Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 222-230). Also available via the Internet.

M.Ed. / At present, some six million South Africans are illiterate, and around two million unemployed adults have inadequate basic schooling (National Education Coordination Committee, 1993:30). This means that they are unable to take advantage of further training or skilled employment prospects. The consequences of illiteracy amongst adults are still reflected through the economy in the form of low productivity, poor quality of life of low-income households and communities, and in political and social instability. Similar findings have been recorded in other countries. For example the Australian Government Gazette (2000:31) states that there were over 23 million adults between the ages of 16 and 65, over 3 million of whom had not had access to schooling. Furthermore, nearly 10 million had not completed Grade 9, and over 10 million had not completed Grade 12. Vella (1994:1) concurs that the introduction of Adult Basic Education and Training (ABET) is a solution to the problem. Adult Education is expected to bring about change in adult learners, with goals ranging from changing behaviour to increasing knowledge, skills and attitudes. One of the focuses of ABET is educational technology, with specific focus on the computer. Carter (1993) states that educational technology, in particular the computer, is widespread to such an extent that it is viewed as an indispensable tool in the daily lives of people. It is used in homes, offices, shops, banks and hospitals. In addition, the most important indicator of the population’s ability to use information technology is to apply computer basics. Although no scientific survey of computer literacy in Africa has been performed to date, rough estimates do exist. Hodge & Miller(1997) quote the World Competitiveness Report (1993) which placed South Africa’s computer literacy rate on a par with Brazil, just below `India and well behind countries like Singapore and Japan (see Chapter 2, table 2.1). Over a decade later, an estimate of computer literacy in South Africa (Hodge & Miller, 1994:[online]) based on the education, employment and demographic profile of the population, shows the levels of computer literacy to be 3.2 million people, or 7.7% of the population. In addition, these figures are based on criteria that computer literacy is determined in the workplace, the level of education determining the type of job one gets and how much prior experience with computers one has. Factors such as age will influence the level of computer literacy. Applying this methodology to each race group, Hodge and Miller, 1997 [online]) find computer literacy rates of 21.1% for Asians, the lowest percentage 5.6% for Blacks and 7,1% for Coloureds. As these statistics indicate, the lowest percentage are Blacks, which indicates that this group is in most need of ABET (Hodge & Miller, 1997: [online]). As the researcher found that the low computer skill figures revealed that the groups most in need of computer literacy are Blacks, she, therefore, was motivated to examine the reasons behind these low figures. 1.2 / Dr. G.V. Lautenbach

In the latter part of the 1980's, contracting by the Correctional Service of Canada with private and public institutions accelerated. This contracting included provision of educational programs. Therefore, as a result of a new emphasis upon Canadian literacy education during the same period, there arose a need to select numbers of contract personnel who would be effective in prison adult basic education teaching. Subsequently, eighteen teachers in the Ontario and Pacific Regions of the Correctional Service of Canada were subjects of a study that sought information about effectiveness criteria to assist in the selection of teachers for prison adult basic education teaching. The Evaluation of Teacher Behaviors rating instrument established an upper quartile that identified five prison adult basic education teachers perceived as most effective, and a lower quartile of five prison adult basic education teachers perceived as least effective. Teachers completed the Demographic Data Questionnaire, providing information about academic education, teaching experience, additional training and education, and certification. They then participated in a structured, oral interview, the Correctional Teacher Interview Survey, responding to questions about their teaching strategies and their personal beliefs regarding the effects of prison education. Three experienced correctional educators rated these responses according to criteria that suggested possession of qualities such as sense of mission, structure, and empathy. Three teachers from the high group also responded to the Supplementary Questionnaire, which asked for their perceptions of their own schooling, relevant life experiences, and attitudes to their students as individuals. Analysis of the results of the Evaluation of Teacher Behaviors indicated statistically significant differentiation between the two groups on each of eleven criteria, with greatest differentiation for the criteria original, overall effective, adaptable, and stimulating. Analysis of responses to the Demographic Data Questionnaire showed that in the high group there was a greater percentage of teachers who had recently been involved in supplementary training and continuing education experiences. The low group of teachers possessed more years of experience in public/parochial school teaching than did teachers in the high group. The three correctional educators who rated the subject teachers' responses to the Correctional Teachers Interview Survey found that the teachers in the high group scored better on the characteristics clarity, desire to help students grow, structure, and empathy than did teachers in the low group. Analysis revealed that both the students who rated the eighteen teachers on the Evaluation of Teacher Behaviors instrument and the three correctional educators who rated the responses of the same teachers to the Correctional Teacher Interview Survey had, according to these ratings, similarly placed eight of the ten subject teachers in their respective high and low groups. The Supplementary Questionnaire revealed that three teachers from the high group possessed similar experiences in their personal and professional backgrounds and currently employed similar teaching strategies. Findings from this study have suggested that teachers who are perceived effective may possess behavioral characteristics, life and work experiences, and similar teaching strategies that distinguish them from those who are perceived to be low in effectiveness. Appropriate application and interview techniques could be designed to elicit information about these distinguishing elements. / Education, Faculty of / Graduate

In British Columbia, adult basic education (ABE) has evolved into a significant program area on the verge of gaining acceptance as a legitimate and important part of the public education system. If the resources currently committed to these programs are to be solidified and increased, it is imperative the present program impact be measured, the needs, resources, processes and outcomes be articulated and the benefits of increased programming be predicted. This is best accomplished through effective use of program evaluation. The field of program evaluation is characterized by a lack of well developed theory, a series of complex models, an absence of methodology and an abundance of designs and checklists which are not tied to a sound theory or model. The purpose of this study was threefold. Firstly, it reviewed the extant models and methodologies for the evaluation of adult education programs. Secondly, a methodology for evaluating innovative, ABE programs was developed. Finally, the methodology was used to guide an evaluation of an adult basic education project conducted by a British Columbia college, evaluated accomplished few of methodology provided a useful guide the evaluation process. While the project being its stated objectives, the and flexible structure to It is hoped that this methodology will be field tested on a variety of ABE programs and that additional research will result in an even more sophisticated methodology designed to strengthen the ties between the best theories and models and the field of practice. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The purpose of this research was to explore the changes that occurred in marital, child and family of origin relationships when an adult who was previously illiterate became literate. Eleven adult new readers participated in in-depth interviews. The results indicate that learning to read is not an isolated skill but changes the "self" of the new reader and subsequently his or her interactional patterns with family members. Six of the participants marriages improved, three of the marriages were ambivalent and two of the marriages deteriorated. All relationships with children improved. Relationships with family of origin members varied. The various outcomes were connected to the levels of support participants received and to how much the participants had previously defined their identities and their lives in relation to their previous illiteracy. / Ph. D.

Submitted in fuliillment ofthe requirements for the degree of Master ofEducation in the Department of Comparative and Science Education ofthe Faculty of Education at the University of Zululand, 2007. / The fundamental problem addressed in this study revolve around methods of facilitation in Adult Basic Education and Training (ABET). The democratic government in South Africa is at present focusing on learners at the adult basic education level to ensure that the needs of adults are met, and that basic demands evident in contemporary society are addressed. While the introduction of Adult Basic Education and Training (ABET) in South Africa is progressing towards the right direction, there seems to be problems underlying the methods of facilitation used in various programmes aimed at improving the lives of adult learners. Methods of facilitation indicate insufficient implementation techniques and continuity which results in adult learners relapsing to illiteracy. The more specific objectives of this study were to investigate if the methods of facilitation used in ABET provide implementation techniques which enable adult learners to be independent; provide skills necessary for self-development; answer to the needs of the adult learners; provide for sustained self-development through continuity. The study is broadly structured around five chapters. Chapter one introduces the study, presents the problem under investigation, gives and aim and significance of the investigation and relevant analysis of concepts in the study. Chapter two gives literature review on methods of facilitation used in ABET. Chapter three explains the research design and methodology that was followed. Chapter four contains an analysis and interpretation of research data. Chapter five covers a summary of findings and recommendations. Major findings of the study attempts to reveal the role played by higher institutions in monitoring the methods of facilitation. A comparative analysis to formal schooling methods should be engaged in order to establish a sound relationship between formal, informal and non-formal education. A number of supporting programmes must be put in place for adult learners, after the completion of literacy courses in order to promote a continuous learning culture and ensure the retention of skills and technology acquired.

The purpose of this study was to develop a whole language curriculum for limited English proficient, nonreading Native American adult factory workers. The curriculum was based upon a humanistic view of the adult literacy process. Cognitive and psycholinguistic theories of learning were used as the theoretical foundation for the curriculum. Schema theory was presented as part of a reader-centered, psycholinguistic processing model of English as a Second Language reading. The curriculum was developed as it was implemented, with adult learners in the workplace setting. The study documented the process of development and implementation during a six month time period and the impact of this process upon the learners involved. The curriculum content consisted of three strands: (1) Culture Strand, (2) Family Life Strand, and (3) Workplace Literacy Strand. The instructional strategies implemented within each strand represented an integrated or whole language approach. Strategies used repeatedly throughout the curriculum were Assisted Reading (Hoskisson, 1975) and the Language Experience Approach (Stauffer, l970). The learners were assessed at the beginning and throughout the implementation of the curriculum with informal measures to determine: (1) recognition of sight words within the industry, (2) prereading competencies, and (3) English language proficiency. Assessment measures indicated that the learners progressed in these areas, as well as in areas covered by the three curriculum strands. Each learner read and wrote materials that were specific to the strands developed. The type of progress made differed for each learner, depending upon background knowledge, experiences, and interests. The impact of the curriculum upon the learners went beyond an increase in reading and writing skills. The process was empowering and liberating to the learners as they recognized the value of their own culture and experiences and as they became increasingly independent on their jobs. Self-confidence increased as they learned to read and complete necessary work forms and reports. / Ed. D.

A national education policy proposal to integrate adult basic education and training (ABET) in South Africa came about largely because of pressure from trade unions to introduce training at the workplace which would make workers more marketable in case of retrenchment. Workplace ABET programmes provide literacy and numeracy skills, after which some workers have a chance of joining further training opportunities provided by their employers. The Independent examinations Board (JEB) provides adult examinations and certifies those learners who pass. This study aims to find out whether the ABET certificates issued by the IBB, particularly Level 3 certificates, open up job opportunities for their holders. A qualitative approach was adopted to research the views of ABET learners and their managers. A small scale survey was undertaken in which four industries providing ABET in the Gauteng area were visited. Interviews were conducted to access information on learners’ and managers’ views on ABET certification. This proved a suitable method for the study because the researcher managed to build confidence in learners and at times used the learners’ home language to clarify questions. The study concludes that ABET empowered learners by giving them reading, writing and communication skills. These skills helped them in building their confidence when communicating with their supervisors and to work with less supervision. On the other hand the study showed that there was no direct relationship between the certificates that learners earned and work opportunities. Managers could not clearly identify the kind of work that learner who had attained ABET Level 3 certificates could perform. The recommendations call for a clear' policy by both unions and employers on ABET. Workers need to be rewarded for the effort they put into learning, even if the rewards are not the reasons which lead them to learn.

The aim of the study was to ident-fy issues involved in the establishment of an ABET centre in a rural secondary school. A case study of two schools with ABET centres and one without an ABET centre as well as a community college was undertaken. The procedure involved gathering information on how ABET was established and how it is implemented in the two schools. Observations and unstructured interviews were carried out in the four institutions. The information which was gathered was analysed to identify themes related to the establishment of an ABET centre. Factors which were investigated in the four institutions included among others, strengths, weaknesses, opportunities and threats (herein referred to as swot-analysis, see Abbreviations, Acronyms and Terminology). All the stakeholders such as ABET practitioners and governing bodies were requested to, for example, list and explain factors of 'swot' which they were experiencing. The analysis of the information gathered was used to inform the ’ researcher what factors to consider in es'tXL ishing an ABET centre in a rural school,, A procedural model for the establishment of an ABET centre is proposed in this study. The proposed model can be used not only by the sale rural school alone, but by other schools both in the rural and urban areas wishing to establish ABET centres in future. The decision, to :ise the model will depend on the evaluation by ABET implementers.

Esta tese tem como objetivo investigar o alcance e a influência da política de leitura destinada às pessoas jovens e adultas a partir do acervo do Programa Nacional Biblioteca da Escola (PNBE), a fim de compreender como se dá a experiência de ler, a formação de novos leitores e do gosto pela leitura. Se estrutura a partir de três eixos temáticos de reflexão: a experiência de ler, o ciclo de política (Apêndice 2) educativa de leitura literária e a biblioteca da escola, em um momento histórico em que a Educação de Jovens e Adultos (EJA) passou a ser uma das modalidade de ensino da Educação Básica. Os dados empíricos foram construídos por intermédio de pesquisa-ação, desenvolvida com a participação livre de alunos de turmas da EJA de uma escola de Ensino Fundamental, localizada em Caxias do Sul, cidade de porte médio do interior do Rio Grande do Sul. A escolha da metodologia pesquisa-ação tem o propósito de dar ao pesquisador e ao grupo de participantes os meios para enfrentar o problema de pesquisa na relação com o quadro de referência teórica e de análise das situações dos participantes. Os acervos literários do PBNE enviados a todas as escolas públicas do País, que respondem anualmente o Senso Escolar, são tomados como ponto de partida para a análise do ciclo de política educativa de leitura. Apresenta sustentação teórica de que o leitor é quem comanda a leitura e não o livro, a necessidade da mediação para a formação do leitor e a leitura no ambiente escolar, comandada pelo currículo, exige da biblioteca escolar atividades voltadas aos conteúdos, situação que interfere diretamente na leitura de fruição e na formação do leitor de literatura. Os achados de campo, construídos pela pesquisa-ação, são analisados e interpretados, de forma interdisciplinar, pela contribuição teórica de Ball (2011, 2013), Manguel (1997, 2006), Thiollent (2011), Chartier (1996, 2001), Ramos (2013), Darnton (1986, 2010). A presente investigação decorre da convicção de que as Ciências Humanas e da Educação estão por inerência num eixo de tensão entre as teorias e as práticas e umas mobilizam e desencadeiam as outras, fazendo avançar o conhecimento. Por isso é apresentada uma proposta - uma contribuição à história de leitura e à política pública de leitura - que articula conhecimentos teóricos e práticos, para responder ao desafio atual do incentivo à cultura letrada no País. Os resultados mostram que a história de leitura é a história de cada um de seus leitores. A prática de envio de livros literários às escolas é antiga, e desvinculada de projetos de mediação, produz baixo impacto na experiência de leitura. As funções da biblioteca escolar ainda se associam às demandas do currículo, as quais se mantêm distantes da leitura de fruição. No entanto, a experiência de ler, pode mudar o percurso da autoformação da pessoa. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-12-06T12:43:55Z No. of bitstreams: 1 Tese Delcio Antonio Agliardi.pdf: 7504956 bytes, checksum: b9d71b960602097f47de684ac8fa93eb (MD5) / Made available in DSpace on 2016-12-06T12:43:55Z (GMT). No. of bitstreams: 1 Tese Delcio Antonio Agliardi.pdf: 7504956 bytes, checksum: b9d71b960602097f47de684ac8fa93eb (MD5) Previous issue date: 2016-12-06 / This doctoral dissertation aims at investigating what is the extent and influence of the reading policy destined to young people and adults from the Collections of the National Program Libraries in School (Acervos do Programa Nacional Biblioteca da Escola – PNBE), in order to understand how the reading experience takes place, how new readers are formed and how taste for reading takes place. The study is structured on three thematic lines of thought: the reading experience, the cycle of the educational policy for literary reading, and the school library in a historical moment in which Education for Young Adults and Adults (Educação de Jovens e Adultos – EJA) became a teaching modality in Basic Education. Empiric data were built by means of an action research, developed with free participation of students from EJA groups at an Elementary school, located in Caxias do Sul, an average-sized city in the hinterland of Rio Grande do Sul. Choosing action research as the methodology has the purpose of giving the researcher and the group of participants the means to face the research problem in the relationship with the theoretical references and the analysis of the participants’ situations. Literary collections of the PBNE sent to public schools in the country who answer the Senso Escolar (School Survey) annually are taken as the start point for the analysis of the cycle of reading educational policy. It is theoretically supported with the reader being the one who commands the reading and not the book, the need for mediation to form the reader, and reading in the school environment commanded by the syllabus, which requires school library to have activities aimed at the syllabus, a situation that interferes directly on reading for pleasure and forming a reader for literature. The evidence found – and built by action-research, is analyzed and interpreted interdisciplinarily, from theoretical contributions by Ball (2011, 2013), Manguel (1997, 2006), Thiollent (2011), Chartier (1996, 2001), Ramos (2013), and Darnton (1986, 2010). This investigation has its origin in the conviction that Human Sciences and Education are by virtue on a stress axis between theories and practices and one mobilizes and unleashes the other, causing knowledge to advance. That is why a proposal is presented – a contribution to reading history and public policies on reading – which articulates theoretical and practical knowledge, as a reply to current challenges towards incentive of literate culture in the country. The results show that reading history is the history of each reader. Practice of sending literary books to school is an old one and, not connected with mediation projects, it is potential reading, which produces low impact on the experience of reading. School library functions are still associated with demands of the syllabus, which are far away from reading for pleasure. However, the experience of reading changes the person’s self-development path.