Thesis (M.Ed.(Curriculum Studies)) -- University of Pretoria, 2007. / Includes bibliographical references (leaves 103-115)

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 248-252). Also available via the Internet.

Thesis (Ed. D.)--Oregon State University, 2002. / Typescript (photocopy). Includes bibliographical references (leaves 129-147). Also available on the World Wide Web.

Thesis (M.D.E.)--Athabasca University, 2004. / Includes bibliographical references (leaves 161-168). Also available online.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Jack Mezirow. Dissertation Committee: Dwayne Huebner. Includes tables. Includes bibliographical references.

Thesis (MA) -- AUT University, 2008. / Includes bibliographical references. Also held in print ( viii, 135 leaves ; 30 cm.) in the Archive at the City Campus (T 428.0071 HAR)

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Heidi B. Carlone; submitted to the School of Education. Includes bibliographical references (p. 286-304).

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [262]-268).

Thesis (Ph.D.(Curriculum Studies))--University of Pretoria, 2004. / Includes bibliographical references (leaves 207-226) Available on the Internet via the World Wide Web.

M.Ed. / In 1995, a year after the African National Congress (ANC) came into power in South Africa, Adult Basic Education and Training (ABET) became one of the government’s priorities in redressing the imbalances of the past. The new Government’s ongoing policy work resulted in the adoption of a National Adult Basic Education and Training Framework as interim policy which created the over-arching vision for implementation and agreed curriculum goals for ABET (Booysen, 1999:1). This vision was primarily based on measures to eradicate illiteracy and to equip South African citizens with the necessary skills and knowledge which would allow them to access further learning and employment and allow them to participate in political life and social activities for the benefit of individuals, their families, and the country (Department of Education, 1997:7). According to the United Nations Education, Science and Cultural Organisation (UNESCO) report (1997:7), the society that would establish the twenty-first century was being shaped by new and powerful forces that included the globalisation of economic activities, the growing importance of knowledge as a prerequisite for participation in fundamental human activities and increasing democratisation and political systems. Within this context ABET’s successful implementation in South Africa is imperative in order to incorporate the historically disadvantaged and marginalised South Africans into a new form of citizenship and democracy. / Mrs. N.F. Petersen