The purpose of this study was to investigate concepts of experiential learning theory in Lesotho. Common practice in the Certificate Program in Adult Education reflected a gap between theory and practice in teaching and learning with too much reliance on the lecture method. This study's aims were (a) to find out how people in Lesotho understand experiential learning principles like experience, freedom, democracy, and equality; (b) to explore how people would support implementation of experiential learning approaches like collaborative learning, cooperative learning, service learning, role plays, drama, simulations, and credit for prior learning assessment; (c) to find out what would be the barriers and the possibilities in integrating or implementing experiential learning approaches. Qualitative research methods such as intensive interviews, class observation, focus group, and a literature review were used to collect data. Structured open-ended grand tour questions guided the interviews. The population in the study consisted of twenty-two participants: four administrators from the Institute of Extra Mural Studies, six lecturers who taught the Certificate Program, six students, and six employers. The analysis and interpretation followed a thematic approach. There were three findings. First, the concept of experiential learning as used by Dewey and his followers in higher education was new to most people that were interviewed. The meanings that Dewey gave to the concepts of democracy, freedom, and equality are different from the meanings Basotho people give to these concepts because, to them, authority and responsibility are attached to the concepts. Second, experiential learning techniques like collaborative learning, role-play, and drama can be more fully developed in the learning and teaching process in Lesotho. Third, barriers to implementing experiential learning practices include the rigid structure of the current Certificate Program, the bureaucracy of the University, and the working relations between the University and the Basotho Community. In conclusion, the study recommended that needs assessment be undertaken; service learning be tried out first; and the Credit for Prior Learning Assessment be piloted on an experimental basis.

The purpose of this study was to explore the meaning participants made of a two and half year long participatory action research and adult education project, the Changes Project. Participating partners in the project were five adult basic education programs including a literacy program, two ESOL programs, a workplace education program and a college transition program. Project participants researched key issues impacting their learning needs and goals, and these included: Welfare Reform, Immigration Reform and the changing workplace. Participants in this study were ten adults from four of the adult basic education programs, and four adult educators who coordinated the program-based research teams. This was a qualitative study and the primary method used for data collection was phenomenological in-depth interviews. In order to be positive, contributing members of their communities and of society, adults must be active participants in making the decisions that affect their lives. A healthy and just society, a rich plurality, is one in which all of its members are participants in its creation. Many adults enrolled in adult basic education programs, however, feel outside, on the margins, and that they are not a part of these decisions. How can educational programs that serve adults support them in becoming more active participants? How can we create educational spaces that will help people who have historically been silenced or marginalized to develop their feelings of confidence, power and ability? This study explores these questions. In addition, this dissertation explores the tensions inherent in implementing and facilitating a participatory process. What does participatory mean? What does it look like? How do you facilitate a participatory process? This study also looks at the experience of the adult educators who participated in this project, believing that we cannot talk about educational change without also looking at teacher change. The results and recommendations emerging from this study are relevant for adult educators, participatory researchers, policy makers and activists engaged in legislation and action related to Welfare Reform, Immigration Reform, the changing workplace, and adult education.

This study examines how teaching about the law complements the work of legal services programs for the poor, how Community Legal Education (CLE) has been designed and implemented, what problems have programs faced implementing CLE, and what solutions have been proposed to overcome those problems. This study traces the historical foundations and development of CLE within the Legal Services Corporation (LSC). It also examines organizational characteristics of 62 legal services programs with identifiable CLE components and describes how three programs have successfully integrated CLE into their work. Finally, it sets forth a series of recommendations for the LSC and local programs to research and develop CLE as a complementary service component. This study indicates that CLE is not well understood by many persons employed in legal services and that such misunderstanding may be attributed to the plurality of CLE functions. The study also found that CLE functions include eradicating legal illiteracy, providing alternatives to individual case aid, acting as a complementary strategy to law reform work, insuring that the program remains accountable to clients, and promoting client involvement to insure the program's political survival. This study reveals that while CLE was one of the original service modalities for legal services programs, it has not been considered important enough to develop on a large scale. Four major obstacles to the implementation of CLE have been identified: (a) inadequate criteria to test CLE effectiveness, (b) LSC dependence on clients for political protection, (c) reliance on attorneys to design and implement CLE, and (d) the limitations inherent in assisting large numbers of clients on an individual basis. The study concludes that CLE can be an effective service if integrated into the LSC structure and made a part of other LSC activities.

Abstract not available

A descriptive study which examines the contextual environment of the indigenous entrepreneur in Botswana, the formal small-scale business community and the training and non-training needs of this subgroup of adults needing assistance in business promotion. Data was collected on a sample of 158 businesses situated in six towns and villages throughout Botswana. Several kinds of data were used including information from questionnaires, interviews, government statistics and published secondary sources. The study is divided into four parts. Part I includes a review of literature pertaining to the concept of the "entrepreneur," theories of entrepreneurial supply and demand, and the relevance of these theories to entrepreneurial development in Botswana. Part II includes a description of the changing social, political and economic context in which the study takes place, and a discussion of the development of trade and entrepreneurial activity in Botswana. Part III consists of a discussion of the theoretical context of the study, methodology, characteristics of the sample population, and the findings of the study at the group and individual levels. Part IV includes the conclusions and policy recommendations of the study. The findings of the study indicate that indigenous entrepreneurs have higher than average educational levels and have had previous work experiences which have facilitated their business activity. Indigenous entrepreneurs have underutilized business management training and technical assistance opportunities made available by government and are generally hampered in the development and promotion of their business activities due to variables unrelated to training.

For human beings, consciousness has both an illusory function and a critical function. The illusory function allows us to see rocks, trees, sky, animals, other humans instead of a constantly changing fluctuation of subatomic particles. While important in helping us adapt to our environment (and in evolution), the illusory function causes us to see what we expect to see, to think what we are used to thinking, to be habitually reactive rather than creative. The critical function, on the other hand, can help us to break out of habit, to be aware of the whole picture by looking for the unexpected and thinking in new ways. For most of us the critical function is overwhelmed by the illusory function as a result of living in social systems which are not self-conscious. The underdevelopment of critical consciousness in today's societies, both industrialized and industrializing, has led to the atrophy of the individual's self-conscious capacity to choose and, subsequently, to the relinquishing of decision-making power at both the personal and political levels. The study proposes that the development of critical consciousness requires the self-conscious capacity to choose, and that self-consciousness depends upon the training and use of our innate intuitive capacity. Further, the study presents physiological evidence for the role of intuition in developing the critical function of consciousness. Chapter II describes the need for a new paradigm within which to understand this aspect of consciousness which has remained "hidden." Chapter III emphasizes those aspects of brain physiology which underlie our intuitive capacity. Chapter IV describes how it is possible for us to become more self-conscious about our thought and action through training this capacity. Finally, specific skills in introspection are described for use in educational settings.

Environmental perception data contributes significantly to planning and design decisions. This research samples a broad range of environmental perception variables that explore the cognitive, affective and behavioral dimensions of human relationships to the environment. These relationships are held in the mind and are reflected by evolving knowledge, attitudes, fears and expectations. Although mental images and response to the environment vary among individuals, a distinctive local character may be discerned. The goal of this research is to analyze environmental perceptions and behavior in order to identify planning and design considerations to aid regional hydro-electric development. Three critical microwatersheds of the Guanare-Masparro hydro-electric project in the Venezuelan Andes were selected as test sites. A random sampling of dwellings yielded 318 interviews. The survey instrument was administered by a team of six trained Venezuelan forestry students and the project director. Survey information was organized into the following nine categories of variables: demographic, economic, agricultural economic, agricultural, agricultural knowledge and perception, environmental knowledge and behavior, environmental perception, social and psycho-cultural. Analysis of the data focuses on four main research issues: (1) a self-defined needs analysis of inhabitants which reveals expectations for development; (2) environmental perception data concerning fauna, forest, soils, climate, and water; (3) the interrelationship of environmental quality perception and objectively measured environmental conditions; and (4) development and educational guidelines that incorporate the needs and perception of learners.

The purpose of this dissertation is twofold. First, it seeks to substantiate the inclusion of spiritual ideals within the planning and development of non-formal education programs. As such, the review of the literature will also develop a rationale. This rationale is a philosophical and historical investigation of the central premises of formal education and the development of an alternative philosophical foundation more relevant to the problems of rural development. It proposes that the central dilemma of the modern epoch is a confusion of first principles; that human affairs and the systems designed to serve them have been impoverished by the wholesale application of a reductionist paradigm. This paradigm works extremely well for the physical sciences, but is wholly inadequate when applied to human affairs. The humanitarian ideal as enunciated by Socrates and Plato is suggested as a much more appropriate paradigm for human service systems. The second purpose of the dissertation is the development of some initial educational materials and strategies that could symbolize spiritual concepts in a way which would permit dialogue with a non-literate population. A developmental project operationalizing the theoretical premises outlined in the rationale is initiated. This project involves the selection of a rural, non-literate population and develops symbolical vehicles and educational strategies designed to disseminate these concepts to this population. This will primarily involve the development of a booklet of visual analogies. The target populations are selected communities in South Carolina and Georgia comprised of members of the Baha'(')i Faith, a worldwide, independent religion. The planned methodology is described in Chapter III. However, what emerges from the project's development is something quite different from what was anticipated at the outset. The "emergent outcomes" enable the author to critique the value of empirical models of evaluation within non-formal settings. This critique and the results of the evaluation are contained within Chapter V. The dissertation concludes by suggesting possible approaches to evaluation and program structure which are more consonant with the philosophical premises enshrined in the humanitarian ideal.

This study describes an effective work/study educational model that was conducted by one urban school. This historical study is an effort to develop a framework and a process by which an effective educational option, The Boston High Program, could be regenerated and implemented within urban high schools and in the Boston Public Schools. This program was a viable approach as an intervention program for at-risk pupils. Explicitly, this study attempted to posit the notion that alternative work/study programs are working and present a viable means of strategy for at-risk prevention and intervention. Though programs that this study examined have been labeled differently and suggest some variations in structure and format, this research argues that work/study alternatives are useful and adaptable to urban high schools. Alternative work/study programs however, cannot be perceived to be a panacea for the at-risk pupil problem. The need for alternative work/study programs in urban schools exists because of the high dropout rates and the lack of prevention and crisis intervention programs. Findings of this historical account of Boston High concluded five factors that were necessary for a successful work/study program for at-risk students. These are: (1) An effective alternative work/study program must have dedicated, kind, caring professional leadership and staff. (2) The work/study component must offer career level positions, not entry level. (3) The work/study curriculum must be the collaborate effort of the private industry, the community, the mayor and the social leaders of the community. (4) The alternative program must work to restore the at-risk student's self-esteem through achievement and the work experience. (5) A successful work/study program for at-risk students must be able to retain and graduate its students. An elaboration of these factors using supportive data form the basis of this dissertation study. (Abstract shortened with permission of author.)

The purpose of this study was to describe and analyze the process of networking in two intentionally created social networks. It sought to describe the core characteristics associated with networking and analyze how networking functions as a social resource generation strategy for adults dealing with personal growth and/or social change. This study utilized a transformational frame of reference to focus the investigation. The literature suggests that transformationalists view networking as an action oriented change strategy which can be used to accomplish an array of personal and group goals. A theoretical rationale was presented to support the assumption that networks and networking are effective vehicles for personal and social transformation. It asserted that networks and networking emerge out of and are a reflection of a new paradigm or worldview. It demonstrated that the characteristics of networks and networking are a manifestation of the propositions inherent in the new paradigm and therefore can be appropriately viewed as vehicles for personal and social transformation. Qualitative research theories and methods were used to conduct two case studies of social networks which were intentionally created to assist adults dealing with some aspect of personal growth and/or social change. The findings indicated that networking can be typified by three core characteristics: connectedness, communication, and cooperation. Networking, in these settings, served four fundamental functions. It provided access to information and potential sources of power and influence, promoted psychological support, provided assistance with problem solving, and enhanced community effectiveness. A comparison of the findings from each of the cases also indicated important differences in the characterization and functions of networking between the two settings. One of the conclusions drawn from this study is that while generic characteristics and potential functions are identified, how and to what extent they became operationalized were effected by various contextual factors, most notably the purpose and structure of the network.