Literacy is a key outcome of education. Although literacy is a basic human right, and, can lay the foundation for further education and training, there is still a high number of illiterate people in South Africa. Black rural women form the majority of non-literates in the country and this has a negative impact on the development of the country. This means that rural women are still marginalized and stay in conditions of squalor because they are unemployed, poor and lack skills required by the labour market. This study focuses on the importance and benefits of literacy programmes to the empowerment of black rural women. It was conducted in two rural areas of Mopani District Municipality, in Greater Giyani. Rural women who have been socially excluded and benefited less from the growing economy need to be empowered through literacy programmes to stand up and fight poverty, ill health and other social ills they face. The qualitative method was employed where participants were involved in focus group and one on one interviews so as to evaluate the effectiveness of the literacy programmes. The results of the study indicate that literacy programmes did empower women to a certain extent because they have gained functional skills and they involve themselves in community development programmes. However, the engagement of all stakeholders in the provision of quality literacy programmes can emancipate rural women so that they may take their rightful places in society. / Educational Studies / (M. Ed. (Secialisation in Adult Education))

This study concentrate on adult literacy training in the Border/Kei region of the Eastern Cape. The region is a largely rural area characterized by impoverishment. In contrast to the on-going technological progress within the country, is a high level of illiteracy, rendering communities ill-equipped to address socioeconomic problems. The research problem addresses adult literacy training in the region, in the context of outcomes-based education (OBE) and other solutions. The second chapter presents a study of some international practices with regard to adult literacy training and competency-based education. General trends in the United Kingdom and Australia are examined, in order to ascertain the rationale for and approaches to, adult literacy training. The findings indicate that some of the international trends are towards competency-based education and training as a practical and relevant approach to the current economic and concomitant educational and training needs. Furthermore, government commitment is identified as essential to relevant adult literacy programmes and to ensuring the continuity of adult literacy training. Chapter three examines the current developments in the South African education system regarding adult literacy training. It also examines the possibility of an outcomes-based approach to enhance the effectiveness of adult literacy training. The findings indicate that the State is primarily responsible for ABET in South Africa. The Department of Education's policy on ABET and the national multi-year implementation plan currently dictate the approach to adult literacy training. OBE is emphasised in terms of the learning programmes, so as to facilitate flexibility and the potential to provide the wide foundation that is essential for lifelong learning. The fourth chapter examines the effectiveness of adult literacy programmes in the Border/Kei region. The findings indicate that a lack of funding and of physical infrastructure, are two factors which hamper effective adult literacy training within the area. The fifth chapter examines a possible strategic direction for implementing OBE and other solutions, to enhance adult literacy training within the Border/Kei area. The findings indicate that there is a need to encompass an outcomes-based approach. A proposed structure for the implementation of adult literacy training in the region is presented. / Educational Studies / D. Ed. (Comparative Education)

Thesis in compliance with the requirements for the Doctor's Degree in Technology: Language Practice, Durban University of Technology, 2011. / In adopting a critical realist approach, this study offers a view of the complex social and contextual factors impacting on literacy acquisition and development in primary education, which is thought to be its main contribution to the field. The study‟s focus was on reading because reading is a fundamental part of literacy acquisition and development in primary education. Its purpose was to establish the state of current literacy teaching and learning practices in formal education so that, ultimately, recommendations could be made for teacher training and support. In the changing face of education in post-apartheid South Africa, provision has been made by the government to democratise education, and, in particular allow all students equity of access to key competences such as literacy. However, there are signs that all is not well at the level of implementation, for example, the low learner pass rate. In particular, teachers do not appear to be coping with the new dispensation, and are generally demoralised and demotivated. It must be stressed that the issue of literacy acquisition and development is complex and multi-layered, and not just a simple question of applying linguistic knowledge or skills. While literacy is a key competence for schooling and a key life skill, education is an essential variable in literacy acquisition and development. However, there are indications that the South African educational system is failing to deliver quality education to its learners. It has been estimated that illiteracy is costing the government as much as R550 billion a year. The fact remains that the main responsibility for teaching literacy rests with schools. Currently there is a literacy crisis in South Africa. This means that large numbers of children are not acquiring the high level skills in reading and writing that will enable them to take part in the new knowledge economy. The general aim of this project was to investigate the process of literacy acquisition and development in primary schools. The investigation focused specifically on how learners acquire literacy, and the involvement of teaching training and support for educators. It was anticipated that the investigation would identify gaps in the acquisition and development of literacy, as well as iii provide recommendations for teacher training and support: the findings might then feed specialist knowledge on the current state of literacy acquisition in formal education into the area of teacher training as to address the problem of lack of preparedness of teachers to deal with literacy acquisition. The project involved an investigation of literacy teaching and learning practices in three different types of public school in the Ethekwini Region, comprising ex-Model C, semi-urban and rural schools. The scope of the study was confined to three primary schools in KwaZulu Natal. The selected research sites were Joel1 Primary School (urban) in the Pinetown area, Milo Primary School The semiurban) in the Mariannhill area, and John Primary School (rural) in the Ndwedwe District. No attempt was made to generalise on the acquisition of language and development, and the provision of teacher training and support at these selected primary schools with reference to schools in the rest of South Africa. However, it is thought that the findings might well be relevant to some schools to enable them to cope and understand the role and function of language acquisition and development. The social factors which negatively impact on literacy acquisition and development were found to include features of the local social context, security for literacy resources and other physical challenges. Factors impacting negatively on teacher performance were inadequate teacher training, the impact of teacher unions, and the effects of poverty and HIV/AIDS. Some of the clearly intertwined challenges experienced at the Intermediate Phase education level include the problems of insufficient teaching staff numbers and insufficient numbers of competent and trained staff; lack of sufficient support for African language learners; large class sizes; lack of resources; and lack of quality leadership in schools. These challenges are the shaky ground upon which we build education for some of our learners, especially those in rural and poor areas. / Durban University of Technology Post Graduate and Support Centre.

M. Tech. Business Information Systems / Having tools and resources that would enhance the performance of the learners would be of huge assistance to learners and their institutions. The increasing use of internet and technology has enhanced and transformed the conventional library resources into electronic resources. Utilizing electronic library resources helps learners to acquire information anytime and anywhere. Institutions that support the use of e-resources save significant amounts of money because the printing of materials are reduced. As a result, the use of e-resources by learners enhances their learning and their performance gets improved. The major objective of this study was to conceptualize a framework that will assist in successful electronic resources utilization. This was encouraged by the fact that the determinants of effective utilization of electronic resources are still not clearly expressed.

Thesis (MPhil)--Stellenbosch University / ENGLISH ABSTRACT: The current level of literacy in South Africa is cause for concern. The Annual National Assessment of Literacy and Numeracy, conducted nationally by the National Department of Education of South Africa, shows that only 28% of Grade 3 learners and 35% of Grade 6 learners passed these tests in 2011 (Department of Basic Education (a), 2011). According to the policy on progression and promotion issued by the National Department of Education, learners may only be retained once in a phase, which means that these learners may lack essential academic literacy skills when they reach high school. The main concern addressed in this thesis is whether high school teachers can help improve academic literacy by using reading comprehension software, like Reading Rocket, as an intervention tool to help learners who struggle with reading comprehension, and whether Reading Rocket is in fact an effective program to use for such purposes. This study was conducted by using data from one school within the Western Cape which has been using Reading Rocket for the past three years. Use of the program forms part of their timetable, and Grade 8 and 9 learners spend twice per cycle working with the program. Learners are first tested on entering Grade 8 and group reports are retrieved from the program each term to monitor their progress. These reports give a summary of the reading level, the percentage gained in the reading exercises, reading speed in w.p.m and a spelling score in percentage. This data was used to compile a summary of the results obtained over six terms Term 1 2010 until Term 3 2011. These results were compared with quarterly classroom (paper‐based) comprehension and language tests in order to determine is a correlation between the program data and the paper‐based test data. There is no control group for this study as all the Grade 8 and 9 learners use the program. There is no conclusive evidence that the program is an effective intervention tool, but findings show a positive correlation between program data and paper‐based test data which indicates that the program may be used as a tool to determine on what grade level learners read. Given the numerous responsibilities and duties of teachers, it is essential that they are given an effective measuring tool for literacy and because computer software is essentially objective and time‐effective in provide results, using computer technology for such purposes may be part of a solution to improve literacy in South Africa. / AFRIKAANSE OPSOMMING: Die huidige toestand van geletterdheid in Suid‐Afrika is kommerwekkend. Resultate in 2011 van die jaarlikse nasionale assesseringstoetse vir geletterdheid en gesyferdheid wat nasionaal deur die Nasionale Onderwysdepartement gedoen word, wys dat net 28% van Graad 3‐leerders en 35% van Graad 6‐leerders hierdie toetse slaag (Department of Basic Education (a), 2011). Volgens die beleid van progressie en promosie van die Nasionale Onderwysdepartement mag leerders net eenkeer in ‚n schoolfase agtergehou word wat beteken dat bogenoemde leerders dalk nie die geleentheid het om voldoende te verbeter voordat hulle die hoërskoolfases betree nie. Die hoofkwessie wat in hierdie tesis aangespreek word is of hoërskoolonderwysers rekenaar sagteware soos Reading Rocket as ʼn intervensie metode kan gebruik om leerders se akademiese leesbegrip te verbeter, en of Reading Rocket wel ʼn effektiewe intervensiemiddel is. ʼn Studie is gedoen deur die data van een skool in die Wes‐Kaap te gebruik wat Reading Rocket al vir die afgelope drie jaar gebruik. Dit vorm deel van hulle skoolrooster en graad 8 en 9‐leerders spandeer twee keer per siklus aan die program. Groepverslae wat deur die program opgedateer word elke kwartaal getrek om progressie te monitor. Die verslae bevat ʼn opsomming van die leerders se leesvlak, leesbegrip in persentasie, leesspoed in w.p.m en ʼn persentasie vir spelling. Hierdie data is gebruik om ‘n opsomming saam te stel van die resultate oor ses kwartale (kwartaal 1 2010 tot kwartaal 3 2011). Die programresultate is vergelyk met resultate van klaskamer (papiergebaseerde) begripstoetse en eksamens wat hulle vir dieselfde kwartale geskryf het. Omdat al die graad 8 en 9‐leerders aan die program blootgestel word, is daar nie ʼn kontrolegroep vir die studie nie. Daar is nie konkrete bewys dat die program ʼn effektiewe intervensiemiddel is nie, maar statistieke wys wel dat daar ʼn positiewe korrelasie tussen die programdata en die papiergebasseerde data is en daarom word die gevolgtrekking gemaak dat die program wel as ʼn instrument kan gebruik word om die leerders se leesbegrip op enige stadium van die jaar te toets. Weens vele verantwoordelikhede is dit essensieel dat onderwysers ʼn effektiewe metingsinstrument vir leesbegrip tot hulle beskikking het. Omdat rekenaarsagteware soos Reading Rocket tydbesparend en objektief in die voorsiening van resultate is, mag die gebruik van sulke tegnologie deel van ʼn plan vorm om geletterdheidsvlakke in Suid‐Afrika te verbeter.

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: About half a million students matriculate from South African high schools each year, with limited environmental education and an underdeveloped capacity to live sustainable lives. This does not seem to be the case in some other parts of the world, where many high school students appear to be receiving education that is relevant to the socio-ecological crisis. The rationale of this thesis was to understand this phenomenon and explore what could be done to improve the situation for South African teenagers. This was a desktop study based upon systematic literature review methodology. The primary research objectives were to describe the local context of the study, explore emerging environmental education theoretical themes and detail a number of practical initiatives from around the world. The research process culminated in the fourth objective, which was to consolidate the work into key learnings for South Africa, with particular reference to South African teenagers. A backdrop to environmental education was provided that included a discussion on the global socio-ecological crisis, development and sustainable development in South Africa. The definition and use of the term “environmental education” was justified. In this instance, it is an inclusive definition that incorporates eco-literacy, ecological learning and education for sustainability. In addition to this, a brief comparative history of sustainable development and environmental education has been tabulated. Key theoretical themes in environmental education cluster around the centrality of place. Six themes are presented, namely space and place, trans-national education and third-culture kids, claims of transformation, principles of environmental education, institutional innovation, and the sustainability researcher. Three kinds of practical initiatives emerged in the literature review. These are “green fields” environmental education (brand new institutions), “moving train” environmental education (adaption of existing organisations) and “plug-in” environmental education. Eight initiatives are described, providing examples for all three of these groups. The key learnings for environmental education in South Africa and South African teenagers conclude this thesis. Among other key learnings, the value of the radical perspective is presented, as well as the benefit of perceiving environmental education through different lenses, including a historical one. The link between environmental education and food is explored. It is suggested that the theory and praxis of place-based education exerts a gravitational pull on many aspects of this work. It seems that place-based education provides a “holding space” for environmental education in South Africa, and a starting point for future research or practical application. / AFRIKAANSE OPSOMMING: Ongeveer ’n halfmiljoen studente matrikuleer jaarliks aan Suid-Afrikaanse hoërskole. Hierdie leerders beskik oor beperkte omgewingsopvoeding en ’n onderontwikkelde vermoë om volhoubare lewens te lei. Dít blyk nie die geval te wees in ander wêrelddele nie, waar baie hoërskoolleerders oënskynlik onderrig ontvang wat met die sosio-ekologiese krisis verband hou. Die beweegrede vir hierdie tesis was om hierdie verskynsel te verstaan en te bepaal wat gedoen kan word om die stand van sake vir Suid-Afrikaanse tieners te verbeter. Die navorsing het bestaan uit ’n lessenaarstudie op grond van ’n stelselmatige literatuuroorsig. Die hoofnavorsingsdoelwitte was om die plaaslike konteks van die studie te beskryf, ontluikende teoretiese temas op omgewingsopvoedkundige gebied te verken, en ’n aantal praktiese inisiatiewe van oor die hele wêreld te beskryf. Die navorsingsproses het uitgeloop op die vierde doelwit, naamlik om die studieresultate in kernlesse vir Suid-Afrika, bepaald met verwysing na Suid-Afrikaanse tieners, te verwerk. Eerstens word die agtergrond van omgewingsopvoeding geskets, wat onder meer bestaan uit ’n bespreking van die wêreldwye sosio-ekologiese krisis sowel as ontwikkeling en volhoubare ontwikkeling in Suid-Afrika. Die omskrywing en gebruik van die term ‘omgewingsopvoeding’ word ook geregverdig. In hierdie geval word die term inklusief gebruik om ook na eko-geletterdheid, ekologiese leer en onderwys vir volhoubaarheid te verwys. Daarbenewens bied die studie ’n bondige vergelykende geskiedenis van volhoubare ontwikkeling en omgewingsopvoeding in tabelvorm. Die vernaamste teoretiese temas op omgewingsopvoedkundige gebied draai om die kernrol van plek. Ses temas word aangebied, naamlik ruimte en plek, transnasionale onderwys en derdekultuurkinders, bewerings van transformasie, beginsels van omgewingsopvoeding, institusionele innovasie, en die volhoubaarheidsnavorser. Drie soorte praktiese inisiatiewe het uit die literatuuroorsig na vore getree, naamlik “braakland”-omgewingsopvoeding (splinternuwe instellings), “bewegende trein”-omgewingsopvoeding (aanpassing van bestaande organisasies) en “inprop”-omgewingsopvoeding. Agt inisiatiewe word beskryf, wat voorbeelde van ál drie hierdie groepe bied. Die tesis bied ten slotte die belangrikste lesse vir omgewingsopvoeding in Suid-Afrika en vir Suid-Afrikaanse tieners aan. Dit sluit onder andere in die waarde van die radikale perspektief, sowel as die voordeel daarvan om omgewingsopvoeding deur verskillende lense, waaronder ’n historiese een, te beskou. Die koppeling tussen omgewingsopvoeding en voedsel word verken. Die studie kom tot die gevolgtrekking dat die teorie en praktyk van plekgebaseerde onderwys ’n soort ‘beweegruimte’ vir omgewingsopvoeding in Suid-Afrika, sowel as ’n wegspringplek vir toekomstige navorsing of praktiese toepassing, bied.

Thesis (MPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Technological literacy is a competency that is widely espoused both locally and internationally (UNESCO, 1984; TAAP, 1991). Technological literacy has been described as a multi-dimensional construct consisting of a knowledge, skills and an affective component. This study investigated learner performance in the cognitive domain. Intact classes of Foundation (Grade 3), Intermediate (Grade 6) and Senior phase (Grade 9) learners from 12 Western Cape schools participated in a standardised paper-and-pencil assessment, the Pupil's Understanding of Technology (PUT) test. The study attempted to measure the effect of two variables - geographic location and gender, on learner knowledge and understanding of technology. The main substantive findings to emerge are firstly that geographic location is significantly related to performance in specific content areas of technology. Secondly, gender appears to be less significant in determining learner knowledge of technology on most questions. Furthermore, the level of knowledge of technology appears to correspond with phase or developmental level, thus supporting the conception of technological knowledge as a subset of general achievement. In addition, this study describes various methodological limitations pertaining to the PUT format and content. The main methodological limitations to an assessment of learner knowledge and understanding of technology using the PUT instrument relates to the nature of technological knowledge, and the understanding that technological literacy is a complex, multi-dimensional and activity-based subject. The study further highlights the need for an interrogation of the monolithic categories of 'geographic location' and 'socio-economic' category. / AFRIKAANSE OPSOMMING: Tegnologiese geletterdheid is 'n vaardigheid wat beide nasionaal en internasionaal voorgestaan word (UNESCO, 1984; TAAP, 1991). Tegnologiese geletterheid is al beskryf as 'n multi-dimensionele konstruk wat bestaan uit 'n kennis, vaardigheid en emosionele komponent. Die studie ondersoek die leerder se prestasie in die kognitiewe gebied. Volledige groepe van Grondslag (Graad 3), Intermediêre (Graad 6) en Senior fase (Graad 9) leerders van 12 skole in die Wes-Kaap het deelgeneem aan 'n gestandardiseerde pen-en-papier evaluering, die Leerling se Begrip van Tegnologie (Pupil's Understanding of Technology - PUT) toets. Die studie poog om die eftek van twee veranderlikes, geografiese ligging en geslag, op die leerder se kennis en begrip van tegnologie te meet. Die belangrikste substantiewe bevindinge is eerstens dat geografiese ligging beduidend korreleer met prestasie in spesifieke inhoudelike areas van tegnologie. Tweedens blyk dit dat geslag 'n minder belangrike invloed toon in die bepaling van die leerder se kennis van tegnologie in die meeste vrae. Verder blyk dit dat die vlak van kennis van tegnologie ooreenstem met die fase of ontwikkelingsvlak. Dit ondersteun die konsepsie van tegnologiese kennis as 'n onderafdeling van algemene prestasie. Hierdie studie beskryf ook verder die verskeie metodologiese beperkinge wat betrekking het op die PUT uitleg en inhoud. Die belangrikste metodologiese beperkinge vir die evaluering van leerderkennis en begrip van tegnologie met die PUT verwys na die aard van tegnologiese kennis, en die opvatting dat tegnologiese geletterdheid 'n komplekse, multi-dimensionele en aktiwiteitsgebaseerde onderwerp is. Dit blyk ook verder uit die studie dat daar 'n behoefte is aan 'n ondersoek na die monolitiese kategorieë van 'geografiese ligging' en 'sosio-ekonomiese' afdeling.

Thesis (PhD)--Stellenbosch University 2015. / ENGLISH ABSTRACT: This survey research employed a criterion-referenced multiple-choice questionnaire to collect data from 194 FET Geography teachers in the Western Cape province to assess their level of literacy in both climate change science and climate change pedagogy, and to determine the influence of gender, age, qualification, specialisation, experience, grade mostly taught, their experience in providing instruction on climate change and the location of their school. Aspects of climate change science assessed include: climate processes and probable causes of climate change; climate change impacts; and climate change responses. Aspects of climate change pedagogy assessed include: the aims and significance of climate change education; and constructivist teaching principles and practice. The collected data was analysed using percentage frequencies to determine the teachers‟ level of literacy in climate change science and climate change pedagogy; the Mann-Whitney and Kruskal-Wallis tests were used to determine the influence of the mediating variables on climate change science literacy and climate change pedagogical literacy, respectively. The results indicate that Geography teachers in the Western Cape Province demonstrated „High‟ literacy in climate change science and „Low‟ literacy in climate change pedagogy. Factors such as school location, gender, age and teaching experience were found to have a significant influence on climate change science literacy; whereas qualification, specialisation, grade mostly taught and experience in providing instruction on climate change did not. Conversely, teaching experience and grade mostly taught had a significant influence on climate change pedagogical literacy; whereas school location, gender, age, qualification, specialisation and experience in providing instruction on climate change did not. Based on these findings, it is recommended that professional development interventions in climate change pedagogy are required in order to expose Geography teachers to the aims and significance of climate change education and methods of facilitating problem-based, learner-centred instruction on climate change. / AFRIKAANSE OPSOMMING: Hierdie opnamenavorsing het gebruik gemaak van ‟n kriteriumverwysing- meerkeusige vraelys om data by 194 VOO Aardrykskunde onderwysers in die Wes-Kaap provinsie te versamel om hulle vlak van geletterdheid in beide die wetenskap en pedagogie van klimaatsverandering te bepaal en om die invloed van geslag, ouderdom, kwalifikasie, spesialisasie, ervaring, graad wat die meeste onderrig is, hulle ervaring van onderrig oor klimaatsverandering en die ligging van hulle skool te bepaal. Aspekte van klimaatsverandering wat geassesseer is, het klimaatsprosesse en moontlike oorsake van klimaatsverandering, impakte van klimaatsverandering en reaksies op klimaatsverandering ingesluit. Aspekte van die pedagogie van klimaatsverandering wat geassesseer is, het die doelwitte en betekenisvolheid van opvoeding oor klimaatsverandering en konstruktivistiese onderrigbeginsels en -praktyk ingesluit. Die versamelde data is met persentasiefrekwensie geanaliseer om die onderwysers se vlak van geletterdheid in die wetenskap en pedagogie van klimaatsverandering te bepaal; die Mann-Whitney en Kruskal-Wallis toetse is gebruik om die invloed van bemiddelende veranderlikes op geletterdheid met betrekking tot die wetenskap en pedagogie van klimaatsverandering onderskeidelik te bepaal. Die resultate dui aan dat Aardrykskunde-onderwysers in die Wes-Kaap „Hoë‟ geletterdheid in die wetenskap van klimaatsverandering en „Lae‟ geletterdheid in die pedagogie van klimaatsverandering getoon het. Faktore soos ligging van die skool, geslag, ouderdom en onderrigervaring het ‟n betekenisvolle invloed op geletterdheid in klimaatsverandering gehad, terwyl kwalifikasie, spesialisasie, graad wat die meeste onderrig is en ervaring van onderrig oor klimaatsverandering nie so ‟n invloed gehad het nie. In teenstelling het onderrigervaring en graad wat die meeste onderrig is, ‟n betekenisvolle invloed op geletterdheid in klimaatsverandering gehad, terwyl ligging van die skool, geslag, ouderdom, kwalifikasie, spesialisasie en ervaring van onderrig oor klimaatsverandering nie so ‟n invloed gehad het nie. Op grond van hierdie resultate kan gesê word dat professionele ontwikkelingsingrypings in die pedagogie van klimaatsverandering nodig is om Aardrykskunde-onderwysers bloot te stel aan die doelwitte en belangrikheid van onderwys oor klimaatsverandering en metodes om probleemgebaseerde, leerdergesentreerde onderrig oor klimaatsverandering te fasiliteer.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / According to the latest available statistics, 9 million people in South Africa are illiterate. A large number of these people did not attend school. This can be attributed to a number of factors, amongst others no entry to any form of schooling, economic realities and a expectation of low quality of life It is especially after 1994 that Adult Basic Education and Training was scrutinized in order to address the backlogs. A more closer investigation has shown that the adult education centres at a convenient sample of 3 secondary schools in the Western Cape (N = 18) are merely an extension of mainstream education, without taking into account the notion of the Andragogy (The Teaching of Adults). This study aims to determine guidelines to assist the educator of adults on the path to empowerment, in order to help to ensure the above scientific accountability

This study observed the interaction between historically disadvantaged undergraduate students and on-line information retrieval systems at the University of the Western Cape and the Cape Peninsula University of Technology.