. The literature was reviewed in order to uavelop minimum guidelines consisting of important elements In teaching hi?to: .' b grade 12 adult learners in the specific context of the study. A qualitative, fesoarch design was used to gather information. The history tutor and the vlce-pritid^ai from the chosen centre; the methodologist from the University of the No.<i; W est, and three tutors from two other adult education centres were interview in '"lie interviews were very useful In identifying the causes of the problem and in helping to produce history teaching minimum guidelines. Two observations were carried out to gather information about what happens during the history teaching-learning process. The observations were effective because it was easy to identify contradictions between the information gathered through this method and the other methods of gathering data. A structured, open-ended questionnaire was given to twenty-two (22) grade 12 adult learners to obtain their views on the current methods of teaching history to adult learners. The responses to the questionnaire were veiy useful because they gave the learners an opportunity to air their views. A class discussion was conducted to discuss issues not appearing on the questionnaire and to discuss problems that they, as adult learners, were encountering. The research results have been presented in the form of tables. Summaries of the participants' responses follow each table to give meaning to the summarised information contained in the tables. The discussion of the results is presented in narrative form. In the discussion, the researcher interprets the participants’ words and actions. From the researcher's observations, it is dangerous to say that the problem lies solely with the teaching methods the tutor at the adult education centre is using, or with the learners' ages, abilities, maturities, and levels of knowledge. Perhaos the problem stems from the tutor’s lack of content knowledge; the lack o'- .yiequate teaching and learning aids; the lack of exposure to a wide range of teaching r.^ -iods; the medium of instruction; the lack of involvement of adult learners in planrnox-: --id designing learning programmes and activities, and the personalities of the learners and tutor. However, the information gathered from the participants and literature showed that it is possible to making the teaching of history more participatory and wore interesting within the context of this study. From these findings the researcher developed suggested minimum guidelines for teaching history to grade 12 adult learners whicn are based on this specific situation of a rural adult education centre with inadequate re s o u n d and lack of exposure to a wide range of teaching methods.

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.

This study investigated the relationship between the self-directedness (as measured by the Adult Learner Self-Directedness Scale) and employability attributes (as measured by the Student Employablity Attributes Scale) of adult learners enrolled at a South African distance learning higher education institution. Correlational and inferential statistical analyses were carried out in order to realise the research objective. A stratified random sample of 1 102 mainly black and female participants participated in the study. The research indicated self-directedness to be a significant positive predictor of employability attributes and also revealed significant differences between the gender, race and age groups regarding these variables. Recommendations are suggested for use by university lecturers and human resource development professionals. / Human Resource Management / M. Comm. (Human Resource Management)

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)