This study examines the contradictions of the reproduction of, and resistance to, relations of inequality in the Hamilton Worker Education Centre. Data were collected through participant observation at an instructors' training session, through in-depth interviews with instructors, staff members and sponsors of the programme and through a content analysis of the curriculum. The focus of my research was two-fold. One was the way in which the practices in the programme contributed to the re-creation of gender, race and class relations. The other focus was the way in which resistance to these relations occurred and was facilitated through a form of popular education. It is through this study that the inherent contradictions in this workplace literacy/English language programme become clear. / Thesis / Master of Arts (MA)

The role played by Schoemansdal Environmental Education Centre (SEEC) in the development of environmental awareness to its neighbouring schools has been established, described and explored. Schoemansdal's role was evaluated in relation to what other environmental education centers around the world are doing as strategies of developing environmental awareness to their neighbouring schools and communities. Schoemansdal Environmental Education Centre acted as a case study and its findings are supplemented by valuable data from seventeen schools, which were selected in the Zoutpansberg West Circuit by the researcher. The sole aim was to enhance information gathered at Schoemansdal EEC with regard to its role of making the neighbouring schools aware of environmental issues. Although the research question has been adequately explored, the study does not claim to be exhaustive and without limitations. The recommendations made by the study, based on the findings will be of value to environmental officers, environmental educationists, teachers and education policy makers involved with EE implementation in formal education. / Educational Studies / M. Ed.(Environmental Education)

Thesis (M.Ed.) (Adult Education) --University of Limpopo, 2010. / This report is a description of a research carried out at Hlatlolang ABET Centre, which is located at Makotse village, a rural area in the Limpopo Province. The research was conducted with the aim of investigating the problems affecting sustainability of income-generating projects at Hlatlolang ABET centre. In order to achieve the aim outlined above; I formulated the following main research question: • What are the problems affecting the sustainability of income-generating projects at Hlatlolang ABET centre? I decided to undertake an exploratory and evaluative study in order to answer the question outlined above. I wanted to understand the kinds of problems affecting sustainability of income-generating project at Hlatlolang ABET centre. The intention of this study was to investigate the problems affecting the sustainability of income-generating project at Hlatlolang ABET centre. I investigated the aims and objectives of introducing and incepting the project and how much they achieved as was envisaged. In the introduction and background of my study I tried to outline the factors that might have led to poverty such as delivering of basic services to the people creating jobs and others. To direct this study, I wrote the research questions concerning the sustainability of the income-generating project at Hlatlolang ABET centre at Makotse village. I briefly stated the scope of this study before I concluded the chapter. In chapter 2; I formulated assumptions about factors that could be affecting the sustainability of income-generating project at Hlatlolang ABET centre. After I conducted exploratory interviews with the respondents, the following were identified as possible factors that could be affecting the sustainability of income-generating project at Hlatlolang ABET centre: ignorance, shortage of training/skills to run the project, illiteracy, lack of sense of ownership and lack or insufficient needs analysis done. The definition of key concepts is given. The defined concepts are: sustainability, income-generating projects, poverty, and illiteracy and ABET. Finally I concluded the chapter by outlining what transpired in theoretical framework. In chapter 3, I stated the instruments which I used to collect data from various role players in different phases of data collection. In this chapter there is an explanation of how data collected from different phases was analysed using qualitative data analysis method. In my conclusion I discussed my main learning areas as well as the difficulties that were encountered during the research process. Chapter 4 is about the findings of the study. An overview of where the study takes place, the description of the project and its programmes are clarified. I made an explanation of a link between key concepts and critical factors. These critical factors were identified as possible problematic areas that could be affecting the sustainability of income-generating project Hlatlolang ABET centre. There is a report about the findings made from the critical factors before the chapter could be concluded. In chapter 5; there is an integration of information from the previous chapters where the problems affecting the sustainability of income-generating project at Hlatlolang ABET centre are integrated. This chapter is about the conclusion and recommendations about the problems affecting sustainability of the income-generating project Hlatlolang ABET centre. I concluded the chapter by mentioning issues that need to be further researched particularly the ones that will increase sustainability of the income generating projects for poverty to be eradicated. / Not listed

The objectives of the study were to examine the Life Experience curriculum, level 3-4, in terms of the teachers, students and problems encountered in the course presentation at the adult school of the North Eastern Regional Non-formal Education Centre: Tools used in the study are :- (1) questionnaires seeking the expectations of the twenty-seven centre staff (2) questionnaires seeking attitudes and desires of eighty-two students in the classes studied (3) observation of four Life-Experience classes (4) interviews with five teachers of Life-Experience classes and thirty-one students. Important findings include the following :- Both student attendance and staff enthusiasm were high, The syllabus was seen as suitable in length and level of difficulty by both staff and students, even though the level of performance (as measured by examination) varied widely across courses and between students. Students asked for a flexible component to meet localised needs as well as the core curriculum. The objectives of the classes were for students who had had no chance to continue their formal studies to gain knowledge, attitudes, skills and culture needed for their daily occupation. Students requested more information on foreign geography, biographies on important Thai figures, and the economic and political situation in Thailand. Skills which were learnt and applied included food preservation, house maintenance, hygiene, use of legal procedures such as traffic controls and loans, family planning and Buddhist moral codes. Attitudes which it was considered appropriate to develop were symbolised by the 'Knit-pen man' who is a good citizen, rational problem solver, diligent, patient and a supporter of national goals. Changes requested by students for the courses included more time for class discussion, a wide range of textbooks to be available, and field trips to broaden their experience. Changes indicated by staff and student responses were a greater emphasis on changes in behaviour with regard to food preparation and hygiene, more thorough and reflexive evaluation to develop adequate levels of knowledge, allowance for the considerable personal difficulties of the adult students attending classes, and supply of a greater range of teaching resources.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2002. / Abstract. Includes bibliographical references (leaves 144-149).

Limited research has been done on naps, particularly in early childhood education centres (ECECs). The present study followed a study by Torok (2009) with sleep-disturbed infants in ECECs. The objective of the current study was to examine the quality of naps in infants described as “typical sleepers” across two settings: the home and the early childhood education centre (ECEC). Two males and two females, ranging in age from 15- to 17-months contributed to four case studies. These were: i) an infant transitioning to the ECEC; ii) and iii) infants described as “settled” in an ECEC; and iv) an infant reported to have sleeping difficulties at home after the occurrence of a major earthquake. Observations from digital recordings were coded to determine sleep states and patterns. The findings across each case study were: i) naps varied in both settings during the infant’s transition to an ECEC but settled in both settings once the infant was “settled” at the ECEC; ii) naps tended to be consistent across both settings in the “typical sleepers” who were settled at the ECEC; and iii) naps at home were varied in the infant reported to have reacted to the earthquake while her naps at the ECEC were consistent. Overall findings suggested that total nap periods tended to be longer at home, sleep efficiency tended to be higher at the ECEC, and that participants tended to engage in more active sleep than quiet sleep. Caregiver presence was a major difference between the home and ECEC setting. This study demonstrated differences and similarities across both settings with infants described as “typical sleepers”. This is an important area due to the increasing number of infants attending ECECs (Statistics NZ, 2010). Several directions for future research have been presented.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2002. / Abstract. Includes bibliographical references (leaves 144-149).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2002. / Abstract. Includes bibliographical references (leaves 144-149).

The role played by Schoemansdal Environmental Education Centre (SEEC) in the development of environmental awareness to its neighbouring schools has been established, described and explored. Schoemansdal's role was evaluated in relation to what other environmental education centers around the world are doing as strategies of developing environmental awareness to their neighbouring schools and communities. Schoemansdal Environmental Education Centre acted as a case study and its findings are supplemented by valuable data from seventeen schools, which were selected in the Zoutpansberg West Circuit by the researcher. The sole aim was to enhance information gathered at Schoemansdal EEC with regard to its role of making the neighbouring schools aware of environmental issues. Although the research question has been adequately explored, the study does not claim to be exhaustive and without limitations. The recommendations made by the study, based on the findings will be of value to environmental officers, environmental educationists, teachers and education policy makers involved with EE implementation in formal education. / Educational Studies / M. Ed.(Environmental Education)

The thesis is the result of four years' work in mathematical education in Papua New Guinea. The first two years were spent in setting up a new Mathematics Education Centre at the University of Technology, Lae. A broad brief enabled the author to seek out the most crucial needs for the country and these appeared to lie in the area of basic number skills. Assessments of the situation and contributions to a changing attitude are described. This part of the thesis concludes with a critique of the role of a Mathematics Education Centre in a Third World country. The work had led to a conclusion that one of the priorities in mathematical education for the country lay in some form of adult numeracy campaign. At the same time the Department of Commerce had identified 'numeracy' as one of the prime needs for successful business development in Papua New Guinea. The author was therefore invited to spend a further two years in seeking to resolve this problem. The cheap long-life battery calculator became available at this point in time and provided the means for a possible solution. Its potential was appreciated and a grant was given from the Prime Minister's Nonformal Education Sectoral Fund to enable the author to research into ·the possibilities of adult numeracy teaching in the villages where 85% of the population lives. Detailed reports of the eighteen field tours undertaken are included in an appendix, together with some of the material specifically developed for the purpose. In this thesis the problems of organising an adult numeracy campaign in a country with poor communications and a limited budget are also considered. The thesis concludes with an attempt to identify the new style of teaching that will be required when a realistic use of the calculator is accepted as a normal part of the post-secondary and non-formal education system. This new style is seen to iriclude elements of the number skill teaching that was the prime concern of the first two years. References are made to the relatively few attempts to. teach adult numeracy in the Third World and also to some attempts in the developed world to meet the challenge presented by the incorporation of the calculator into the formal system of education.