Schools are one of the major services present in many rural communities in South Africa. Whole school development requires a broad set of participants, and a shared vision of what the school should be like in the future, looking at the whole system and not just the parts and the interaction between all parts. The shift in school development is from a deficiency-based model to a capacity building model. The research question is: What are the educational needs and assets of a primary school in a rural community in the Greater Sekhukhune District? The study is action research, a qualitative ethnographic study using a descriptive case study. Within the Emancipatory Action Research Model, the community action planning workshops were implemented for data collection using semi-structured interviews, silent observations and note-taking (all data were audiotaped). Data were analysed inductively which implied that data were transcribed, coded, categorised, and analysed. Findings reflect the educational needs and assets, and the community education programme. Twelve indicators of effective school-family-community partnership were identified and served as guidelines to develop the community education programme. A Logic Model of programme development was applied to design the identified school-family-community partnership programme. / Dissertation (M.Ed (Education for Community Building))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

Thesis (M.Ed. (Community and Continuing Education)) -- University of Limpopo, 2017 / The study outlines the research carried at Sebayeng Public Adult Learning Centre (PALC) in the Limpopo Province. The aim of this study is to identify the educational needs and assets of illiterate women at Sebayeng PALC. The main research question was: What are the educational needs and assets of illiterate women at Sebayeng PALC? This study employed the qualitative research method to explore the educational needs and assets of the illiterate women at Sebayeng PALC. This study employed a case study design to gain insight into the challenges and strengths of illiterate women at Sebayeng PALC. The research participants were purposefully sampled due to the importance of their shared experiences and opinions in answering the interview questions for the purpose of triangulation. The data was collected by means of analysis of documents, semi-structured interviews and observation. The research data was analysed inductively. The findings of the study indicate that the illiterate women appreciate the value of Adult Basic Education and Training (ABET) offered by Sebayeng PALC. Apart from the participants commending their spouses for rendering moral and financial support, they also appealed to the Department of Basic Education (DBE) to introduce ABET Level 4 course. The illiterate women preferred ABET Level 4 course because it is deemed to have more credits that open up learners for further training opportunities at tertiary institutions. Based on the findings of this study, it is recommended that the DBE provide further budgetary support to improve the centre’s operating and financial leverage. In addition, an empowerment programme to improve the quality of teaching and learning to illiterate women at Sebayeng PALC has also been recommended.