In this study I explore the extent of computer literacy in South Africa, the correlates of computer literacy, and the relationship between computer literacy and labour market outcomes, namely the probability of employment and earnings among working-age South Africans. I use data from the first wave of the National Income Dynamics Panel survey of 2008, the first national household survey to collect information on computer skills. This study focuses on computer literacy as it has become an integral skill in today’s world of fast technological change. Understanding the unequal distribution of this form of human capital and the benefits it affords those in the labour market, is important particularly in South Africa, where there is a growing gap between the rich and the poor. I find that the distribution of computer skills in South Africa tends to mirror existing inequalities; females, Africans, those with low levels of schooling and those living outside of formal urban areas, for instance, are less likely to be computer literate. Further, I find that there is a positive association between computer literacy and the probability of employment among working-age adults, and a positive relationship between computer literacy and earnings among the employed in South Africa. These associations hold after controlling for a variety of demographic, human capital, family background, and in the case of the earnings regressions, job characteristics. The results also suggest that, as would be expected, those who are highly computer literate do better than those who have basic use skills. I also consider the limitations of my methods and the data I use, and the implications of the results for education and skills development policy in South Africa. / M.A. University of KwaZulu-Natal, Durban 2013.

The level of access to educational information is pertinent to the attainment of quality education by learners. Librarians play a key role in facilitating access to such information. Access to educational information equips the possessor with the power of knowledge to assert their rights under any right regime, and a right to education cannot be fully exercised without corresponding access to educational information. Set in the Fort Beaufort Education District of the Eastern Cape Province of South Africa, this study evaluates the level of access to educational information as an enabler of quality education. Research revealed that despite the acclaimed educational improvement in South Africa, the quality of education in many black constituencies and provinces remains low. Therefore, the objectives of this study include inter alia an investigation of the educational information needs of high school learners in the Fort Beaufort Education District, the educational information available and accessible to them, how the learners access information, the services and technologies accessible to the learners, challenges confronting their access and means of improving learners’ access to educational information in the district and by extension in South Africa.

Hierdie studie handel oor die ontwikkeling van geleenthede in Europa en Suid-Afrika vir analfabeet-volwassenes om te leer lees en skryf. Teoretiese aspekte van geletterdheid soos omskrywings van die begrippe geletterdheid en ongeletterdheid is ondersoek. Twee benaderings tot die voorsiening van geletterdheid, naamlik die relatiewe benadering en die absolute benadering is beskryf. Die doelwitte van geletterdheid behels onder meer die bereiking van lewensideale, die verkryging van mag en persoonlike ontwikkeling. Verskeie strategiee vir geletterdheidsonderrig soos die die voorsiening van fundamenteel-opvoedkundige strategie, die funksionele strategie, die bewusmakingstrategie en die massaveldtogstrategie is ondersoek. Die invloed van sosiale, politieke, ekonomiese, geografiese, godsdienstige en onderwysfaktore asook van die boekdrukkuns op die verspreiding van lees- en skryfvaardighede is beskou. Daar is ook ondersoek ingestel na die rol van verskillende betrokkenes by die voorsiening van geletterdheidsonderrig in Europa en Suid-Afrika soos die staat, nie-staatsorganisasies, kerke, vakbonde, industriee, privaatinisiatiewe, universiteite en biblioteke. / This thesis investigates the development in Europe and South Africa of opportunities for illiterate adults to learn to read and write. Theoretical aspects concerning the defining of concepts, the two approaches namely the absolute and relative, the aims of literacy and the attainment of ideas of empowerment and personal development were discussed. An investigation is done of the various strategies in the provision of literacy campaigns. These include the fundamental educational, the functional, the awareness and the mass campaign strategies. The influence of social, political, economical, geographical, religious and educational factors is explored in conjunction with the role of the printing press and distribution of reading and writing material. The role of various parties involved in the provision of literacy education in Europe and South Africa is considered. This includes the state, non-governmental organizations, churches, unions, industry, private initiatives, universities and libraries. / Educational Foundations / D. Ed. (Historiese Opvoedkunde)

M.Com. (Accounting & Auditing) / External and Internal auditors have to deal with computer systems which are becoming increasingly complex. An auditor's interest in such an environment is primarily an understanding of the controls over the computer system and the risk of error and fraud. When dealing with controls two issues are important. The first deals with the ability to control a complex computer system. Unless the control issues are understood and the impact of various alternatives appreciated it would be impossible to control a computer system. Under such circumstances there is a high risk of error and fraud and the information present in a business could be very unreliable. Secondly the auditor needs to evaluate controls for purposes of his audit. Usually the objective is to assure himself that they adequately safeguard the business assets and prevent or detect errors present in the accounting records of the concern...

Adult learners face many difficulties in their learning programmes, particularly due to the fact that having mastered literacy in their mother tongues, they move on to further educational programmes which are mostly produced in English. In contemporary society, people need to be adept in a number of literacies, termed multiliteracies. Adult learners are rarely taught visual competence as visual images are relegated to illustrations for written texts, and attention is mainly focussed on the all-important written word. Adult basic education learners need to be able to interpret pictures in books, newspapers and magazines, just as much as they need to be able to read and write. It is the premise of this research that visual literacy enhances thinking skills and that adult learners need to be actively taught how to interpret visual images in order to more ably deal with the written word, the more 'important' part of literacy. The goals of this research are to develop understanding of the processes which go into understanding images and text, and to examine how pictures can be used to help adult learners develop proficiency in English. Another goal is to teach learners the basics of visual literacy so as to improve their comprehension of the plethora of images surrounding them. The research findings could help to inform adult educators facing the current crisis in Adult Basic Education and Training in South Africa, focusing on a little-studied aspect of literacy, visual literacy, one of the critical outcomes in the new South African curriculum for Adult Education and one of the multiliteracies required by citizens of today's world.

M.Ed. (ICT in Education) / The purpose of this study has been to explore computer-illiterate first year students’ experiences of initial engagement with ICTs in their first weeks of study at the University of Johannesburg, by examining meanings they construct for themselves of these experiences. Pressure on universities to adopt ICTs in educational practice is intensified by South Africa’s legacy of un- and under-prepared first year students. Many factors impacting first year students’ transition to university have a direct bearing on their learning. Students who are able to engage with ICTs during first year orientation seem rapidly to become more confident and motivated to experiment further with these technologies, while students who struggle to engage show signs that may be interpreted as fear or lack of confidence to do so. I have argued that current interventions do not sufficiently support new students in their initial engagement with ICTs. In some modules, academic tasks are due within the first few weeks of study, suggesting possible implications for later academic performance. Eight students without prior experience of ICTs who attended basic computer orientation sessions during 2011 were interviewed immediately after their sessions, in a basic generic qualitative study. Interviews were transcribed and analysed. Elements from the taxonomies of Bloom, Krathwohl, Masia, Anderson and Shulman have been combined into a heuristic to examine to what extent learning and engagement took place during the sessions. Cultural Historical Activity Theory (CHAT) and Engeström’s extended mediational triangle have been employed as analytical tools to guide me as researcher in an understanding of student activity, and to help me to interpret students’ stories as they struggled to engage with ICTs. Tensions that were exposed between the students and different components of the activity systems (the orientation sessions) have been exposed, and from this a joint account of students’ experiences has provided a framework for understanding their initial engagement with ICTs.

This research report explores how Project Literacy, a non-governmental organisation (NGO), involved in adult basic education, was able to achieve sustainability by engaging in a comprehensive and ongoing restructuring process. It was mainly the new political dispensation as well as changes in funding policies for NGOs that necessitated the restructuring process. The principal aims o f the study were to document how this organisation managed its change process and what other measures it took to enhance the sustainability of its organisation. The research has been conducted in the qualitative research approach. The case study was selected as a major technique. A questionnaire and interviews with key staff were the main dava gathering methods. Triangulation was achieved by the use of various organisational documents such as independent evaluations among other?. Research findings suggested that without the restructuring process Project Literacy would not have been sustainable. The findings illustrated that the ability to change and adapt continuously was imperative. It also showed that any NGO needs a clear vision, a good product, sound management practices and motivated and efficient staff.

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)

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)

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)