Browsing by Author "Mbatha, Lynette Lulama."

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Adult learning in a Bible study group: an Apostolic Faith Mission case study in the Bulwer rural area.
(2022) Zaca, Nondumiso Heather.; Harley, Anne.; Mbatha, Lynette Lulama.
The way in which adults learn the Bible depends on the approach that the church uses when it comes to Bible teachings. This study explored what keeps adults coming to Bible study group meetings, and what and how they learn from their involvement in the group. The study focused on the Apostolic Faith Mission (AFM) of Southern Africa in the Bulwer rural area within the Harry Gwala region of KwaZulu-Natal, South Africa. This study was located within the interpretative paradigm and used a qualitative approach. The data of the study was collected through the telephonic interviews with five participants who are active members of the AFM Bible study group in Bulwer. The study adopted Schugurensky's (2000) conceptual framework regarding the forms of informal learning and Wenger's (1998) communities of practice as its theoretical framework. The findings of the study indicate that adults joined the Bible study group to learn about God, because they are hungry for God’s Word. Members of the group believe that they learn to develop their spiritual being and to dwell in God’s Word. The data showed that the group assists its members to share information with each other, and that members believe that you cannot learn the Bible well by yourself – learning the Bible is better when you do it within a group of people. This is particularly so for the members who cannot read. Additionally, it was revealed that the leader of the group plays an important role in the group, particularly because he is responsible for reading the Bible to the group. The members feel happy coming to the Bible study meetings because they are all treated equally. The major recommendations arising from the study are that the AFM in Bulwer needs to carefully consider the scheduling of Bible study group meetings, as well as look at ways in which it can better support adults who are not literate. Keywords: Bible study group; Adult learning; Informal learning; Community of practice; Adult learner motivation
An investigation of the use of Asifunde! materials by educators and learners in mother tongue literacy classes in KwaZulu-Natal.
(2004) Mbatha, Lynette Lulama.; Land, Sandra Jane.
The study investigates the use of the Asifunde! materials by educators and learners in mother tongue literacy classes at two learning sites namely, Msunduzi and uMngeni Municipalities located in KwaZulu-Natal. The study focuses on the ways in which the Asifunde! Materials (learners' workbook, educators guide and easy readers) are used in the classroom. The study contributes to a gap in current literature on the use of materials by adult educators and learners. The study poses one critical question: "How do educators and learners in ABE classes use the Asifunde! materials?" This question is further elaborated into six subquestions: • Do educators mediate the content? If so, how? • How much time do educators spend on each section/page/unit? • To what extent do educators discuss the content and exercises with learners? • What is the learners' response (interest/extent of engagement/amount of discussion and enjoyment)? • How does the level of the material match the learners' needs? • How much communication is there between learners about the content of the material? Asifunde! materials were developed in response to call of the then Minister of Education Kader Asmal for a National Literacy Campaign in 1999. The Asifunde! material is a literacy course developed specifically for adults who have not had educational opportunities in the past. Its emphasis is on reading and writing mother tongue as well as on the implementation of these skills. The study is on literacy and literacy learning, which is understood here as the study of reading and writing processes that learners use as they engage in interpreting text Topics such as: literacy acquisition; purposes of literacy; the role of materials in acquisition of literacy; approaches to teaching reading and writing; and the educator as mediator of learning, are explored in the literature review as they are pertinent to the study. The study revealed that: 1. The use of the learner's book and the educator's guide varies between educators. 2. The educators do not fully understand the educational rationale behind the materials. 3. Learners respond positively to the materials. 4. There is very little use of the easy readers by both the educators and the learners. 5. Learners' learning and progress is largely influenced by the educator's use of the materials. 6. The learners are very excited about learning to read English now that they are competent in reading and writing their mother tongue. The study presents the following recommendations: 1. Training of educators in the use of the material. 2. The revision of the educator's guide to accommodate a range of educators in terms of experience and creativity. 3. Clarification of the focus and purpose of the materials regarding reading and writing. 4. Emphasis on the importance of the easy readers. 5. Inclusion of longer writing exercises towards the end of the book.
Stakeholder perceptions of leadership and organisational change management in two community education and training colleges in South Africa=Imibono yalabo okusetshenziswana nabo ngoshintsho lobuholi nokuphathwa kwenhlangano emakolishi amabili okuFunda nokuQeqesha iMiphakathi yaseNingizimu Afrika.
(2022) Mbatha, Lynette Lulama.; Mkhize, Jeffery Siphiwe.; Preece, Julia.
This study examines how various stakeholders understand the interdependence of the different parts of Community Education and Training (CET) college leadership in organisational change, how change is managed, and how effective the organisational change is. The relevance of this study is the need for information on how the change management framework and leadership style may ensure that CET colleges in South Africa are meeting their intended objectives as set out in the national policy. This was a case study of two community colleges based in KwaZulu Natal and Mpumalanga provinces within the interpretive paradigm. Data collection methods were interviews, focus groups, document analysis, observations, and questionnaires to stakeholders who played different leadership roles within the colleges. The study used systems theory and the theory of transformational leadership as a lens through which the findings were analysed. This study found varying understandings of the interdependence of the different parts of the community colleges’ leadership and the management of organisational change management; suggesting that leaders do not view the CET college holistically. The study also found that CET college leadership lacks an understanding of what needs to be changed. I argue that there is an enabling environment for the change management process to occur effectively. That is, there is a clear mandate, vision, resources, political commitment, governance structures, and implementation framework to drive change management processes. However, there is inadequately knowledgeable, qualified, and competent leadership and stakeholders to support the planning and implementation of change management processes. I also argue that monitoring and evaluation of the desired change and contribution by leadership and various stakeholders do not reflect the standardised criteria for CET colleges’ effectiveness. Recommendations suggest a review of governance and leadership structures, the adoption of shared organisational change by all stakeholder levels of leadership and further training on policy systems by policy experts. Iqoqa Lolu cwaningo lubheka ukuthi abantu okusetshenziswana nabo bayakuqonda ukusebenzisana kwezinhla ezahlukene zokushintsha kobuholi enhlanganweni enjengekolishi leCommunity Education and Training (CET), nokuthi lolu shintsho lusingathwe kanjani, futhi ukusebenza koshintsho kuhamba kanjani. Ukubaluleka kwalolu cwaningo wukutholakala kolwazi mayelana nokuthi uhlaka lokushintsha ukuphatha kanye nendlela yobuholi kungaqinisekisa ukuthi amakolishi eCET eNingizimu Afrika ahlangabezane kahle nezinjongo njengoba zibekiwe kwinqubomgomo kazwelonke. Bekuwucwaningonto ngamakolishi amabili omphakathi ezifundazweni zaKwaZulu-Natali nesaseMpumalanga ngaphansi kwepharadayimu yomhumusho. Izindlela zokuqoqa ulwazi kubantu okusetshenziswana nabo kube yimibuzongxoxo, amaqoqo okuxoxisana, ukuhlaziywa kwemiqulu, ukubukela kanye nezinhlolombuzo kulabo ababambe amaqhaza ahlukene ebuholini emakolishi. Ucwaningo lusebenzise injulalwazi yesystems kanye neyobuholi obuza nenguquko ukuhlaziya ulwazi olutholakele. Ucwaningo luthole ukuqonda okwahlukahlukene ngokusebenzisana kwezinhlaka ezahlukene ngobuholi emakolishi omphakathi kanye noshintsho lokuphatha inhlangano, lokhu kusho ukuthi abaholi abalibuki ikolishi laseCET njengento eyodwa ephelele. Ucwaningo lubuye lwathola ukuthi ubuholi bekolishi iCET abuqondi kahle ukuthi yikuphi okumele kushintshwe. Ngiyavuma ukuthi kunesimo esikhuthaza ushintsho lokuphatha ngendlela enempumelelo. Lokhu kusho ukuthi, kunegunya elicacile, umbono, izinsizakusebenza, ukuzinikela kosopolitiki, izinhlaka zokubusa kanye nohlaka lokusebenza lokuqinisekisa ukuthi indlela yokushintsha indlela yokuphatha iyenzeka. Kodwa-ke, kunokuntuleka kwabaholi nabantu okusetshenziswana nabo abanolwazi olwanele, abaqeqeshekile nabanekhono lokuseka ukuhlelwa nokusebenza kohlelo lokuletha ushintsho lokuphatha. Ngiyaqinisekisa ukuthi ukuqapha nokuhlola ushintsho olubhekekile nokuzinikela kobuholi nabanye abasebenza nabo akutshengisi isimo sokwenza esibhekekile sokuphumelela emakolishi eCET. Iziphakamiso zifuna ukuba kubukezwe izinhla zokubusa nobuholi, ukwamukela ushintsho olusekelwa yibo bonke okusetshenzwa nabo emazingeni ehlukene obuholi benhlangano bese futhi beqeqeshwe ngezinhlelo zenqubomgomo ngongoti balo mkhakha.