The case study, presented in this report, is concerned with a particular form of adult education, namely, non-formal, adult Christian religious education - a form of education associated with local churches and which is provided by certain of them, usually on a parttime basis, throughout the year. More specifically, the case study examines the non-formal, adult Christian religious education provided by the Christian Life Ministries Training College, Freeway Park, Boksburg, in an attempt to answer the two overarching research questions, contained in the case, namely : "To what extent does the Christian religious education provided for adults by an apparently successful local church-based Bible school conform to the current theory and practice of this form of adult education, as discussed in the literature?" and "What factors are necessary for the successful establishment and continued existence of a local church-based Bible school on the Witwatersrand?" The research approach adopted was essentially qualitative, participative and collaborative in nature, and included three steps: Step one consisted of a literature review, to highlight the current thinking on non-formal adult Christian religious education at local church level. Step two consisted of the actual case study - the interviews, the surveys and the identification of important policy documents and action plans, to obtain the required information on the school, and step three consisted of an analysis and synthesis of the information thus obtained, in order to compare the findings with the theoretical model, provided by the literature review, and to answer in the process, the research questions referred to above. A review of the findings suggest that the school does, for the most part, compare fairly well to the current theory and practice of adult, Christian religious education and that it does owe its successful establishment and continued existence, in part, to the prevailing local conditions in the country. However, it does not appear to owe its establishment or continued existence to any prevailing local conditions on the Witwatersrand - none of which were identified in the research. After presenting the findings, the report concludes with summaries of the research approach and research findings, and with some final thoughts on the case study. It ends with some recommendations regarding the use of the findings and with suggestions for future research into the theory and practice of local church-based adult Christian religious education in a South African setting.

Under the auspices of a United Stated Department of Education National Workplace Literacy Program grant, the Columbia-Willamette Skill Builders, a community college consortium, developed a prototype workplace educator training program in 1994. The Skill Builders workplace educator training program was 9 months long and offered 90 hours of instruction, including a 20 to 40 hour workplace field experience. Twenty-six people completed the prototype program. This investigative study posed two research questions: 1. What can we learn by identifying and evaluating the critical elements in a prototype workplace educator training program? 2. What can be gleaned through this investigation that can be utilized to design a workplace educator training program? Workplace educator is a new term emerging from the field of workplace literacy. A workplace educator facilitates basic learning involving language and computation, as well as communication, teamwork, problem-solving, and decision-making. An examination of the pertinent literature identified five fields that impact on workplace education: workplace basics; training and development; workplace literacy and the contextual teaching approaches; current management theory with an emphasis on the high performance work organization; and workplace learning. The critical elements involved in the prototype program were identified through extensive inquiry using questionnaires, survey evaluation instruments, personal interviews, reports, journal review of the participants, and a focus group of Portland, Oregon, area employer representatives managing workplace education. The identified critical elements include an understanding of: (a) education in the workplace; (b) the characteristics of workplace educators; (c) workplace culture and organizational practices; (d) business/ education relationships; (e) the educational environment; (f) needs assessment/evaluation and assessment procedures; (g) workplace program design; (h) how to facilitate learning; (i) the development of communication skills for the workplace educator; (j) culture, class, and gender diversity in the workplace; and (k) appropriate uses of instructional technology. In addition, the data were examined through an evaluation research framework using the Stufflebeam (1983) CIPP (context, input, process, and products) model. The analysis showed that the program was highly satisfactory to the participants. The most important finding in this study is the need for workplace educators to fully understand the workplace. / Graduation date: 1995

Thesis (D. Min.)--Covenant Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 126-131).

Thesis (D. Min.)--Ashland Theological Seminary, 2007. / Abstract . Includes "An apologetic catechism for disciple development" in appendix. Description based on microfiche version record. Includes bibliographical references (leaves 129-131, 138-142).

Thesis (M.A.)--Catholic Theological Union at Chicago, 1999. / Vita. Includes bibliographical references (leaves [60]-61).

Thesis (D. Min.)--Catholic Theological Union at Chicago, 1999. / Includes abstract and vita. Includes bibliographical references (leaves 187-190).

Thesis (D. Min.)--Covenant Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 118-120).

Thesis (M.T.S.)--Catholic Theological Union at Chicago, 1988. / Vita. Includes bibliographical references (leaves 73-76).

Thesis (M.T.S.)--Catholic Theological Union at Chicago, 1989. / Vita. Includes bibliographical references (leaves v-vi).

Field Research Project (M.A.)--Cincinnati Christian University, 2007. / Abstract and vita. Includes bibliographical references (leaves 49-50, 55).