Mbatha, Lynette Lulama.Chonco, Siphiwe Wilfred.2026-02-192026-02-1920242024https://hdl.handle.net/10413/24295Masters Degree. University of KwaZulu-Natal, Pietermaritzburg.This thesis utilised Bronfenbrenner's ecological systems theory as the theoretical framework to investigate the role of Nokukhanya (a pseudonym) Community Learning Centre (CLC) in addressing students' needs. Data were collected through document analysis, observation, focus groups with students and semi-structured interviews with lecturers, revealing significant insights into the effectiveness and limitations of the CLC's educational provisions. Findings indicate a disconnection between the programmes offered and the needs of students, who often seek practical skills and vocational training that are not available at the CLC. This misalignment contributes to high dropout rates and student dissatisfaction. While the centre has made some effort to collaborate with local stakeholders, such as municipalities and NGOs, these partnerships have not been fully sustained or effective in meeting student needs. The lack of essential resources, such as computers, internet access, and vocational training equipment, further hampers the centre's ability to deliver on its mandate. At the microsystem level, direct interactions between students and educators are crucial for effective learning, yet the current curriculum offerings do not address student aspirations. The mesosystem level highlights the potential benefits of stakeholder collaborations, though these have been inconsistently implemented. Exosystem influences, including policy mandates from the Department of Higher Education and Training, underscore the importance of flexible and relevant programmes, which are currently inadequately supported due to resource constraints. The macrosystem analysis reveals a gap between policy intentions and practical implementation, necessitating better support and resources for CLCs. Chronosystem analysis shows the impact of historical and temporal changes on CLC programming efforts. The study concludes with recommendations for adopting a holistic approach to programme provisioning, enhancing stakeholder collaborations, aligning curricula with student needs, and empowering students through practical and vocational training. These findings and recommendations aim to inform policy and practice improvements to better meet learners' educational and developmental needs at community learning centres.enCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/Community learning centre.Adult education--Curriculum.Adult education.Thesis