This is a case study of people living in the Merebank/Wentworth area which is highly polluted. This area is sandwiched between the engine refinery SAPREF, Mondi paper mill, the Durban airport and other small industries. As such it is exposed to a mixture of gases in the atmosphere which is detrimental to the health of the residents. The residents have discovered that they cannot rely on government and authorities to bring relief to the situation and have thus made it a point to acquire 'really useful knowledge' in making industries accept accountability and "clean up their act." The study has confirmed that community organisations played a significant role in raising awareness of the pollution issue and mobilising people in social action which has resulted in the industries being pressurised to improve technology in refining crude oil. The study aimed to explore the kinds of learning that took place when the residents collectively participated in social action. Social interaction is a salient feature of learning. The case study is 'heuristic' in nature in that the community gives new meaning to their experience. A situated learning approach based on social learning theory is proposed as a theoretical framework for the study. Data for the inquiry into the participants group learning and social action consisted of taped interviews, participant observation and analysis of documents. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

This was a comparative study of FAL and REFLECT'S adult literacy facilitator training processes in Uganda. It was based on the government's Functional Adult Literacy (FAL) programme, and Action Aid Uganda's (AAU) REFLECT Programmes.The purpose of this study was to: Find out the similarities and differences between the FAL and REFLECT facilitator training process. Establish how FAL and REFLECT facilitator training is organised. Establish how FAL and REFLECT facilitators are selected for training. Identify the teaching and learning materials used for training FAL and REFLECT literacy facilitators. Find out how the trained facilitators of FAL and REFLECT feel about the training and the approach they have been trained to use. Establish the kind of post training support arrangements provided for the trained adult literacy facilitators under FAL and REFLECT. These issues were all raised in the form of research questions and answered by the study. A qualitative research study was used to address the research questions. This included the use of focus group discussions, key informant interviews, questionnaires, direct observation and documentary analysis. The findings of this study are presented in chapter four under various headings applicable to both FAL and REFLECT. These are: the ideological view of literacy, selection of trainees and trainers, the training programmes, the training materials, funding for the training, employment arrangements after training, post training support arrangements, and evaluation of the training programme. From the findings, a general conclusion was drawn that the training processes of FAL and REFLECT were similar in the areas of organisation of the training programmes, selection of trainees, the sources of funding for the training programmes, deployment of trainees and evaluation of the training. Differences were found in the ideology which informs the two literacy approaches and therefore the training programmes for the literacy facilitators, the training methods and materials used and the post training support arrangements made for the trained literacy facilitators. The study concludes that the FAL and REFLECT literacy facilitator training is different. REFLECT has a better approach to training their literacy facilitators than FAL, although both approaches have many areas which should be improved for better training of their literacy facilitators. It was also noted that the differences between FAL and REFLECT occur in areas which are crucial for the success of a training programme and the performance of the trainees. This could explain the difference in the performance and effectiveness of the programmes using the two approaches. The recommendations call for serious attention to be given to the training of adult literacy facilitators to ensure that only qualified people are entrusted with the work of teaching adult literacy. / Thesis (M.Ed.) - University of Natal, Durban, 2002.

The aim of this research was to investigate the different methods incorporating HIV/AIDS education into formal academic curricula at the University of Natal. This research aimed to flag up examples of ways of incorporating HIV/AIDS into the different curricula, and also to look at some of the obstacles the different academic departments may have encountered in trying to incorporate such education into their curricula. I had guessed that a variety of HIV/AIDS awareness programmes, initiatives and education were being undertaken at the university and that on the whole students and staff were well aware of the basic information regarding the disease. What I wanted to look at in particular was how the university was responding to HIV/AIDS within the curricula. Were academic curricula being altered in any way to allow for the impact of HIV/AIDS and how was this being undertaken? The key issues to be addressed and the main questions posed by this research were: • What are the different ways that HIV/AIDS education is incorporated into academic curricula? • What do lecturers consider to be the specific links between their subject matter and HIV/AIDS? • What is the purpose of such education? Why are lecturers choosing to incorporate HIV/AIDS education into their programmes? • What aspects of HIV/AIDS are being covered within the programmes? • How do lecturers attempt to get students to relate disciplinary knowledge to HIV/AIDS in order to inform future decision-making? • What are the main positive features of the current HIV/AIDS programmes being undertaken? • What are the main difficulties/concerns encountered by the different schools in incorporating HIV/AIDS education into the curricula? Through examining different schools within the university it was hoped to come up with a variety of different and innovative ways that HIV education can be incorporated into the curricula. This research started with a search of the HIVAN database to find lecturers with programmes that are undertaking some form of HIV/AIDS education. From this initial search I gained a number of contacts, who were then able to direct me to further contacts within the university. I ended up with an initial sample of seventeen lecturers based across fourteen schools or programmes and spanning seven faculties. The sample included lecturers from the faculties of Community & Development, Human Sciences, Law, Management Studies, Engineering, Medical Sciences, and Education. (See appendix I) For this research I used a number of methods of data collection. The first data collection method used was to carry out semi-structured interviews with the lecturers in the sample. This method was the prime method and the vast majority of the data was collected using this method. The following methods were mainly used for triangulation purposes although a number of new insights were made from these. The second method used then was to review printed material made available to me from a number of the lecturers interviewed. This was mainly course outlines but in a small number of cases also included reports on the HIV/AIDS modules. The third method used was to observe a number of the chosen programmes and following this observation to interview students about the HIV/AIDS education. (See appendix 11 Interview Questionnaires) Initially I have presented the findings of this research by documenting and summarizing the responses to each research question. In order to make for an easy overview of the findings for the reader I have drawn up a table under each research question, these tables list the responses to the research questions. I then go on to look at the different models this research has shown for teaching HIV/AIDS education. I have taken each model in turn and shown how it works in practice through giving a detailed description of the example cases. Following this I have attempted to outline the main features of these HIV/AIDS programmes and to document the main insights emerging. Looking back at the literature reviewed in this field, I have then attempted to review the responses in terms of what was said in the literature regarding HIV/AIDS education. I have also outlined the questions and surprises brought to light by this study and have attempted to draw some conclusions regarding the teaching of HIV/AIDS within academic curricula. Finally, in the light of the findings, I have made recommendations for future work in this field. It was impossible from this study to say which programmes work better than others with regards to the teaching of HIV/AIDS education. What I have merely attempted to do is to describe the methods and approaches used at present in order that others wishing to undertake similar programmes may review these. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

This study explored the participants‟ perceptions of their service-learning experiences in the Department of Interior Design at the Durban University of Technology (DUT), KwaZulu-Natal, South Africa. The point of departure of the study was a Community Higher Education Service Partnerships (CHESP) Pilot Project initiated by JET Education Services (JET). The study is placed in the context of Higher Education transformation, where "community engagement" is a national imperative. In higher education such engagement includes service-learning. The key focus of the study was on how the participants perceived their experiences in terms of their academic learning, personal growth and social responsibilities. Of interest, too, were the participants' ideas of how service-learning could be improved, if indeed retained, in the interior design programme. Data comprised of reflective reports which were completed by the participants shortly after the service experience and from semi-structured interviews conducted one year later. The qualitative research design involved my immersion in the setting, the collection and categorization of the data and a review of the findings in relation to the current literature. This research highlights the social purpose of Higher Education and the opportunity service-learning presents to nurture the three domains of learning, namely academic, personal and social. Recommendations for future service-learning within the programme are made. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

A climate that stimulates creativity and encourages optimal performance is essential for enhancing the knowledge capacity of organisations. This encompasses the roles played by diverse aspects such as organisational support, freedom, work pressure, idea time/support, workplace challenges and trust/openness. This study is located in the field of Adult Education in general with a specific focus on Workplace Learning. A qualitative study was conducted to describe the perceptions of managers and non-managers in five campuses of Thekwini FET College as either potential enablers or disablers of a creative climate. The research explicates what and how these professionals learn in creative climates. This study examines four research questions: In what ways do employees perceive the climate for creativity in the workplace?; How is the climate for creativity nurtured or stifled in the workplace?; What is meant by a 'creative climate'?; What are the critical success factors for inducing and facilitating a creative climate at Thekwini FET College? Thirteen participants, who had working knowledge experience and were able to provide a rich description of their work climate, were selected. A comprehensive collection and analysis of data was yielded through: (a) semi-structured individual interviews; (b) looking at words, sentences and paragraphs of documents; and (c) informal observations. Data was analysed and interpreted by identifying the themes promulgated by Ekvall's Creative Climate Questionnaire and Amabile's KEYS survey. The findings led to the emergence of two new themes of coping mechanism and informal learning. The discussions inform and support the research from the perspective of employee experience and the theoretical model. The following recommendations were made in terms of: (a) Organisational Culture - devalue bureaucracy with greater interpersonal functioning of trust, freedom and support; (b) People - value and make people central in the workplace; and (c) Value Socialisation - organisational support for informal learning, playful about ideas, tolerant of spirited debates and challenges. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

The study investigates the use of the Asifunde! materials by educators and learners in mother tongue literacy classes at two learning sites namely, Msunduzi and uMngeni Municipalities located in KwaZulu-Natal. The study focuses on the ways in which the Asifunde! Materials (learners' workbook, educators guide and easy readers) are used in the classroom. The study contributes to a gap in current literature on the use of materials by adult educators and learners. The study poses one critical question: "How do educators and learners in ABE classes use the Asifunde! materials?" This question is further elaborated into six subquestions: • Do educators mediate the content? If so, how? • How much time do educators spend on each section/page/unit? • To what extent do educators discuss the content and exercises with learners? • What is the learners' response (interest/extent of engagement/amount of discussion and enjoyment)? • How does the level of the material match the learners' needs? • How much communication is there between learners about the content of the material? Asifunde! materials were developed in response to call of the then Minister of Education Kader Asmal for a National Literacy Campaign in 1999. The Asifunde! material is a literacy course developed specifically for adults who have not had educational opportunities in the past. Its emphasis is on reading and writing mother tongue as well as on the implementation of these skills. The study is on literacy and literacy learning, which is understood here as the study of reading and writing processes that learners use as they engage in interpreting text Topics such as: literacy acquisition; purposes of literacy; the role of materials in acquisition of literacy; approaches to teaching reading and writing; and the educator as mediator of learning, are explored in the literature review as they are pertinent to the study. The study revealed that: 1. The use of the learner's book and the educator's guide varies between educators. 2. The educators do not fully understand the educational rationale behind the materials. 3. Learners respond positively to the materials. 4. There is very little use of the easy readers by both the educators and the learners. 5. Learners' learning and progress is largely influenced by the educator's use of the materials. 6. The learners are very excited about learning to read English now that they are competent in reading and writing their mother tongue. The study presents the following recommendations: 1. Training of educators in the use of the material. 2. The revision of the educator's guide to accommodate a range of educators in terms of experience and creativity. 3. Clarification of the focus and purpose of the materials regarding reading and writing. 4. Emphasis on the importance of the easy readers. 5. Inclusion of longer writing exercises towards the end of the book. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2004.

The 1996 constitution of South Africa was adopted as the supreme law of the Republic so as to establish a new society based on democratic values, to 'improve the lives of all citizens and to free the potential of all persons by every means possible' (1996:Section 27). Every person now has certain inherent rights which were denied to most prior to the 1994 elections. All persons have the right to dignity, and the right to have their dignity respected and protected. The State agrees, 'within its resources as outlined in its macro economic strategy GEAR' (Beck 2000: 195) to take reasonable legislative and other measures to achieve the progressive realization of people's rights and to have these rights respected. There is a major shift in the way society is governed. Government legislation reflects the move away from the harsh, discriminatory laws of the past, to a new social order based on democratic principles. Most welfare organizations are willing to embrace the new dispensation and some are well advanced in the transformation process which embraces the developmental approach to social welfare. This research looks at two such organizations within the context of a case study. Its purpose is not to detail the difficulties and tensions faced by the organizations in terms of the implementation of a developmental approach to social welfare, but rather to explore how two groups of people from very diverse backgrounds, politically, historically and economically, learn to work together on a developmental project during a time of monumental change. It details how the two organisations made progress together in spite of their many difficulties and differences, to bring each phase of the Project to fruition during the period October 1997 - October 2001. I use the actual geographical names of the Project during the research but the names of the organisations and the participants have been changed to protect identities. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2003.

In the midst of hope and suffering due to the challenges posed by HIV and AIDS in South Africa, communities have literally witnessed a glimmer of hope in women volunteers who have readily and willingly provided care and support to people living with HIV and AIDS (PLWHA) and their families. Policy-makers have maintained that if the care of sick people is to be both comprehensive and cost-effective, it must be conducted as much as possible in the community, with hospitalization only when it is necessary. However, the strains on those caring for people with HIV and AIDS are enormous. This paper argues that neo-liberal policies are reinforcing the divide between the 'haves' and the 'have-nots', by placing strain on women volunteers in the field of community home-based care. The study was conducted in the area of Mpophomeni Township, in KwaZulu-Natal province. The research participants consisted of 10 community home-based care (CHBC) volunteers and their supervisor, 3 CHBC trainers, and 1 counselling trainer. Using a qualitative design, this study examines a specific CHBC training course and how effectively it prepares voluntary caregivers for the challenges experienced in individual homes. Ascertaining how the training helped caregivers to confront their own fears and problems before dealing with those of others, and exploring how community caregivers coped with the stress inherent in their jobs was the primary focus of this study. For these purposes, a qualitative methodology was deemed most appropriate for it allowed me to gain in-depth information through observations, semistructured interviews, a review of relevant documents, and training materials. Inspired by feminist perspectives, the findings revealed that already overburdened and poor people provide the bulk of voluntary services in the area of CHBC. Consequently, they are unable to provide quality care for people living with HIV and AIDS without external support from the government. The findings further established a mismatch between the training content and the reality of work of caregivers. The training puts more emphasis on practical aspects, by providing basic nursing care, often only relevant in helping a bedridden patient. However, many voluntary caregivers reported that the demands placed on them do not end with the death of the patient. This poses a challenge for those in the CHBC training environment as they need to offer relevant and well-researched information linked to the reality of voluntary caregivers' work. The study also highlighted a need to consider the personal long-term goals of volunteer caregivers and begin to realize the importance of using the training to put them on a career path. I therefore argue that the burden of care for people living with HIV and dying from AIDS in resource-poor settings cannot be shifted entirely to communities with the false assumption that they are able to cope. As we continue to grapple with moral and ethical issues in the context of HIV and AIDS, we also need to be concerned about moving women volunteers' efforts from invisibility to visibility through a social transformation agenda. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

This is a qualitative, comparative study of management and learner perceptions of ABET English level 4 in a range of companies around Durban. South Africa's past is characterized by separate and unequal education and an ABET policy has been created in an attempt to address these educational inequalities. The legislation surrounding ABET creates a consistent approach intended to achieve economic growth and social transformation. During a long period of involvement in ABET, it appeared that the problems with and complaints about English level 4 were the same in all companies. In order to investigate and compare learner and management perceptions and expectations, a qualitative study was conducted with interviews being the main means of data collection. Twenty-seven learners and ten managers participated in the research with education levels ranging from Standard 5 to a post matric qualification. The interviewees were drawn from employees within the manufacturing, shipping, commercial and hospitality sectors. It was found that the expectations of managers and those of learners are often unrealistic and are not aligned and there is disillusionment when these expectations are not met. There is a complete lack of understanding as to the nature of English level 4 and I ascribe this to the perennial problem of the perceived value of soft skills in this profit driven business and production environment. Recommendations are made as to how the expectations surrounding English level 4 can be more realistic and how the situation can be improved. / Thesis (M.Ed.) - University of Natal, Durban, 2002.

This is a qualitative case study which encompasses a thick description of an organization's workplace training programme and how it relates to the National Qualifications Framework and Skills Development. The organization in question is Imana Foods (Pty) Ltd. The purpose of conducting this particular study is to take a close look at the workplace training programme of a particular organization and to see how it has embraced the implementation of new legislative acts such as the South African Qualifications Authority Act, the Skills Development Act, the Skills Development Levies Act, and the Employment Equity Act into its education and training policy . These legislative acts are interrelated in the sense that they have one very significant common goal, and that is to improve the South African economy. By implementing these acts, the government hopes to increase the amount of skilled labour, which in turn should lead to better job opportunities for those employees who already have jobs, and also to promote education and training to those people who are unemployed. The government hopes to keep a watchful eye on the labour market with the intention of providing training in the areas where there is a shortage of skills. My intention for wanting to examine the workplace training programme of a single organization is to determine whether or not the training programme under study is serving its purpose which is to provide equal opportunity for all the employees within the organization. / Thesis (M.Ed.)-University of Natal, Durban, 2002.