This research aimed to understand the coaching experiences in the Gauteng Primary Literacy and Mathematics Strategy of 4 Foundation Phase teachers in 1 state school in Gauteng. It is a qualitative case study in an educational setting. The participants included 3 teachers, the Head of Department of the Foundation Phase, the coach and the coach’s supervisor. Interviews and observations of teachers’ lessons and of feedback sessions were the primary research instruments. The data was analysed using a model proposed by Ehrich, Hansford & Tennent (2001). The research found that the personal attributes and performance of the coach are important features in a successful coaching relationship. It also found that coaching appears to be making a positive contribution to these teachers’ understanding and interpretation of curriculum documents, as well as adding to their content knowledge and methodology. The study suggests that a focus on enhancing teachers’ reflective capacity, especially in relation to their pedagogy, may be a beneficial addition to current coaching practice.

M.Phil. (Adult and Community Education) / The Constitution of the Republic of South Africa (1996: 13) stipulates that everyone has the right to Basic Education and Training and to Further Education and Training, which the state through reasonable measures must make progressively available and accessible to all citizens. It has often been acknowledged that a well-developed Adult Basic Education and Training sector in the country could make a major contribution to South Africa's economic growth and general social development. The Adult Basic Education and Training Sector is meant to address the transformation of "night schools" into meaningful Adult Basic Education and Training centres. In 1997 the Department of Education adopted a framework for the implementation of Adult Basic Education and Training. This multi-year plan, informed the development of Adult Basic Education and Training plans at provincial level. Therefore, the Gauteng Department of Education's Adult Basic Education and Training plan set out a multi-level programme of action for four years, (1997-2000), which plan has now been strengthened by the promulgation of Adult Basic Education and Training Act No. 52 of 2000. The plan strategy as stipulated by the Department of Education (1997:4) sought to provide strategic direction for the transformation of Adult Basic Education and Training Centres in order to respond to the Education and Training needs of the citizens of this country. The plan also identified priorities, including timeframes that guide the restructuring of the sector. The policy framework as stated above, is quite clear in terms of what needs to be done to restructure and transform Adult Basic Education and Training centres. However these centres remain untouched by the envisaged developments. The pace at which change is happening is very slow. Therefore, this study sought to establish what are the stumbling blocks to the reorganisation of these Adult Basic Education and Training centres.

M.A. (Language Teaching) / Please refer to full text to view abstract.

This study focuses on the concept of Active Learning (AL) and the related concept Active Leamer Participation (ALP) as it features in the Literacy Learning Programme of the Foundation Phase of Curriculum 2005. The aim of the action research project, conducted at four schools in the Durban district of K waZulu- Natal, was to find a model of AL in order to provide guidance on teaching for ALP. The study involved the researcher working collaboratively with five Foundation Phase educators over a period of four months. Results of the study indicated that teaching in the sequential stages of classbuilding and teambuilding, whole class discussion, group work and individual work increases learners' active participation and ownership in terms of the learning experience. These stages form the model of active learning. Due to the spirit of camaraderie and partnership that developed in each stage, the research team is inclined to call it "The Tirisano Model of Active Learning". / Educational Studies / M. Ed. (Didactics)

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)

This study focuses on the concept of Active Learning (AL) and the related concept Active Leamer Participation (ALP) as it features in the Literacy Learning Programme of the Foundation Phase of Curriculum 2005. The aim of the action research project, conducted at four schools in the Durban district of K waZulu- Natal, was to find a model of AL in order to provide guidance on teaching for ALP. The study involved the researcher working collaboratively with five Foundation Phase educators over a period of four months. Results of the study indicated that teaching in the sequential stages of classbuilding and teambuilding, whole class discussion, group work and individual work increases learners' active participation and ownership in terms of the learning experience. These stages form the model of active learning. Due to the spirit of camaraderie and partnership that developed in each stage, the research team is inclined to call it "The Tirisano Model of Active Learning". / Educational Studies / M. Ed. (Didactics)

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.Comm.

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.

Submitted in fulfillment for the requirements of the Degree of Doctor of Technology: Education, Durban University of Technology, 2010. / In this critical reflective self study I have examined the Family Literacy Project (FLP) to determine the influences that contributed to the development of an approach to family literacy. This study responds to the question What influences contributed to the development of an approach to family literacy relevant to the needs of families in rural KwaZulu Natal? By identifying and exploring and critically reflecting on these influences I provide insights that can inform policy and practice in the adult education and early childhood development sectors in South Africa. The study includes my critical reflections on finding a voice within a self study and how this has contributed towards the development of a methodology. In the process, I have developed a deeper understanding and appreciation of what has been achieved in the FLP during the first eight years under my directorship, and why. In the study, I report on these insights. The FLP project in this study is situated in deeply rural KwaZulu Natal, where the existing extensive knowledge base is almost exclusively oral, and informed by well established insights, understandings and values. In this context, I have examined the roles of families, adult literacy and early childhood development to establish their impact on the development of literacy in families. Through critical reflection, I then identified the principles – active learning, holistic development, community and children‟s rights – underpinning the FLP and was able to establish how these impacted on the development and success of the project. I then examined the roles, practices and characteristics of the FLP facilitators, and the experiences of facilitators and those who engaged in the project. I also looked at the roles played by the community, the external evaluators, and the effect of exposure of the project in the public domain through attendance at iv conferences, publication of journal articles, and awards made to the project because of its successes. I conclude the study by suggesting how the insights from the study might provide support for others engaged in such initiatives and indicating how the topic may be further investigated. / National Research Foundation.