This narrative inquiry explores how the Building Skills, Building Homes Project, which was undertaken in Saskatchewan, Canada from April November 2003, exemplified a learning strategy for self-sustainable community development through the straw bale construction of two buildings. Being self-sustainable involves searching for an interconnected way of living with our environment. Finding a strategy that connects what is ecologically sound, such as straw bale construction, with current modes of living, is a complex process that necessitates new kinds of community education relationships. A retrospective analysis of the authors experience with the project and a conversational interview with one of the participants of the Building Skills, Building Homes Project will illustrate the adult learning that happens between learners working together on a joint project, which facilitates a growing awareness of what self-sustainable living entails. The research question framing this study is: What links can community educators make using the Building Skills, Building Homes Project as an example of ecological community sustainability?

This narrative inquiry explores how the Building Skills, Building Homes Project, which was undertaken in Saskatchewan, Canada from April November 2003, exemplified a learning strategy for self-sustainable community development through the straw bale construction of two buildings. Being self-sustainable involves searching for an interconnected way of living with our environment. Finding a strategy that connects what is ecologically sound, such as straw bale construction, with current modes of living, is a complex process that necessitates new kinds of community education relationships. A retrospective analysis of the authors experience with the project and a conversational interview with one of the participants of the Building Skills, Building Homes Project will illustrate the adult learning that happens between learners working together on a joint project, which facilitates a growing awareness of what self-sustainable living entails. The research question framing this study is: What links can community educators make using the Building Skills, Building Homes Project as an example of ecological community sustainability?

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O presente estudo consiste numa narrativa reflexiva a partir das minhas experiências de formação e atuação profissional como docente de língua portuguesa da rede pública de ensino em Feira de Santana, na Bahia, com foco e enfoque no Programa Um gestar em cada escola (Gestão de Aprendizagem Escolar GESTAR). Sob um viés crítico, analisando a importância da Educação Comunitária, o Ensino Religioso, as práticas pedagógicas e os saberes necessários para o ensino de língua materna a partir da visão do que é ser docente e sua relação com a construção de uma identidade profissional e sua dimensão. Este trabalho visa refletir a importância da formação e da atualização do docente, bem como ressaltar a postura pró-ativa de um docente pesquisador enfatizada pela pesquisadora Stella Maris Bortoni-Ricardo, buscando uma práxis que envolva competência, conhecimento das novas tecnologias, respeito, criatividade, análise crítica, trabalho em grupo e autonomia. / This study is a reflective narrative of my experiences from training and professional work as a teacher of English in public schools in Feira de Santana, Bahia, with focus and focus on Program A gestate in each school (Learning Management school - gestate). Under a critical bias, analyzing the importance of Community Education, Religious Education, teaching practice and knowledge needed for teaching language from the perspective of being a teacher and his relationship with the construction of a professional identity and its dimension. This work aims to reflect the importance of training and upgrading of teachers, as well as highlight the proactive stance of a teacher researcher emphasized by researcher Stella Maris Bortoni-Ricardo, seeking a praxis that involves skill, knowledge of new technologies, respect, creativity , critical analysis, teamwork and autonomy.

The objective of the study was to investigate learner drop-out and sustainable community development. The study was conducted in Kwazakhele Township in Nelson Mandela Bay. This study used qualitative research approach- interviews and structured questionnaires were used to collect data from the participants. The sample consisted of 40 respondents both Females and Males between the age 15 and 35 years. In Kwazakhele Township most of the youth are learner drop-outs who exited educational system before attaining National Certificate (Matric). This had an effect on the acquisition of skills for sustainable development. United Nations report on Sustainable Development requires members of the community to be able to handle matters concerning their own development. This means community members should possess skills that would enable them to cope with constant demands of development. In the same Kwazakhele Township the consequences of the learner drop-out phenomenon is that lot of girls get pregnant at an adolescence stage. In most cases the boys who impregnate these girls are not working, they themselves depend on their parents for living. Because of the poor socio-economic status and high rate of unemployment of households in the area, this result in a situation where both girl child and their babies depends on the old age social grant for basic needs such as food etc. These dropouts are political risks in a sense that they are sometimes being used in community protesting marches which are unnecessarily hindering community development projects aimed at enhancing and promoting general welfare including better life for all. So the study will investigate and examine effect of learner drop-out in the community and recommends on what to be done in order to address shortfalls and challenges faced by the Kwazakhele community members. This will enable local authorities to be proactive in establishing programs that brings directive and solutions to the existing problems.

M.Ed. / The research report in this study is an attempt to ascertain young women's needs for non-formal education and training programs in the area of Thulamahashe. The study explored - through the combination of personal survey interviews and direct observation - the needs as expressed by these women in the area. The study focuses on empowerment for rural women and involves activities such as vocational education and non-formal education programs. Evidence from the study suggests that the members of the research sample view themselves as victims of unemployment. Findings from the study suggest that these women are losing community status and they need to be helped to acquire a skill through non-formal training programs. The main implications of the findings are: There is a need for non-formal education and training programs in the area. There is a need for the community leaders to seek financial assistance from non-Govenmental Organisations (NGO's) so that these women can be trained and be self-employed.

This study was conducted with the purpose of evaluating American community colleges in order to consider their role in the provision of vocational-technical education with specific reference to the Eastern Free State. In order to achieve this, three research methodologies were engaged in. They comprised a documentary study relating to the nature and functioning of American community colleges and to the provision of vocational-technical education in South Africa, an on-site visit to an American community college for the purpose of conducting an in-depth study thereof as well as an empirical investigation undertaken in the Eastern Free State with the purpose of determining the need for the establishment of community colleges in the region. The documentary study of the American community college as well as the on-site visit to a typical American community college have revealed that these educational institutions have been particularly useful to individuals whose educational opportunities have been limited by a variety of circumstances by being plentiful, nearby, inexpensive, offering a variety of programmes and by adhering to an open-door admissions policy that imposes few entry requirements. It has also been revealed that American community colleges have a positive impact on those associated with them, namely, students, commerce and industry, universities and society in general. The documentary study relating to the provision of vocational-technical education in South Africa has revealed that in the past the provision of education in the country has been skewed in favour of the White population, which happened to be in the minority. As a result, the majority of citizens of the country either received little or no education at all. This has resulted in high levels of illiteracy, unemployment and poverty. It has also been found that corrective measures against this state of affairs are currently being undertaken. The empirical investigation undertaken in the Eastern Free State has found that the residents of the Eastern Free State are in favour of the establishment of community colleges in their region. The type of community college that is desired is one that will lead to the upliftment of the educational levels of its students and equip them with marketable skills. Based on the findings of this study, recommendations are made relating to the establishment of community colleges in the Eastern Free State. It has been found that there is no need for the establishment of community colleges alongside the already existing FET colleges in the Eastern Free State. Instead it is recommended that some of the features of American community colleges that have contributed to their success be adopted, adapted where necessary and be integrated into the FET college operating in the Eastern Free State. / Thesis (DPhil)--University of Pretoria, 2005. / Humanities Education / DPhil / Unrestricted

MEd / Department of Curriculum Studies

The following three articles in this dissertation challenge the current rationale of internationalization and makes the case for anew approach to internationalization within U.S. higher education. My first article delves deep into the rationale of internationalization in U.S. higher education over the years by way of U.S. study abroad. This analysis identifies and evaluates the multiple cause-and –effect relationships in a historical context in order to understand the origins that led to the expansion of internationalization efforts within U.S. higher education. My second article explores Mansilla and Gardner’s global consciousness framework as a viable solution to the issues that are currently plaguing internationalization efforts in U.S. higher education. I contend that the global consciousness framework provides an alternative approach to internationalization that is rooted in mindfulness rather than competiveness. Finally, my third article evaluates the impact of this proposed solution by examining how Doctorate of Veterinary Medicine students within the Purdue University College of Veterinary Medicine view their roles and careers in society after engaging with the global consciousness framework. Overall, these articles take a critical lens to our approach in preparing students for the global era.