Masters Degrees (Education, Development, Leadership and Management)

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An evaluative study of the motivation of adult basic education and training (ABET) in industry.
(2000) Hoosen, Fatema.; Wallis, John.
My venture into the field of ABET (Adult Basic Education and Training) began in 1994 as a community based tutor and coordinator of ABET programs. In the past six years, setting up and co-ordinating ABET programs together with individuals and organisations, has been my main endeavour. This experience has led me to the realisation that the key to successful literacy programmes is attendance and the motivation of learners. Since I have not had much experience working within industry, my impressions and picture of ABET classes conducted at the workplace have always been vague, so I chose this area of focus for two reasons. Firstly, this would widen my knowledge in workplace literacy programmes by reading widely on the topic, and secondly, it would afford me the opportunity to meet and find out attitudes from learners themselves. I would be able to find out and see personally what is actually taking place at the floor level in ABET classes in this sector. Since ABET classes are offered to learners at the workplace, I wanted to know about their aspirations and gain first hand knowledge of their motivation to attend, more so because of the current focus on the promotion of literacy in commerce and industry. Thus, this study aims to find out whether workers are motivated to attend ABET classes in the workplace. The place where I conducted my research is the Beacon Sweet and Chocolate factory in the Mobeni Industrial area of Durban, Kwa Zulu Natal.
An assessment of the impact of current language policy pertaining to adult basic education and training at Phindangene adult education centre (Lamontville).
(2002) Nkabinde, Cyril Thamsanqa.; Lyster, Elda Susan.
Public policy can take a wide range of forms, from broad statements of goals to more specific statements of intention (De Clercq 1997 cited in Kallaway et al 1997). Policy can be expressed in speeches, official statements, court decisions, laws and regulations, all of which embody the authority to define goals and priorities. Policy also provides a framework for taking action and lends legitimacy to implementation and evaluation purposes (Ray and Poonwansie 1987 cited in Ovando, 1999). The outcomes of a policy depend critically on the resources allocated to its support and the institutional arrangements mobilized in its implementation. Despite the introduction and implementation of the new Language in Education Policy (1997), policies and legislation enacted by the new government in South Africa to redress the imbalances of the past, especially in terms of promoting the marginalized African languages, and recognising language diversity and choice, the status and use of African languages in schools has not improved. The purpose of this study was to examine the impact of the current language policy on an adult centre that is Phindangene Adult Centre. This study sought to investigate learners and teachers attitudes towards the Language In Education Policy. It also aimed to demonstrate how language choices were made at Phindangene AEC, and whose interests they served. Different research instruments were used for data collection. A written questionnaire and semi-structured interviews were used to gather data from the respondents. Observation and official records were also used to supplement this. This study showed that there was a big difference between the language policy of the country and language practice at Phindangene AEC. In the light of the major findings the study recommends the following: • Student's primary language should be incorporated into the instructional program. • A holistic approach to teacher development should be adopted which provides teachers with basic skills and concepts in curriculum development through seminars and workshops. • Much more effort should go into developing and providing learning materials and textbooks that are more appropriate to adult learners. • School governing bodies need to familiarize themselves with the new Language in Education Policy. • It is the responsibility of the Department of Education to make sure that each adult centre gets a copy of the language policy.
A comparative study of learner and management perceptions of ABET English level 4 in selected companies in Durban.
(2002) Campbell, Bridget.; Lyster, Elda Susan.
This is a qualitative, comparative study of management and learner perceptions of ABET English level 4 in a range of companies around Durban. South Africa's past is characterized by separate and unequal education and an ABET policy has been created in an attempt to address these educational inequalities. The legislation surrounding ABET creates a consistent approach intended to achieve economic growth and social transformation. During a long period of involvement in ABET, it appeared that the problems with and complaints about English level 4 were the same in all companies. In order to investigate and compare learner and management perceptions and expectations, a qualitative study was conducted with interviews being the main means of data collection. Twenty-seven learners and ten managers participated in the research with education levels ranging from Standard 5 to a post matric qualification. The interviewees were drawn from employees within the manufacturing, shipping, commercial and hospitality sectors. It was found that the expectations of managers and those of learners are often unrealistic and are not aligned and there is disillusionment when these expectations are not met. There is a complete lack of understanding as to the nature of English level 4 and I ascribe this to the perennial problem of the perceived value of soft skills in this profit driven business and production environment. Recommendations are made as to how the expectations surrounding English level 4 can be more realistic and how the situation can be improved.
An investigation into the relationship between lifelong learning and transformation in an individual's life : a life history of a 67 year old Black female adult learner from KwaZulu-Natal.
(2007) Balie, Rachel Beatrice.; Rule, Peter Neville.
Biographical accounts constitute an important source of information about the experiences of black women under Apartheid. This study focuses on the life of an elderly black woman and presents the various life experiences she was exposed to in her various lifelong learning contexts, as told by her. It highlights the impact of the diverse learning contexts that she was exposed to throughout her life, and develops an understanding of how her meaning perspectives were shaped and transformed by her lifelong learning experiences. This research study is qualitative in nature and employs a life history methodology, which focuses on the meanings that people attach to their experiences. It draws on three of the major interpretive paradigms that structure qualitative research, namely the interpretivist, critical and feminist paradigms. The theoretical framework contains elements of two key theories of adult learning, namely that of Transformative Learning and Critical Consciousness. It also draws on elements of Feminist Theory. The research method consisted of six open-ended life history interviews, which are special types of field interviews, in which I gathered narrative accounts about the respondent’s life. Every interview was audio-taped. Although there was a ‘pre-interview’ agreement on some possible issues that could be discussed, I did not bring a series of predetermined questions or theories into the interview process, but rather used open-ended questions that generated themes from the respondent’s lifelong learning experiences. The participant knew that she was an equal partner in identifying the major themes. My own reflections on what I heard and observed during the interviewing processes also became an important source of information in constructing the research findings. The narrative analysis approach was used to analyze and interpret the interview data. A biographical life history was constructed. This was followed by a process of negotiating the possible main themes embedded in the biographical life history, and then analyzing those themes, which were subsequently interpreted individually for their meaning. This life history study illustrates that Madelwa constructed her identity through the various discourses and lifelong learning contexts that she was exposed to. The study also found that experiential learning is central to the theories of adult learning referred to above. The transformation that happened in Madelwa’s life is the outcome of a practice of critical reflection that already started in her childhood. A crucial finding was that critical hermeneutics in this case offered Madelwa a method for investigating the conditions of her existence, and led her to challenging of the status quo. This life history study suggests that there is a definite relationship between lifelong learning experiences and transformation in an individual’s life. Linked to this transformation is the fact that this study shows that each biography has its own truth. Her life history still continues…
Making connections : towards a holistic approach to the training of women volunteers in community home based care.
(2006) Thabethe, Nompumelelo Cynthia.; Von Kotze, Astrid Erika Liselotte Veronika.
In the midst of hope and suffering due to the challenges posed by HIV and AIDS in South Africa, communities have literally witnessed a glimmer of hope in women volunteers who have readily and willingly provided care and support to people living with HIV and AIDS (PLWHA) and their families. Policy-makers have maintained that if the care of sick people is to be both comprehensive and cost-effective, it must be conducted as much as possible in the community, with hospitalization only when it is necessary. However, the strains on those caring for people with HIV and AIDS are enormous. This paper argues that neo-liberal policies are reinforcing the divide between the 'haves' and the 'have-nots', by placing strain on women volunteers in the field of community home-based care. The study was conducted in the area of Mpophomeni Township, in KwaZulu-Natal province. The research participants consisted of 10 community home-based care (CHBC) volunteers and their supervisor, 3 CHBC trainers, and 1 counselling trainer. Using a qualitative design, this study examines a specific CHBC training course and how effectively it prepares voluntary caregivers for the challenges experienced in individual homes. Ascertaining how the training helped caregivers to confront their own fears and problems before dealing with those of others, and exploring how community caregivers coped with the stress inherent in their jobs was the primary focus of this study. For these purposes, a qualitative methodology was deemed most appropriate for it allowed me to gain in-depth information through observations, semistructured interviews, a review of relevant documents, and training materials. Inspired by feminist perspectives, the findings revealed that already overburdened and poor people provide the bulk of voluntary services in the area of CHBC. Consequently, they are unable to provide quality care for people living with HIV and AIDS without external support from the government. The findings further established a mismatch between the training content and the reality of work of caregivers. The training puts more emphasis on practical aspects, by providing basic nursing care, often only relevant in helping a bedridden patient. However, many voluntary caregivers reported that the demands placed on them do not end with the death of the patient. This poses a challenge for those in the CHBC training environment as they need to offer relevant and well-researched information linked to the reality of voluntary caregivers' work. The study also highlighted a need to consider the personal long-term goals of volunteer caregivers and begin to realize the importance of using the training to put them on a career path. I therefore argue that the burden of care for people living with HIV and dying from AIDS in resource-poor settings cannot be shifted entirely to communities with the false assumption that they are able to cope. As we continue to grapple with moral and ethical issues in the context of HIV and AIDS, we also need to be concerned about moving women volunteers' efforts from invisibility to visibility through a social transformation agenda.

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