Doctor of Education - Adult Education / Despite numerous intervention strategies, HIV/AIDS continues to spread and to pose a threat to the socio-economic transformation of South Africa. There is a need for fresh approaches to HIV/AIDS education for adults and youth in South Africa, particularly for those marginalized by society, such as rural black women. The challenge is to devise appropriate, affordable, socially acceptable and sustainable strategies to help people living with HIV/AIDS, especially in the rural communities. The broad objective of the study was to examine ways in which rural ABET centres address the challenges of HIV/AIDS prevention and support in the Limpopo Province of South Africa. A case study approach was used to investigate the ways in which five operational ABET centres addressed the epidemic in their communities. The intentions and actions of the ABET District Co-ordinator (1), Circuit Area Managers (5), Centre Managers (5), educators (10) and learners (80) were studied. Methods used in the collection of data were in-depth, semi-structured interviews, focus groups, critical incident review, and participant observation. The research investigated ways in which ABET centres dealt with HIV/AIDS-related issues, and the attitudes, beliefs and practices of ABET practitioners and learners with respect to HIV/AIDS prevention practices and care issues and how these impacted on the centres’ ability to address HIV/AIDS. The research results show that the human, social, structural and infrastructure constraints currently faced by the centres hinder their ability to play an effective and meaningful role in dealing with the epidemic. Access to knowledge, participation in social networks and entrenched cultural practices all play a role in defining the manner in which the communities have responded to HIV/AIDS. Through an analysis of the environment in which the ABET centres operate, and the varied success of their programmes in addressing HIV/AIDS, recommendations have been drawn up to assist ABET centres to address the pandemic more effectively. The study concludes that ABET centers, through acknowledgment of their role and effective use of resources in collaboration with the available networks can make a meaningful contribution in curtailing the spread of HIV/AIDS and supporting the people affected by HIV/AIDS in the communities in which they operate.

The purpose of this study was to examine GED students’ perceptions of the ABE/GED program at a rural Mississippi community college. There were 64 GED students who participated in this study. A survey containing 15 questions was administered to the participants. Likert-scale response type questions were used to provide information particularly on students’ perceptions of the ABE/GED program. The data were analyzed using descriptive statistics. Chi-square tests were run to determine if differences existed among students’ perceptions based on age, race, and gender. The findings of the study showed that overall the students had a positive perception of the ABE/GED program. Additionally, the study found that differences did not exist among students’ perceptions based on gender and race, but a difference was found for two items based on age.

Illiteracy among black adults in South Africa has reached levels unacceptable for economic development in the country. The problem of illiteracy prevents adults and youth from contributing effectively and meaningfully to the social, economic and political life of the new democratic South Africa. As a result of the political change in South Africa, there is a growing awareness of the need to provide adult basic education and training to everyone who has had very limited schooling because of socio-economic problems – largely attributable to the legacy of apartheid. The goal of the then Government of National Unity was to ensure that all individuals received at least a minimum level of education as a matter of basic human rights as enshrined in the Constitution. The main research problem of the study is, What would be a suitable strategy to alleviate the high rate of illiteracy among blacks in South Africa? From the literature study a mass literacy campaign was particularly identified as a suitable strategy for the alleviation of illiteracy among blacks in South Africa. It was therefore important to provide guidelines, which could facilitate successful implementation of a mass literacy campaign. The research underpinning this study in South Africa has revealed that it is not enough to embark on a mass national literacy campaign to alleviate illiteracy. A campaign, which does not address the social ills characteristically associated with people who are illiterate cannot be termed successful. This study has demonstrated that shortcomings in the formal education system, insufficient state commitment, inadequate funding and a lack of provision of other resources, not enough co-operation and co-ordination amongst the various providers of adult basic education and training and lack of universal primary school education are some of the main causes of illiteracy. These problems cannot be ameliorated by a mass literacy campaign. The high incidence of illiteracy in South Africa calls for a comprehensive approach to the social, economic and civil relationships in the country: the universalisation of primary school education and early childhood development programmes, serious government commitment and strong partnerships would be a good foundation for success. The alleviation of illiteracy requires an iron political will and national mobilisation of the masses to support a mass literacy campaign. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

This study investigated the effectiveness of the cascade model in the in-service training of ABET educators in the North West Province with special reference to its dissemination and application at the workplace. To seek an overview of longer term gain from the cascade model of training, the Kirkpatrick model of training evaluation was employed. The evaluation sought to obtain post training perception of the effectiveness of training and its longer term impact. To achieve this goal, qualitative and quantitative research approaches were employed to gather information. A survey questionnaire was used to collect data regarding the biographic information of 103 ABET educators from five Area Project Offices and to determine factors that impede or facilitate the effectiveness of the cascade model of training. Also, interviews were conducted with one ABET Provincial trainer and five APO ABET specialists. This study's significant contributions are its realization that ABET educators are not adequately involved in the planning of their in-service training programme. It further identifies nine factors that impede the effectiveness of the cascade model of training. The factors include the existence of gaps between the training of various levels, inadequate resources for training at the centre levels, negative attitudes of colleagues at the cantres, insufficient knowledge of ABET educators to conduct workshops at their centres, misinterpretation of information and ABET educators not confident to cascade what they have learned from the in-service workshops, low morale of ABET educators, pressures of work and limited time at the centres to cascade training to colleagues, ABET educator's attrition, among others. To circumvent these factors, this study recommends twelve intervention mechanisms namely: involving ABET educators in the planning of their in-service training, basing training on careful assessment of ABET educators' needs, using work-related situations in training, providing support during training, limiting time gaps between the training of various cascade levels, evaluating the impact of in-service training, among others. Finally the study suggested areas of further study on ABET educators' attrition, ABET educators' conditions of service and transfer of learning and the cost-effectiveness of the cascade model and the quality of in-service training of ABET educators. Insights from this study are beneficial to educators, educational managers, policy makers, in-service trainers, NGOs, researchers, facilitators and students. / Thesis (PhD.(Education) North-West University, Mafikeng Campus, 2010

<p>The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of &quot / what exactly is the nature of the relationship between adult education and training&quot / ?</p>

abstract: This study examined the influence of perceived transfer of learning on student engagement, completion rates, and attendance hours of high school equivalency (HSE) students within a Wicked Problems Framework. Local research had shown that over 30% of HSE students stopped attending HSE classes prior to completing 40 instructional hours, and many students cited a lack of relevant, “real-world” application, and the need to pursue employment as the two most common reasons that they stopped attending. To address this issue, an innovation was developed and deployed for one semester at the Rio Salado College Avondale location. The innovation identified the individual career interests of each student in a treatment group, then worked with industry experts in those career fields to develop PowerPoint slides explaining how each HSE math lesson would directly transfer to the student’s career of interest. In addition, hiring managers from each career field that the students expressed interest in visited the class to discuss the need for HSE math skills and to answer any questions about their career and the transferability of what the students were learning. The treatment groups’ attendance hours, completion rates, and self-reported engagement were examined and compared all other HSE math classes at Rio Salado College that took place during the same semester, as well as compared to the instructor of the innovation’s previous math classes. The results showed that students who participated in the innovation had, on average, over 38 more attendance hours than students who did not receive the innovation during the same semester and over 44 more attendance hours than the instructor’s previous classes at the same location. In addition, students who participated in the innovation reported higher engagement and enjoyment in the class than in similar HSE classes that they had previously taken. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

<p>The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of &quot / what exactly is the nature of the relationship between adult education and training&quot / ?</p>

Magister Educationis - MEd / The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of &quot;what exactly is the nature of the relationship between adult education and training&quot. / South Africa

The purpose of this research was to examine the perceptions of a selected group of retrenched participants from Ford Motors in Gauteng in the Dipaakanyo Social Plan Programme. An evaluative qualitative study utilizing a triangulation of methods was chosen. The findings revealed that the programme led to an understanding of the economic context, acquisition of new skills, and changes in attitude and behaviours. The challenges were the timing, duration, as well as the language and style of facilitation. Recommendations were that the programme form part of an Employee Assistance Programme, develop comprehensive individual development plans and inclusion of spouses.

Student Number : 9710307F - MEd research report - School of Education - Faculty of Humanities / This study evaluated the impact on learners of Adult Basic Education and Training (ABET) programmes at Duvha Power Station. The methods of collecting data comprised face-toface interviews, on-site participant observation, classroom observation and document analysis. The underlying assumption was that ABET programmes did not have a positive impact on either the company and individual candidates, and that they were only provided to comply with the legislation and not to develop and empower people. What emerged from findings was that ABET programmes had a major impact on the company and on the individual candidates, in their homes and communities. The findings, however, also revealed weaknesses and challenges in ABET level 1 that need to be addressed i.e ABET level 1 respondents showed no further interest in participating in the programme citing advanced age, learning being for youth, difficult sums etc, as some of the reasons.