published_or_final_version / Public Administration / Master / Master of Social Sciences

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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.

Unemployment, especially youth unemployment is one of the social problems South Africa experiences today. Amongst other factors, the legacy left by apartheid continues to impact communities which were marginalised and are still vulnerable to poverty. Increasing the challenges of youth finding employment is that employers seek staff with work experience. There are in-sufficient opportunities for youth to gain such experience. Based in Shongweni, KwaZulu-Natal, a non-profit organisation, World Changers Academy (WCA) aims to empower young adults for work through life skills and leadership training courses. Their courses also help students find ways to gain valuable work experience. WCA focuses on students’ attitudes and mindsets, while also providing knowledge and skills, by focusing on the roots of problems rather than the fruits. This dissertation explores the changes which are reportedly taking place in students of the programme and factors which have influenced change in their lives. Using the framework of Transformative Learning Theory (Mezirow, 1991), the study explores the learning process and nature of change in students most impacted by the programme, to gain a qualitative insight into the change and the process of change. From an interpretive paradigm, the study makes use of case study methodology to investigate in depth, the lives of successful candidates of the programme. Multiple data sources were used to construct the case. Data collection methods used included observation; focus groups; interviews and life histories. The data analysis included using the theoretical framework in both inductive and deductive ways to explore the research questions. The study showed that, facilitated by their involvement on the programme, some students develop a strong sense of purpose and identity for their lives. They are challenged to think critically and experience a growth in self-confidence. Over time, changes in mindset and attitude are seen as changed lifestyles. Some aspects of the programme influencing change were emotional healing, trustful relationships and the authentic actions of role-models. Different ways of reflecting were observed and reflection was seen to be influential in individual change of students. The study concluded by theorizing about the catalyst for change in the South African context. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

This study describes and analyzes ten years of experience in literacy of the Adult Basic Education Society in Gujranwala, Pakistan and compares the experience to three widely used alternative approaches to adult literacy programming. The three encompassing approaches, each of which is used internationally, are: (a) those conforming to the pattern set by the late Dr. Frank Laubach, which are religiously oriented; (b) those based on the model of Dr. Paulo Friere, which have a psychosocial orientation; and (c) those which follow the pattern espoused by the United Nations, whose concepts Harbans Singh, Phola has helped to articulate, and which evolve around the economic aspects of functional literacy. Based on the comparison of the Pakistan experience with the three alternative approaches, guidelines were developed and a model process was suggested for designing adult literacy programs.By examining the four approaches to adult literacy programming in light of Cyril O. Houle's recent work, The Design of Education, it was concluded that none of the four approaches, each with its individual aims and philosophy, is superior to any of the other three; each is significant and may be appropriate, depending on circumstances, for use in areas where illiteracy abounds.Guidelines for determining the appropriate selection to use when planning a literacy program in a developing country are listed in detail. Based on these guidelines, which stem from both the Drown comparisons and the facts learned over the ten-year period in the sequential pilot Projects of the Adult Basic Education Society, it is suggested that literacy programs can be both created and evaluated with a clearer understanding of adult educational design. Applying the guidelines to differing circumstances should eliminate errors that might occur without such a structure.In carrying out the study, data were gathered in Pakistan through personal interviews, tapes and written records kept in detail by the Adult Basic Education Society for pilot projects from 1963 to 1973. The major goals, specific objectives and basic assumptions of the Adult Basic Education Society were reconstructed as those that existed at the beginning of the program in 1963, and the changes and alterations that occurred during; the subsequent ten year period, together with the rationale for the changes, were delineated.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Samuel D. Miller; submitted to the School of Education. Includes bibliographical references (p. 92-98).

Thesis (Doctor of Education)--Nova Southeastern University, 1995. / Includes bibliographical references (leaves 126-131).

Thesis (M.S.P.H.)--University of Michigan, 1936.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 198-210). Also available via the Internet.

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Typescript; issued also on microfilm. Sponsor: Keville Frederickson. Dissertation Committee: Barbara C. Wallace. Includes bibliographical references (leaves 119-124).