A research report submitted in part fulfilment of the requirements of the Master of Education degree (Coursework and Research Report) of the University of the Witwatersrand. / The purpose of this study was to develop a curriculum for the training of literacy teachers using a needs-based approach. Over 15 million adults are illiterate in South Africa and this could seriously hamper the new nations's reconstruction and development if not tackled effectively. To date the focus in the field has .been the development of a national examination and curricula for learners. However little is being done to prepare the teachers who will have to take learners through the new system. It has therefore been the focus of this research project to establish the needs of these teachers and providers and thereafter to develop a training course that would address their needs.(Abbreviation abstract) / Andrew Chakane 2018

Thesis (M.A.(Biokinetics, Sport and Leisure Sciences))--University of Pretoria, 2002. / Summary in English and Afrikaans. Includes bibliographical references.

Intelligence as a psychological construct has received vast attention from professionals and lay persons. The theory of multiple intelligences as a perspective of understanding intelligence has enjoyed extensive research. The present study took advantage of the theory of multiple intelligences as stipulated by Gardner (1983), which puts fourth seven types of intelligences (verbal/linguistic, bodily – kinesthetic, musical, logical/mathematical, spatial, interpersonal and intrapersonal intelligence). The aim of the study was to investigate the relationship between these types of intelligences and gender, age and education. Participants comprised of 83 female and 75 male university students between the ages of 18 years and 50 years. Participants were requested to estimate their own and their parents’ scores for the seven multiple intelligences and overall intelligence. For parents’ estimates on overall and multiple intelligences, there was no statistically significant difference in those types of intelligences traditionally associated with females (musical, interpersonal, intrapersonal intelligences) and those traditionally associated with males (logical and verbal intelligences). Parents’ level of education had a significant impact on their estimated levels of intelligence; those parents in the Diploma/Degree category were rated as statistically significantly more intelligent than those in the No Diploma/Degree category. The mothers in the Diploma/Degree category were rated as significantly more intelligent on overall, verbal, logical, spatial, musical, and interpersonal intelligences, while the fathers in the same category were estimated as significantly more intelligent on overall, verbal and logical intelligences. Future studies on lay persons’ conceptions of intelligence should include more refined measures of socio-economic status and level of education. Qualitative investigations into the meaning of intelligence in different cultural contexts are also needed. / Thesis (M.Soc.Sci.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

The study was conducted in Mwizi, Mbarara District, South Western Uganda. The major purpose was to find out if a uniform method of planning a programme fitted the unique characteristics of the people for whom it was intended, and whether the FAL programme deters or encourages participation in literacy studies. The study looked at the programme; the people's lives and the infrastructural support that was available in the community to enable people to attend the FAL Programme. The research questions focused on what encouraged or discouraged people to participate or not to participate in the FAL program. In order to achieve this, the lives of the respondents were explored to see how literacy related to their daily lives and activities. This exploration was effected using a range tools that had their roots in participatory rural appraisal and they included; interviews, focus group discussions, daily activity clock and mobility mapping. These helped me get an understanding of the lives of the people and where literacy fitted in their lives. The programme was also explored to get an insight into what it was about and this was mainly done through reviewing of literature and material. This study revealed that one size does not fit all. That is to say, learners in different areas of the sub county have unique characteristics that cannot be planned for as if they were uniform. Similarly, underlying principles of adult education were not considered when it came to planning the FAL programme. The study also revealed that illiteracy and learners were highly stigmatized. This resulted in a situation whereby very few people wanted to be associated with non-literates because of the stigma associated with illiteracy in our societies. The study concludes with a set of recommendations, some of which can be addressed by program planners directly, while others are long term issues. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

This study analyses adult learners' perceptions of functional adult literacy provision in six centres in Kampala city. Specifically, what is analysed is adult learners' perceptions of what motivates adults to enroll; their views on the appropriateness of the providers' strategies, approaches, methods and materials used; the venues, facilities, equipment, quantity and quality of facilitators; the extent to which the programmes address the adult learners' needs and the use of the knowledge and skills by those who complete the functional adult literacy programmes. Interviews, observation and focus group discussions were used to collect primary data from forty one adult learners from programmes of government, NGOs and the private sector in Kampala city. On the whole, findings indicate that the programmes are relevant, can improve learners' standards of living in urban areas and can help enable learners to live as useful citizens in their communities. A major de-motivator to participation was identified as shame associated with attending FAL classes. Some of the recommendations put forward are that: • Start up capital should be availed to the learners as literacy skills alone will not help them get out of poverty. • Facilitators should be well trained so as to be able to correctly use the strategies, approaches, participatory methods and adapt the rural based materials in a way that best facilitates learning. • Conditions of learning should be enhanced by improving the quality and quantity of facilities, equipment and facilitators. • The integrated functional adult literacy approach should be strengthened as it is preferred by both the learners and providing agencies. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2006.

Thesis (Ed. D.)--University of Toronto, 2005.

Thesis (MA--Applied Language Studies) -- AUT University, 2009. / Includes bibliographical references. Also held in print (x, 123 leaves ; 30 cm.) in the Archive at the City Campus (T 374.012 HAS)

Thesis (M.S.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains vi, 94 p. Includes abstract. Includes bibliographical references (p. 89-93).

Thesis (Ph.D.)--Georgetown University, 2009. / Includes bibliographical references.

Thesis (Ed.D.)--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 174-191) and index.