Bibliography: pages 299-310. / This study explores the contribution that the learners and the teacher made to curriculum development in a process approach to English as a second language for adults. The research was carried out with a group of workers attending a basic English course in an adult education programme on the East Rand. This study covers the entire sixteen month period from 1986 to 1987, and was carried out by the teacher-as-researcher. The research methodology was a form of illuminative evaluation, using syllabus accounts. These accounts provided a record of what took place in the classroom and were organised into three main themes. Subsequent analysis of the accounts focussed on learner and teacher roles in determining the learning experiences generated in the classroom. These findings were then re-examined in the light of the literature on process approaches. Conclusions were drawn about these roles and the implications for teacher development and learner training. Subsequently these conclusions were presented as illuminative data to reflect upon the curriculum framework underlying process approaches. The conclusions drawn in this study challenge the assumption that learners and the teacher jointly and equally negotiate learning in a process approach. Instead they suggest that the teacher is very much in control as the overall manager of curriculum development, and that learners are secondary agents in this endeavour. The roles of both parties are also more complex and more interlinked than the literature implies. Following this, conclusions were drawn about the roles that learners and the teacher played in curriculum development in this study. The research went on to examine the broader implications of these findings, by assessing the feasibility of a process approach for large-scale adult basic education work in South Africa. From this assessment, a new 'hybrid' approach was proposed which retains important features of a process approach while modifying it to make it more accessible and appropriate for South Africa's needs. Finally, the study identified future research directions.

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.

The Universal Basic Education (UBE) was designed to address the social problem of drop outs in secondary schools, but dropout rates in secondary schools are still at a 42% high in Enugu State, Nigeria. This study sought to understand teachers' perceptions of the program, the ways the UBE impacted the dropout problem, and what could be done to the UBE program to make it more effective. This study provided an important contribution to the literature, as it examined an often neglected perspective: the input of teachers in the field, as opposed to those of policy planners at the top. The conceptual framework was Elmore's bottom-up approach to implementation theory, which promotes the use of a backward mapping structure to evaluate a policy/reform implementation and proffers points for future changes. A case study design was employed, using 10 participants and 5 schools across 3 school forms. Interview data were analyzed employing the inductive coding structure to identify themes and patterns. Results indicated that the UBE implementation was only observed in public schools and that no attention was paid to curriculum development. Better planning, implementation, monitoring, and more stakeholder involvement were suggested for higher impacting future reforms. The implication for social change include exposing the factors that surrounded the implementation of the UBE whilst describing the importance of stakeholders in reforms, and how stakeholder involvement could be harnessed to producing better impacting reforms in Nigeria.

This research report explores the implications of one central question: ‘In what ways can course materials support and improve ABET teachers’ ability in the classroom and what are the limits of that support?’ Methodologically it is an ethnographic case study of five teachers at company literacy programmes using The ELP English Literacy Course for Adults to prepare learners for examinations at ABET English Communications Levels 1&2. Conceptually it makes use of Shirley Grundy’s exposition of different paradigms for thinking about curriculum and Jean Lave’s notion of learning in a community of practice. It portrays literacy as a social practice in which people learn to master skills, make decisions about the applications of those skills and develop an emancipatory awareness. The research enables insights into the relationship between ABET teachers and texts, outlining their respective responsibilities and some implications for thinking about ABET teacher development.

What Instructional Modification Implementations Bring Adult Education Learners to Success and Retention? Analysis of an Online Adult Basic Education Program. Adult learners enrolled in my online Adult Basic Education program showed low completion rates for the course. This study's purpose was to discover what instructional modifications would bring these learners to a successful outcome in the program. I implemented the following instructional modifications: asynchronous email communication, weekly progress reports emailed to each participant and a minimum requirement of 10 assignment completions on a weekly basis. Teacher-student interaction increased because of these implementations. I reviewed literature that discussed distance education, adult learners and teacher-student interaction to discover strategies that would improve student achievement in an online course. After reviewing the literature, I determined that there were three missing elements in my program: structured communication between the teacher and student (Palloff & Pratt, 1999), standards for online coursework completion (Comings et al., 1999) and a system to inform students of their progress in the program (Comings et al., 1999). I found that teacher-student asynchronous communication, a weekly requirement of 10 completed lessons and weekly progress reports of student accomplishments encouraged students to complete coursework on a regular basis. Students were conscientious, taking more responsibility for their learning. Students had a higher rate of coursework completions during the research study period, with performance increasing 73%.

Despite the push for universal education, many disadvantaged and poor children in developing countries still do not have access to basic education. This among other reasons is due to poverty where poor families cannot afford the cost of basic education even when it is `free' of tuition (McDonald, 2007). Demand-side financing interventions such as scholarship programs are promising to be viable financing interventions of reaching out to the poor and marginalized children in order for them to access basic education. Although such financing strategies have been praised as having worked in mostly Latin American countries, very little is systematically known about how these interventions would work in poor African countries such as Malawi. This study therefore examines demand-side financing strategy through an evaluation of a scholarship program implemented in Malawi. It uses qualitative mode of inquiry through in-depth interviews of 36 key participants as a primary method of data collection. In addition it reviews program documents and conducts some cohort tracking on beneficiaries in Zomba rural district which is the site of the study. The findings show that community based targeting was used in the program and proved successful in identifying the right beneficiaries in a cost effective manner. It seems to offer a model to be adopted for such interventions in low resource countries. Findings further show that beneficiaries who received scholarships were able to persist however there was a substantial number that dropped out. There were a number of factors that caused this but it seems the internal motivation of beneficiaries to persist was very critical. This puts under the microscope an assumption that once scholarship is received, beneficiaries would persist in school. Last but not least, the findings also show that an assumption that local communities will be able to sustain such programs might be but a mere illusion as communities view themselves too poor to do this. Overall the study praises such programs as effective in targeting the poor and marginalized children however it puts a caution on assumptions about persistence & sustainability. It suggests further scrutiny on these assumptions to improve on the effectiveness of such programs and demand-side financing strategies in general.

This research project focuses on a model designed for the evaluation of ABET instructional programmes. In the light of rapid changes in the socio-economic and political contexts in Africa and particularly in South Africa, this study examines adult basic education and training, which has become acknowledged as an indispensable tool for the transformation and development of societies. Since 1994 education has become a constitutional right for all citizens of South Africa. In an attempt to offer basic education and training to all adults many institutions and departments have established ABET programmes offering adults the skills they may need in order to contribute to the development of their communities. The lack of guidelines for instructing, assessing and evaluating ABET programmes prompted the choice of research topic. The study begins with a review of relevant literature pertaining to the field of adult education and also provides a general discussion on didactics as it .is relevant to adult education. The study proposes a model for evaluating ABET instructional programmes. Focus group discussions are employed as a research tool to validate the proposed model and its accompanying guidelines. The study reveals that, for ABET instructional programmes to be outcomes based, relevant, conducive to critical thinking and creativity and productive of meaningful assessment, a model for evaluating the programmes' performance in these areas is essential. Based on this presupposition, the study proceeds to develop a model for the evaluation of ABET programmes. It draws on literature pertaining to educational evaluation in general and extrapolates the findings to construct a model appropriate for evaluating ABET programmes. In the field component of the study, endeavour is made to validate the model according to the perceptions of a sample of ABET practitioners. In-depth focus interviews are conducted to validify the various components of the model. In conclusion, the study recommends further research into the didactics of adult education and training (ABET) in order to improve adult education practices. / Curriculum and Instructional Studies / D. Ed. (Didactics)

This research project focuses on a model designed for the evaluation of ABET instructional programmes. In the light of rapid changes in the socio-economic and political contexts in Africa and particularly in South Africa, this study examines adult basic education and training, which has become acknowledged as an indispensable tool for the transformation and development of societies. Since 1994 education has become a constitutional right for all citizens of South Africa. In an attempt to offer basic education and training to all adults many institutions and departments have established ABET programmes offering adults the skills they may need in order to contribute to the development of their communities. The lack of guidelines for instructing, assessing and evaluating ABET programmes prompted the choice of research topic. The study begins with a review of relevant literature pertaining to the field of adult education and also provides a general discussion on didactics as it .is relevant to adult education. The study proposes a model for evaluating ABET instructional programmes. Focus group discussions are employed as a research tool to validate the proposed model and its accompanying guidelines. The study reveals that, for ABET instructional programmes to be outcomes based, relevant, conducive to critical thinking and creativity and productive of meaningful assessment, a model for evaluating the programmes' performance in these areas is essential. Based on this presupposition, the study proceeds to develop a model for the evaluation of ABET programmes. It draws on literature pertaining to educational evaluation in general and extrapolates the findings to construct a model appropriate for evaluating ABET programmes. In the field component of the study, endeavour is made to validate the model according to the perceptions of a sample of ABET practitioners. In-depth focus interviews are conducted to validify the various components of the model. In conclusion, the study recommends further research into the didactics of adult education and training (ABET) in order to improve adult education practices. / Curriculum and Instructional Studies / D. Ed. (Didactics)

According to Section 29(1) of the Constitution of the Republic of South Africa, 1996 everyone is entitled to and has the right to basic education. “Everyone” includes disabled learners. The international framework regarding the right to basic education and the accessibility of the infrastructure for physically disabled learners in public schools was examined to determine whether or not South Africa complies with the formalities and obligations prescribed and what the implications are, if the state does not comply. To reach the purpose of the above statement made there has to be determined which legislation is applicable to disabled learners and a definition needs to be provided for the term „physical disability‟ (Chapter 1). Secondly the core of the research question concealed in the above statement and its applicable articles will be discussed as seen in General Comment No. 13 of the International Covenant on the Economic, Social and Cultural Rights (Chapter 2). Thereafter international legislation will be discussed with the focus on basic education, disability, the accessibility of the infrastructure and the obligations placed on the state (Chapter 3 and 4). The focus will then be moved to the regional framework and the provision made with regards to the right to basic education and disability (Chapter 5). The relevant constitutional sections will then be investigated before reaching a conclusion. The sections that will be taken into account are sections 7, 9, 28, 29, 36, 39 and 233 of the Constitution of the Republic of South Africa, 1996. The purpose of the investigation of the constitutional sections is to determine what basic education entails and if there is a uniform definition thereof. A further purpose with the investigation of the constitutional provisions is to determine whether there is an infringement of disabled learners„ rights to equality and to basic education. Another purpose is to determine to which extent South African schools are accessible to disabled learners in the provision of infrastructure of school buildings as it is now and the obligation that rests on the state to adapt the infrastructure (Chapter 6). After the discussion of the above mentioned chapters a conclusion will be reached on to what extent the state complies with its constitutional and international obligations to realize disabled children„s right to basic education can be come to (Chapter 7). The inaccessibility of public school buildings in South Africa and disabled children„s need for basic education has led to the research question. / LLM (Comparative Child Law), North-West University, Potchefstroom Campus, 2015

According to Section 29(1) of the Constitution of the Republic of South Africa, 1996 everyone is entitled to and has the right to basic education. “Everyone” includes disabled learners. The international framework regarding the right to basic education and the accessibility of the infrastructure for physically disabled learners in public schools was examined to determine whether or not South Africa complies with the formalities and obligations prescribed and what the implications are, if the state does not comply. To reach the purpose of the above statement made there has to be determined which legislation is applicable to disabled learners and a definition needs to be provided for the term „physical disability‟ (Chapter 1). Secondly the core of the research question concealed in the above statement and its applicable articles will be discussed as seen in General Comment No. 13 of the International Covenant on the Economic, Social and Cultural Rights (Chapter 2). Thereafter international legislation will be discussed with the focus on basic education, disability, the accessibility of the infrastructure and the obligations placed on the state (Chapter 3 and 4). The focus will then be moved to the regional framework and the provision made with regards to the right to basic education and disability (Chapter 5). The relevant constitutional sections will then be investigated before reaching a conclusion. The sections that will be taken into account are sections 7, 9, 28, 29, 36, 39 and 233 of the Constitution of the Republic of South Africa, 1996. The purpose of the investigation of the constitutional sections is to determine what basic education entails and if there is a uniform definition thereof. A further purpose with the investigation of the constitutional provisions is to determine whether there is an infringement of disabled learners„ rights to equality and to basic education. Another purpose is to determine to which extent South African schools are accessible to disabled learners in the provision of infrastructure of school buildings as it is now and the obligation that rests on the state to adapt the infrastructure (Chapter 6). After the discussion of the above mentioned chapters a conclusion will be reached on to what extent the state complies with its constitutional and international obligations to realize disabled children„s right to basic education can be come to (Chapter 7). The inaccessibility of public school buildings in South Africa and disabled children„s need for basic education has led to the research question. / LLM (Comparative Child Law), North-West University, Potchefstroom Campus, 2015