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.

The purpose of the study was to investigate adults who have excessive load or demands ("Overloaded Adults") and their readiness level for learning ("Readiness"). The study was intended to discover the relationship, if any, between Overloaded Adults' load and their Readiness, the reasons Overloaded Adults do not participate in particular educational activities, the percentages of Overloaded Adults in a range from "able and willing" to "neither able nor willing" to participate in various educational activities, the power sources Overloaded Adults identify as present or not present, and how Overloaded Adults' demographic characteristics relate to their load and Readiness.The sample in the study consisted of 60 Overloaded Adults. The researcher used a convenience sampling of available passersby walking on downtown sidewalks in four Indiana cities who were willing to stop and complete the written survey, which consisted of two parts: the Type E Stress Inventory developed by Harriet B. Braiker and a questionnaire developed by the researcher. The researcher also conducted 21 tape-recorded telephone interviews. The researcher analyzed the data using the Pearson correlation coefficient statistic and a scatter plot, tallies and percentages, observations, and interview responses incorporated into a profile and description of general themes.The researcher discovered that the majority of adults (77%) walking on downtown sidewalks on Saturdays were Overloaded Adults. Further, the researcher found, unlike McClusky's theory of margin, that there was likely no relationship between Overloaded Adults' load and Readiness and that Overloaded Adults with a surplus of power over load were not necessarily more likely to learn than Overloaded Adults with a surplus of load over power. The researcher also found 1) at least 30 inhibiting conditions or situations that shaped Overloaded Adults' perceptions of their readiness to learn, 2) Overloaded Adults were very willing and somewhat able to participate in various educational activities, 3) Overloaded Adults had numerous available sources of power, and 4) Overloaded Adults with particular demographic characteristics were at high risk for not being ready to learn. Based on these and other findings in the study, the researcher developed a Model for Understanding Overloaded Adults' Readiness Level for Learning. / Department of Educational Leadership

An inquiry into why potential adult learners, employed full time and eligible for substantial tuition assistance dollars, do not participate in formal education may be of interest to administrators within higher education, labor union leadership, and adult educators. Using a descriptive approach, this study gathered evidence from 10 adults who had not participated in formal education in at least the past 10 years. The evidence collected was used to answer the question, Why do UA W-GM active union members, contractually eligible for tuition assistance funds, not participate informal education? Evidence was compiled from two one and one-half hour interviews and from a number of telephone conversations. Much of the previous research on non participation describes barriers and constraints to participation. The informants in this study spent little time discussing why they had not participated. Their discussions instead focused on how and why they had successfully engaged in many informal learning experiences.The research method used in this study is suited to provide details that indirectly provide a basis for analysis into non-participation in formal education for the selected group of informants. Analysis is provided in Chapter V. However, Chapter IV is presented in such a way as to invite readers to develop their own insights based on this sample of unique and varied experiences. / Department of Educational Studies

No description available.

The initial intention of this arts-informed research study was to implement art classes for people with Alzheimer‟s disease, and to examine its impact upon new learning at cognitive, procedural and affective levels of experience. While these goals persist – indeed adult educational theory and quality of life are central to this thesis – the research focus gradually shifted from a constructivist view of the Alzheimer‟s learner to a phenomenological view of the relationship between teacher and student. Its power to facilitate the growth of reciprocity and bolster identity within the learning context, whether one-to-one or in small group settings, became more apparent as the research progressed. This revealed the potential of arts-based educational programs to build mutual trust and reciprocity with and among the participants. In turn, these qualities contributed to the expression of positive feelings, improved self-esteem,and communication in people with Alzheimer‟s.

This project aimed to demonstrate that a commitment by a community to improve access to lifelong learning opportunities as a Learning City enhances the quality of life of its citizens and improves its economic conditions through a more creative, stable and adaptable community. In May 2000, the newly elected Labor Government in Victoria launched the Victorian 'Learning Towns' Program. Based on a United Kingdom (UK) model that had been developing since 1995 with demonstrable success, the nine (and later, ten) rural and regional cities and towns in the Victorian pilot program were the first in Australia to receive funding to support lifelong learning as an approach towards achieving sustainable economic development and social inclusiveness. This research focused on the practice and progress of SmartGeelong - The Leaming City, one of the pilot programs. It presented an opportunity to evaluate the economic and social development of a community that has declared itself a Learning City by posing the following research questions: 1. What are the key characteristics of a Leaming City and what determines these? 2. What are the value added outcomes? How can the depth and breadth of participation be entrenched? 3. What are the indicators of success and effectiveness in a Leaming City? Having made this observation however, the capacity for the cultural change in an ACE driven learning community to be sustainable is likely to be limited unless it engages local government in meaningful ways to ensure that those changes are long term. Currently, the contribution by local government to learning communities in Australia is varied and can be erratic. The experience in the UK supports the observation in Australian learning communities that where there is a commitment that is understood by local government, it is possible to improve social inclusion and local economic performance. This research has concluded that its most significant finding is the effectiveness of the neutral space that a concept such as the Leaming City provides. By providing a conceptual space that is non threatening, non competitive and belongs to the whole community rather than any one organisation, it is possible to develop cross sectoral partnerships among organisations that may be competitors in other environments, that add value to communities, overcome barriers and develop creative responses that address local issues and build community capacity. The research describes the experience of building a learning community, of lessons learned and insights gained. Through example, it provides a foundation for other communities that may be interested in pursuing this concept. However, while it is possible to develop a learning community through the commitment and initiative of local leaders, it is made more difficult in the absence of a national policy commitment to lifelong learning. Despite this, the research concludes that through the careful development and nurturing of all partners, the process of developing a learning community is effective, sustainable and makes a positive impact.

University of Technology, Sydney. / The study critically examines definitions of "informal learning", focussing on the term's application in workplace training contexts. Drawing on Foucault, Heidegger and Habermas, it is argued that we cannot understand ourselves (and thus our informal learning) without challenging the assumptions of modernity and coming to terms with what Lyotard has termed "the postmodern condition". Industry trainers are at the forefront of implementing "designer" corporate cultures which, in the rhetoric of "work-based learning", make enterprises more innovative and competitive. This study challenges that rhetoric, showing that the implicit philosophy of contemporary workplace learning and training is framed by an economistic "human capital theory". The "stories" of industry trainers from several multinational corporations challenge assumptions about what is learnt through competency-based training and about corporate uses of informal learning. It is argued that being at work entails far more than simply performing the tasks one is required to do, which, in turn, effects the links between informal learning and formal education. The final chapters are directed towards expanding and realigning interpretations of "informal learning" away from the narrow and instrumental purposes for which the term has been appropriated. Equity, respect for the dignity of others, and a philosophy of ethics have a place in "workplace learning". Informal learning is shaped by our deepest ethical and moral responses. It does not follow that measurable tasks, what one can be observed doing at work, represent one's learning.

Thesis (M.Ed.) -- University of Adelaide, Dept. of Education,1995.

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