Masters Degrees (Education, Development, Leadership and Management)
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Browsing Masters Degrees (Education, Development, Leadership and Management) by Subject "Adult education--KwaZulu-Natal--Pietermaritzburg."
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Item An investigation into the adult educators' knowledge, understanding and application of the principle of learner-centredness in adult basic education and training (ABET) centres in Pietermaritzburg, KwaZulu- Natal.(2005) Mkhize, Vusi Garnet.; John, Vaughn Mitchell.This study investigated ABET tutors' knowledge, understanding and application of the principle of learner-centredness. The study was conducted at three adult education centres in Pietermaritzburg, KwaZulu-Natal. Using questionnaires, interviews, classroom observation and analysis of documentary evidence such as learning programmes, tutors workbooks and learners' workbooks, the researcher was able to determine and assess the ability of ABET tutors to interpret and apply the principle of learner-centredness in practical classroom situations. The study showed that not all ABET tutors base their learning programmes on learners' needs, which is a key principle of learner-centredness (Jarvis, 1985). The study showed that some ABET tutors are not conversant with the policy framework of ABET and that this seems to affect classroom practice. The study revealed that Centre managers are not complying with Department policy with regard to monitoring and supporting tutors. Furthermore, the findings from this study expose some of the flaws in the implementation of ABET, like the lack of professional competence on the part of some ABET tutors. This lack of professional competence is cause for concern and requires attention from the ABET Directorate at district level. Key recommendations emerging from the study are that the ABET Directorate should conduct more monitoring of ABET centres and should provide more training for ABET tutors and centre mangers, as proposed in the Multi-Year Implementation Plan of 1997. In particular, tutors could benefit from workshops on needs identification and analysis.Item The reading development of level 4 ABET learners.(2013) Pillay, Audrey Esther.; Land, Sandra Jane.The purpose of this enquiry was to explore reading development experiences of adult learners learning English Level 4. The research focused on their early reading experiences and the development of their reading experiences over the years and particularly in the present classes. The research site was an Adult Literacy Centre at a school in Pietermaritzburg, KwaZulu-Natal. The study was conducted within a qualitative interpretive paradigm, using a case study approach. Data collection techniques employed included personal interviews, observations and a focus group interview. The data collection instruments used was: interview schedules, observation checklists and audio visual aids. Data was analysed thematically. In exploring the participants’ lived experiences in the development of reading; this study drew on the Landscape Model of reading by David Rapp and Paul van den Broek, as well as Vygotsky’s social constructivism. The themes that emerged from the study were: reading development in Adult Basic Education (ABE) level 4 classes in relation to achieving the learners’ goals, reading development in ABE level 4 classes in relation to achieving the goals of the curriculum, motivation to read, reading and family life, reading and life in general, learners’ difficulties in expressing themselves, language gaps as a barrier to learning in the second language and finally, the functioning of and challenges faced at adult literacy centres. The main reasons for adult literacy centres not being fully functional were: a lack of learning, teaching and support material due to insufficient funds, some educators are not qualified or lacked the skills to teach reading and writing, goals of the curriculum are too academic, the distances that learners have to travel to the centres are too long and the times of the classes are not always suitable to the learners, especially if they are employed. Finally, the study presented recommendations to improve the functionality at adult literacy centres, to enable learners to gain maximum benefit. Recommendations were made for further research.Item Why are large numbers of illiterate adult members of the Luthuli rural community not attending ABET classes? : an investigation of their needs and aspirations regarding adult basic education and training.(2007) Chili, Blessing Bongani.; Land, Sandra Jane.; Rule, Peter Neville.It is suprising that many people, especially in rural areas, remain illiterate despite efforts by the government to have all people of South Africa literate. This study examines factors that make it impractical or unattractive for people who live in rural areas to attend public adult literacy classes. These conditions relate to their cultural and socio-economic background, and have a direct effect on their apathetic attitude towards adult schooling. The study further looks at illiterate people's perceptions, motivations and expectations in relation to adult education. This is very important since once their needs and aspirations regarding provision of adult education have been optimally addressed, they could be interested to attend adult classes. Thus, the high rate of illiterate rural people could be reduced. The researcher, who is also a member of the Luthuli rural community, has a very good understanding of the cultural background of the people of KwaLuthuli. This made it possible for him to comprehend each and every piece of information that was presented during interviews.