The case study, presented in this report, is concerned with a particular form of adult education, namely, non-formal, adult Christian religious education - a form of education associated with local churches and which is provided by certain of them, usually on a parttime basis, throughout the year. More specifically, the case study examines the non-formal, adult Christian religious education provided by the Christian Life Ministries Training College, Freeway Park, Boksburg, in an attempt to answer the two overarching research questions, contained in the case, namely : "To what extent does the Christian religious education provided for adults by an apparently successful local church-based Bible school conform to the current theory and practice of this form of adult education, as discussed in the literature?" and "What factors are necessary for the successful establishment and continued existence of a local church-based Bible school on the Witwatersrand?" The research approach adopted was essentially qualitative, participative and collaborative in nature, and included three steps: Step one consisted of a literature review, to highlight the current thinking on non-formal adult Christian religious education at local church level. Step two consisted of the actual case study - the interviews, the surveys and the identification of important policy documents and action plans, to obtain the required information on the school, and step three consisted of an analysis and synthesis of the information thus obtained, in order to compare the findings with the theoretical model, provided by the literature review, and to answer in the process, the research questions referred to above. A review of the findings suggest that the school does, for the most part, compare fairly well to the current theory and practice of adult, Christian religious education and that it does owe its successful establishment and continued existence, in part, to the prevailing local conditions in the country. However, it does not appear to owe its establishment or continued existence to any prevailing local conditions on the Witwatersrand - none of which were identified in the research. After presenting the findings, the report concludes with summaries of the research approach and research findings, and with some final thoughts on the case study. It ends with some recommendations regarding the use of the findings and with suggestions for future research into the theory and practice of local church-based adult Christian religious education in a South African setting.

Photocopy of typescript. / Digitized by Kansas Correctional Industries

[pt] Este trabalho procurou conhecer a proposta para a educação formal da Fundação Fé e Alegria, a partir de um estabelecimento estadual de ensino: o Colégio Frei Antônio, em Tocantínia - TO. Inicialmente, este percurso foi instigado por uma pesquisa realizada com escolas católicas estadunidenses. Houve o estudo de documentos sobre a educação católica no Brasil, sobre a trajetória e ideário da Fundação Fé e Alegria e sobre a história da escola estadual em foco. Para uma aproximação da realidade da escola escolhida foram realizadas observações de campo, entrevistas semi-estruturadas e aplicação de questionários na escola, junto à direção e os corpos docente e discente e também entrevista junto a uma liderança indígena local. Como o Colégio Frei Antônio é perpassado pela riqueza da cultura indígena xerente, a análise dos dados coletados procurou discutir a aquisição da língua portuguesa como um instrumental na luta pelos direitos indígenas. Considerou- se, ainda, o conjunto de relações existentes na escola como um modo de vivência de valores comunitários. / [en] In this study we tried to understand the formal educational proposition of the Fé e Alegria Foundation from the standpoint of the School of Father Antonio, a public school of the State of Tocantins (TO), in Brazil. The choice for the approach used in this study was largely motivated by a research conducted by North American Catholic schools. We studied documents about Catholic education in Brazil, about the philosophy and aims of Fé e Alegria Foundation and about the history of the public school in focus. In order to get the closest possible to the reality of the school object of our study, several field observation were taken such as the use of semi-structured interviews and questionnaires. This work was done with the direction of the school, the teachers, students and the local area Indian leadership. Since the School of Father Antonio in its history reflects the richness of the Xerente culture, the analyses of the data collected in the field tried to discuss the acquisition of the Portuguese language as an instrument in the Indians quest for their rights. For the sake of this study the community values experienced in the school were also considered.

This PhD research explored how neoliberal governmentality influenced the UK charity SportHelp and its youth sport programmes. Despite charities being significant providers of non-formal education for young people in the UK, there has been limited work exploring how the neoliberal landscape shapes these organisations and their programmes in practice. Therefore, this thesis addresses this gap in knowledge by a) furthering the limited literature on charities and their operation, b) providing an empirical illustration of how neoliberal governmentality functions, and c) contributing to the ongoing debate about the purpose of non-formal education in the neoliberal marketplace. This case study research focused on a single charity – SportHelp – whose remit is to improve socio-economically disadvantaged young people’s lives through the provision of sport. Over a 9-month period, data were collected through semi-structured interviews with a selection of SportHelp’s managers, coaches, and young people. Furthermore, participant observations of three coaching sessions (featuring previously interviewed coaches and young people) were undertaken to complement the interviews. The data were subsequently analysed using thematic analysis. Findings suggest the neoliberal landscape shaped SportHelp and its youth sport programmes profoundly. To maximise its chances of economic survival, SportHelp re-configured itself into a ‘quasi-market’. In doing so, it adopted a deficit-reduction approach towards improving young people’s lives: the charity assumed socio-economically disadvantaged young people were inherently ‘deficient’ (because of their lower socio-economic status) and required ‘fixing’. Using sport, SportHelp coaches ‘fixed’ young people’s personhood by instilling the neoliberal values of individual responsibility, discipline, and life skills. These values were readily internalised by young people because SportHelp operates in the realm of non-formal education; a space where coaches could foster passion, relationships, and a sense of belonging.

Thesis (D. Miss.)--Trinity International University, 2000. / Abstract. Includes bibliographical references (leaves 291-302).

No description available.

This study was designed to discover, using an interview technique, patterns in perceptions of self, teaching context, and relationships between the two, of selected teachers in alternative secondary education programs. A theoretical framework derived from perceptual psychology was used as the basis of the interview schedule and the analyses of responses. An interview schedule was developed and field-tested prior to use in the study. Teachers from three metropolitan school districts in 10 alternative programs were contacted by letter asking for volunteers. Most of the programs were designed for disaffected students. Twenty-three teachers were interviewed by the investigator. Tape-recorded responses to the questions were analyzed in two ways according to selected concepts from perceptual psychology. In the first analysis, questions analyzed for perceptions of self, context, and the relationships between the two generated responses from which patterns seemed to emerge. Patterns in perceptions of self indicated that teachers focused on the importance of satisfying needs, of total life experiences, and of personal freedom in their work. Patterns in perceptions of context, i.e., alternative secondary education programs, showed that teachers focused on the importance of education as process and of dealing with students as individual persons. They advocated changes in traditional programs in these directions. Patterns in perceptions of relationship between self and context suggested that teachers focused on a personal and positive interaction between themselves and their work while being aware of inherent limitations and hindrances. In the second analysis, patterns analyzed for characteristics of perceptual field and the adequate self yielded the following findings ranked in order of expressed importance. First, perceptual field characteristics which emerged were: direction (87% of responses), and fluidity (58% of responses). Stability, resistance to change, did not seem to emerge. Teachers demonstrated prominently their awareness of satisfying needs, their own and their students', indicating the direction of their perceptual field. This awareness was followed by a less prevalent but still noteworthy readiness to change their methods and behaviors, fluidity of field, in order to accomplish their goals. Perhaps the prevalence of these two characteristics explains the absence of the characteristic of stability. Second, characteristics of the adequate self which emerged were: possession of rich and available perceptual field (94% of responses), openness to experience (90% of responses), positive self-perceptions (68% of responses), and capacity to identify with others (47% of responses). The teachers' responses indicated that they drew on past experiences and were open to new ones in order to function in their work. Their view of themselves was positive. Capacity to identify with others was the least evident. Four teachers emerged as having some atypical perceptions. They worked in two programs, one designed for academically able students and the other for senior students seriously interested in pursuing professional careers. This group perceived content as having more prominence than process and considered their role to be more similar to that of traditional teacher and academic counselor. Conclusions based on perceptions of these teachers were as follows: First, teachers tended to be person-oriented, aware of their own and students' needs. Second, teachers appeared to be process-oriented, favoring educational alternatives so that more students be educated. Third, teachers seemed aware of the total context of their work, the gratifying dimensions as well as the limitations. Fourth, teachers accented person and process in responses indicating the characteristics of direction and fluidity in their perceptual field. Fifth, teachers appeared to demonstrate two characteristics of the adequate person, openness to experience and possession of a rich perceptual field, lightly more than others.

No description available.

The study was concerned with developing strategies that can be used to implement and operate a School Within A School (SWAS) program that may contain an action-learning component. The study began with an intensive search of the literature. Later, two data collecting instruments were developed: (1)a semi-closed-end questionnaire which was mailed to 112 SWAS programs as identified in the National Directory of Public Alternative Schools (Flaxman and Holmstead, 1978); and (2) an open-ended telephone interview instrument which was administered via telephone to ten respondents working in SWAS programs across the United States. Prior to use, the two instruments were submitted to a panel of five experts for review. Data from the semi-closed-end instrument were recorded and each telephone interview was tape recorded and then transcribed. A summary of the most significant findings, using data from both the instruments follows. The majority of the SWAS programs were implemented to deal with a particular group of students in a more effective manner. A substantial number of programs were implemented to deal with attendance and drop-out problems. Teachers proved to be the most likely group of professionals to call for a SWAS program. Teachers also proved to be the major stumbling block to successful program implementation. The respondents emphasized the importance of dealing with change effectively in order to successfully implement innovations. Involvement of the school community facilitated program implementation. SWAS programs have been implemented and operated in the face of a district's declining resources. The operating expenses of a majority of the SWAS programs were equal to or below operating expenses of the regular host school. The major problem encountered in implementing and operating a SWAS program is the philosophical division the concept promotes between faculty proponents and opponents. However, it was also funding that by successfully dealing with the fears and threats posed by change, program advocates can facilitate implementation and operation. Finally, it was found that SWAS programs offering an action-learning component can easily initiate and maintain communication and coordination with community resource personnel and on-site supervisors. Based on the findings of the study, it was recommended that: (1)SWAS programs be directed at providing either curriculum options or scheduling options; (2)prior to introducing the SWAS concept, a needs survey be conducted and school community participation be encouraged and fostered in all phases of planning, operation, and evaluation; (3)once the SWAS concept has been introduced, steps be taken to reduce the stress and fear attendant to change; (4)accurate program evaluation procedures be established that are sensitive to the goals and objectives of the SWAS program; (5)a SWAS program operate with the same per-pupil expenditure ratio as the host school; (6)lines of authority and responsibility be clearly delineated in the program proposal; and (7) community resource personnel be involved in planning, operating, and evaluating any action-learning component.

No description available.