The study focused on adult learners in the Bachelor of Technology: Somatology degree (B. Tech) at the Durban University of Technology (DUT). It served to establish the characteristics and experiences of part-time, predominantly adult women learners in order to facilitate their and future generations of formal higher education life-long learners retention , throughput and success rates at DUT. This is in response to national policy directives from the Department of Education and communiques from various non-profit organisations (NPO's) and political groups . The aim of the study was to gain a deeper understanding of the factors that motivate, facilitate and detract from part-time learner's formal learning experience in order for the Department of Somatology at DUT to consider ways to address these needs. A questionnaire and focus group discussion were used to acquire data from the current cohort of B. Tech. Somatology learners. The taped discussion was subsequently transcribed and the data obtained was analysed and interpreted by means of thematic analysis. Three major themes that related to the literature, the conceptual framework and the title of the study emerged as descriptions of the adult women learners' characteristics and experiences within their communities, their work and DUT. The dissertation concluded with a summary of the findings which directly related to the testimony of the adult learners' experiences as continuing formal higher education part-time learners. Recommendations which were recognised as facilitating successful lifelong learning in institutions of higher learning and which could be adopted by DUT's academic and administrative sectors were suggested . / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

In this study the researcher investigated the relevance of the curriculum used at the two Ladysmith NGO sites to the everyday life experiences of their adult learners. This study falls under a qualitative interpretive research paradigm where semi-structured interviews with the ABET Level 1 learners were used as tools to elicit data. The techniques and participants used in this investigation enhanced the validity, reliability, objectivity and authenticity of this study. The key research question that was used to elicit data is: • How is the ABET Level 1 curriculum used at two Ladysmith non-governmental organisation sites relevant to the lives of their adult learner? The research sub questions are: ­­­­­­­­~ What constitutes the ABET Level 1 curriculum at two Ladysmith non-governmental organisation sites? ­­­­­­~ What are the adult learners’ personal experiences and perceptions regarding the relevance of what they learn, to their everyday life experiences? ­­­­­­~ In what ways do adult learners think they have been able to apply and transfer what they have learned to their everyday life situations? The reasons to undertake this study are that the black people, particularly those in the deep rural areas, in the past were denied equal access to educational experiences and the accumulation of skills and certain qualifications. The black people’s illiteracy affected their everyday life experiences, since they could not be on par with other racial groups. Moreover, many black people have not had opportunities for choice of work, personal development and political decisions. The national statistics reveal that about half of the South African adults have less than nine years of schooling and about two to three million have no schooling at all (Baatjes, 2006 and UNESCO, 2007). From this study emerged that the curriculum used at the two Ladysmith NGOs is relevant to some of the ABET Level 1 learners’ everyday life needs. The findings also indicated that some ABET Level 1 learners were satisfied and happy about the additional subjects such as crop growing and vegetable gardening, income generation life skills and many more others that were introduced to expand their curriculum. Almost all the ABET Level 1 learners stated that they have gained a lot of knowledge, skills and self-confidence after being part of the ABET Level 1 classes. These findings are supported by Openjuru, (2008). / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

This research is a case study. The study investigates the teaching strategies currently utilized in the adult education classroom; ascertains the reasons for the use of such strategies and recommends teaching strategies that could be used in order to improve instruction. The research was conducted at an adult learning centre. In pursuit of his objectives, the researcher aimed to answer the following key questions: • What teaching strategies are currently being utilized in the classroom? • How effective are these teaching strategies in meeting the learning needs of the adult learners? • How do these teaching strategies relate to existing literature? Data was collected primarily by engaging in the observation of actual teaching in the classroom. Structured interviews were conducted with the educator and learners concerned in order to confirm the classroom observation findings. Although the findings from this study are problematic to generalize, the findings will give us a better understanding of teaching strategies. This understanding could be useful to: • Educators of adult learners with a view to improving their practice. • Researchers in the field of education. • Textbook writers and curriculum development specialists. • National and regional policymakers. • Anyone who has an interest in education. This study is guided by the theory of andragogy as expounded by Knowles. This theory is relevant because it informed the study as to how best teaching and learning of adults can be undertaken. Findings from this study reveal that the teaching strategy most frequently used are the mass instruction strategies. The lecture method is most frequently used. This method is made interactive with the incorporation of discussions, recitations and the use of questioning. Individual instruction and group instruction strategies are used to a limited extent. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2007.

This study draws on empirical evidence to examine theory on the critical question: "What is the impact of the English literacy curriculum on the lives of female adult learners?" I used the critical postmodernist and feminist lenses to examine the lived experiences of four Black African domestic workers and their journey through adult literacy. I used life history and autobiographical writings as the main methodological tools to uncover the biographical experiences of the learners. The postmodernist lens provided a framework to understand the changing identities and the complexities in the lived experiences of the learners. The critical and feminist theories provided the framework to understand the power relations and female oppression in a gendered society. Researching adult literacy in transforming, unstable and uncertain environments is methodologically complex and challenging. In these circumstances it is often serendipity that provides tools for discovery. Thus letter writing and 'in loco' visits into informal settlements provided me with thick description of the adult learners' life worlds, which would have otherwise been closed. In drawing up a literacy curriculum for adult learners the ‘in loco' visits became a vital source of information. A major impact of the adult literacy programme in this study is that it provided learners with a language of criticism, hope and one with which to analyse their social and material conditions. The narrative writing and class discussions gave learners the opportunity to reflect, to be critically conscious of their poverty, to act and dream of their emancipation. The autobiographies were voices for the voiceless learners, offering them a space to explore their feelings through story telling. The story telling opened up possibilities, which was not mere reflection but a complex process of making a difference in the world through diffraction. Autobiographical writing as a narrative form provided the discursive space for learners to become reflective, conscientized and intellectually emancipated. However, they were not always able to assert their empowerment, because of the dominant mediating factors such as economic power relations and socio-cultural contexts. Feminist and critical pedagogical approaches to mediating the curriculum can be emancipatory, in environments of poverty, oppression and powerlessness. Although learners attained critical consciousness and intellectual liberation, only two of the four were able to break the shackles of poverty. The English language created a triple bind for the adult female learners. The dominance of the English language in the global economy, has created demands on adult learners to acquire competency skills in English in order to function optimally in society. The hegemony of the English language led to discrimination, and created class stratification as well as social inclusion and exclusion for learners. They either felt alienated or accepted. This study showed that the dominant indigenous language within their own informal community also causes social inclusion and exclusion. The first dominant pull is that of the English language, the second is the dominant indigenous language from their own communities and finally they are caught with the need for their own language causing a threefold pull or push on the learners' identities, which I call a triple bind. The quest to acquire the dominant language also created schisms in the learners' identities. This research has shown that the chasm between policy intentions and implementation has not been bridged. The promises of equity, redress and social justice as enunciated in Adult Basic Education and Training (from here on referred to as ABET) policy documents are far from being realized. This study revealed that the Department of Education in KwaZulu-Natal placed too much emphasis merely on summative tests and certification and not on the needs of the adult learner. If adult education continues in the same direction there will be no good incentive to work towards a programme that has a direct impact on the lives of marginalized females in particular. The study suggests that ABET curriculum must be situationally relevant to make an impact on learners. The adult literacy curriculum should offer programmes for critical consciousness as well as vocational training for income generation. / Thesis (Ph.D.)-University of Durban-Westville, 2004.

The study was conducted in Mwizi, Mbarara District, South Western Uganda. The major purpose was to find out if a uniform method of planning a programme fitted the unique characteristics of the people for whom it was intended, and whether the FAL programme deters or encourages participation in literacy studies. The study looked at the programme; the people's lives and the infrastructural support that was available in the community to enable people to attend the FAL Programme. The research questions focused on what encouraged or discouraged people to participate or not to participate in the FAL program. In order to achieve this, the lives of the respondents were explored to see how literacy related to their daily lives and activities. This exploration was effected using a range tools that had their roots in participatory rural appraisal and they included; interviews, focus group discussions, daily activity clock and mobility mapping. These helped me get an understanding of the lives of the people and where literacy fitted in their lives. The programme was also explored to get an insight into what it was about and this was mainly done through reviewing of literature and material. This study revealed that one size does not fit all. That is to say, learners in different areas of the sub county have unique characteristics that cannot be planned for as if they were uniform. Similarly, underlying principles of adult education were not considered when it came to planning the FAL programme. The study also revealed that illiteracy and learners were highly stigmatized. This resulted in a situation whereby very few people wanted to be associated with non-literates because of the stigma associated with illiteracy in our societies. The study concludes with a set of recommendations, some of which can be addressed by program planners directly, while others are long term issues. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

In this study a group of adults who have participated in ABE programmes as learners for two to three years is compared with a group matched for employment position and scores on literacy screening tests who have had no involvement with ABE programmes. The study inquires into peoples' work situation, including their perceptions of future prospects at their place of employment, and the degree and nature of their job satisfaction, peoples' community involvement, including awareness of current issues, the extent to which they feel they can influence what happens to them, and the extent of their engagement with community issues, and peoples' personal situations, including how they use the reading and writing skills they have developed, their involvement with their children's schooling, the sources of information they rely on, their money management, their record keeping and their degree of confidence in using technical means of communication. The study also investigates people's attitudes towards adult basic education classes, and for those who have participated in them, their own perception of changes effected, gains and sacrifices made, and whether the effort has been, for them personally, worthwhile. Differences and similarities between the groups in the areas of their work situation, their educational experience and attitudes towards education and in literacy-related practices are analysed statistically and discussed. All comparisons between the groups are explored and discussed in the contexts of the learners' own lives and experiences as described by them. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2001.

This study analyses adult learners' perceptions of functional adult literacy provision in six centres in Kampala city. Specifically, what is analysed is adult learners' perceptions of what motivates adults to enroll; their views on the appropriateness of the providers' strategies, approaches, methods and materials used; the venues, facilities, equipment, quantity and quality of facilitators; the extent to which the programmes address the adult learners' needs and the use of the knowledge and skills by those who complete the functional adult literacy programmes. Interviews, observation and focus group discussions were used to collect primary data from forty one adult learners from programmes of government, NGOs and the private sector in Kampala city. On the whole, findings indicate that the programmes are relevant, can improve learners' standards of living in urban areas and can help enable learners to live as useful citizens in their communities. A major de-motivator to participation was identified as shame associated with attending FAL classes. Some of the recommendations put forward are that: • Start up capital should be availed to the learners as literacy skills alone will not help them get out of poverty. • Facilitators should be well trained so as to be able to correctly use the strategies, approaches, participatory methods and adapt the rural based materials in a way that best facilitates learning. • Conditions of learning should be enhanced by improving the quality and quantity of facilities, equipment and facilitators. • The integrated functional adult literacy approach should be strengthened as it is preferred by both the learners and providing agencies. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2006.

This research was conducted at Makerere University Uganda, in the Department of Adult Education and Communication Studies on adult students in fulltime employment who were emolled for an evening degree programme, faced with the challenge of getting time to study. The university had structured the course in such a way that lectures started at 5 : 00 P.M.,the time they left work. At times, they studied non stop for five hours, and had only 3 2% of their remaining school time residual in which to do independent study and assignments. Moreover, they were working in a neo-liberal labour market that demanded them to retrain, but in their own time and at their own cost. The focus of the study was on how these students integrated work with study in such a context. Specifically, the study looked at how these students found time to attend lectures, conduct independent study, revise, and take exams; and how they fulfilled their academic obligations. The study was qualitative and of the case study type aimed at getting an in-depth understanding of how these students coped with the multiple and conflicting demands of work and study. What emerged is that these students try to get time to attend lectures by reducing on time meant for work, but being careful to maintain the delicate balance between work and study. They needed to retrain if they were to remain employable, and they also needed the job for survival and paying for their education. They managed to fulfill their academic obligations in the little time available by adopting pragmatic behaviour. With pragmatic behaviour, the student would find out what is useful in a course and concentrate on that in order to maximize personal outcome. Given the context and the strategies these students adopted, they most likely missed out on meaningful learning as an important educational goal. The role of the socio-economic and study contexts in influencing these students' approach to studying and learning was important to note. Recommendations to change the context are made to all stakeholders in the programme. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2005.

The political, social and economic history of the Further Education and Training College Sector and that of the communities it serves influences the operation of these institutions. The history of „state aided‟ and the „state‟ technical colleges has resulted in some Rectors and some Campus Managers having different ideas regarding leadership and management. Campus managers who bring with them the style of a state technical college‟s past tends to follow a very rigid and autocratic management, while those who come from the state aided technical college‟s past tends to emphasize teamwork, delegation but autocracy as well. Getting these campus managers to devolve power to other lecturers in the FET College is somewhat a challenging task. With this in mind, the purpose of this dissertation is to determine the enactment of „lecturer leadership‟ by the classroom lecturers at one FET College, and to investigate what hinders lecturers‟ enactment of leadership in this context. Where leadership is enacted, I intend establishing factors that promote the successful enactment. From a theoretical perspective, distributed leadership theory underpins this study. As I have had little choice but to use the literature on teacher leadership within a schooling context, because there is no literature around the concept of lecturer leadership in the context of the FET College both locally and internationally that I came across. I have taken the liberty of adopting a term „lecturer leadership‟ which is most suited for the FET context. My study is situated within an interpretive paradigm because I worked from the premise that there are multiple truths and I wanted to understand the different interpretations of the world through the lecturer leaders‟ lenses. I aligned myself with Cohen, Manion and Morrison who write “the central endeavour in the context of the interpretive paradigm is to understand the subjective world of human experiences” (2007, p.21). Using a descriptive case study methodology allowed me to track the three lecturer leaders for six month period in the FET College where I worked to get a nuanced description of how lecturer leadership was enacted. The lecturers‟ responses were collected both as numerical data, through survey questionnaires, and textual data, through a focus group and individual interviews, journaling process, and observations. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

In South Africa, changes to the political landscape have highlighted the glaring differences in the previous government's policies in the provision of worker education and training for a highly skilled workforce throughout the different sectors. This situation invoked the need for changes to the skills development policies for improving the skills profile in the country. Through the introduction of the National Skills Development Strategy along with other supportive legislation and policies that serve as vehicles for redress and transformation of skills development and training in the workplace, workplace learning has become critical for attainment of national goals for a highly skilled workforce. Workplace learning discourse necessitates a multidisciplinary approach to understanding adult learning in the workplace. This study aims at establishing the perceptions held by employees from the eThekwini municipality on the use of the WSP as an instrument for promoting workplace learning. Comprehension of the usage of the WSP as a means of addressing the national skills development agenda is important in organisations concerned with the role played by their human resources for the success and sustainability of the organisations in the market as local and global players. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.