Masters Degrees (Education, Development, Leadership and Management)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7169

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Adult education for blacks in Natal/KwaZulu : a study of some aspects, with particular reference to opportunities for teachers.
(1982) Khanyile, Emmanuel Bafana.; Dobie, Bruce Alexander.
No abstract available.
An evaluation of the efficacy of stand-alone adult basic education material targeting women : The women's handbook.
(2006) Harley, Anne.;
This thesis evaluates a piece of educational printed material, The Women's Handbook. which was produced in the late 1990s as part of a joint project between the Midlands Women's Group (an NGO working around women's rights in the Midlands of KwaZulu-Natal), the Centre for Adult Education of the then University of Natal, and the national Commission on Gender Equality, a statutory body set up by the 1996 Constitution of South Africa. As a member of the Centre for Adult Education's staff I was integrally involved in the process of conceptualising and developing the Handbook, and was the overall co-ordinator of the project. As a result of the wide-spread changes in local government, as well as in development planning and processes, in the early 2000s the Centre and the Midlands Women's Group began considering the advisability of producing a revised edition. Although anecdotal evidence suggested that the Handbook had been widely used by the women to whom it had been distributed, it was decided that a thorough evaluation of the Handbook should be undertaken before any attempt was made to revise it. This thesis is a record of this evaluation. It begins with a theoretical exploration of what it means to evaluate an intervention, and uses this to argue that an evaluation of the Handbook requires a consideration of its theoretical underpinnings and of best practice in the field of materials development for adults with low levels of education, as well its use and impact. It then moves on to look at the Handbook in some detail, including the rationale for its development. The use and impact of the Handbook is then discussed, after which an attempt is made to identify the theoretical underpinnings of the Handbook. Best practice both in terms of product and process is discussed, and the Handbook compared to this. The concluding chapter then attempts to account for the findings. In its structure at least, then, this is not a 'typical' thesis. The review of pertinent literature, for example, is not contained in a single chapter, but rather dealt with within the appropriate chapter.
Leading and managing adult basic education and training centres : a comparative case study of two ABET centres in Kwazulu-Natal.
(2007) Naidoo, Jeeva.; Bayeni, Sibusiso Douglas.
Background. This study takes you on a journey back in time to the adult education offered to Blacks during the apartheid era in South Africa. It also looked at the events that had lead to the high degree of illiteracy in South Africa today. This study also ascertained the reasons for the massive unskilled workforce prevalent in South Africa in this technologically advanced age. In conducting this research on Adult Basic Education and Training (ABET) it was an imperative to visit the various countries to briefly view their ABET practices and policies. In so doing their practices and policies were compared to those implemented in South Africa. Purpose. The South African government has neglected the constitutional right of adults to basic education over the last decade (Rule, 2006). This had motivated me to enquire if the practices at ABET centres were in keeping with the policies advocated by the ABET directorate of the Department of Education (DoE). The ABET centre managers represent the DoE at their respective ABET centres. Bearing this in mind this study interrogates the roles and responsibilities of ABET centre managers as purported by the DoE’s policy documents presented to these centre managers. The collection of data for this research was achieved by concentrating on three of the core duties of the ABET centre managers in practice. These core duties were administration, managing resources and managing adult educators. In so doing data was gathered from the centre managers using the processes of observations, interviews and document analysis. This data from the centre managers was further triangulated with the data obtained from the centre educators through a method of interviews and from suitably selected documents analysed at the research sites. Conclusion. The research concluded with the recommendations that the ABET directorate needed to develop more forceful and intense developmental workshops to improve the capacity and competencies of ABET centre managers and ABET centre educators in order to improve the ABET system in South Africa. Merely presenting policy documents to these vital proponents of ABET in South Africa will not improve the illiteracy rates overnight or even over the next decade. These policy documents must be thoroughly understood by the policy implementers in order for the policies to be effected as was intended by the policy formulators.

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Browsing Masters Degrees (Education, Development, Leadership and Management) by Subject "Adult education--KwaZulu-Natal."