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The relationship between adult basic education and training (ABET) and work opportunitiesMohlotsane, Mapule 06 June 2014 (has links)
A national education policy proposal to integrate adult basic education and training
(ABET) in South Africa came about largely because of pressure from trade unions to
introduce training at the workplace which would make workers more marketable in case
of retrenchment. Workplace ABET programmes provide literacy and numeracy skills,
after which some workers have a chance of joining further training opportunities provided
by their employers. The Independent examinations Board (JEB) provides adult
examinations and certifies those learners who pass. This study aims to find out whether
the ABET certificates issued by the IBB, particularly Level 3 certificates, open up job
opportunities for their holders.
A qualitative approach was adopted to research the views of ABET learners and their
managers. A small scale survey was undertaken in which four industries providing ABET
in the Gauteng area were visited. Interviews were conducted to access information on
learners’ and managers’ views on ABET certification. This proved a suitable method for
the study because the researcher managed to build confidence in learners and at times
used the learners’ home language to clarify questions.
The study concludes that ABET empowered learners by giving them reading, writing and
communication skills. These skills helped them in building their confidence when
communicating with their supervisors and to work with less supervision. On the other
hand the study showed that there was no direct relationship between the certificates that
learners earned and work opportunities. Managers could not clearly identify the kind of
work that learner who had attained ABET Level 3 certificates could perform.
The recommendations call for a clear' policy by both unions and employers on ABET.
Workers need to be rewarded for the effort they put into learning, even if the rewards are
not the reasons which lead them to learn.
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Managerial accounting and financial management students' experiences of learning in a writing intensive tutorial programme.Bargate, Karen. January 2012 (has links)
Managerial and Financial Management (MAF) has traditionally been perceived by students
as a difficult subject. Students do not fully grasp the underlying disciplinary concepts and
struggle to transfer knowledge from one context to another. There is a dearth of research,
particularly in South Africa, into how students learn in accounting programmes. This study
sought to explore MAF students’ experiences of learning in a Writing Intensive Tutorial
(WIT) programme at the University of KwaZulu-Natal. The WIT programme is based on the
principle of using informal exploratory writing, writing-to-learn, to support students’ learning
of MAF. Informal writing is low stakes, ungraded, and encourages critical thinking and the
learning of concepts, rather than focusing on grammatical correctness.
The study was informed by the tenets of social constructivism and was conducted within a
qualitative interpretative framework. Principles of case study research were applied in the
data generation process. Purposive sampling was applied that reflected the MAF population
in regard to race and gender demographics and academic ability. The participants were 15
MAF students who voluntarily participated in an 18-week WIT programme. Interactive
Qualitative Analysis (IQA) (Northcutt & McCoy, 2004) was used for the research design and
as a data analysis tool. Following IQA protocol, focus groups were used to generate affinities
(themes) of students’ experiences of learning in the WIT programme. From the affinities
generated a system diagram was constructed. In-depth semi-structured individual interviews
were conducted at the end of the programme to further probe participants’ learning
experiences.
The primary affinity driving the system was the programme structure. which drove the other
affinities – understanding of concepts, challenging the participants, the written tasks
undertaken (secondary drivers), making learning fun, improved study techniques and test
preparation, criticism of the programme (secondary outcomes), increased personal
confidence and the interactive nature of the programme (primary outcomes).
The thesis concludes with a proposal of an inductively theorised model. The model derives
from the major findings in the study regarding students’ experiences of learning in the WIT
programme. The model offers insights for higher education programme designs that utilise
writing-to-learn pedagogies and can provide opportunities for students’ to develop deep,
conceptual learning in higher education. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2012.
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A comparative study of learner and management perceptions of ABET English level 4 in selected companies in Durban.Campbell, Bridget. January 2002 (has links)
This is a qualitative, comparative study of management and learner perceptions of ABET English level 4 in a range of companies around Durban. South Africa's past is characterized by separate and unequal education and an ABET policy has been created in an attempt to address these educational inequalities. The legislation surrounding ABET creates a consistent approach intended to achieve economic growth and social transformation. During a long period of involvement in ABET, it appeared that the problems with and complaints about English level 4 were the same in all companies. In order to investigate and compare learner and management perceptions and
expectations, a qualitative study was conducted with interviews being the main means of data collection. Twenty-seven learners and ten managers participated in the research with education levels ranging from Standard 5 to a post matric qualification. The interviewees were drawn from employees within the manufacturing, shipping, commercial and hospitality sectors. It was found that the expectations of managers and those of learners are often unrealistic and are not aligned and there is disillusionment when these expectations are not met. There is a complete lack of understanding as to the nature of English level 4 and I ascribe this to the perennial problem of the perceived value of soft skills in this profit driven business and production environment. Recommendations are made as to how the expectations surrounding English level 4 can be more realistic and how the situation can be improved. / Thesis (M.Ed.) - University of Natal, Durban, 2002.
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An evaluative study of the motivation of adult basic education and training (ABET) in industry.Hoosen, Fatema. January 2000 (has links)
My venture into the field of ABET (Adult Basic Education and Training) began in 1994 as a community based tutor and coordinator of ABET programs. In the past six years, setting up and co-ordinating ABET programs together with individuals and organisations, has been my main endeavour. This experience has led me to the realisation that the key to successful literacy programmes is attendance and the motivation of learners. Since I have not had much experience working within industry, my impressions and picture of ABET classes conducted at the workplace have always been vague, so I chose this area of focus for two reasons. Firstly, this would widen my knowledge in workplace literacy programmes by reading widely on the topic, and secondly, it would afford me the opportunity to meet and find out attitudes from learners themselves. I would be able to find out and see personally what is actually taking place at the floor level in ABET classes in this sector. Since ABET classes are offered to learners at the workplace, I wanted to know about their aspirations and gain first hand knowledge of their motivation to attend, more so because of the current focus on the promotion of literacy in commerce and industry. Thus, this study aims to find out whether workers are motivated to attend ABET classes in the workplace.
The place where I conducted my research is the Beacon Sweet and Chocolate factory in
the Mobeni Industrial area of Durban, Kwa Zulu Natal. / Thesis (M.Ed.) - University of Natal, Durban, 2000.
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Information retrieval interaction and the undergraduate student at historically disadvantaged higher education institutions in the Western Cape, South Africa: a cognitive approachDavis, Gavin Rapheal January 2005 (has links)
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.
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Changing words and worlds?: a phenomenological study of the acquisition of an academic literacyThomson, Carol Irene January 2008 (has links)
This study is contextualised within the field of post-graduate, continuing teacher education, and the vibrant and demanding policy context that has characterised higher education in post-apartheid South Africa. Situated within a module specifically designed to address what is commonly understood to be the academic literacy development needs of students in the Bachelor of Education Honours programme at the former University of Natal, it aims to unveil the lived experiences of students taking this module. The module, Reading and Writing Academic Texts (RWAT), was developed in direct response to academics’ call that something be done about the ‘problem’ of students’ reading and writing proficiency. As a core, compulsory module, RWAT was informed by Systemic Functional Linguistics and drew on Genre Theory for its conceptual and theoretical framework. It foregrounded the genre of the academic argument as the key academic literacy that was taught. The motivation for this study came from my own increasing concern that the theoretical and conceptual framework we had adopted for the module was emerging as an inherently limiting and formulaic model of literacy, and was resulting in students exiting the module with little or no ‘critical’ perspective on any aspect of literacy as social practice. I was also keen, in a climate of increasing de-personalisation and the massification of education, to reinstate the personal. Thus, I chose to focus on individual lives, and through an exploration of a small group of participants’ ‘lived’ experiences of the RWAT module, ascertain what it is like to acquire an academic literacy. The key research question is, therefore: What is it like to acquire an academic literacy? The secondary research question is: How is this experience influenced by the mode of delivery in which it occurs? For its conceptual and theoretical framing, this study draws on social literacy theory and phenomenology, the latter as both a philosophy and a methodology. However, although the study has drawn significantly on the phenomenological tradition for inspiration and direction, it has not done so uncritically. Thus, the study engages with phenomenology-as-philosophy in great depth before turning to phenomenology-as-methodology, in order to arrive at a point where the methods and procedures applied in it, are justified. The main findings of the study suggest that, despite the RWAT module espousing an ideological model (Street, 1984) of literacy in its learning materials and readings, participants came very much closer to experiencing an autonomous model of literacy (Street, 1984). The data shows that the RWAT module was largely inadequate to the task of inducting participants into the ‘situated practices’ and ‘situated meanings’ of the Discourse of Genre Theory and/or the academy, hence the many ‘lived’ difficulties participants experienced. The data also highlights the ease with which an autonomous model of literacy can come to govern practice and student experience even when curriculum intention is underpinned by an ideological position on literacy as social practice. Finally, the study suggests that the research community in South Africa, characterised as it is by such diversity, would be enriched by more studies derived from phenomenology, and a continuing engagement with phenomenology-as-a-movement in order to both challenge and expand its existing framework.
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Access to information by high school learners in selected schools in the Fort Beaufort Education District, Eastern Cape ProvinceOyediran- Tidings,Stella Olubukunmi, Nekhwevha, F H January 2017 (has links)
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.
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An analysis of personal financial literacy among adults in Vhembe District MunicipalityNdou, Adam Aifheli 06 1900 (has links)
Until recently, personal financial management has become increasingly important for consumers as in the past. Literature indicates that consumers in rural and low-income areas are the most financially vulnerable and depends mostly on unsecured loans to finance their daily expenses. The primary objective of this study was to evaluate the level of financial literacy among adults in Vhembe District Municipality in Limpopo, South Africa. The results indicate that the level of financial literacy among adults in Vhembe District Municipality is low (38.73%). The low levels of financial literacy have serious consequences for an adult’s personal financial management skills and lead to their inability to make correct financial decisions. The study concludes by suggesting interventions that could help adults to improve their level of financial literacy, manage and sustain their financial well-being. / Business Management / M. Com. (Business Management)
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Empowering of rural women of Mopani through adult literacy programmesShilubane, Tiny Thandiwe 30 November 2007 (has links)
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))
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Adult literacy training in the Border/Kei region of the Eastern CapeMoodly, Adele Leah 11 1900 (has links)
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)
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