The Botswana National Literacy Programme (BNLP) was officially launched in 1981 as a major adult literacy initiative. Literacy was in this case defined as reading, writing and calculating. However, experience over the years of implementation showed that provision of the 3Rs is not enough but literacy needs to be made functional in order to be useful to the learners in their daily lives. Income generating projects were therefore introduced to the National literacy programme as a way of making literacy functional. It has been realized however that the BNLP supported income generating projects are failing or not doing well. The aim of this study was therefore to investigate the performance of income generating projects supported by BNLP in relation to projects meeting member' objectives, group dynamics, economic growth, members' health status, commitment to the projects, use of literacy skills in running the projects, conducting feasibility studies before embarking on income-generating projects, business management, availability of start up finance and follow up. Hypotheses of this study stated that the BNLP-supported income generating projects are failing because of projects not satisfying members' needs, group disputes among group members, lack of growth, ill health lack of members' commitment to the projects, inappropriate literacy curriculum, inadequate feasibility studies before starting the projects, business management, lack of finance and lack of follow up after training. The methodologies used for this study were participatory and survey research. Qualitative strategies were employed using focus group discussions, force field analysis, observations and questionnaires. Stratified random sampling, was employed to select the sampled population often operating and ten non-operating income-generating projects in the South East, Southern and Northern regions of Botswana. Purposive sampling was employed to select all twelve trainers of the income generating projects within the same regions. The results of this study were analysed using SPSS 11.5, and manual inspection. The results of this study supported this hypothesis to a great extent in that causes of failure of the projects were because the personal objectives of project members were not met, there was a problem of group disputes among members, ill health of some members was affecting their production, literacy skills learnt in literacy and income generating skills provided by BNLP were not adequate to be used in the running of the project and business skills are taught separately from the basic literacy skills of reading and writing and numeracy. Feasibility studies were not conducted before embarking on income generating projects and there was mismanagement of the projects. Inadequate follow up was also seen to be one of the contributory factors to the failure of projects. Hypothesis of this study was also partially rejected in a sense that, the results showed that almost all the projects received some grants to start their projects and therefore start up finances were not a problem but rather a problem of shortage of funds for expansion, Lack of ensuring sustainability of projects was due to mismanagement of the funds by the office bearers and mostly LGLs. Recommendations of this study directed to income generating-project members included settling group disputes, conducting feasibility studies, embarking on relevant projects individually or as groups. Policy recommendations included support of individual and group projects, running a pilot project where appropriate literacy needs of the piloted projects will be provided, involvement of the participants in decision-making concerning their projects and curriculum. The policy recommendation included ensuring that funds are only given to viable projects and literacy curriculum is relevant to the running of income generating projects to ensure sustainability. Recommendations for further studies included BNLP conducting an in-depth study to establish the prospects and problems of group approach in income generating activities, investigate the level of skills that the BNLP supported income-generating projects and their trainers possess and their specific needs for skills development and lastly evaluate the training materials used in both literacy classes and income-generation training to get more insight on what is lacking, and how this could be improved. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Reading Literacy of Roma Pupils Thesis - Kateřina Šormová Abstract This work is a contribution to Roma pupils' literacy research. The importance of literacy for an individual today is absolutely crucial; applied research suggests that people with advanced literacy skills are more likely to have a higher self-esteem, improved health, more satisfying jobs and higher income compared to those with low literacy skills. Persons who are at greater risk of reduced literacy level are those from different cultural backgrounds, unemployed and unskilled people, those with very low level of education and people living in social exclusion. Roma pupils (very often) belong to such groups of people, therefore it is necessary to set up measures to eliminate these risks. The need to develop language competence of Roma pupils in the Czech language, including reading comprehension ability, is also included in the Roma Integration Strategy by 2020. This thesis examines whether and how the reading literacy test results of Roma and non- Roma pupils differ, and describes factors of home and school environment that influence the Roma pupils' literacy development. Based on these research questions hypotheses were set. Our research of Roma pupils' literacy was conducted in 4th and 5th grades of primary schools in socially excluded...

This study investigated the physical affective, cognitive and volitional problems of the learner in adult basic education (ABE) with reference to the learner's relationship towards the tutor, the learning content, the self, and family and friends. The research design provided for a literature study of ABE in South Africa, as well as the personhood and relationships of the ABE learner. This was done to arrive at a research hypothesis concerning the relative impact of various categories of problems on the ABE learner. The empirical summary had both quantitative and qualitative components. It was found that ABE learners are influenced by the following factors, listed in order of impact: affective problems; cognitive problems; problems related to the learning content, physical problems and problems related to family and friends. Positive fmdings were that volitional problems and problems related to tutors were relatively less significant. In its recommendations the study emphasises the crucial role of, and need for professionally trained adult basic educators who can deal effectively with the personal and contextual problems of ABE learners. Moreover, the typical perseverance of ABE learners demands the establishment of excellent and responsive infrastructure for ABE provision, inter alia in provincial education departments. / Psychology of Education / M. Ed. (Psychology of Education)

Technikons were established in order to meet the need for skilled labour in the field of Engineering and Technology. Yet, within the Transkei it is found that there is a greater need for literacy training as a means of contributing to social and economic upliftment as technological advancement cannot take place within an illiterate society. As the Eastern Cape Technikon is based within the Transkei, a challenge is put to this institution to meet the needs of its surrounding community. Thus besides providing technologically -orientated education, the question is put as to how the Technikon could address illiteracy in the area. A study of countries which have addressed these issues is made and an investigation into the problem within the area is carried out. Based on conclusions drawn from these, recommendations are made. These do not necessarily pertain to all technikons but can be considered when approaching the issue of literacy/illiteracy . / Educational Studies / M. Ed. (Comparative Education)

Made available in DSpace on 2014-12-17T14:36:09Z (GMT). No. of bitstreams: 1 DanieleEP.pdf: 3484438 bytes, checksum: abb432e59f7bf710af1ca5618f255cda (MD5) Previous issue date: 2008-02-22 / The following dissertation has as its main advantage the privilege of visualizing the literacy processes through the angle of the functional perspective, which does not see the literary process as a practice solely based on the decoding of alphabetical codes, and then allows for the opening of ample spaces for the allocation of mathematical skills in the realms of the functional literacy. The main object of this study was to investigate which are the contributions that a sequence of activities and of methodologies developed for the teaching of Geometry could provide for a part of the functional literacy process in mathematics of youngsters and adults of EJA, corresponding to the acquisition or to the improvement of skills related to the orientation capacity. The focus of the analyses consisted in the practice of these activities with the young and adult students of an EJA class belonging to a municipal public school of Natal/RN. The legacies of Paulo Freire about the redimensioning of the role of the teacher, of the students, of the knowledge and of their connections within the teaching-learning process, prevailed in the actions of the methodology implemented in the classroom and, especially, in the establishing of dialogic connections with the students, which directed all the observations and analyses regarding the collected information. The results indicated that the composition of articulations between the teaching of mathematics and the exploration of maps and the earth globe enabled the creation of multidisciplinary learning environments and situations, where we could observe, gradually, the development of procedures and attitudes indicating the evolution of space-visual type skills / A disserta??o que se apresenta tem como pressuposto principal a prerrogativa de visualizar os processos de alfabetiza??o sob o ?ngulo da perspectiva funcional, fato que destitui o alfabetismo de ser uma pr?tica unicamente vinculada ? decodifica??o de c?digos alfab?ticos e permite a abertura de amplos espa?os para a aloca??o de habilidades matem?ticas nos dom?nios da alfabetiza??o funcional. O objetivo principal deste estudo foi investigar quais as contribui??es que uma seq??ncia de atividades e de metodologias elaboradas para o ensino de Geometria poderiam proporcionar a uma parcela do processo de alfabetiza??o funcional em matem?tica de jovens e adultos da EJA, correspondente ? aquisi??o ou ao aprimoramento de habilidades relativas ? capacidade de orienta??o. O foco das an?lises consistiu na efetiva??o dessas atividades junto aos alunos jovens e adultos de uma classe de EJA pertencente a uma escola p?blica municipal de Natal/RN. Prevaleceram os legados de Paulo Freire sobre o redimensionamento do papel do educador, dos educandos, do conhecimento e de suas conex?es dentro do processo de ensino-aprendizagem, nos encaminhamentos da metodologia utilizada na sala de aula e, principalmente, no estabelecimento de liga??es dial?gicas com os alunos, as quais direcionaram todas as observa??es e an?lises a respeito das informa??es obtidas. Os resultados indicaram que a composi??o de articula??es entre o ensino de matem?tica e a explora??o de mapas e do globo terrestre favoreceu a cria??o de ambientes e situa??es de aprendizagem multidisciplinares, onde verificamos, gradativamente, o desenvolvimento de procedimentos e atitudes indicativos da evolu??o de habilidades do tipo espa?o-visual

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-29T11:33:01Z No. of bitstreams: 1 Maria Júlia Alves Garcia Montero.pdf: 5192514 bytes, checksum: 7d38eae0fd495448df4ad8b63cb80da2 (MD5) / Made available in DSpace on 2018-08-29T11:33:01Z (GMT). No. of bitstreams: 1 Maria Júlia Alves Garcia Montero.pdf: 5192514 bytes, checksum: 7d38eae0fd495448df4ad8b63cb80da2 (MD5) Previous issue date: 2018-08-09 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The present work analyzes two alphabetization programs that took place in Latin America: National Literacy Crusade "Heroes and Martyrs for the Liberation of Nicaragua" (CNA), held in Nicaragua in 1980, and the Youth and Adult Alphabetization Movement of São Paulo (MOVA-SP), carried out between the years of 1989 and 1992, in São Paulo, both organized based on the ideas of Paulo Freire, counting also with his direct participation. We have studied how, and if, the theme of feminism appears in the official documents of both programs, and whether the presence of this theme in these documents is due to the existence or not of a movement - or organization - of women in the country with the vanguard character, as Marta Harnecker conceptualizes. The concepts of gender, patriarchy and sexual division of labor, coined by authors such as Heleieth Saffioti, Carole Pateman, Iris Young, Danièle Kergoat, among others, were the theoretical basis of the present study. The research was conducted through documentary analysis. We studied official documents (political-pedagogical project, booklets, among others) of the two programs and analyzed a) if the subject of gender relations appeared; b) whether this appearance reinforced or questioned patriarchal gender relations; c) how it appeared, whether directly, indirectly, and in what context. We were able to conclude that the Nicaraguan documents have a greater presence of the theme, and that this is due to a more organized and centralized women's movement that, unlike the São Paulo movement - then fragmented and with a predominantly institutionalized activism - directly influenced alphabetization in the country. We do not affirm this, however, without reservations, since in both programs feminism appears as a very specific "subject", which reveals a difficulty in dealing with the theme of feminism transversally and even a theoretical difficulty in relation to it / O presente trabalho analisa dois programas de alfabetização que ocorreram na América Latina: A Cruzada Nacional de Alfabetização “Heróis e Mártires pela Libertação da Nicarágua” (CNA), realizada em 1980 na Nicarágua, e o Movimento de Alfabetização de Jovens e Adultos de São Paulo (MOVA-SP), realizado entre os anos de 1989 e 1992, em São Paulo, ambos organizado com base nas ideias de Paulo Freire, contando inclusive com sua participação direta. Estudamos como, e se, o tema do feminismo aparece nos documentos oficiais de ambos os programas, e se a presença ou não deste tema em ditos documentos deve-se à existência ou não de um movimento - ou uma organização - de mulheres no país com o caráter de vanguarda, como conceitua Marta Harnecker. Tivemos como base teórica do presente trabalho os conceitos de gênero, patriarcado e divisão sexual do trabalho, cunhados, respectivamente, por autoras como Heleieth Saffioti, Carole Pateman, Iris Young, Danièle Kergoat, entre outras. A pesquisa foi realizada por meio da análise documental. Estudamos documentos oficiais (projeto político-pedagógico, cartilhas, entre outros) dos dois programas, e analisamos a) se o tema das relações de gênero aparecia; b) se essa aparição reforçava ou questionava as relações patriarcais de gênero; c) como ele aparecia, se de forma direta, indireta, e em que contexto. Pudemos concluir que os documentos nicaraguenses têm uma presença maior do tema, e que isso se deve a um movimento de mulheres mais organizado e centralizado que, ao contrário do movimento paulistano - então fragmentado e com uma atuação majoritariamente institucionalizada -, influenciou diretamente a alfabetização no país. Não afirmamos isso, no entanto, sem ressalvas, uma vez que em ambos os programas o feminismo aparece como um “tema” bem específico, o que revela uma dificuldade de transversalização do feminismo e mesmo uma dificuldade teórica com relação a ele

This thesis contributes to the ongoing global discourse in ICT4D on ICT and its effect on socio-economic development in both theory and practice. The thesis comprises five studies presented logically from chapters 5 to 9. The thesis employs Mixed Methods research methodology within the Critical Realist epistemological perspective in Information Systems Research. Studies 1-4 employ different quantitative research and analytical methods while study 5 employs a qualitative research and analytical method. Study 1 proposes and operationalizes a predictive analytics framework in Learning Analytics by using a case study of the Computer Science Department of the University of Jos, Nigeria. Multiple Linear Regression was used with the aid of the Statistical Package for Social Sciences (SPSS) analysis tool. Statistical Hypothesis testing was then used to validate the model with a 5% level of significance. Results show how predictive learning analytics can be successfully operationalized and used for predicting students’ academic performances. In Study 2 the relative efficiency of ICT infrastructure utilization with respect to the educational component of the Human Development Index (HDI) is investigated. A Novel conceptual model is proposed and the Data Envelopment Analysis (DEA) methodology is used to measure the relative efficiency of the components of ICT infrastructure (Inputs) and the components of education (Outputs). Ordinary Least Squares (OLS) Regression Analysis is used to determine the effect of ICT infrastructure on Educational Attainment/Adult Literacy Rates. Results show a strong positive effect of ICT infrastructure on educational attainment and adult literacy rates, a strong correlation between this infrastructure and literacy rates as well as provide a theoretical support for the argument of increasing ICT infrastructure to provide an increase in human development especially within the educational context. In Study 3 the relative efficiency and productivity of ICT Infrastructure Utilization in Education are examined. The research employs the Data Envelopment Analysis (DEA) and Malmquist Index (MI), well established non-parametric data analysis methodologies, applied to archival data on International countries divided into Arab States, Europe, Sub-Saharan Africa and World regions. Ordinary Least Squares (OLS) Regression analysis is applied to determine the effect of ICT infrastructure on Adult Literacy Rates. Findings show a relatively efficient utilization and steady increase in productivity for the regions but with only Europe and the Arab States currently operating in a state of positive growth in productivity. A strong positive effect of ICT infrastructure on Adult Literacy Rates is also observed. Study 4 investigates the efficiency and productivity of ICT utilization in public value creation with respect to Adult Literacy Rates. The research employs Data Envelopment Analysis (DEA) and Malmquist Index (MI), well established non-parametric data analysis methodologies, applied to archival data on International countries divided into Arab States, Europe, Sub-Saharan Africa and World regions. Findings show a relatively efficient utilization of ICT in public value creation but an average decline in productivity levels. Finally, in Study 5 a Critical Discourse Analysis (CDA) on the UNDP Human Development Research Reports from 2010-2016 is carried out to determine whether or not any public value is created or derived from the policy directions being put forward and their subsequent implementations. The CDA is operationalized by Habermas’ Theory of Communicative Action (TCA). Findings show that Public Value is indeed being created and at the core of the policy directions being called for in these reports. / School of Computing / Ph.D. (Information Systems)

The Directorate of Adult Education and Training of the national Department of Education views Adult Basic Education and Training (ABET) not merely as literacy, but as the general conceptual foundation towards lifelong learning and development. This includes knowledge, skills, and attitudes which are needed for social, economic and political participation and transformation. These skills will assist learners in becoming more active participants in their communities, their workplaces and contribute towards the development of South Africa. This study aims to examine whether ABET programmes prepare learners to acquire the language which is needed to achieve this objective. It falls within one of the eight learning areas defined by the National Qualifications Framework (NQF), namely the language, literacy and communication learning area. In order to research the effectiveness of learning within this area, it is important to analyse the interaction which takes place within a classroom; the type of questions both educators and learners ask; the type of errors learners make in the classroom; and how the educators treat these errors. What is also of paramount importance is whether the language skills learnt in the classroom are transferred to outside the classroom. To examme this, various authors' views on classroom interaction; questions; errors; treatment of errors; and evaluating the effectiveness of learning are presented. Instruments were designed to analyse these aspects within an ABET programme, and include: • the framework used to undertake the classroom interaction analysis, • the instrument used to explore the type of questions educators and learners ask in the classroom, • how an error analysis is used to identify typical learners' errors which occur frequently, • the methodology used to uncover how educators treat their learners' errors, and • the various stakeholders' questionnaires which were used to ascertain the effectiveness of learning at an ABET Centre. The research findings are presented and interpreted in order to provide recommendations for the development of language learning and teaching within the ABET field. The findings also gave rise to recommendations for classroom practices for ABET educators, and particularly the need for educator training and development. Recommendations for curriculum designers of ABET materials are also presented. / Educational Studies / D. Ed. (Philosophy of Education)

The Directorate of Adult Education and Training of the national Department of Education views Adult Basic Education and Training (ABET) not merely as literacy, but as the general conceptual foundation towards lifelong learning and development. This includes knowledge, skills, and attitudes which are needed for social, economic and political participation and transformation. These skills will assist learners in becoming more active participants in their communities, their workplaces and contribute towards the development of South Africa. This study aims to examine whether ABET programmes prepare learners to acquire the language which is needed to achieve this objective. It falls within one of the eight learning areas defined by the National Qualifications Framework (NQF), namely the language, literacy and communication learning area. In order to research the effectiveness of learning within this area, it is important to analyse the interaction which takes place within a classroom; the type of questions both educators and learners ask; the type of errors learners make in the classroom; and how the educators treat these errors. What is also of paramount importance is whether the language skills learnt in the classroom are transferred to outside the classroom. To examme this, various authors' views on classroom interaction; questions; errors; treatment of errors; and evaluating the effectiveness of learning are presented. Instruments were designed to analyse these aspects within an ABET programme, and include: • the framework used to undertake the classroom interaction analysis, • the instrument used to explore the type of questions educators and learners ask in the classroom, • how an error analysis is used to identify typical learners' errors which occur frequently, • the methodology used to uncover how educators treat their learners' errors, and • the various stakeholders' questionnaires which were used to ascertain the effectiveness of learning at an ABET Centre. The research findings are presented and interpreted in order to provide recommendations for the development of language learning and teaching within the ABET field. The findings also gave rise to recommendations for classroom practices for ABET educators, and particularly the need for educator training and development. Recommendations for curriculum designers of ABET materials are also presented. / Educational Studies / D. Ed. (Philosophy of Education)