This thesis investigates how rural and remote communities in northeast Thailand harness information and communication technologies (ICTs) for community development and develops a new model of ICT-based lifelong learning centre for local communities. The main research questions are: 1. How to adapt ICTs to fit rural communities? 2. How to integrate ICTs into their lifestyle? 3. How to use ICTs to forge stronger ties within and between local communities? 4. How to develop ICTs in community-based lifelong learning centre? The objective of this research is to develop a model of ICT in community-based lifelong learning centers (CLC) that is suitable for northeast Thailand, and to propose policies for implementing ICTs in CLCs. This study used qualitative methodologies to explore the problem. Data collection took place in Thailand between April, 2005 to March, 2006. The fieldwork covered two communities in Krainun Village, Katharawichai District and Khok Yai Community Forest, Wapi Pathum District, Mahasarakham Province. The data collection procedures included using surveys and questionnaires to develop the research agenda with the target groups while focus group techniques were used as the main data-gathering instrument to further investigate their needs and develop the CLC model. Interviews, observations, workshops and study trips were needed for additional data. A triangulation approach was used to analyse the data from surveys, interviews, observations and discussions. The basic data from the surveys were categorised into four aspects: geographical data, public utilities, social data, and economic data. Using the issues-based analysis methodology, the qualitative data from the focus groups were analysed and interpreted and triangulation was applied to difference data sources. The recorded materials were transcribed and issues related to the research questions were identified. The next step focused on developing the CLC model which applied Knowles’ program development model for adult education and training. This focus on process is a distinguishing feature of this research and comprises the ‘new’ characteristic in the model presented. The study showed that the rural communities grasped the benefits of ICTs and through concrete situations, realised that ICTs could meet their needs. ICT learning activities using a hands-on practical approach motivated them to adapt and integrate ICT in their daily life. They applied their experiences to acquire new knowledge and technology. Their CLCs were developed based on a similar model of their understanding of, and motivation to use, ICT. The model of CLC in both communities is based on their needs, including the concept of establishing a CLC, CLC objectives, CLC management, implementation and evaluation.

This thesis investigates how rural and remote communities in northeast Thailand harness information and communication technologies (ICTs) for community development and develops a new model of ICT-based lifelong learning centre for local communities. The main research questions are: 1. How to adapt ICTs to fit rural communities? 2. How to integrate ICTs into their lifestyle? 3. How to use ICTs to forge stronger ties within and between local communities? 4. How to develop ICTs in community-based lifelong learning centre? The objective of this research is to develop a model of ICT in community-based lifelong learning centers (CLC) that is suitable for northeast Thailand, and to propose policies for implementing ICTs in CLCs. This study used qualitative methodologies to explore the problem. Data collection took place in Thailand between April, 2005 to March, 2006. The fieldwork covered two communities in Krainun Village, Katharawichai District and Khok Yai Community Forest, Wapi Pathum District, Mahasarakham Province. The data collection procedures included using surveys and questionnaires to develop the research agenda with the target groups while focus group techniques were used as the main data-gathering instrument to further investigate their needs and develop the CLC model. Interviews, observations, workshops and study trips were needed for additional data. A triangulation approach was used to analyse the data from surveys, interviews, observations and discussions. The basic data from the surveys were categorised into four aspects: geographical data, public utilities, social data, and economic data. Using the issues-based analysis methodology, the qualitative data from the focus groups were analysed and interpreted and triangulation was applied to difference data sources. The recorded materials were transcribed and issues related to the research questions were identified. The next step focused on developing the CLC model which applied Knowles’ program development model for adult education and training. This focus on process is a distinguishing feature of this research and comprises the ‘new’ characteristic in the model presented. The study showed that the rural communities grasped the benefits of ICTs and through concrete situations, realised that ICTs could meet their needs. ICT learning activities using a hands-on practical approach motivated them to adapt and integrate ICT in their daily life. They applied their experiences to acquire new knowledge and technology. Their CLCs were developed based on a similar model of their understanding of, and motivation to use, ICT. The model of CLC in both communities is based on their needs, including the concept of establishing a CLC, CLC objectives, CLC management, implementation and evaluation.

Adult education and training centres, known as Public Adult Learning Centres were managed by the Department of Basic Education until 31st March 2015. On the 1st April 2015, Public Adult Learning Centres were transferred to the Department of Higher Education and Training and changed to Community Learning Centres (CLCs). The educators were not trained, coached or prepared for the transition. This inquiry explores transition through management change: the experiences of Community Learning Centre educators from basic education to Higher Education. This study was conducted by employing the qualitative approach using an interpretive paradigm and multiple case study design. Kurt Lewin’s (1951) three stage theory was used as theoretical framework to assist me in bringing theory and practice together to understand the educators’ experiences from their individual meaning and understanding of the transition. The data collection strategies, namely, in-depth face-to-face semi-structured interviews with educators and centre managers were employed. Document analysis was also used to probe the opinions and views of the educators and centre managers. The sample comprised multiple case studies of four CLCs in the Tshwane South District. The main purpose of the study was to find out how educators and centre managers of CLCs understand, respond and manage the transitioning through management change from the Department of Basic Education to the Department of Higher Education and Training and to highlight the views and opinions of educators and centre managers regarding the transition. The study attempted to further assist educators, centre managers, Community Education and Training College principal and the Department of Higher Education and Training to effectively implement and manage the implemented change or transition under study as well as any transition that may be effected in future. The study found that educators and centre managers are battling to deal with the transitioning through management change in Community Learning Centres. Educators and centre managers are confused, depressed and fear the loss of their jobs due to the introduction of hard skills learning areas as they are not trained to offer those skills. In the light of the findings, the study recommends that Community Education and Training Colleges and the Department of Higher Education and Training should address and support CLCs with physical and financial resources for them to be effective and functional. Educators and centre managers’ challenges and concerns should be addressed accordingly to eliminate fears and reduce animosity amongst staff members. / Dissertation (MEd)--University of Pretoria, 2019. / Early Childhood Education / MEd / Unrestricted

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Literature suggests that post-literacy (PL) is a seriously under-researched field in most African countries including South Africa. From the literature, it also became evident that, if PL is not viewed as a government priority, a gap will continue to exist between what PL programmes offer, and what the newly literate adults may need. Various authors emphasise the importance of PL to prevent relapsing into illiteracy, the applicability of PL in enhancing everyday private and occupational life, as well as the potential contribution of PL to poverty reduction, social, economic and political development and in sustaining communities. The aim of this study was to identify the PL perceptions of newly literate adults in the PL programme at the Simondium Community Learning Centre (SCLC) in the Western Cape of South Africa. A basic qualitative research approach to collect data was undertaken. During the data production ten semi-structured interviews were conducted, with the individual participant as the unit of analysis. All interviews were recorded digitally (using a tape recorder) and transcribed verbatim. Data analysis was done using the HyperQual computer programme to identify, retrieve, isolate and regroup data. The results and conclusions of data based on the literature studied and findings of the study indicate a learner-centred PL programme is required which focuses mainly on non-formal and vocational programmes for sustaining communities and economic development. / AFRIKAANSE OPSOMMING: Literatuur dui daarop dat nágeletterdheid (NG) is ’n ernstig onder nagevorsde gebied in die meeste Afrika-lande wat Suid Afrika insluit. Vanuit die literatuur het dit duidelik geblyk dat, as die regering nie NG as 'n prioriteit beskou nie, 'n gaping sal bly voortbestaan tussen dit wat nuutgelettterde volwassenes moontlik kan benodig en dit wat die program bied. Verskeie skrywers benadruk die belangrikheid van NG om 'n terugval na ongeletterdheid te voorkom, die toepaslikheid van NG om alledaagse private en beroepslewe te bevorder, asook NG se potensiële bydrae tot armoedeverligting, maatskaplike, ekonomiese en politieke ontwikkeling en by die volhoubaarheid van gemeenskappe. Die doel van hierdie studie was om die NGpersepsies van nuutgeletterde volwassenes in die NG-program by die Simondium Gemeenskapleersentrum (SGLS) in die Wes-Kaap van Suid-Afrika te identifiseer. ’n Basiese kwalitatiewe navorsingsbenadering is gebruik om data te versamel. Tydens die data versameling is tien semi-gestruktureerde onderhoude gebruik met die individuele deelnemer as die eenheid van analise. Alle onderhoude is digitaal deur 'n bandopnemer opgeneem en verbatim getranskribeer. Data-analise is gedoen deur gebruik te maak van die HyperQual-rekenaarprogram om data te identifiseer, te herroep, te isoleer en te hergroepeer. Die resultate en opsommings van data gabaseer op literatuur wat bestudeer is en die bevindinge van die studie, dui aan dat 'n leerder-gesentreerde NG program wat hoofsaaklik fokus op nie-formele en beroepsgerigte programme vir die volhoubaarheid van gemeenskappe en ekonomiese ontwikkeling, mag nodig wees binne die bestudeerde konteks.

This project outlines the design proposal for an alternative public high school in Toronto, Ontario. For this project the school is re-imagined as a Community Learning Centre. The goal of the Community Centre model is to foster life-long learning in young people which can occur when space emphasizes social interaction, citizenship, and life long learning. The design of the Community Learning Centre is an attempt to align educational priorities with design, to create learning environments that best suit the needs of the users. The focus of the project, is on places between the classrooms where there is opportunity for informal learning to take place. The term schoolscapes is use to describe these spaces. They include all of the places between classrooms and are a way of reimaging the corridors as active, lively and engaging spaces. To support and expand on the idea of schoolscapes, how the environment impacts people and learning, the shifting values in education, and how public space can be related to school interiors, have been investigated. The work of Prakash Nair, Annalise Gehling and Herman Hertzberger, on school design and its correlation to public space have been extremely influential for this project, as has the work of Jan Ghel on lively city spaces. Jan Ghel identifies key features of good public space that can provide the foundation for the design of informal learning spaces. The writing of Nair, Gehling and Hertzberger will be used to support how these characteristics can be applied to the learning environment. The design of the Community Learning Centre explores how the ideals imbedded in public space can be carried over to the interior of a learning environment.

This project outlines the design proposal for an alternative public high school in Toronto, Ontario. For this project the school is re-imagined as a Community Learning Centre. The goal of the Community Centre model is to foster life-long learning in young people which can occur when space emphasizes social interaction, citizenship, and life long learning. The design of the Community Learning Centre is an attempt to align educational priorities with design, to create learning environments that best suit the needs of the users. The focus of the project, is on places between the classrooms where there is opportunity for informal learning to take place. The term schoolscapes is use to describe these spaces. They include all of the places between classrooms and are a way of reimaging the corridors as active, lively and engaging spaces. To support and expand on the idea of schoolscapes, how the environment impacts people and learning, the shifting values in education, and how public space can be related to school interiors, have been investigated. The work of Prakash Nair, Annalise Gehling and Herman Hertzberger, on school design and its correlation to public space have been extremely influential for this project, as has the work of Jan Ghel on lively city spaces. Jan Ghel identifies key features of good public space that can provide the foundation for the design of informal learning spaces. The writing of Nair, Gehling and Hertzberger will be used to support how these characteristics can be applied to the learning environment. The design of the Community Learning Centre explores how the ideals imbedded in public space can be carried over to the interior of a learning environment.