[pt] Essa dissertação se propõe a introduzir nas aulas de matemática da escola básica um tema que traga significado e interesse ao alunado e que, a partir dele, seja possível desenvolver conteúdos novos e clássicos da disciplina, pertinentes a esse nível de escolaridade. O tema escolhido foi a criptografia que possibilitou o desenvolvimento de uma abordagem histórica da sua evolução até o código RSA, a promoção de discussões sobre a relevância atual do assunto até os nossos dias e o trabalho com conteúdos importantes da matemática. Com o intuito de aprimorar e avaliar a proposta, uma pequena aplicação numa escola pública foi feita, através de uma oficina, com resultados bastante satisfatórios. Pretende-se que este trabalho seja mais uma fonte para auxiliar diversos professores na construção de novas propostas pedagógicas adaptadas à realidade de cada sala de aula com olhar motivador, significativo e contemporâneo. / [en] This dissertation proposes to introduce in the math class of the elementary school a theme that brings meaning and interest to the students and, from it, it is possible to develop new and classic content, relevant discipline at this level of education. The theme chosen was the encryption that made possible the development of a historical approach of its development until the RSA code, the promotion of discussions on the current relevance of the subject until our days and working with important content of mathematics. In order to improve and evaluate the proposal, a small application in a public school was made, through a workshop, with results quite satisfactory. It is intended that this work is more a source to assist several teachers in the construction of new pedagogical proposals adapted to the reality of each classroom with motivating, meaningful and contemporary look.

This study examines the literacies taught and valued by three major stakeholder groups within an innovative welfare-to-work/adult basic education (ABE) program in the northeastern United States. The program, which I call Women for Change, is examined from the perspective of the program participants (a group of eight women on TANF who are mandated to attend), program staff (four social workers affiliated with a local university and one veteran adult basic educator), and the organization that provides funding for the program. Using data collected from one-on-one interviews, participant observation, and primary documentation used within the program, this case study reveals substantive conflict in the primary literacy-learning goals held by each of the stakeholder groups: The program funders want participants to find paid work; participants desire to complete their GED certification and hope to meet additional interpersonal goals, such as learning to communicate more effectively; and program staff want to help participants develop self-esteem and meet other emotional goals. These disparate goals—and each stakeholder group’s dedication to its particular objectives—create conflict within the class sessions, producing a program that wasn't as efficient at meeting any particular goal. Based on these data, the present study makes three overarching arguments. First, literacy-learning programs—particularly those that work with adults—should solicit and aim to incorporate at least some of the goals and learning objectives sought and valued bylearners. Second, adult literacy educators, especially those who work with ABE and college-level writing students, must be prepared to help writers cope with the emotional components of the literacy learning process, particularly by connecting them with counseling professionals when appropriate. Finally, the connection between writing/literacy learning and emotion suggests that a more capacious understanding of literacy is necessary. James Paul Gee’s notion of Discourse helps us begin to theorize this broader understanding, but ultimately I argue that we must go farther than Discourse to develop an “integrative literacies” model that more robustly accounts for the relationship between literacy, identity, and histories of trauma. / English

A survey of the Virginia Agribusiness Council members was conducted to identify the basic and technical skills that are important for high school graduates to develop prior to seeking entry-level employment in the agricultural industry. Available entry-level positions were categorized and the mean years of experience at each position identified. Skills were ranked in order of decreasing importance based on mean scores of the survey respondents. Overall, basic skills ranked higher than technical skills. The top five skills in order of importance were: a positive work attitude, self-motivation, the ability to follow directions, safe equipment operation, and working without supervision. Data were analyzed by firm category as utilized by the Virginia Agribusiness Council. Contrary to the skill ranking of the other firm categories, the producer category ranked the ability to follow directions as the most important skill. The entry-level positions identified could be classified into the following categories: management, laborer, skilled operator, sales, and clerk/office employee. The most frequent entry-level jobs identified were in the laborer and management training classifications. The mean years of work experience for all positions, across all categories, was seven years. Basic and technical skills are both essential elements for high school graduates seeking entry-level employment in agriculture. Neither area should be emphasized over the other in preparation for work at the high school level. A firm foundation of basic and technical skills needed in the agricultural industry is recommended for students’ successful transition from school to work. / Master of Science

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper reports on research undertaken as part of the Post-Graduate Education (PPGE / CE / UFSM) Education Center of the Federal University of Santa Maria, as part of the investigative actions of a Research Network "Educational Innovations and Public policy Evaluation and Improvement of Education in Brazil ", linked to the group of Studies, Research and Interventions" Innovation in Education, Educational Practices and Teacher Education "Teaching and Research group, School & Teacher Training. With it we aim to understand the repercussions of Evaluation System of Basic Education in the organization and development of school work. For this we propose to answer the following research problem: How the participation of schools in the actions of the Basic Education Evaluation System involves the organization and development of school work? In order to operationalize research actions, formulated from the central issue, more specific investigative questions: (1) How is the process of organization and implementation of Proof and Evidence Saeb Brazil? (2) that the coordinators have perceptions about the participation of the Evaluation System of Basic Education process? (3) How does the organization of the school to participate in the Assessment System of Basic Education?. Used as the main theoretical and conceptual and methodological contribution and practical (1) ideas about educational policy Saviani (2008) and Altmann (2002), (2) studies on policy evaluation Freitas (2007) and Ravitch (2011); (3) work concept proposed by Souza-e-Silva (2004); (3) the concept of democratic management and school autonomy for Paro (2001); to treat school as the context of school work we approach the propositions of Di Giorigi (2004), Rockwell (1995) and Thuler (2001). Thus, we developed a qualitative research nature, Municipal Public Schools in Santa Maria / RS, with which we interact strongly in the years 2012 and 2013. Sources of information for our research are subject coordinators from schools of basic education and engineers Polo Application of Evidence and Proof Saeb Brazil. The instruments for data collection were interviews. With the Roadmap Interview I interviewed 27 coordinators of municipal public elementary schools in Santa Maria / RS and the Interview Guide II interviewed 9 of these coordinators. With the Interview Guide III interviewed two coordinators Polo Application of Evidence and Proof Saeb Brazil. From the analysis of the information collected organize the results into 8 parts, namely: 1) the organization of the process of implementation of Proof and Evidence Saeb Brazil; 2) Development of Evidence and Proof Saeb Brazil; 3) Method of application of Evidence and Proof Saeb Brazil; 4) Difficulties encountered in the application of Evidence and Proof Saeb Brazil; 5) Agree or disagree with the outcome of the last IDEB schools; 6) Aspects taken into consideration in the evaluation of basic education; 7) Performing actions about IDEB 2011 and 8) Actions taken in the preparation of school to join Saeb 2013. Accordingly we were allowed to answer each of the research questions separately. In answering the research objective list of the main repercussions of Saeb the organization and development of school work, they are (1) Result Saeb provides ranking; (2) Lack of assessment tools to evaluate the Saeb school work; (3) Lack of Saeb Policy on school organization; (4) Strong distancing School Saeb and (5) Performing actions of decontextualized school needs. We conclude that the impact of Saeb look in the forms of organization and development of school work allows us to say that the way you have organized, implemented and interpreted Saeb currently makes having a negative impact on school organization. The ways of using Saeb has represented public school kicker, kicker education and jeopardizes the organization and the development of democratic self schoolwork. / Este texto relata uma pesquisa desenvolvida no âmbito do Programa de Pós-Graduação em Educação do Centro de Educação da Universidade Federal de Santa Maria (PPGE/CE/UFSM), como parte das ações investigativas do Projeto de Pesquisa em Rede Inovações Educacionais e as Políticas Publicas de Avaliação e Melhoria da Educação no Brasil , vinculado ao Grupo de Estudos, Pesquisas e Intervenções Inovação Educacional, Práticas Educativas e Formação de Professores e ao Grupo de Pesquisa Docência, Escola e Formação de Professores. Com ela objetivamos Compreender as repercussões do Sistema de Avaliação da Educação Básica nas formas de organização e desenvolvimento do trabalho escolar. Para tanto nos propomos a responder o seguinte problema de pesquisa: Como a participação das escolas nas ações do Sistema de Avaliação da Educação Básica implica na organização e desenvolvimento do trabalho escolar? De modo a operacionalizar as ações de pesquisa, formulamos a partir do problema central, questões investigativas mais específicas: (1) Como se dá o processo de organização e aplicação da Prova Brasil e Prova SAEB? (2) Que percepções os coordenadores pedagógicos possuem acerca do processo de participação do Sistema de Avaliação da Educação Básica? (3) Como se dá a organização da escola para participação no Sistema de Avaliação da Educação Básica?. Utilizamos como principais aporte teórico-conceituais e prático-metodológicos (1) a ideias sobre politica educacional de Saviani (2008) e Altmann (2002);(2) os estudos sobre politica de avaliação de Freitas (2007) e Ravitch (2011); (3) conceito de trabalho proposto por Souza-e-Silva (2004); (3) o conceito de gestão democrática e autonomia escolar por Paro (2001); para tratarmos da escola como o contexto do trabalho escolar nos aproximamos das proposições de Di Giorigi (2004), Rockwell (1995) e Thuler (2001). Assim, desenvolvemos uma pesquisa de natureza qualitativa, em Escolas Públicas Municipais de Santa Maria/RS, com as quais interagimos fortemente nos anos de 2012 e 2013. As fontes de informação para a nossa pesquisa são sujeitos, coordenadores pedagógicos de escolas de educação básica e coordenadores de Polo de Aplicação da Prova Brasil e Prova Saeb. Os instrumentos para a coleta de informações foram entrevistas. Com o Roteiro de Entrevista I entrevistamos 27 coordenadores pedagógicos de escolas públicas municipais de educação básica de Santa Maria/RS e com o Roteiro de Entrevista II entrevistamos 9 destes coordenadores. Com o Roteiro de Entrevista III entrevistamos dois coordenadores de Polo de Aplicação da Prova Brasil e Prova Saeb. A partir da análise das informações coletadas organizamos os resultados em 8 itens, a saber: 1) Organização do processo de aplicação da Prova Brasil e Prova Saeb; 2) Elaboração da Prova Brasil e Prova Saeb; 3) Processo de aplicação da Prova Brasil e Prova Saeb; 4) Dificuldades encontradas para a aplicação da Prova Brasil e Prova Saeb; 5) Concordância ou não com o resultado do último IDEB das escolas; 6) Aspectos levados em consideração na avaliação da educação básica; 7) Realização de ações acerca do IDEB 2011 e 8) Ações desenvolvidas na preparação da escola para participar do SAEB 2013. Desta forma nos foi permitido responder a cada uma das questões de pesquisa separadamente. Ao responder o objetivo desta pesquisa elencamos as principais repercussões do SAEB na organização e desenvolvimento do trabalho escolar, são elas (1) Resultado do SAEB propicia ranqueamento; (2) Insuficiência dos instrumentos de avaliação do SAEB para avaliar o trabalho escolar; (3) Desconhecimento da Política do SAEB na organização escolar; (4) Forte distanciamento da escola do SAEB e (5) Realização de ações descontextualizadas das necessidades escolares. Concluímos que olhar as repercussões do SAEB nas formas de organização e desenvolvimento do trabalho escolar nos permite dizer que, da forma que se tem organizado, implementado e interpretado o SAEB atualmente, faz com que tenha repercussões negativas na organização escolar. As formas de utilização do SAEB tem representado o retrocesso da escola pública, o retrocesso da educação e inviabiliza a organização e o desenvolvimento do trabalho escolar autônomo e democrático.

Orientador: Jose Roberto Rus Perez / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T09:18:54Z (GMT). No. of bitstreams: 1 Stoco_Sergio_M.pdf: 1397255 bytes, checksum: dcf511b8dc0fc08332a75581a6650d53 (MD5) Previous issue date: 2006 / Resumo: O objetivo desta dissertação é identificar e analisar as variáveis dependentes, independentes e intervenientes da formulação e implementação do Sistema Nacional de Avaliação da Educação Básica ¿ Saeb. Utilizando instrumental de análise de política e uma lógica de análise dedutiva, que reconstrói o sentido e a direção do processo de formulação e implementação de uma política,identificando suas origens: conceituais, históricas, ideológicas, seus atores, arenas e seus modelos. A seleção das variáveis seguiu critérios de maior recorrência em bibliografia especializada de avaliação educacional, documentos oficiais e entrevistas, sendo organizadas em campos (política, economia e tecnologia) disponibilizados transversalmente na dissertação. Como conclusão da análise apresentada neste trabalho, aceitamos a hipótese de que o Saeb fundamentado no desempenho do aluno não atende as necessidades de subsídios para formulação e implementação de políticas públicas educacionais, não porque esta é uma ação deliberada pelo governo federal em razão de interesses políticos e econômicos, como acreditávamos inicialmente, mas porque o hiato que existe entre a construção e disseminação de indicadores educacionais e o processo de formulação e implementação de políticas públicas educacionais precisam ser preenchidos por perspectivas que considerem o conjunto da realidade social (suas arenas, atores, ideologias, suas relações e interesses) / Abstract: The objective of this dissertation is to identify and to analyze the dependent, independent and intervening variables of the formularization and implementation of the National System of Evaluation of the Basic Education - Saeb. Using instrumental of policies analysis and a logic of deductive analysis, that reconstructs the direction and the course of the formularization process and implementation of one policy, identifying its origins: conceptual, historical, ideological, its actors, enclosures for bullfighting and its models. The election of the variables followed official criteria of bigger recurrence in specialized bibliography of educational evaluation, documents and interviews, being organized in fields (politics, economy and technology) available transversally in the dissertation. As conclusion of the analysis presented in this work, we accept the hypothesis of that the Saeb based on the performance of the pupil does not take care of to the necessities of subsidies for formularization and implementation of educational public politics, because this is not an action deliberated for the federal government in reason of interests economic politicians and, as we believed initially, but because the vacuum that exist between the construction and dissemination of educational pointers and the process of formularization and implementation of educational public policies needs to be filled by perspectives that consider the set of the social reality (its enclosures for bullfighting, actors, ideologies, its relations and interests) / Mestrado / Politicas de Educação e Sistemas Educativos / Mestre em Educação

Orientador: Theresa Maria de Freitas Adrião / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T16:38:16Z (GMT). No. of bitstreams: 1 Gomes_DeboraAparecidaPereira_M.pdf: 2284902 bytes, checksum: fe33820ef09d8e4a94cb024d1e0bf82d (MD5) Previous issue date: 2014 / Resumo: O objetivo deste trabalho consistiu em analisar em que medida a implantação do Fundo de Manutenção e Desenvolvimento da Educação Básica e de Valorização dos Profissionais da Educação (FUNDEB) alterou a dinâmica de divisão de responsabilidades para a oferta da educação básica entre entes federados. Para tanto, optou-se por analisar as relações entre os sistemas municipais de Campinas e Monte Mor, ambos pertencentes à Região Metropolitana de Campinas (RMC), e o sistema estadual paulista. Trata-se de estudo de caso realizado por meio de pesquisa bibliográfica e documental considerando o período de 2005 a 2012. O estudo vincula-se às pesquisas realizadas no interior do Grupo de Estudos e Pesquisas em Política Educacional (GREPPE) / Abstract: The aim of this study was to analyze to what extent the implementation of the Fund for the Maintenance and Development of Basic Education and Enhancement of Education Professionals (FUNDEB) altered the dynamics of shared responsibility for the provision of basic education among federal agencies. To this end, we chose to analyze the relations between municipal systems Campinas and Monte Mor, both belonging to the Metropolitan Area of Campinas (RMC), and the São Paulo state system. This is case study based on literature and documentary research for the period from 2005 to 2012. The study is linked to the research conducted within the Group of Studies and Research in Educational Policy (GREPPE) / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestra em Educação

Department of Curriculum Studies and Education Management / DEd (Curriculum Studies) / Also availabe in print

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The Department of Basic Education has a duty of ensuring that all children enjoy free and equal access to basic education despite their socio-economic status and backgrounds. The South African constitution also recognises universal access to quality primary education as a fundamental human right. This compels the Department of Basic Education to ensure that every child is provided with basic primary education at no cost, hence the expansion of no-fee schools and the National Schools Nutrition Programme. In an attempt to fulfil the Millennium Developmental Goal 2, which advocates for the provision of equal access to primary education, the multi-grade teaching practice was then introduced to ensure the provision of education to children in sparsely-populated and rural communities. However, this type of teaching practice comes with myriad difficulties which teachers face as they manage curriculum delivery. This study, therefore, seeks to examine the various difficulties that teachers face as they have to deal with multi-grade teaching and how they overcome those difficulties. The literature revealed that multi-grade teaching is not limited to the South African situation alone, but a global phenomenon practised in both developing and developed countries. It also emanates from the literature that multi-grade teaching, if used correctly and effectively could yield positive results. The study adopted a qualitative research approach. This study follows a case study design. Following that the study adopted the qualitative research approach, data collection tools linked to the approach were used and included: Interviews, document review and observations. A principal, teacher and parent from three schools managing difficulties associated with multi-grade classes were purposively sampled. The research findings, based on the interviews, document review, observation and the literature reviewed revealed that the insufficient backing from the Department of Basic Education, heavy workload of teachers and general shortage of teaching staff are some of the difficulties that teachers in multi-graded schools have to grapple with. Based on the findings, the researcher concludes that the dearth of intervention from the Department of Basic Education hugely affects the effective curriculum delivery in multi-graded schools. To mitigate the identified difficulties, the researcher recommended that a different post-provisioning norm and funding model for the multi-graded schools be experimented with.

Thesis (MPA)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The In-Service Basic Education Teacher Diploma Programme (BETD Inset Programme) is a Namibian educational programme under the Ministry of Basic Education, Sport and Culture. It is a unified general preparation for unqualified and partly qualified teachers in Basic Education, with opportunities for specialisation in both phases of schooling and in subject areas. It seeks to strike a balance between professional insight, skills and subject knowledge. A process of evaluation was implemented to assess the programme management and the programme workers’ knowledge, skills and expertise, including their choice of methodology for implementing the BETD Inset Programme. The aim of the programme evaluation was to determine the effectiveness and sustainability of the BETD Inset Programme. The problem statement of this study takes as its point of departure the prevalence of development programmes that are not implemented in an effective and sustainable manner, particularly in Third World countries. Many researchers and scholars have identified programme management as crucial to the effective implementation of development programmes. It is in response to this argument that this researcher decided to conduct a study on the National Institution for Educational Development (NIED)’s implementation of the BETD Inset Programme. The objective was to establish whether the existing programme management strategy implements the BETD Inset Programme effectively, and to explore the possibilities of recommending supporting strategy. This study also referred to the issue of gender balance in the appointment of BETD Inset Programme management staff. Qualitative methodology was used to obtain information from the BETD Inset Unit and Regional Education Offices, who play an important role in the implementation process of the BETD Inset Programme. The senior managers were interviewed and they provided information about the BETD Inset Unit management structures and the objectives achieved during the BETD Inset Programme implementation process. The implementation process plans set by the NIED were based on terms of reference provided by the Ministry of Basic Education, Sport and Culture to determine their effectiveness in achieving the set objectives. The literature review of this study reflects the conceptual categories identified from an overview of programme management objectives in development programmes and distance education programmes. These conceptual categories are based on management models that are useful for programme management evaluation. The conceptual categories point out characteristics fundamental to the effective implementation of the BETD Inset Programme. These characteristics were used to formulate measuring criteria, and they formed the basis for the analysis of the study’s results in chapter 5. BETD Inset Programme is defined as a distance education programme. It was deduced that the BETD Inset Programme faced a number of challenges, and that consequently the NIED management had to implement the programme with a limited infrastructure and work force. All these challenges are linked to one major factor, which is the lack of sufficient resources required for the effective implementation of the BETD Inset Programme in a sustainable manner. This study recommends that a strategy for potential stakeholder participation should be redesigned and effectively implemented, in order to secure sufficient resources to support the programme in a sustainable manner. / AFRIKAANSE OPSOMMING: Die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma (BOOD-Insetprogram) is ’n Namibiese onderwysprogram onder leiding van die Ministerie van Basiese Onderrig, Sport en Kultuur. Dit is ’n samevattende algemene voorbereiding vir ongekwalifiseerde en deels-gekwalifiseerde onderwysers in Basiese Onderrig, met geleenthede vir spesialisering beide in skolingsfases en vakgebiede. As algemene doelstelling streef dit na ’n balans tussen professionele insig, vaardighede en vakkennis. Program-evaluering is gedoen ten einde die programbestuur en -werkers te beoordeel volgens hulle kennis, vaardighede en kundigheid, insluitend hulle keuse van metodiek vir die implementering van die BOOD-Insetprogram. Die mikpunt was om die effektiwiteit en volhoubaarheid van die BOOD-Insetprogram te bepaal. Die probleemstelling van die studie is daarop gebaseer dat ontwikkelingsprogramme, spesifiek in Derdewêreldlande, nie effektief en op ’n volhoubare manier geïmplementeer word nie. Navorsers en studente het die bestuur van ontwikkelingsprogramme as die sleutel tot die effektiewe implementering daarvan geïdentifiseer. Dit het daartoe gelei dat die navorser ’n studie onderneem het oor hoe die Nasionale Instelling vir Opvoedkundige Ontwikkeling die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma implementeer. Die doelwit was om vas te stel of die bestaande strategie vir programbestuur die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma effektief implementeer, en ook om ’n moontlike ondersteuningstrategie voor te stel. Die studie het ook die kwessie van geslagsbalans aangeraak ten opsigte van poste wat beklee word deur bestuurspersoneel wat die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma implementeer. ’n Kwalitatiewe metode is gebruik om inligting te verkry vanaf BOOD-Implementeringseenhede en Onderwysstreekkantore wat ’n sleutelrol vervul in die implementeringsproses van die BOOD-Aanvangsprogram. Onderhoude is gevoer met lede van die topbestuur wat ook inligting verskaf het oor die BOOD-Inseteenheid se bestuurstrukture, en doelwitte wat in die implementeringsproses van die BOOD-Insetprogram bereik is. Implementeringsplanne, daargestel deur die Nasionale Instelling vir Opvoedkundige Ontwikkeling aan die hand van riglyne van die Ministerie van Basiese Onderrig, Sport en Kultuur, word gebruik om vas te stel hoe effektief hulle hulle doelwitte bereik. ’n Literatuur-oorsig vir hierdie studie weerspieël die konseptuele kategorieë wat geïdentifiseer kan word uit die gesamentlike bestuursdoelwitte van ontwikkelingsprogramme en afstandsonderrigprogramme. Hierdie konseptuele kategorieë is gebaseer op bestuursmodelle wat ook aangewend kan word vir die evaluering van programbestuur. Die konseptuele kategorieë identifiseer fundamentele kenmerke vir die effektiewe implementering van die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma. Hierdie kenmerke is gebruik om evalueringskriteria te formuleer asook die basis daar te stel vir die ontleding van die studie se resultate in hoofstuk 5. Die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma word getipeer as ’n afstandsonderrigprogram. Die gevolgtrekking word gemaak dat die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma uitdagings in die gesig staar wat die bestuur van die Nasionale Instelling vir Opvoedkundige Ontwikkeling noop om die program met beperkte infrastruktuur en menslike hulpbronne te implementeer. Al hierdie uitdagings hou verband met een hooffaktor, naamlik die gebrek aan voldoende hulpbronne vir die effektiewe en volhoubare implementering van die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma. Die studie stel voor dat ’n strategie herontwerp en effektief geïmplementeer word vir deelname deur potensiële belanghebbendes ten einde voldoende hulpbronne te verseker om die program op ’n volhoubare wyse te ondersteun.

Thesis (Ph.D.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Within the broad theoretical context provided by debates and policies on curriculum development and current approaches in adult and environmental education, this study attempted to improve my own practice by making a meaningful contribution towards the professional development and conceptual understanding of student teachers who have registered for a three-year National Diploma in Adult Basic Education and Training (ABET) at the Peninsula Technikon in Cape Town. Although these students have no teaching qualifications, they are involved in community literacy education for disadvantaged people in various communities and in non-governmental education centres. The professional development and conceptual understanding of the students with regard to sustainability as a key environmental concept was effected by focusing on the concepts, and applying the processes of environmental education for sustainability (EEFS) in the teaching and learning process. In an attempt to integrate theory and practice the student teachers took action in community-based environmental projects organised by the Tsoga Environmental Resource Centre in Langa, Cape Town. The idea was that they should apply their acquired skills and understanding of sustained environments and teach adult learners to transform their local environments through their literacy classes. This means integration of adult literacy with environmental or ecological literacy The interviews and observations of the students at work in the community were not only aimed at providing feedback for the purposes of future programme design but also at monitoring what the students did with their learning experiences regarding EEFS as a theme, in a different teaching situation (adult literacy classes). In the final analysis, the present study attempted to clear up conceptual misunderstandings and to show that education processes are as important as its content and outcomes. It has attempted to operationalise curriculum approaches, recommended for environmental sustainability, in a practical way. The study as a whole is set within the general literature of both adult and environmental education, and particularly that of curriculum and student development for social transformation. / AFRIKAANSE OPSOMMING: Binne die breë teoretiese raamwerk van diskoers en nasionale beleidsdokumente ten opsigte van kurrikulumontwikkeling, en huidige benaderings tot volwasse en omgewingsopvoeding poog hierdie studie om my eie praktyk te verbeter deur 'n betekenisvolle bydrae te lewer tot die professionele ohtwikkeling, en konseptueie begrip van studentonderwysers wat ingeskryf is vir 'n drie-jaar Nasionale Diploma in Volwasse Basiese Onderwys aan die Skiereilandse Tegnikon in Kaapstad. Alhoewel hierdie studente oor geen formele onderwyskwalifikasies beskik nie is hulle betrokke in geletterdheidsopvoeding onder benadeelde gemeenskappe en in nieregeringsentra. Die professionele ontwikkeling en konseptueie begrip van die studente ten opsigte van volhoubaarheid as 'n sentrale omgewingskonsep is ondersoek deur te fokus op die kernbegrippe, en die aanwending van prosesse eie aan omgewingsopvoeding vir volhoubaarheid (OOW) in leer en onderrigprosesse. In 'n poging om teorie en praktyk te integreer is studente aangemoeding om betrokke te raak in verskeie gemeenskapsgebaseerde projekte wat deur die Tsoga Omgewingsentrum in Langa, Kaapstad georganiseer word. Die idee hiermee was dat hulle ontwikkelende vaardighede en begrip ten opsigte van volhoubare gemeenskappe sal aanwend deurdat terwyl hulle volwasse leerders leer lees en skryf, hulle terselfdertyd sal bydra tot die transformasie van hulle gemeenskappe. Dit beteken integrasie van volwasse geletterdheid met omgewings of ekologiese geletterdheid. Onderhoude met, en waarnemings van die studente tydens hulle werk in die onderskeie gemeenskappe is gedoen nie alleen met die oog op programontwikkeling nie, maar ook met die oog op monitering van die verskillende wyses waarop studente hulle eie leerervarings in (OOVV) hulle praktyk in 'n ander konteks (volwasse geletterdsheidsklasse) beïnvloed en verryk. By wyse van samevatting kan gesê word dat hierdie studie ondersoek ingestel het na wanpersepsies ten opsigte van omgewingskonsepte en hoe dit aangespreek kan word, en aangetoon het dat ook in hierdie konteks, onderwys prosesse net so belangrik soos inhoud en uitkomstes is. Verder is kurrikulumbenaderings wat vir OOW ontwikkel is ondersoek en in konteks van Volwasse Basiese Onderwys geoperasionaliseer. Die studie as geheel is gesetel binne die algemene literatuur van beide volwasse en omgewings opvoedkunde, en in besonder die van kurrikulum en studente ontwikkeling vir sosial transformasie.