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Problems of adult learners in adult basic education : a psycho-educational perspectiveMkhwanazi, Samson Qedusizi Nicholas 06 1900 (has links)
This study investigated the physical affective, cognitive and volitional problems of the learner in adult basic education (ABE) with reference to the learner's relationship towards the tutor, the learning content, the self, and family and friends.
The research design provided for a literature study of ABE in South Africa, as well as the personhood and relationships of the ABE learner. This was done to arrive at a research hypothesis concerning the relative impact of various categories of problems on the ABE learner.
The empirical summary had both quantitative and qualitative components. It was found that ABE learners are influenced by the following factors, listed in order of impact: affective problems; cognitive problems; problems related to the learning content, physical problems and problems related to family and friends. Positive fmdings were that volitional problems and problems related to tutors were relatively less significant.
In its recommendations the study emphasises the crucial role of, and need for professionally trained adult basic educators who can deal effectively with the personal and contextual problems of ABE learners. Moreover, the typical perseverance of ABE learners demands the establishment of excellent and responsive infrastructure for ABE provision, inter alia in provincial education departments. / Psychology of Education / M. Ed. (Psychology of Education)
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The role of technikons with regard to social and economic upliftment of communities, with reference to the Eastern Cape TechnikonMoodly, Adele Leah 08 1900 (has links)
Technikons were established in order to meet the need for skilled
labour in the field of Engineering and Technology. Yet, within
the Transkei it is found that there is a greater need for
literacy training as a means of contributing to social and
economic upliftment as technological advancement cannot take
place within an illiterate society.
As the Eastern Cape Technikon is based within the Transkei, a
challenge is put to this institution to meet the needs of its
surrounding community. Thus besides providing technologically
-orientated education, the question is put as to how the
Technikon could address illiteracy in the area.
A study of countries which have addressed these issues is made
and an investigation into the problem within the area is carried
out. Based on conclusions drawn from these, recommendations are
made.
These do not necessarily pertain to all technikons but can be
considered when approaching the issue of literacy/illiteracy . / Educational Studies / M. Ed. (Comparative Education)
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An analytical perspective on language learning in adult basic education and training programmesVaccarino, Franco Angelo 01 1900 (has links)
The Directorate of Adult Education and Training of the national Department of Education
views Adult Basic Education and Training (ABET) not merely as literacy, but as the general
conceptual foundation towards lifelong learning and development. This includes knowledge,
skills, and attitudes which are needed for social, economic and political participation and
transformation. These skills will assist learners in becoming more active participants in their
communities, their workplaces and contribute towards the development of South Africa.
This study aims to examine whether ABET programmes prepare learners to acquire the
language which is needed to achieve this objective. It falls within one of the eight learning
areas defined by the National Qualifications Framework (NQF), namely the language,
literacy and communication learning area. In order to research the effectiveness of learning
within this area, it is important to analyse the interaction which takes place within a
classroom; the type of questions both educators and learners ask; the type of errors learners
make in the classroom; and how the educators treat these errors. What is also of paramount
importance is whether the language skills learnt in the classroom are transferred to outside
the classroom.
To examme this, various authors' views on classroom interaction; questions; errors;
treatment of errors; and evaluating the effectiveness of learning are presented. Instruments
were designed to analyse these aspects within an ABET programme, and include:
• the framework used to undertake the classroom interaction analysis,
• the instrument used to explore the type of questions educators and learners ask in
the classroom,
• how an error analysis is used to identify typical learners' errors which occur
frequently,
• the methodology used to uncover how educators treat their learners' errors, and
• the various stakeholders' questionnaires which were used to ascertain the
effectiveness of learning at an ABET Centre.
The research findings are presented and interpreted in order to provide recommendations for
the development of language learning and teaching within the ABET field. The findings also
gave rise to recommendations for classroom practices for ABET educators, and particularly
the need for educator training and development. Recommendations for curriculum designers
of ABET materials are also presented. / Educational Studies / D. Ed. (Philosophy of Education)
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An analytical perspective on language learning in adult basic education and training programmesVaccarino, Franco Angelo 01 1900 (has links)
The Directorate of Adult Education and Training of the national Department of Education
views Adult Basic Education and Training (ABET) not merely as literacy, but as the general
conceptual foundation towards lifelong learning and development. This includes knowledge,
skills, and attitudes which are needed for social, economic and political participation and
transformation. These skills will assist learners in becoming more active participants in their
communities, their workplaces and contribute towards the development of South Africa.
This study aims to examine whether ABET programmes prepare learners to acquire the
language which is needed to achieve this objective. It falls within one of the eight learning
areas defined by the National Qualifications Framework (NQF), namely the language,
literacy and communication learning area. In order to research the effectiveness of learning
within this area, it is important to analyse the interaction which takes place within a
classroom; the type of questions both educators and learners ask; the type of errors learners
make in the classroom; and how the educators treat these errors. What is also of paramount
importance is whether the language skills learnt in the classroom are transferred to outside
the classroom.
To examme this, various authors' views on classroom interaction; questions; errors;
treatment of errors; and evaluating the effectiveness of learning are presented. Instruments
were designed to analyse these aspects within an ABET programme, and include:
• the framework used to undertake the classroom interaction analysis,
• the instrument used to explore the type of questions educators and learners ask in
the classroom,
• how an error analysis is used to identify typical learners' errors which occur
frequently,
• the methodology used to uncover how educators treat their learners' errors, and
• the various stakeholders' questionnaires which were used to ascertain the
effectiveness of learning at an ABET Centre.
The research findings are presented and interpreted in order to provide recommendations for
the development of language learning and teaching within the ABET field. The findings also
gave rise to recommendations for classroom practices for ABET educators, and particularly
the need for educator training and development. Recommendations for curriculum designers
of ABET materials are also presented. / Educational Studies / D. Ed. (Philosophy of Education)
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