This thesis investigates how rural and remote communities in northeast Thailand harness information and communication technologies (ICTs) for community development and develops a new model of ICT-based lifelong learning centre for local communities. The main research questions are: 1. How to adapt ICTs to fit rural communities? 2. How to integrate ICTs into their lifestyle? 3. How to use ICTs to forge stronger ties within and between local communities? 4. How to develop ICTs in community-based lifelong learning centre? The objective of this research is to develop a model of ICT in community-based lifelong learning centers (CLC) that is suitable for northeast Thailand, and to propose policies for implementing ICTs in CLCs. This study used qualitative methodologies to explore the problem. Data collection took place in Thailand between April, 2005 to March, 2006. The fieldwork covered two communities in Krainun Village, Katharawichai District and Khok Yai Community Forest, Wapi Pathum District, Mahasarakham Province. The data collection procedures included using surveys and questionnaires to develop the research agenda with the target groups while focus group techniques were used as the main data-gathering instrument to further investigate their needs and develop the CLC model. Interviews, observations, workshops and study trips were needed for additional data. A triangulation approach was used to analyse the data from surveys, interviews, observations and discussions. The basic data from the surveys were categorised into four aspects: geographical data, public utilities, social data, and economic data. Using the issues-based analysis methodology, the qualitative data from the focus groups were analysed and interpreted and triangulation was applied to difference data sources. The recorded materials were transcribed and issues related to the research questions were identified. The next step focused on developing the CLC model which applied Knowles’ program development model for adult education and training. This focus on process is a distinguishing feature of this research and comprises the ‘new’ characteristic in the model presented. The study showed that the rural communities grasped the benefits of ICTs and through concrete situations, realised that ICTs could meet their needs. ICT learning activities using a hands-on practical approach motivated them to adapt and integrate ICT in their daily life. They applied their experiences to acquire new knowledge and technology. Their CLCs were developed based on a similar model of their understanding of, and motivation to use, ICT. The model of CLC in both communities is based on their needs, including the concept of establishing a CLC, CLC objectives, CLC management, implementation and evaluation.

The Irving K. Barber Learning Centre is a facility dedicated to the intellectual, social, cultural, and economic development of people in British Columbia. By providing and enhancing access to information, knowledge, and innovative teaching through the support of learning and research on an interactive basis with people in British Columbia and throughout the world, the Irving K. Barber Learning Centre will provide the opportunity for future generations to be at the forefront of learning. Constructed around the core of the Main Library of The University of British Columbia, the Irving K. Barber Learning Centre will demonstrate the fundamental relationship between the heritage of the past and the potential of the future. The Learning Centre will be a visual icon for a learning environment that provides the tools and support to turn information and data into knowledge, understanding, and solutions for today's and tomorrow's worlds.

This thesis investigates how rural and remote communities in northeast Thailand harness information and communication technologies (ICTs) for community development and develops a new model of ICT-based lifelong learning centre for local communities. The main research questions are: 1. How to adapt ICTs to fit rural communities? 2. How to integrate ICTs into their lifestyle? 3. How to use ICTs to forge stronger ties within and between local communities? 4. How to develop ICTs in community-based lifelong learning centre? The objective of this research is to develop a model of ICT in community-based lifelong learning centers (CLC) that is suitable for northeast Thailand, and to propose policies for implementing ICTs in CLCs. This study used qualitative methodologies to explore the problem. Data collection took place in Thailand between April, 2005 to March, 2006. The fieldwork covered two communities in Krainun Village, Katharawichai District and Khok Yai Community Forest, Wapi Pathum District, Mahasarakham Province. The data collection procedures included using surveys and questionnaires to develop the research agenda with the target groups while focus group techniques were used as the main data-gathering instrument to further investigate their needs and develop the CLC model. Interviews, observations, workshops and study trips were needed for additional data. A triangulation approach was used to analyse the data from surveys, interviews, observations and discussions. The basic data from the surveys were categorised into four aspects: geographical data, public utilities, social data, and economic data. Using the issues-based analysis methodology, the qualitative data from the focus groups were analysed and interpreted and triangulation was applied to difference data sources. The recorded materials were transcribed and issues related to the research questions were identified. The next step focused on developing the CLC model which applied Knowles’ program development model for adult education and training. This focus on process is a distinguishing feature of this research and comprises the ‘new’ characteristic in the model presented. The study showed that the rural communities grasped the benefits of ICTs and through concrete situations, realised that ICTs could meet their needs. ICT learning activities using a hands-on practical approach motivated them to adapt and integrate ICT in their daily life. They applied their experiences to acquire new knowledge and technology. Their CLCs were developed based on a similar model of their understanding of, and motivation to use, ICT. The model of CLC in both communities is based on their needs, including the concept of establishing a CLC, CLC objectives, CLC management, implementation and evaluation.

The following dissertation will consider the contemporary education of natural languages and explore its influences on designed space in an urban environment. The concept of weaving cultures together by using languages will be investigated in order to produce an architectural intervention of amalgamated infill and voids. The structure of natural languages willl be used as a departure point to propose a public facility on the University of Pretoria's main campus. This facility will fit into a network of public gathering spaces proposed in the area, and will be in the form of an interactive learning and information space that will provide the users with an opportunity to engage in intercultural cross pollination in various languages. The site was selected for its ability to enable the opportunity for social interaction and design exploration, and it is significantly located at a point where two major urban grid patterns touch each other. The proposed design celebrates this concept of convergence in which voids between cultures are filled with understanding. The success of the proposed project will depend on the ability of the language learning centre to integrate with the urban fabric and most importantly, facilitate the education of language, communication and cultural interaction. / Dissertation (MArch(Prof))--University of Pretoria, 2009. / Architecture / unrestricted

There is a concern that children are deprived of opportunities for responding to challenges and exploring risky situations in outdoor play. Children are not afforded the chance to be challenged by risky, yet safe situations. Exposing children to risky activities is valuable but one should be conscious about children’s safety and therefore find the balance between hazardous situations and healthy risky experiences (Eager & Little, 2011:s.p.). Discouraging risky play has detrimental effects on children’s development which may hinder their functioning in school and later in life. Risky play opportunities are therefore essential to develop children’s confidence, self-esteem, autonomy and independence, as well as their problem solving and risk management skills. Therefore, parents and teachers in this study must empower children to engage in risky play. For caregivers to create opportunities to develop such skills at early learning centres, they must know and be conscious of the advantages of risky play for children’s development. Positive attitudes towards the implementation of risky outdoor play and adequate support are required from parents. Hence, the purpose of this study was to gain knowledge of parents and teachers’ experiences and views about risky outdoor play; what prevents or supports teachers and parents from permitting risky outdoor play; and how the outdoor learning environment provides opportunities for risky play. This study was underpinned by Barbara Rogoff’s sociocultural theory, which lays emphasis on how children cultivate knowledge by interacting with the social environment (Rogoff, 2008). The primary research question that guided this study is: How do parents and teachers experience and view risky outdoor play in early learning centres? This study employed a qualitative approach and is positioned within the interpretivist paradigm. A multiple case study design was utilised and aligned with the researcher’s goal of exploring and describing the views of parents and teachers on risky outdoor play. The study consisted of eight preschool teachers and seven parents from three different early learning centres, who shared their experiences and views of risky play. Data were generated from teachers by means of semi-structured group interviews, observations of teachers and children during outdoor play and document analysis entailing teachers’ daily planning of outdoor activities. Online semi-structured individual interview schedules were utilised to generate data from parents. The findings of the study show that both parents and teachers perceive risky play as imperative for children’s development. Furthermore, the constraints affecting children’s opportunities to participate in risky activities and the concerns thereof were outlined. Finally, the study identifies challenges that parents and teachers experience when implementing risky play, although both parents and teachers support and permit risky outdoor play at the early learning centres, as well as in the home environment. / Dissertation (MEd)--University of Pretoria, 2021. / Early Childhood Education / MEd / Unrestricted

Adult education and training centres, known as Public Adult Learning Centres were managed by the Department of Basic Education until 31st March 2015. On the 1st April 2015, Public Adult Learning Centres were transferred to the Department of Higher Education and Training and changed to Community Learning Centres (CLCs). The educators were not trained, coached or prepared for the transition. This inquiry explores transition through management change: the experiences of Community Learning Centre educators from basic education to Higher Education. This study was conducted by employing the qualitative approach using an interpretive paradigm and multiple case study design. Kurt Lewin’s (1951) three stage theory was used as theoretical framework to assist me in bringing theory and practice together to understand the educators’ experiences from their individual meaning and understanding of the transition. The data collection strategies, namely, in-depth face-to-face semi-structured interviews with educators and centre managers were employed. Document analysis was also used to probe the opinions and views of the educators and centre managers. The sample comprised multiple case studies of four CLCs in the Tshwane South District. The main purpose of the study was to find out how educators and centre managers of CLCs understand, respond and manage the transitioning through management change from the Department of Basic Education to the Department of Higher Education and Training and to highlight the views and opinions of educators and centre managers regarding the transition. The study attempted to further assist educators, centre managers, Community Education and Training College principal and the Department of Higher Education and Training to effectively implement and manage the implemented change or transition under study as well as any transition that may be effected in future. The study found that educators and centre managers are battling to deal with the transitioning through management change in Community Learning Centres. Educators and centre managers are confused, depressed and fear the loss of their jobs due to the introduction of hard skills learning areas as they are not trained to offer those skills. In the light of the findings, the study recommends that Community Education and Training Colleges and the Department of Higher Education and Training should address and support CLCs with physical and financial resources for them to be effective and functional. Educators and centre managers’ challenges and concerns should be addressed accordingly to eliminate fears and reduce animosity amongst staff members. / Dissertation (MEd)--University of Pretoria, 2019. / Early Childhood Education / MEd / Unrestricted

This article, written by Glenn Drexhage, Communications Officer – UBC Library/Irving K. Barber Learning Centre, appeared in the BCLA Browser: Linking the Library Landscape online newsletter (vol.1, no.3 2009). BCLA Browser website: http://bclabrowser.ca.

Thesis (M.Ed. (Community and Continuing Education)) -- University of Limpopo, 2017 / The study outlines the research carried at Sebayeng Public Adult Learning Centre (PALC) in the Limpopo Province. The aim of this study is to identify the educational needs and assets of illiterate women at Sebayeng PALC. The main research question was: What are the educational needs and assets of illiterate women at Sebayeng PALC? This study employed the qualitative research method to explore the educational needs and assets of the illiterate women at Sebayeng PALC. This study employed a case study design to gain insight into the challenges and strengths of illiterate women at Sebayeng PALC. The research participants were purposefully sampled due to the importance of their shared experiences and opinions in answering the interview questions for the purpose of triangulation. The data was collected by means of analysis of documents, semi-structured interviews and observation. The research data was analysed inductively. The findings of the study indicate that the illiterate women appreciate the value of Adult Basic Education and Training (ABET) offered by Sebayeng PALC. Apart from the participants commending their spouses for rendering moral and financial support, they also appealed to the Department of Basic Education (DBE) to introduce ABET Level 4 course. The illiterate women preferred ABET Level 4 course because it is deemed to have more credits that open up learners for further training opportunities at tertiary institutions. Based on the findings of this study, it is recommended that the DBE provide further budgetary support to improve the centre’s operating and financial leverage. In addition, an empowerment programme to improve the quality of teaching and learning to illiterate women at Sebayeng PALC has also been recommended.

The University of South Africa (Unisa) as comprehensive open distance learning institution (ODL institution) in South Africa is fulfilling a critical social mandate to serve people who would otherwise not have access to education, either for financial reasons, being employed, living in remote areas, or because they cannot access residential universities owing to disability (Unisa, 2008[a]: 15). In facilitating the entrée of the previously identified groups into tertiary education, Unisa has an open admission policy where students mostly have unlimited access to the system. The policy aims to cross the time, geographical, economic, social, educational, and communication distance between students, academics, courseware, and their peers and to accommodate these prospective students from diverse backgrounds (Unisa, 2008: 2). Unisa’s self-evaluation portfolio for the Commonwealth Audit during 2008 mentioned that this policy leads to the revolving door syndrome where students have unlimited access to the system but then often without success (Unisa, 2008[a]: 27). Open access poses a challenge for the training of student social workers within an ODL context. The Department of Social Work at Unisa, currently trains 70% of all social workers in South Africa (Department of Social Work - Unisa, 2008: 5). Coupled with the former, is the fact that Unisa is regarded in the tertiary landscape of South Africa as the most affordable university with the result that it attracts large number of students who have come straight from school (Kilfoil cited in Schenck, 2009: 299). In coping with the large student numbers the Department of Social Work at Unisa is challenged, apart from addressing the theoretical social work programme, to also meet the practical work requirements as set out by the Standard Generating Body of Social Work, in that it needs to provide practical placements for students to conduct their social work practical work training in completion of their Bachelor’s degree in Social Work (BSW) (Lawlor, 2008: 19). The current state of affairs is that the numbers of students requiring practical placements for social work practical work training outnumber the number of practical placements available. In responding to and addressing these challenges, the Bright Site of Sunnyside Service-learning Centre (hereafter called “Bright Site” or the Bright Site”) was established in October 2008 as a strategic project by Unisa’s Department of Social Work. The Bright Site was developed in accordance with the service-learning model proposed by the Council for Higher Education (CHE) with the emphasis on service through learning, and learning through service (Department of Social Work Unisa, 2008:6). / Social Work / M.A. (Social Science)

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Literature suggests that post-literacy (PL) is a seriously under-researched field in most African countries including South Africa. From the literature, it also became evident that, if PL is not viewed as a government priority, a gap will continue to exist between what PL programmes offer, and what the newly literate adults may need. Various authors emphasise the importance of PL to prevent relapsing into illiteracy, the applicability of PL in enhancing everyday private and occupational life, as well as the potential contribution of PL to poverty reduction, social, economic and political development and in sustaining communities. The aim of this study was to identify the PL perceptions of newly literate adults in the PL programme at the Simondium Community Learning Centre (SCLC) in the Western Cape of South Africa. A basic qualitative research approach to collect data was undertaken. During the data production ten semi-structured interviews were conducted, with the individual participant as the unit of analysis. All interviews were recorded digitally (using a tape recorder) and transcribed verbatim. Data analysis was done using the HyperQual computer programme to identify, retrieve, isolate and regroup data. The results and conclusions of data based on the literature studied and findings of the study indicate a learner-centred PL programme is required which focuses mainly on non-formal and vocational programmes for sustaining communities and economic development. / AFRIKAANSE OPSOMMING: Literatuur dui daarop dat nágeletterdheid (NG) is ’n ernstig onder nagevorsde gebied in die meeste Afrika-lande wat Suid Afrika insluit. Vanuit die literatuur het dit duidelik geblyk dat, as die regering nie NG as 'n prioriteit beskou nie, 'n gaping sal bly voortbestaan tussen dit wat nuutgelettterde volwassenes moontlik kan benodig en dit wat die program bied. Verskeie skrywers benadruk die belangrikheid van NG om 'n terugval na ongeletterdheid te voorkom, die toepaslikheid van NG om alledaagse private en beroepslewe te bevorder, asook NG se potensiële bydrae tot armoedeverligting, maatskaplike, ekonomiese en politieke ontwikkeling en by die volhoubaarheid van gemeenskappe. Die doel van hierdie studie was om die NGpersepsies van nuutgeletterde volwassenes in die NG-program by die Simondium Gemeenskapleersentrum (SGLS) in die Wes-Kaap van Suid-Afrika te identifiseer. ’n Basiese kwalitatiewe navorsingsbenadering is gebruik om data te versamel. Tydens die data versameling is tien semi-gestruktureerde onderhoude gebruik met die individuele deelnemer as die eenheid van analise. Alle onderhoude is digitaal deur 'n bandopnemer opgeneem en verbatim getranskribeer. Data-analise is gedoen deur gebruik te maak van die HyperQual-rekenaarprogram om data te identifiseer, te herroep, te isoleer en te hergroepeer. Die resultate en opsommings van data gabaseer op literatuur wat bestudeer is en die bevindinge van die studie, dui aan dat 'n leerder-gesentreerde NG program wat hoofsaaklik fokus op nie-formele en beroepsgerigte programme vir die volhoubaarheid van gemeenskappe en ekonomiese ontwikkeling, mag nodig wees binne die bestudeerde konteks.