Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Typescript; issued also on microfilm. Sponsor: Franceska B. Smith. Dissertation Committee: Matthias Finger. Includes bibliographical references (leaves 251-263).

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

Thesis (Ph. D.)--University of Wisconsin--Madison, 1960. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 193-196).

Thesis (Ph. D.)--University of Wisconsin-Madison, 1989. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 171-179).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

No description available.

M.Ed. / Stirring my interest in the area of personal development for adult learners was the recognition of the importance of self-development within the Life Orientation and Arts and Culture learning fields. Within these, the focus is on learners’ “inner” development enabling them to live successfully in a dynamic world. There are a number of self–development programmes and books currently available, and while many of these claim to be transformative they offer little substantiation for this apart from personal anecdotal evidence. Few of the programmes provided evidence of their value for participants over time or of the effect, they had on an individual’s perspectives. Thus, it is my contention that any programme aimed at effecting a personal change would need to focus on facilitating an increase in the participant’s level of self-awareness by empowering them to engage in processes of critical self-examination. Participants should be encouraged to engage in critical discussion of challenging information they are introduced to (Brookfield, 1995; Brookfield & Preskill, 1999; Gravett, 2001). These types of discussions provide a forum in which participants are able to test and validate their transformation. Another consideration for programmes wanting to effect personal change is the learning climate in which the transformational learning takes place. A climate conducive to learning must promote the development of mutual trust and respect between the learners and the educator (Gravett, 2001; Vella, 1994). This helps the participants to gain a sense of psychological safety in which their perspectives are affirmed and validated. Further, it allows the participants the freedom needed to explore alternative points of view and supports them in their transformation. Adopting this approach enhances the learning process, as it allows for the inclusion of individual learning styles, uses the learner’s knowledge base as a starting point in constructing new knowledge, and promotes critical reflection and discussion resulting in transformation (Cranton, 2002; Foley, 2000; Gravett, 2001; Pratt, 2002; Vella, 1994). As Employee Development Consultant, at Contract Marketing, I was co-designer and presenter of a personal development programme. The objective of this specific programme can be summarised as aiming to transform the participant’s view by challenging their current perspectives and exposing them to the concept that everything that is has a unique purpose. In addition, it aimed at assisting individuals in defining and documenting their purpose in the form of a Mission Statement (Juriaanse, 1985). The programme piloted in January 2004 and involved seven participants. There is presently no information on how the programme was experienced by participants. As a period of two years has passed since presenting the programme, I was interested in exploring how participants’ experienced it and investigating what influence this particular programme has had on their lives two years later. In my view, two years would allow enough time for participants to incorporate the principles they had identified during the programme into their lives. Furthermore, I would argue that this gap would allow participants to give a more accurate and unbiased account of how beneficial or detrimental they had found the programme to be in the pursuit of the above. In addition the recommendations for improvement which will be drawn from this study could prove to be valuable in shaping the programme in future.

M.Ed. / The Sinthumule/Kutama water project in the Northern Province was initiated as one of the RDP Presidential Lead Projects with an approved budget of R4 7, 75m. The Presidential Lead Projects were those projects which were funded by an emergency fund channelled by the former president Nelson Mandela through the RDP to address the problem of shortage of water as well as the associated diseases which were prevalent in the Sinthumule/ Kutama area early in 1995. The main objective was to provide 25 litres of water for each person per day, within a distance of not more than 200 metres from their homes. Residents had to pay 8c for 20 litres of water through a pre-paid system. But more importantly, as an RDP project, the aim was to educate, train and build the capacity of the targeted communities thereby bringing about community upliftment. However, the project collapsed. Communities destroyed water meters and made illegal connections in 18 villages. The reported failure of the Sinthumule/Kutama water project raised serious questions inter alia: );> was there an effective education, training and capacity building strategy and programme for Sinthumule/Kutama? );> if there was, how was it executed? Roge(s (1996) view on development which emphasises the central role of education in development formed the theoretical framework of the research. Against the preceding background the aim of the study was to investigate whether education and training of adults played a significant role in the Sinthumule/Kutama development project. A case study approach was employed to establish the role of adult education in the success or failure of the project. Purposive sampling was utilised to select a sample. Interviews were carried out and various founding documents were analysed to collect data.

Bibliography: pages 315-322. / This study explored the use of the experiential learning methodology and the concept of learner responsibility within a course for the professional preparation of adult educators at university level. The research methodology was illuminative evaluation using case study research and participant observation. The study described the problems and issues that arose when the students, on the 1982 Diploma Course for Educators of Adults at the University of Cape Town, were faced with the responsibility for the designing, managing and teaching of their own curriculum. The analysis of this showed an ability and willingness on the part of most students to engage in this responsibility. For some students the required role as "curriculum constructor" contradicted with their expected and preferred stance of a learner receiving mediated knowledge from a teacher. The role of assessment diminished the freedom to engage in responsibility, and the difficulties of decision making and management led ultimately to the formation of a management committee. The study went on to examine learner responsibility and experiential learning in more depth. The students' preference for other methodologies and their own perceived ability and confidence to engage with both learner responsibility and experiential learning were major hindrances for the course. The conflict of roles experienced by both the staff and students at a variety of points required a way of clarifying and resolving this conflict, otherwise it continued to block involvement for the students or staff. For learner responsibility the access to learning resources was a further problem. The introduction of experiential learning and the apparent non-openness of it to other methodologies were also problems experienced in practice. The research concluded with an attempt to address these problems. It was proposed that experiential learning and learner responsibility needed to be reconceptualised. Developments such as "learning contracts", "a learning community", new forms of assessment, "learning conversations" and increasing the reflective capacity of experiential learning were proposed. The research ended with a series of implications for practice for those adult education programmes which were committed to a learning process which maximised learner responsibility and autonomy and took seriously the life experience of the students.