The present debates over strategies to construct a non-racial democratic education system for South Africa concur that non-formal education is an indispensable complement of formal education. Formal education alone is not enough to develop the human resources of marginalized Third World people, whose capacity to participate and perform has been wasted over the centuries. Massive deficits in literacy, numeracy, vocational and technical skills among adults, school-leavers and school drop-outs, are clear problems to be tackled by non-formal education. In South Africa, non-formal education, as a component of education and training, is of recent origin. Research in the field is very limited. It is necessary to undertake scientific studies regarding key issues like adults' educational needs, programmes, available facilities and funds, and staffing needs required to maximize non-formal education's contributions to human resources development. This research aims to identify crucial issues in the provision of creative and viable non-formal education; to locate existing non-formal education resources and forms of network; to identify immediate and long-term non-formal education needs; and to develop a provision model for non-formal education. The study is set against the background of the development of non-formal education in selected European countries, some developing countries, and selected African countries. Non-formal education models are identified and described in Chapters Two and Three. This research focuses on the provision of non-formal education in the Pietermaritzburg region, in particular non-formal education providers, programmes or courses, trainers/teachers, trainees/learners, students' needs and the training of adult educators. Each of the above-mentioned areas is reviewed with the aim of making comparisons with the industrialized European countries in order to detect common and divergent trends which could have implications for the alleviation of the present situation in South Africa. It is also intended to develop a provision model for non-formal education in South Africa. The study samples comprised 400 learners/trainees, 200 teachers/trainers, and 100 managers, officials and principals of non-formal education institutions in the greater Pietermaritzburg region. The instruments used for data collection were two questionnaires and an interview schedule. Participant observation was also used. The study established the following major needs in non-formal education in the greater Pietermaritzburg region: strong links with a national system of adult education; efficient training system of adult educators; strong state commitment to the provision of non-formal education; proper networking amongst non-formal education providers; adequate INSET courses for non-formal education providers and teachers/trainers; a satisfactory system of funding non-formal education and more non-formal education centres in rural areas. The findings and conclusions led to the development of a provision model for non-formal education. The model has five major sequential components: (1) Establishing non-formal education needs through research, networking, and adult education organizers, etc.; (2) Constructing appropriate curricula/ syllabuses/courses and evaluating them during and after implementation; (3) Selection of non-formal education students based on relevant criteria; (4) Provision of appropriate training through suitably qualified trainers/educators and aided by a variety of support services; and (5) Placement of trained personnel in employment and monitoring their progress in the work situation. / Thesis (Ph.D.)-University of Durban-Westville, 1996.

Bibliography: pages 105-107. / Educational projects offering an alternative to the traditional, formal system are increasing in number. Many hold ideals of participative learning and the development of personal autonomy but are also committed to a particular political vision. The interest of this case-study lies in the consideration of how such educational values may interact with a call to support and act upon a set of beliefs. This tension between open-ended educational work and directed action is a central problem in Paulo Freire's pedagogy. Freire talks of consciousness-raising as the process by which people become aware of the political implications of their personal situations. He advocates experience-based learning but also has an analysis of society which 'conscious' people are to realize. Conscientization, in these terms, is caught between a desire to have people take responsibility for their own learning and to teach a specific view of society. The learning process thus comes into conflict with the curriculum content with priority necessarily being given to one over the other. Freireian concepts such as dialogue, praxis and transformation are central to many alternative educational projects although they are frequently ill-defined, containing contradictions and creating confusion. This may be reflected in their organizational structures as well as in their outreach work. This study considers the relationships between learning and action, individuality and unity and equality and expertise so as to articulate the difficulties faced by the project under discussion. The aim of this study is not to provide a set of solutions for the project to adopt but rather to define areas of concern so that the project itself is better able to determine its own direction. The means by which these areas are uncovered and shared with interested parties is therefore of central importance. Thus the limits and possibilities of participant-observation as an evaluative approach are explored with particular interest in the setting up of the contract, the definition of the problem and the communication of the insights gained back to the project stakeholders. The project selected for this case-study is 'End Racism and Sexism through Education' (E.R.A.S.E.), a small, Cape Town based initiative.

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.

D.Ed. / This research project lasting from 1994-1996 is a comprehensive description and evaluation of the environmental education programme offered at Delta Environmental Centre. It is an evaluative case study of a progamme in environmental education. The principal aim of the project was to evaluate the environmental education programme offered by Delta. This was achieved through a comprehensive description and documentation of the various features/aspects of the programme. Because the research is based upon the Fourth Generation Evaluation approach (Guba & Lincoln 1989:50/252), the views, claims, concerns of the Delta Environmental Education Officers and other significant stakeholders form the major part of the research. Through interviews, factors influencing the programme and some aspects of the Centre were elicited by the research process. Both the Environmental Education Officers and the other stakeholders (Sponsors, the Honorary President and founder of the Centre, the Chairman, the former Chief Executive of Delta and the former Chief Educationalist) made important and valid recommendations which, if taken serious by the management of the Centre, will influence the future direction of the Centre. From the available documents such as internal educational reports, newsletters, magazines and pamphlets, together with the interviews conducted, the history and development of the Centre and its environmental education activities was revealed. The Centre has changed over the years and the changes are reflected on the many mission statements the Centre has produced. These are reviewed on an ongoing basis to keep up with changes in environmental education. This has led to very successful educational activities reflected in the methods employed by the Officers and the content of the programme. The methodology is central to the teaching and learning at the Centre. It emerged from the interviews, that the instructional strategies are varied and geared to different age levels and backgrounds of the groups. Creative teaching methods such as dramatisation, games and role play (Shongwe 1992b:44) are used very effectively at the Centre. In addition to such methods is observation, self-discovery, hands-on activities and experiential learning where pupils are given the opportunity to experience and encounter natural features of Delta Park. The pupils visiting the Centre bring along certain experiences, needs and expectations that should be recognised by the Environmental Education Officers if effective teaching and learning is to be achieved. The pupils, through a questionnaire, articulate these and this is one area that needs further investigation and formal research. The role of the Centre was explained, priorities were set and recommendations for improvement were made by both the Environmental Education Officers and the other stakeholders. It is recommended that the Centre should go beyond the teaching foundations of ecology to issues that are more relevent to the day to day living of people. The programme should incorporate more problem solving skills that will assist the pupils to solve real problems back at home. Teachers should be exposed to environmental management techniques which might be translated into the promotion of environmental values and ethics as part of the day to day running of schools. Techniques such as how to draw and implement an Environmental Management System (EMS), an Environmental Impact Assessment (EIA) and to conducts environmental audits at school be promoted. The programme has changed over the years for the better. Among other factors, the working conditions, the personality of the Officers and their outonomy, are the main contributing factors influencing the effectiveness of the Centre and its environmental education programme. These are unique findings as there is no evidence from literature that this has ever been articulated. The research confirms the relevance of qualitative research and the use of the case study approach as most appropriate for research in environmental education. Fourth Generation Evaluation is also most suitable for an evaluation of an environmental education programme. Finally, the research recognises the contributions by the Centre towards the development of environmental education in this country on non-formal basis and argues for a balance between this approach and formal education. The research concludes that the environmental education programme at Delta is effective and based upon sound environmental and educational principles. High and strong commendations to the staff and the management of the Centre. The Centre is one of the most important and well suited establishment to facilitate the incorporation of environmental education in the formal curriculum.

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

Thesis (Master of Consumer Science)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: In recent years unemployment figures in South Africa have reached alarming proportions. Many people do not have any form of income, and many others rely on irregular incomes from seasonal work. Education of adults has been highlighted as a possibility for teaching people various skills, which they could apply to generate an income for themselves. This research was conducted by following a participatory action research method to determine whether a nonformal adult education programme would assist individuals in generating an income. The literature review to support the research conducted included a discussion on poverty, rural areas and their development, and the relevance of entrepreneurial development for these areas. From here, the focus of the literature review moved to that of adult education as applied in training programmes. Participatory Action Research (PAR) and its role in a nonformal adult education programme is discussed, followed by a discussion of empowerment. The monitoring and evaluation of these programmes are also described. The Development and Advancement of Rural Entrepreneurship (DARE) is a programme that was launched in 2000 by the Department of Consumer Science: Foods, Clothing, Housing at the University of Stellenbosch. The main focus of this programme is the assistance given to rural communities to assist them in addressing the problem of unemployment and poverty, by providing support and training to potential local entrepreneurs. The rural town of Montagu was identified to conduct a nonformal adult education programme, focusing on skills training and entrepreneurial development of interested individuals in the community. The research period lasted 14 months. The programme itself consisted of different projects that concentrated on skills training suitable for income generation. People from the community were invited to attend the programme, making all participation voluntary. A PAR approach to present training skills was followed. Each PAR cycle consisted of four stages, namely planning, action, observation, reflection, as well as the revised plan which forms the first phase of the next plan. This approach ensures maximum involvement of participants. Empowerment levels of participants were measured using a standardised questionnaire with a pre- and post- test design. One of the PAR cycles included a five-day business course. Different aspects of entrepreneurship were addressed during the programme and eventually all the skills were combined and implemented to assist in the generation of income. Data of the empowerment levels of participants, and general information on the participants and their evaluation of the programme are documented as case studies. This data was also used to evaluate the success of the programme. The analysis of the data clearly shows that there was a need for skills development and entrepreneurial development in this rural area. Participants were eager to take part in the programme and to apply their skills in the market place where they displayed the skills they have acquired. Those participants who completed the programme all demonstrated an increase in their empowerment levels, the most significant increase on micro level. The research results indicated that participants were able to apply the knowledge and skills gained during the programme. However, four months after the completion of the programme none of them were involved in income-generation ventures. Despite the fact that the need for training existed in this rural area, sustainability was problematic once the facilitator withdrew. It is therefore recommended that novice entrepreneurs should have long-term guidance and emotional support in order to reach independence eventually. / AFRIKAANSE OPSOMMING: Die werkloosheid syfer in Suid-Afrika het die afgelope paar jaar onrusbarend toegeneem. 'n Groot aantal mense het geen vorm van inkomste nie, en baie maak staat op die inkomste wat hulle uit seisoenwerk genereer. Opleiding van volwassenes is aangedui as 'n wyse waarop mense 'n verskeidenheid vaardighede kan aanleer wat hulle dan kan toepas om sodoende vir hulself 'n inkomste te genereer. Hierdie navorsing is onderneem om te bepaal of 'n nieformele opleidingsprogram waar 'n deelnemende aksienavorsingsmetode (DAN) gevolg is, individue sal kan help om 'n inkomste te genereer. Die literatuuroorsig wat die navorsing onderskryf, sluit 'n bespreking in van armoede, landelike areas en die ontwikkeling daarvan asook van die relevansie van entrepreneuriese ontwikkeling in hierdie areas. Die fokus van die literatuur verskuif dan na volwasse onderwys, soos toegepas in opleidings programme. Daarna word deelnemende aksienavorsing (DAN) en die rol daarvan in programme in nieformele onderwys vir volwassenes bespreek. Dit word gevolg deur 'n bespreking van bemagtiging. Laastens word monitering en evaluering van programme bespreek. Die Development and Advancement of Rural Enterprises (DARE) Program is deur die Universiteit van Stellenbosch, Departement Verbruikerswetenskap: Voedsel, Kleding, Behuising in 2000 geloods. Die fokus van die program is om bystand aan landelike gemeenskappe ten opsigte van die hantering van werkloosheid en armoede aan te spreek. Die landelike dorp Montagu, is geïdentifiseer as 'n area om 'n nieformele onderwysprogram vir volwassenes wat fokus op vaardigheidsopleiding en entrepreneuriese ontwikkeling van belangstellende individue in die gemeenskap, aan te bied. Mense van die gemeenskap is uitgenooi om vrywillig aan die program deel te neem. Die navorsingsperiode het oor 14 maande gestrek. Die program self het bestaan uit verskillende projekte wat op opleidingsvaardighede geskik om 'n inkomste te genereer, fokus. 'n Deelnemende aksienavorsingsmetode is gevolg om opleidingsvaardighede aan te bied. Elke DAN-siklus het uit vier fases bestaan, naamlik beplanning, aksie, observasie en besinning. 'n Hersieningsplan het deel uitgemaak van die eerste fase van die volgende siklus. Hierdie benadering het maksimum betrokkenheid deur deelnemers verseker. Tydens een van die DAN siklusse, is deelnemers se bemagtingingsvlakke gemeet deur gebruik te maak van 'n gestandaardiseerde vraelys met 'n voor- en ná-toets ontwerp. Een van die DAN-siklusse het uit 'n vyf-dag sakekursus bestaan. Verskillende aspekte van entrepreneurskap is tydens die program aangespreek en ten slotte is alle vaardighede saamgevoeg en geïmplementeer om die generering van inkomste aan te moedig. Gevallestudies is gebruik om deelnemers se bemagtigingsvlakke, algemene inligting oor die deelnemers en die deelnemers se evaluering van die program aan te teken. Hierdie data is ook gebruik om die sukses van die program te evalueer. Die data analise wys uitdruklik dat daar 'n behoefte was aan die ontwikkeling van vaardighede en entrepreneuriese ontwikkeling in hierdie landelike gebied. Deelnemers was gretig om aan die program deel te neem en om vaardighede wat aangeleer is, toe te pas op die ope mark. Die deelnemers wat die program voltooi het, het almal 'n verbetering ten opsigte van hulle vlakke van bemagtiging getoon, met die grootste verbetering op die mikrovlak. Die navorsingsresultate bevestig dat die deelnemers hulle vaardighede en kennis wat in die program verwerf is, kon toepas. Nogtans was geeneen van die deelnemers wat die program voltooi het, vier maande ná die afloop van die program besig om 'n inkomste te genereer nie. AI was daar 'n behoefte aan opleiding in hierdie landelike area geidentifiseer, was daar, nadat die fasiliteerder onttrek het, geen volhoubaarheid van die program nie. Daar word dus aanbeveel dat opkomende entrepreneurs langtermynondersteuning sal geniet wat uiteindelik tot hul onafhanklikheid sal lei.

The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.

The topic of integrating the formal learning of graduates with their informal workplace learning has been debated for many years. In practice, however, these two types of learning still exist as two polar opposites, especially in the field of statistics. This study examined the effectiveness of an internship programme as a means to integrate the formal learning of statisticians with their informal workplace learning. Based on the findings, a framework was proposed to ensure integration between the formal and informal workplace learning of statisticians. The study employed a mixed-method approach that combined quantitative and qualitative data collection. Quantitative data were collected from respondents (statisticians who participated in the internship programme and were permanently employed at the time of the study) through an online survey, and qualitative data were collected from managers (who served as mentors to the interns) through conducting semi-structured, one-on-one interviews. Documents pertaining to the internship programme in place at Statistics South Africa were also studied. Many developing countries still lack the capacity to produce, analyse and use the range of quality statistics required to support effective development progress. This study suggested a new way of integrating the formal learning with the informal workplace learning of statisticians, which involved adding a practical component (an internship) to the formal learning of statisticians, therefore, combining an internship during formal learning with an internship upon the completion of formal learning. In this way, statisticians are better capacitated because they can apply their formally obtained knowledge and skills in practice both while being engaged in their formal studies as well as after completing their studies, ensuring integration between formal and informal workplace learning. Crucial factors that would play a role in ensuring success are, for instance, if intern statisticians are placed in areas that are commensurate with their formal learning (thus ensuring utilisation of their skills) and if the level of the tasks assigned to them matches their cognitive ability. Support for interns’ informal learning in the form of mentorship, developmental assignments and training and development opportunities are also crucial to ensure integration between their formal learning and informal workplace learning. / Educational Leadership and Management / D. Ed. (Education Management)

This study investigates the use of telecentres for educational purposes in telecommunications under-serviced regions of South Africa. The problem addressed by this research has both equity and efficiency aspects. In particular, the thesis examines the impact of telecentres on the formal and non-formal education outcomes of recipient communities - four telecentres, two in townships and two in rural areas. The urban telecentres are Siyabonga in Orange Farm near Johannesburg and Mamelodi Communication and Information Services (MACIS), in Mamelodi township, near Pretoria in Gauteng Province. The rural telecentres are Tombo near Port St Johns in the Eastern Cape Province and Hoxani near Bushbuckridge on the Mpumalanga-Limpopo Province border. The main aim of the research is to conduct a quantitative survey of the telecentre users’ use of telecentres in the above mentioned locations. On the basis of this, the thesis seeks to come to some conclusions about the use and effectiveness of the South African telecentre program. The quantitative analysis of users is supported by a qualitative report and analysis of data gathered through personal interviews of telecentre operators and employees. The thesis reports on the outputs of the centres, limitations in their function, inhibitors to their economic performance, and recommendations for improving their operations. Some of the findings are that telecentres established through public-private partnership (PPP) funding are more effective and successful, computer literacy is a major resource offered, Hoxani telecentre offers outcomes-based education management skills training for local teachers, while Tombo, MACIS and Siyabonga telecentres offer additional business and electronic courses. The thesis also reviews the South African telecentre program against the background of similar programs in selected Asian and Latin American countries, Australia, Canada, and Europe and against the background of an analysis of South African post-apartheid telecommunications sector reforms (1996 to 2007). Insights into the unique nature of challenges facing geographically located telecentres as well as a new model for understanding telecentre operations in South Africa are offered. / Communication Science / D.Litt. et Phil.(Communication Science)

This study investigates the use of telecentres for educational purposes in telecommunications under-serviced regions of South Africa. The problem addressed by this research has both equity and efficiency aspects. In particular, the thesis examines the impact of telecentres on the formal and non-formal education outcomes of recipient communities - four telecentres, two in townships and two in rural areas. The urban telecentres are Siyabonga in Orange Farm near Johannesburg and Mamelodi Communication and Information Services (MACIS), in Mamelodi township, near Pretoria in Gauteng Province. The rural telecentres are Tombo near Port St Johns in the Eastern Cape Province and Hoxani near Bushbuckridge on the Mpumalanga-Limpopo Province border. The main aim of the research is to conduct a quantitative survey of the telecentre users’ use of telecentres in the above mentioned locations. On the basis of this, the thesis seeks to come to some conclusions about the use and effectiveness of the South African telecentre program. The quantitative analysis of users is supported by a qualitative report and analysis of data gathered through personal interviews of telecentre operators and employees. The thesis reports on the outputs of the centres, limitations in their function, inhibitors to their economic performance, and recommendations for improving their operations. Some of the findings are that telecentres established through public-private partnership (PPP) funding are more effective and successful, computer literacy is a major resource offered, Hoxani telecentre offers outcomes-based education management skills training for local teachers, while Tombo, MACIS and Siyabonga telecentres offer additional business and electronic courses. The thesis also reviews the South African telecentre program against the background of similar programs in selected Asian and Latin American countries, Australia, Canada, and Europe and against the background of an analysis of South African post-apartheid telecommunications sector reforms (1996 to 2007). Insights into the unique nature of challenges facing geographically located telecentres as well as a new model for understanding telecentre operations in South Africa are offered. / Communication Science / D.Litt. et Phil.(Communication Science)