This study, conducted in Uganda, was set up to observe, record and analyse the pattern of interactions among the participants of URLCODA's adult literacy programme which has taken a semi-formal intergenerational form. Inspired by Vygotsky's ideas on mediation, more 'capable peers' and the Zone of Proximal Development, it was thought that intergenerational interactions in URLCODA's literacy programme could be harnessed to maximise learning among the participants which could become an alternative model for promoting literacy across the board regardless of age, sex, race, location and social status. The main research question that guided the study was: what happens in the intergenerational interactions in URLCODA's adult literacy programme attended by children in Arua district of Uganda and what are the motivational, enabling and limiting factors in such a teaching and learning arrangement? The study, which adopted a qualitative design, used observation, interviews, documentary analysis and photography to collect data from a sample of 32 participants. These were purposively selected from URLCODA's intergenerational literacy programme. It was important to conduct the study because URLCODA's adult literacy programme attended by children is rare and has not, to the best of my knowledge, been reported on anywhere in Uganda. The study was unique because the learning relationships between the adult and child learners were the reverse of the Vygotskian concept of mediation that interested me to undertake the study. This is because in the formal literacy and numeracy skills lessons, it was the child learners who played the role of 'more capable peers' and not the adult learners. The data collected revealed that the teaching methods were conformist in nature, the learners depended entirely on the instructors for the teaching/learning and reading materials, the participants were motivated by various factors of which personal, social and economic ones outweighed the rest, such as political and environmental ones, the intergenerational interactions appeared to be beneficial to both adult and child learners who all appeared to be enthusiastic about the programme, and the greatest challenge to the programme lay in the area of lack of resources on the part of the organisers and poverty on the part of the literacy learners. The study concluded that the interaction between the adult and child learners is beneficial for exchange of ideas, experiences, skills and beliefs which helps in shaping their behaviour in the class and outside the class. The programme has serious resource limitations and design deficiencies, especially in terms of the content of the curriculum that needs to be addressed urgently. The study recommended that URLCODA should seek support from the government and charitable organisations, liase with other organisations to institute credit schemes to support and strengthen the livelihood or functional nature of the programme, solicit and provide reading materials to the learners, put in place post-literacy programmes, further develop the intergenerational nature of the programme, offer training opportunities for the instructors, balance the curriculum to ensure that the programme meets the needs of all the participants and embark on fund-raising and other resource mobilisation drives to enable the programme achieve its intended goals. Finally the study identified a number of areas for further research. These include: the assessment of the impact of such an intergenerational programme on the performance of children in the primary schools in case of those attending Universal Primary Education (UPE), the assessment of the impact of the programme on the behaviour of children outside the literacy class and whether such a learning arrangement can create a democratic situation for the two groups to freely share information for enhancing learning opportunities and promoting the concept of lifelong learning. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.

No abstract available. / Thesis (M.Ed.)-University of Natal, Durban, 1982.

The aim of this study is to explore the views of recent optometry graduates, from the University of KwaZulu-Natal, towards the professional education and training program they had experienced. The optometry program aims to produce graduates who are equipped with the necessary knowledge and clinical skills to contribute to the health care needs of society within the field of eye care (Discipline of optometry, 2005). Within this program, individual modules are evaluated biannually by registered students. Thus far, there has been no attempt to explore the views of graduates once they have entered professional practice. Previous studies involving optometry students and graduates focused more on expectations and perceptions of the profession with little emphasis on perceptions of their education and training experiences in preparing them for professional practice. This study is an attempt to find out the relevance of the educational program in preparing graduates for professional practice. In addition, graduates are asked to make recommendations for ways in which the educational program can be strengthened to assist novice professionals to meet the demands of professional practice. This study involved the graduating class of 2009 presently working in professional practice. Of all participants who were willing to participate in the study, 8 were selected using purposive sampling. Semi-structured interviews are used to explore graduates‟ perceptions of their undergraduate educational experiences as preparation for professional practice and their recommendations for strengthening the program to provide for the needs of novice professionals. These interviews are conducted individually and last between 35 and 72 minutes. They are analysed qualitatively using the conceptual framework of communities of practice (Wenger, 1998) in which learning is considered as a four-fold concept: learning as (1) engaging in practice, (2) belonging to a community, (3) interrogating the meanings of experiences, (4) becoming and thus creating an identity. The findings reveal that in general graduates find the content of their professional education and training program to be relevant to their preparation for professional practice and were able to make suggestions for improvement. They were particularly satisfied with their clinical experiences as it allows them to engage with, gain exposure and develop professional identities. Additionally participants value these experiences for the development of other work related skills such as communication, time management, team work and problem solving. Recommendations for strengthening the optometry program are made in light of the proposed program restructuring. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

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.

<p> Across much of the Western world there is a growing movement working to plant the seeds of a holistic worldview that is based on a recognition of the interdependent relationship between self, Earth, and community. One way to nurture this emergence on a local level is through community-based workshops that offer theories and practices in support of such a perspective. The purpose of this study is to create a curriculum that could be used to shape this type of workshop. The design of the curriculum content is meant to offer interior and exterior tools and experiences that catalyze both individual and group development. The primary method utilized in the research was a curriculum advisory board to assist with content development. The ultimate goals of such a workshop are two-fold: (a) to deepen participants&rsquo; relationships to self, Earth, and community; and (b) to create and inspire local community groups that can support social justice, environmental stewardship grounded in an ethic of care, and regenerative (sustainable) community development during this time of great planetary need. The findings of the research span the fields of adult development, relational education, community organizing and activism, regenerative leadership, nature connection, and sustainable community development. Tools and practices include but are not limited to meditation, dialogue, shadow work, worldview inquiries, journaling, group development, and community action plans.</p>

The main purposes of this study were to learn how frequently the faculty members of the College of Education used selected adult learning principles in teaching and how aware their students were of being taught with those principles. Five principles of adult learning were measured: (1) using the experiences of learners in teaching, (2) allowing for individual differences, (3) allowing for different teaching and learning styles, (4) guidance toward self-directed learning, and (5) providing evaluation/feedback.Respondents of this study consisted of all faculty members (the number was 82) and 160 students. Data were collected by using two six-point scale instruments.Findings1. Responses of the faculty members classified by departmental membership, sex, age, years of teaching experience, civil service grade, and language used at home, how frequently they used the five selected adult learning principles were almost the same in all classifications, except the responses of the faculty members who spoke in the Indonesian language in their use of the principle of using the experiences of learners in teaching. 2. Responses of the students classified by departmental major, sex, years of study, and part-time and full-time status about how frequently their teachers used the five selected adult learning principles indicated almost the same percentages among sub-classifications.3. Faculty members' reports were higher or "different" from students' reports about using the principles of (1) using the experiences of learners in teaching, and (2) providing evaluation/feedback. Faculty members' reports were "almost the same" as students' reports about using the principles of (1) allowing for individual differences, (2) allowing for different teaching and learning styles, and (3) guidance toward self-directed learning.Conclusions1. Seemingly, classification by department, sex, age, years of teaching experience, civil service grade, and language used at home did not influence how frequently the five selected adult learning principles were used by the faculty members, except in their use of the principle of using the experiences of learners in teaching by the faculty members who spoke the Indonesian language.2. Seemingly, classification by department, sex, years of study, and part-time and full-time status did not influence how frequently students reported being taught using the five selected adult learning principles.3. Faculty members reported use of the five selected adult learning principles were almost the same as students' reported experiences of being taught with those principles, with the exception of the principles of (1) using the experiences of learners in teaching, and (2) providing evaluation/feedback, which were higher than students' reports. / Center for Lifelong Education

This study identified issues, problems, barriers and opportunities which impact the residential experience for non-traditional undergraduate students living in traditional college and university residence halls. Non-traditional students were defined as students twenty-five years of age or older. The study utilized two distinct research methods; a demographic survey of chief housing officers and the modified Delphi study of non-traditional students' impressions and issues to be considered as barriers and enablers in their residence hall experience.Chief housing officers from 101 institutions within a four state area in the Midwest reported 7180 non-traditional students currently living in traditional residence halls. Most chief housing officers were aware of these students on campus, but many of the officers wrote that because this was a negligible number of students, little had been done especially to accommodate this group.Chief housing officers identified the following top five needs of non-traditional students: 1) quiet and privacy, 2) contractual arrangements, 3) issues related to living and relating to others, 4 family issues, and 5) special programming. Four of the top five needs were analyzed by the researcher as institutional barriers according to Cross' Chain of Response (COR) Model; other barriers identified included dispositional barriers and situational barriers.The chief housing officers most frequently reported the following plans to meet the needs of non-traditional students~ 1) to alter contractual arrangements, 2) to renovate facilities, 3) to group students together, and 4) to develop special services or policies.The 30 non-traditional students who participated in the modified Delphi study identified barriers as unique needs or issues that adversely affected their participation or satisfaction with overall residence hall experiences. The top five barriers they identified were: 1) difficulties due to maturity differences, 2) too much noise, 3) not having housing over breaks, 4) lack of same age companionship, and 5) policies that were too restrictive for adult life styles. Three of the top five barriers were analyzed by the researcher as institutional barriers; others were analyzed as situational or dispositional barriers.The non-traditional students identified enablers as circumstances that positively affected their participation or satisfaction with overall residence hall experiences. The top five enablers identified were: 1) accessibility to campus facilities and resources, 2) convenience, 3) enhanced academic focus while living on campus, 4) greater involvement in the institution, and 5) increased faculty contact and affordability (tied). Cross' COR Model likewise was applied, unconventionally, by the researcher to the enabling issues. Five of the six predominant enablers were analyzed as institutional enablers; others were analyzed as dispositional enablers.Suggested solutions to these barriers were offered by non-traditional students. Students either asked to be housed separately or treated differently from traditional age students, to have policies enforced consistently and more frequently, or to have programs and mechanisms in place to bring about greater interaction and ultimate appreciation of the differences between non-traditional and traditional students. / Department of Educational Leadership

The purpose of this study was to explore if an integrated approach can help mothers living in low SES achieve personal and academic success. The research objectives focused on two areas. One was exploring the development and impact of a community of learners who collaborate and work together to support each other in their journey to academic success. The other focus was students’ engagement in a community service credit and how this impacts the student. A qualitative research methodology was used. Five female participants participated in journaling, interviews and a focus group. The Circle of Courage® (Brendtro, Brokenleg & Van Bockern, 2002) was the theoretical framework used in this study. The key findings illustrate how the community of learners supports students with personal and academic success. The women in this study experienced challenges when it came to the community service experience, but when time, childcare and resources worked out the experience was valuable and rewarding. The findings inform our understanding of the symbiotic relationship between community development and adult education.

The purpose of this study was to determine the effect of instructional strategies based on the preferred interests of adults who had been classified as functionally illiterate on the basis of scores lower than a grade level of 4.0 on the Standard Readinq Inventory, Form A.ProceduresThree criteria were considered in the selection of the experimental and comparison populations. The basic criterion considered was reading achievement as measured by the Standard Reading Inventory, Form A. Only students who scored lower than a grade level of 4.0 on this instrument were chosen as subjects.A second criterion considered was teacher assessment of a student's reading performance as below a grade level of 4.0. These assessment reports were considered during the selection of the two populations.A third criterion considered was the Vocabulary, Reading, and Spelling test scores on the Adult Basic Learning Examination, Level I, Form A. Those students achieving a grade score lower than 4.0 on this instrument were classified as functionally illiterate.The experimental population completing the study was composed of twenty (20) adults attending the Muncie Area Career Center in Muncie, Indiana. The comparison population completing the study was composed of twenty (20) adults attending the Soujourner Truth Center in Indianapolis, Indiana.Instructional sessions occurred over a fifteen-week period. All lessons were taught by the regular teacher. Each session extended over two hours, two evenings weekly. Each experimental lesson was divided into three instructional strategies: teaching, practice, and application. The teaching strategy introduced skills which the student needed to master for that specific lesson. The practice strategy utilized worksheets for reinforcement of skills in meaningful context. The application strategy consisted of each student initially reading an investigator-constructed story silently and then orally to his teacher or a paraprofessional. A supplementary step consisted of each student selecting out-of-class reading materials on his independent reading level. The instructional sessions for the comparison population were not divided into teaching, practice, or application strategies. The comparison group's instruction occurred in a large group arrangement that emphasized commercially prepared instructional workbooks and kits.Hypotheses1. There will be no significant difference between the vocabulary scores as measured by the Adult BasicLearning Examination, Level I, of the two groups.2. There will be no significant difference between the reading comprehension scores as measured by the Adult Basic Learning Examination, Level I, of the two groups.3. There will be no significant difference between the spelling scores as measured by the Adult Basic Learning Examination, Level I, of the two groups.4. There will be no significant difference between the vocabulary grade levels as measured by the Standard Reading Inventory of the two groups.5. There will be no significant difference between the oral reading grade levels as measured by the Standard Reading Inventory of the two groups.6. There will be no significant difference between the silent reading grade levels as measured by the Standard Readinq Inventory of the two groups.7. There will be no significant difference between the attendance record of the two groups.8. There will be no significant difference between the category ratings on the Student Evaluation Checklist of Instructional Materials of the two groups.FindingsAt the conclusion of the study, all of the students were retested on the Adult Basic Learning Examination, Level I, Form B, and the Standard Reading Inventory, Form B. The pre-test and post-test scores were compared. Analysis of covariance was used to test the data.A contrast was made between the performance of the experimental and comparison populations. The major findings of this study are:1. The experimental group scored significantly higher on the tests of the Adult Basic Learning Examination, Level I, than did the comparison group.2. There were no significant differences between the two groups on the vocabulary grade levels and oral reading grade levels of the Standard Reading Inventory.3. The experimental population scored significantly higher silent reading grade levels on the Standard Reading Inventory than did the comparison population.4. The experimental population attended class more than did the comparison population.