Thesis (M.Ed. (Community and Continuing Education)) -- University of Limpopo, 2017 / The study outlines the research carried at Sebayeng Public Adult Learning Centre (PALC) in the Limpopo Province. The aim of this study is to identify the educational needs and assets of illiterate women at Sebayeng PALC. The main research question was: What are the educational needs and assets of illiterate women at Sebayeng PALC? This study employed the qualitative research method to explore the educational needs and assets of the illiterate women at Sebayeng PALC. This study employed a case study design to gain insight into the challenges and strengths of illiterate women at Sebayeng PALC. The research participants were purposefully sampled due to the importance of their shared experiences and opinions in answering the interview questions for the purpose of triangulation. The data was collected by means of analysis of documents, semi-structured interviews and observation. The research data was analysed inductively. The findings of the study indicate that the illiterate women appreciate the value of Adult Basic Education and Training (ABET) offered by Sebayeng PALC. Apart from the participants commending their spouses for rendering moral and financial support, they also appealed to the Department of Basic Education (DBE) to introduce ABET Level 4 course. The illiterate women preferred ABET Level 4 course because it is deemed to have more credits that open up learners for further training opportunities at tertiary institutions. Based on the findings of this study, it is recommended that the DBE provide further budgetary support to improve the centre’s operating and financial leverage. In addition, an empowerment programme to improve the quality of teaching and learning to illiterate women at Sebayeng PALC has also been recommended.

Thesis (M.Ed. (Adult Education)) -- University of Limpopo, 2017 / This study highlights the importance of effective curriculum implementation at a Public Adult Learning Centre in a rural community in Limpopo Province. The purpose of the study was to explore the curriculum implementation facing Mbetana Public Adult Learning Centre (MPALC) with the view to recommend appropriate strategies to improve the centre’s curriculum implementation capabilities. Since the study was premised on the interpretivist paradigm, a qualitative research approach was employed to give a detailed account of the curriculum implementation challenges from the perspective of people with lived experiences of MPALC’s curriculum implementation dynamics. The participants which include six learners, the Centre Manager and two facilitators, were chosen using the purposive sampling method. Purposive sampling was preferred because it gave the researcher an opportunity to target participants deemed to possess authentic accounts of MPALC’s curriculum implementation dynamics. Multiple data sources inclusive of silent observations, semi-structured interviews and document analysis were used to gather data. The study found out that the acute shortage of textbooks and stationery, absence of fit-for purpose learning infrastructure, low employee morale due to poor working conditions, inappropriate teaching methods, and the insensitive use of the English language regardless of the learners being predominantly Tsonga speaking people are some of the challenges that hampered the effective implementation of the curriculum guidelines at MPALC. The study recommends that the Department of Higher Education and Training (DHET) should partner with private companies through the public-private partnership frameworks with the view to improve the MPALC’s operating and financial leverage