According to Statistics South Africa (2005, p.1) approximately 5 percent of the total South African population are affected with different types of disabilities. People with disabilities experience marginalization and despite legislation and advocacy their employment opportunities are limited. Due to lack of social and physical infrastructure they are excluded from places of employment. This study aimed to document the perceptions and experiences of mildly intellectually disabled adults with regard to skills training at two protected workshops in the Durban region. The medical, social and biopsychosocial models of disability have influenced policy design and legislation over the years. In recent years due to a paradigm shift disability is viewed within the biopsychosocial model of disability. Thus the theoretical and conceptual framework underpinning my study is the biopsychosocial model of disability which focuses on functioning at the level of the whole person in a social context. The second conceptual lens of my study focuses on the concept of self-determination. Self-determined individuals are those that bring about a change in their own lives. Gardner’s theory of multiple intelligences forms the third conceptual lens of my study. This new concept of intelligence includes areas such as music, spatial relations and interpersonal knowledge in addition to mathematical and linguistic ability. The study was conducted within the interpretivist paradigm. It was a qualitative study that adopted a life history approach. Interviews and observation were the two methods of data collection as this enabled me to gain an in-depth understanding of the participants’ perceptions and experiences. The data is presented in the form of life history narratives. Content analysis was used to analyse the data and coding was used to categorise the data into themes. The conclusions reached in the study are included with recommendations for areas of further research with the aim of skills training leading to an income generating activity as well as improving the employment opportunities of mildly intellectually disabled people. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

This study investigates the retention and dropout of mechanical engineering students at a FET college using the interpretivist paradigm. Three key questions are addressed: / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermarizburg, 2008.

The Skills Development Act (97 of 1988) introduced a new approach to the development of workrelated skills in South Africa. This Act provided the legal underpinnings for learnerships, which include both structured work experience (Le. a practical component) and instructional learning (i.e. a theory learning component). Learnerships are offered in an accredited workplace environment and culminate in a qualification that is registered on the National Qualifications Framework (NQF). Research studies support the view that informal learning accounts for over 75%-90% of the learning that takes place in organizations today. Although the majority of learning that occurs in the workplace is informal, little is, however, known about how such learning is best supported, encouraged and developed in a learnership programme. The impact of informal learning on learnerships must be seen as an essential ingredient for effective workplace skills programmes and the advancement of skills acquisition leading to qualifications and career planning resulting in a highly skilled workforce. This research study was prompted by the perception that the majority of workers in the footwear industry have a low formal educational level and are either non-skilled or semi-skilled, financial sustainability of the footwear industry and global competition. Learnerships are perceived to be a creative vehicle whereby workers are able to acquire basic production and manufacturing skills in the workplace through a Clothing, Textiles, Footwear and Leather (CTFL) learnership programme. This research study explores the factors in an education and training environment that enhance or inhibit informal learning opportunities and how these factors shape or impede informal learning, thus impacting on the performance of learners in a footwear learnership programme. Although no single theoretical framework of informal learning exists, this research study was informed and underpinned by the theoretical models of various experts in the field of informal 7 learning. Using an interpretivist paradigm the researcher opted to study the implementation of learnerships at one accredited training provider in the footwear industry. Data collection instruments provided rich, detailed qualitative data using semi-structured interviews, observations and document analysis within a case study approach. The findings of this study identified a number of overarching factors that enhanced or impeded informal learning in a footwear learnership programme that also impacted on the performance of learners. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.

The study is about factors that influence students‟ choice of a campus and how those choices influence students‟ decision to complete their courses. Since FET colleges have campuses with different historical backgrounds and unique characteristics, they offer specialised programmes according to the resources they have, relevant to their geographic location. The research focused on answering the following questions 1) What factors influence students‟ choice of campus? 2) What factors influence the students‟ completion or non-completion of courses? The aim of these questions was to determine what currently influences the students‟ choice and what kind of information or sources do students use in their study choice decisions. Some related researchers in other contexts have shown that there is a link between education and socio-economic factors. This study has been primarily informed by Tinto‟s (1987) theory on student retention and no-completion of courses, which suggested that non-completion is a result of a mismatch between the social/academic background, intentions and goals of the student and their institution‟s ability to meet those goals. Chapman‟s model of choice (1991) enabled him to indicate some factors, which influence student‟s choice. The aim of using the model was to check if the same influential factors were important for the current FET students in South Africa. A number of available studies have focused on the student, significant others in their lives, parents and teachers, as well as marketing of colleges or recruitment of students as factors influencing the choice. There is little literature that looks at how the fixed college factors such as program availability, location and reputation influence students, which is the focus of this research. This study falls into an interpretive paradigm and is qualitative in nature. Data has been collected using questionnaires and semi-structured interviews conducted among students of different campuses in one FET College. The sources of information are current students, those who dropped out and students who have completed their courses. Data collected show that the costs factor, academic achievement and significant others influence students‟ choices. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

This qualitative case study explores how moments perceived as ‘ defining’ or being a climatic turning point may influence students’ preconceived ideas and viewpoints. Institutions worldwide are becoming cognisant of the importance of preparing students for global leadership roles. In meeting this objective the Student Leadership Development Office introduced students on its leadership course to the topics of leadership and citizenship. The Leadership Course’s structure used an ethical lens to elaborate on elements of citizenship related to knowledge, skills, efficacy, and commitment. The course aimed to imbue students with a sense of stewardship, and commitment to civic involvement. The provision of real-world learning experiences included the use of a culturally responsive form of teaching, by the introduction of the African spiritual concepts of ubuntu and umhlangano. Lessons were further amplified by prior research, feedback, and the use of reflective journals by course participants. Using Mezirow’s (1991) theoretical framework of transformative learning, this study considers how the course facilitates the possibility of catalytic experiences for course participants. This study is particularly interested in determining whether real change is possible via defining moments which may potentially trigger transformative learning. Data gathered from reflective journals and email questionnaires has been coded and analysed for possible themes. Triangulation between sources allowed for greater validity for the findings of the data collected. The study shows how, via transforming experiences, students became aware of preconceived biases and judgements in their internal landscapes. These defining moments contribute to catalysts for development. Case study results suggest that students could develop a broader understanding of the responsibilities of leadership and citizenship by obtaining an overall understanding and appreciation for diversity and being motivated to implement activities that could potentially have a positive bearing on community life. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

It is suprising that many people, especially in rural areas, remain illiterate despite efforts by the government to have all people of South Africa literate. This study examines factors that make it impractical or unattractive for people who live in rural areas to attend public adult literacy classes. These conditions relate to their cultural and socio-economic background, and have a direct effect on their apathetic attitude towards adult schooling. The study further looks at illiterate people's perceptions, motivations and expectations in relation to adult education. This is very important since once their needs and aspirations regarding provision of adult education have been optimally addressed, they could be interested to attend adult classes. Thus, the high rate of illiterate rural people could be reduced. The researcher, who is also a member of the Luthuli rural community, has a very good understanding of the cultural background of the people of KwaLuthuli. This made it possible for him to comprehend each and every piece of information that was presented during interviews. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

The agricultural extension package program is initiated by the government of Ethiopia. It is initiated to reduce poverty and bring development in the country. The basic underpinning principle of this program is that, if the productivity of the farmer is increased, on the one hand it is possible to bring sustainable development in Ethiopia and on the other hand it will help to get the raw material for the industry and reduce the migration of the work force from rural to urban areas. Agriculture is the source of livelihood for over 80% of the population and the majority of the poor live in rural areas. About 59.5% of the population is illiterate. The government gives overriding primacy to the welfare of rural populace. Agriculture is also believed to be a potential source to generate primary surplus to fuel the growth of other sectors ofthe economy. The main feature of the target group is that majority of them are illiterate and their mode of production is subsistence. Of the many kinds of intervention to bring development; educating the society is the major one. Indeed the government offers training to the subsistence farmers with the intention of enhancing their productivity via development agents. DAs are there to facilitate empowerment of the farmers, lead the process of technology transfer and change the attitude of farmers. DAs work with subsistence farmers to introduce the modern system of farm and farm related activities. To do so a series ofteaching - learning processes are evident in the program. The purpose of the study is to see the kind of teaching - learning processes that are evident in the program and to see how the principles and theories of adult education relate to the program. Thus, the research tries to explore the learning approaches and practices evident in the extension package program, the perception of DAs and farmers about the training and the actual and potential role of literacy in an agricultural extension program. The research adopts an interpretivist paradigm and some aspects of critical paradigm to understand the data and the context. It is qualitative in nature. The study is conducted on a sample of 18 participants (15 farmers and 3 extension package workers). Semi structured interviews were conducted with three DAs, focus group discussions with twelve farmers, observation while the training was taking place in the field and document analysis to get factual information. The research results are reported in the form of discussion and findings. Indeed it is revealed that farmers are divided into two as the leader and follower farmers. Accordingly the types of trainings are divided into two as general and special training. Literacy ability ofthe farmers is one ofthe criteria to be eligible for special training. That resulted in the exclusion ofthe majority of farmers from the special training program. ERIC Keywords: Extension package program, Development agents, Literacy, Adult education, Follower farmers, Leader farmers / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

This study set out to provide an understanding of the Certificate in Education programme, CE (PD), in terms of various stakeholder perspectives and its historical development. Through the use of case study method the study investigates the relationship between the first three semesters of the Certificate in Education (Participatory Development) CE (PD) offered largely on-campus at the University of KwaZulu-Natal with the final semester module of the programme offered as a service-learning off-campus called Development in Practice (DIP). The objective of DIP is to produce reflective learners in an authentic development context. Within the CE (PD) programme this is understood as praxis. The purpose of the study therefore is to investigate processes within the programme that facilitated or hindered the attainment of praxis. The case study method served this research goal well as it allowed for the social, ideological and historical reality of the CE (PD) to be viewed within a context of its development and the broader contexts of the university and South Africa. As such, this study looked at how one could ensure that theory, abstract knowledge and practice are combined for the purpose of improving community development practice. The study focussed on the aspect of praxis within the CE (PD) with the intention of contribution to the improvement of praxis in training for community development practitioners. Based on Freire's understanding of praxis, the situated cognition and transformative learning theories this study found that certain processes impacted positively or negatively to the CE (PD) programme in facilitating praxis. These processes were varied and included amongst others curriculum conceptualisation and planning, and the most important one being ideology and power related issues. The detailed description of the CE (PD) process would be useful to future curriculum development initiatives. This study argued that community development training is a contested area and cannot only focus skills training but must include consciousness raising located within an emancipatory tradition. Based on this argument an interactive programme development model located within praxis is offered as a contribution towards community development practitioner training in the South African context. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

This thesis evaluates a piece of educational printed material, The Women's Handbook. which was produced in the late 1990s as part of a joint project between the Midlands Women's Group (an NGO working around women's rights in the Midlands of KwaZulu-Natal), the Centre for Adult Education of the then University of Natal, and the national Commission on Gender Equality, a statutory body set up by the 1996 Constitution of South Africa. As a member of the Centre for Adult Education's staff I was integrally involved in the process of conceptualising and developing the Handbook, and was the overall co-ordinator of the project. As a result of the wide-spread changes in local government, as well as in development planning and processes, in the early 2000s the Centre and the Midlands Women's Group began considering the advisability of producing a revised edition. Although anecdotal evidence suggested that the Handbook had been widely used by the women to whom it had been distributed, it was decided that a thorough evaluation of the Handbook should be undertaken before any attempt was made to revise it. This thesis is a record of this evaluation. It begins with a theoretical exploration of what it means to evaluate an intervention, and uses this to argue that an evaluation of the Handbook requires a consideration of its theoretical underpinnings and of best practice in the field of materials development for adults with low levels of education, as well its use and impact. It then moves on to look at the Handbook in some detail, including the rationale for its development. The use and impact of the Handbook is then discussed, after which an attempt is made to identify the theoretical underpinnings of the Handbook. Best practice both in terms of product and process is discussed, and the Handbook compared to this. The concluding chapter then attempts to account for the findings. In its structure at least, then, this is not a 'typical' thesis. The review of pertinent literature, for example, is not contained in a single chapter, but rather dealt with within the appropriate chapter. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2006.

This study investigated ABET tutors' knowledge, understanding and application of the principle of learner-centredness. The study was conducted at three adult education centres in Pietermaritzburg, KwaZulu-Natal. Using questionnaires, interviews, classroom observation and analysis of documentary evidence such as learning programmes, tutors workbooks and learners' workbooks, the researcher was able to determine and assess the ability of ABET tutors to interpret and apply the principle of learner-centredness in practical classroom situations. The study showed that not all ABET tutors base their learning programmes on learners' needs, which is a key principle of learner-centredness (Jarvis, 1985). The study showed that some ABET tutors are not conversant with the policy framework of ABET and that this seems to affect classroom practice. The study revealed that Centre managers are not complying with Department policy with regard to monitoring and supporting tutors. Furthermore, the findings from this study expose some of the flaws in the implementation of ABET, like the lack of professional competence on the part of some ABET tutors. This lack of professional competence is cause for concern and requires attention from the ABET Directorate at district level. Key recommendations emerging from the study are that the ABET Directorate should conduct more monitoring of ABET centres and should provide more training for ABET tutors and centre mangers, as proposed in the Multi-Year Implementation Plan of 1997. In particular, tutors could benefit from workshops on needs identification and analysis. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.