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1
Aylen, Beryl J. "An investigation of the educational outcomes of participation in a study skills program for a group of adult secondary students." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edma978.pdf.
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Addendum fixed inside back end-paper. Bibliography: leaves 216-219. Reports a study to investigate the influence of a study skills program on a group of adult students at Thebarton Senior College, Adelaide. The researcher planned and prepared the program of work for these students and was the teacher of the subject, and the observer of the influence the course had on the students, compared with a similar control group. Analysis showed there was an observable positive effect on the students, however, it was the conclusion of the researcher that the positive result was achieved more because support had been offered to the students than through the teaching of the subject matter of the study skills course.
2
Turner, Marianne. "Adult South Sudanese students in Australia : a systemic approach to the investigation of participation in cross-cultural learning /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090902.11321.
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3
Wigman, Albertus. "Childhood and compulsory education in South Australia : a cultural-political analysis." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.
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4
Hidaka, Tomoko. "International students from Japan in higher education in South Australia /." Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.
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5
Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.
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6
Richmond, Keith. "Education in South Africa : towards a postmodern democracy." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/8396.
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Bibliography: leaves 104-112.<br>The requirements of social and educative justice are examined further in the light of John Rawls's conception of justice as 'fairness'. In particular, critical response to his notions of 'the original position', 'veil of ignorance' and 'overlapping consensus' misrepresents the critical and creative capacity that these concepts properly denote and preserve in the interests of participants' 'strong' democratic capacity. The ethical implications of a non-authoritarian relationship between learners and existing discursive formations are then discussed with reference to Philip Wexler's 'textualist' theory of social analysis and education. His advocacy of 'collective symbolic action' is found to be compatible with an uncoercive discourse ethic, oriented to mutual understanding and contextualised hypothesis formation by self-reflective agents. Inferences for education are proposed, in conclusion, emphasising the teachers' role as agent provocateur of the 'liminal imagination' (generating non-formulaic symbolic movement and self-formative struggle by the learners themselves), which qualifies the usual obligation to approved curricular content. Education for a postmodern democracy is sustained by, and sustains, both context-relative knowledge - publicly educed - and an ongoing 'desublimation' of discourse, in the interests of participatory self-critique and renewal.
7
Southcott, Jane Elizabeth, and mikewood@deakin edu au. "Music in state-supported schooling in South Australia to 1920." Deakin University, 1997. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.104134.
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This thesis is a study of the establishment of the music curriculum in state-supported schools in South Australia from the beginnings of such schooling until 1920. There will be a discussion of issues to be explored and the method by which this investigation will proceed. A literature survey of relevant research will be included, after which there will be a sketch of the development of state-supported schooling in South Australia. Several broad themes have been chosen as the means of organising the historical material: the rationales offered for the inclusion of music in schooling, the methodologies, syllabi and materials of such music instruction, the provisions for teacher training in music, both preservice and as professional development for established teachers, and the place and function of music in schooling. Each of these themes will form the framework for a chronological narrative. Comparisons will be made with three neighbouring colonies/States concerning each of these themes and conclusions will be drawn. Finally, overall conclusions will be made concerning the initial contentions raised in this chapter in the light of the data presented.
Although this study is principally concerned with the establishment of music in state-supported schooling, there will be a brief consideration of the colony of South Australia from its proclamation in 1836. The music pedagogical context that prevailed at that time will be discussed and this will, of necessity, include developments that occurred before 1836. The period under consideration will close in 1920, by which time the music curriculum for South Australia was established, and the second of the influential figures in music education was at his zenith. At this time there was a new school curriculum in place which remained essentially unchanged for several decades.
As well as the broad themes identified, this thesis will investigate several contentions as it attempts to chronicle and interpret the establishment and development of music in state-supported schooling in South Australia up to 1920. The first contention of this thesis is that music in state-supported schooling, once established, did not change significantly from its inception throughout the period under consideration. In seeking a discussion of the existence and importance of the notion of an absence of change or stasis, the theory of punctuated equilibria, which identifies stasis as the norm in the evolutionary growth of species, will be employed as an insightful analogy. It should be recognised that stasis exists, should be expected and may well be the prevailing norm.
The second contention of this thesis is that advocates were and continue to be crucial to the establishment and continued existence of music in state-supported schooling. For change to occur there must be pressure through such agencies as motivated individuals holding positions of authority, and thus able to influence the educational system and its provisions. The pedagogical method introduced into an educational system is often that espoused by the acknowledged advocate. During the period under consideration there were two significant advocates for music in state-supported schools.
The third contention of this thesis is that music was used in South Australia, as in the other colonies/States, as an agent of social reform, through the selection of repertoire and the way in which music was employed in state-supported schooling. Music was considered inherently uplifting. During the nineteenth and early twentieth centuries, the music selected for school singing carried texts with messages deemed significant by those who controlled the education system. The repertoire was not that of the receiving class but came from a middle class tradition of fully notated art music in which correct performance and notational reading were emphasised. A sweet, pure vocal tone was desired, as strident, harsh, speaking tones were perceived as a symptom of incipient larrikinism which was not desired in schooling. Music was seen as a contributor to good order and discipline in schooling.
8
Smithson, Alan. "Control of state school curriculum in South Australia : issues arising from the vesting of authority in the Director-General, and with particular reference to the period 1970-1985." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phs6643.pdf.
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Bibliography: leaves 387-404. South Australia is unique amongst Australian States insofar as s82(1) of the Education Act 1972 vests the director-General of Education, rather than the minister of Education, with de jure control of State school curriculum. This locus of control is at odds with the well-established democratic convention that Ministers control the directive policy components of their portfolios. This thesis describes how this mode of curriculum control came about, its nature and implications, and mounts a challenge to its legitimacy. (abstract)
9
Pollard, Susan J. "An investigation of the Catholic Leadership Education Programme in South Australia /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmp772.pdf.
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Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1992.<br>Analyses the Catholic Leadership Education Programme in the archdiocese of Adelaide in terms of the work of Paulo Freire and Carl Jung. Spine title: The Catholic Leadership Education Programme. Includes bibliographical references (leaves 255-260).
10
Arko-Achemfuor, Akwasi. "Accessing learner support services in a distance education context at UNISA Adult Basic Education Department." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013382.
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This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
11
Wilson, Philip. "Neither freedom nor authority : State comprehensive secondary education and the child-centred curriculum in South Australia 1969-79." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw752.pdf.
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Bibliography: leaves 113-135. This thesis investigates change in secondary schools in South Australia during the 1970s. Public concern about the purposes and organization of schools, and about education in general led to the establishment of a government enquiry in 1969, chaired by Peter Karmel. Its report, Education in South Australia, ushered in a period of rapid change. High schools and technical high schools were reshaped into comprehensive secondary schools. A significant element in this reform was the human capitalist idea that education is an investment in the development of the individual resulting in social and economic progress. This thesis examines the human capitalist basis of the reforms, the way in which child-centred open ideas were used in the reform of the curriculum and the impact of these on the schools.
12
Rowe, Karina Janece. "A framework for environmental education in South Australian secondary schools : the missing ingredient." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envr878.pdf.
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Bibliography: leaves 84-86. Shows how environmental education could be incorporated within the current South Australian secondary school structures and critically evaluates current programs. Investigates a different frame work (International Baccalaureate Middle Years Program), as a means for overcoming some of the limitations for environmental education presented by the current DETE framework; and, student perceptions of what makes a successful environmental education program.
13
Jose, Jim. "Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj828.pdf.
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14
Small, Janet. "Practitioner and institutional perspectives on lifelong learning at a South African university." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8220.
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Word processed copy.<br>Includes bibliographical references (p. 127-131).<br>This research explores how the term 'lifelong learning' is understood at a higher education institution in South Africa. The study is built around a case study at the University of Cape Town (UCT). The research questions posed were: What are the different understandings of 'lifelong learning' at UCT? And secondly, what factors have shaped the development of these different understandings of 'lifelong learning'? The thesis approaches the research questions from two angles: What people working in the institution say about the topic and what can be read from the official University documentation on the topic. Continuing education work is used as a general proxy for lifelong learning as the term itself did not prove to be a useful identifier of specific educational activities at UCT. In analysing the data, two inter-related theoretical frameworks are employed - thematic analysis of the interviews and a critical discourse analysis of the texts. Some of the key pressures and issues facing institutions globally as well as specific local concerns are identified when setting the context. In the interviews, practitioners identified some of these contextual issues as factors influencing the development of continuing education: funding pressures, responding to socio-political demands for rapid student throughput while also widening access, and the particular character of the institution. The literature reveals some common approaches to lifelong learning - identified as economic, humanistic and social discourses - which were used to engage the perspectives of practitioners working on continuing education programmes. Based on an interpretation of the data, this thesis argues that in practice, the distinctions between the discourses tend to blend or transform. The economic and humanistic discourses begin to merge, as an individual's motivations cannot be neatly categorised as either learning for work or learning for personal development, pointing to the emergence of a new discourse. In the case of the social discourse, the more widely used definitions of social responsiveness embrace economic (and political) imperatives, while also maintaining a development and democracy agenda. Instead of seeing the data as only revealing what exists, the analysis argues that emerging discourses themselves help to create new realities.
15
Hahs, Brinkley Catherine. "Teacher Education in Central Equatoria, South Sudan." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10025734.
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<p> Without education, many South Sudanese will continue living in poverty. There are numerous factors that limit their educational opportunities including tribal warfare, colonialism, missionary malpractice, civil wars, a high illiteracy rate, low government funding, and threats of war. These factors have left a substantial deficiency in available training for teachers. The purpose of this study was to determine the pedagogical needs of the teachers of South Sudan. Within a conceptual framework of participatory action research, this qualitative study examined educators’ view of the effectiveness of the teacher education that they had received, the pedagogical needs of teachers, and the ideal training models for teachers given the country’s current situation. The research design was a case study focusing on 5 primary and secondary schools. The mode of data collection was interviews and observations among 15 K-16 educators and educator leaders selected by snowball sampling. Observations and interviews took place in school classrooms and campuses, best suited for data collection as South Sudanese are, for the most part, a preliterate people who value listening and storytelling. Themes found related to classroom management, lesson planning, differentiated instruction, and motivation to teach. Key results indicated that the teachers had little to no preparation, varied in their motivation to teach, and perceived challenges and needs differently based on their level of education. A 5-day teacher-training project was developed. Social change will be achieved by improving teachers’ ability to successfully educate the next generation of leaders for South Sudan.</p>
16
Higginson, Gareth Edward. "The ecotourism potential of the Barber Inlet Wetlands, South Australia." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envh637.pdf.
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Bibliography: leaves 127-134. This thesis argues for the expansion of ecotourism in the Adelaide metropolitan Barker Inlet Wetlands, currently used for small scale ecotourism. Through analysing current literature and evaluating a range of ecotourism strategies, it demonstrates that the potential for and offers guidelines for ecotourism in the Barker Inlet Wetlands. Opprtunities for expansion lie primarily in environmental education, with a particular focus on Adelaide secondary schools.
17
au, Marianne Turner@murdoch edu, and Marianne Turner. "Adult South Sudanese students in Australia: A systemic approach to the investigation of participation in cross-cultural learning." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090902.11321.
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This thesis explores major influences on adult South Sudanese student participation in Australian learning environments. Between 2000 and 2006 Australias offshore humanitarian program accepted an increasing number of South Sudanese refugees (DIAC, 2007). Research related to this new group was minimal at the time of this study, and a theoretical framework was generated as a way of exploring the South Sudanese students everyday participation in cross-cultural learning.
The theoretical framework mainly draws on perspectives from sociocultural theory, cultural schema theory, research on expectations in cross-cultural learning, and sociological theories of agency. First, sociocultural perspectives provide a way of conceptualising students participation in cross-cultural learning as here and now but significantly affected by engagement in past practices. The perspectives, with their focus on participation, also allow a conceptualisation of identity as situated in students experience of themselves in specific practices. This notion of identity was used in the study to explore the extent to which students past forms of participation were changed or negotiated. Next, research on expectations in cross-cultural learning and cultural schema theory offer a conceptualisation of how students participation may have been affected by past experiences. In the study, cultural schemas were taken to underpin expectations shared by all of the students, and these cultural schemas were positioned as aspects of the students identity. Finally, sociological theories of agency explore agency as co-regulated, transformative, and generating both intentional and unintentional outcomes. The dynamics of teacher-student and student-student interactions were taken to be a major influence on student participation, and these interactions were conceptualised as teacher-student agency. The theoretical framework is proposed to be systemic because the influence of students past practices and the influence of current social interactions interrelate.
The research was designed as an abductive study. Abduction, with its blend of induction and deduction, allows a bottom up approach where hypotheses are formed as much as possible from the data (Coffey and Atkinson, 1996). This approach allowed observation of everyday classroom practices, and then subsequent engagement with theory in order to interpret these practices. Ethnographic participant observation was used during initial data collection. Then further participant observation, a focus group and semi-structured interviews were used to investigate significant emerging themes. Over a nine month period, 36 students and 10 teachers were observed across three groups and learning environments: a womens community group, a university group, and a technical college group. 25 students and 11 teachers were interviewed.
The findings reveal that students had firm expectations in terms of displaying deference to the teacher, receiving very close monitoring from the teacher for both learning and behaviour, and competing against other students. The first expectation was found to apply across the learning environments, while the second two were found to apply only in formal learning environments. Teachers expectations were found to vary according to the learning environment. When there was a lack of congruence between students and teachers expectations, students appeared to differ in their attachment to cultural schemas proposed to underlie their expectations. The findings also reveal that students had a strong cultural schema of interdependence which was negotiated differently depending on the student, and depending on the incentive provided by the learning environment. Furthermore, the findings reveal that teachers and students were able to modify teaching and learning practices to differing degrees according to the learning environments, and the opportunity to modify teaching and learning practices did not always lead to desired learning outcomes.
This research provides insight into the everyday participation of adult South Sudanese students across different Australian learning environments. The relationship between students past experiences and current social interactions with teachers and other students is highlighted through the systemic approach of the study. The research also provides a theoretical framework which may have applications in teacher education in the field of cross-cultural learning.
18
Turner, Marianne. "Adult South Sudanese students in Australia: A systemic approach to the investigation of participation in cross-cultural learning." Turner, Marianne (2009) Adult South Sudanese students in Australia: A systemic approach to the investigation of participation in cross-cultural learning. PhD thesis, Murdoch University, 2009. http://researchrepository.murdoch.edu.au/680/.
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This thesis explores major influences on adult South Sudanese student participation in Australian learning environments. Between 2000 and 2006 Australia’s offshore humanitarian program accepted an increasing number of South Sudanese refugees (DIAC, 2007). Research related to this new group was minimal at the time of this study, and a theoretical framework was generated as a way of exploring the South Sudanese students’ everyday participation in cross-cultural learning.
The theoretical framework mainly draws on perspectives from sociocultural theory, cultural schema theory, research on expectations in cross-cultural learning, and sociological theories of agency. First, sociocultural perspectives provide a way of conceptualising students’ participation in cross-cultural learning as ‘here and now’ but significantly affected by engagement in past practices. The perspectives, with their focus on participation, also allow a conceptualisation of identity as situated in students’ experience of themselves in specific practices. This notion of identity was used in the study to explore the extent to which students’ past forms of participation were changed or negotiated. Next, research on expectations in cross-cultural learning and cultural schema theory offer a conceptualisation of how students’ participation may have been affected by past experiences. In the study, cultural schemas were taken to underpin expectations shared by all of the students, and these cultural schemas were positioned as aspects of the students’ identity. Finally, sociological theories of agency explore agency as co-regulated, transformative, and generating both intentional and unintentional outcomes. The dynamics of teacher-student and student-student interactions were taken to be a major influence on student participation, and these interactions were conceptualised as teacher-student agency. The theoretical framework is proposed to be systemic because the influence of students’ past practices and the influence of current social interactions interrelate.
The research was designed as an abductive study. Abduction, with its blend of induction and deduction, allows a ‘bottom up’ approach where hypotheses are formed as much as possible from the data (Coffey and Atkinson, 1996). This approach allowed observation of everyday classroom practices, and then subsequent engagement with theory in order to interpret these practices. Ethnographic participant observation was used during initial data collection. Then further participant observation, a focus group and semi-structured interviews were used to investigate significant emerging themes. Over a nine month period, 36 students and 10 teachers were observed across three groups and learning environments: a women’s community group, a university group, and a technical college group. 25 students and 11 teachers were interviewed.
The findings reveal that students had firm expectations in terms of displaying deference to the teacher, receiving very close monitoring from the teacher for both learning and behaviour, and competing against other students. The first expectation was found to apply across the learning environments, while the second two were found to apply only in formal learning environments. Teachers’ expectations were found to vary according to the learning environment. When there was a lack of congruence between students’ and teachers’ expectations, students appeared to differ in their attachment to cultural schemas proposed to underlie their expectations. The findings also reveal that students had a strong cultural schema of interdependence which was negotiated differently depending on the student, and depending on the incentive provided by the learning environment. Furthermore, the findings reveal that teachers and students were able to modify teaching and learning practices to differing degrees according to the learning environments, and the opportunity to modify teaching and learning practices did not always lead to desired learning outcomes.
This research provides insight into the everyday participation of adult South Sudanese students across different Australian learning environments. The relationship between students’ past experiences and current social interactions with teachers and other students is highlighted through the systemic approach of the study. The research also provides a theoretical framework which may have applications in teacher education in the field of cross-cultural learning.
19
McKeever, Mary Geraldine. "Workers' education for workers' power." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364737.
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20
Paulsen, Desiree. "Community adult education: empowering women, leadership and social action." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
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This thesis explored the relationship between community adult education and social action. The study investigated how LEAD (Leadership Education for Action and Development), a non-governmental organisation based in the Western Cape, has empowered women to assume leadership and take social action in their communities.
21
O'Connor, Brian Edward. "History of Queen's College North Adelaide 1883-1949." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09EDM/09edmo183.pdf.
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22
Trethewey, Lynne. "A history of age grading in South Australian primary schools, 1875-1990 /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.
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23
Fieleke, Curtis. "The implementation of an adult teacher training manual for South Haven Baptist Church." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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24
Addae, D. "Methods of teaching adult learners: a comparative study of adult education programmes in Ghana and South Africa." Thesis, UNISA, 2016. http://hdl.handle.net/10500/23386.
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The benefits of effective teaching methods have been well researched and documented. Salient amongst most literature on such benefits is their ability to promote learners’ subject-matter comprehension and their active participation in class activities. Subject-matter and learner participation can be considered key ingredients in promoting effective learning. In adult education, due to the unique characteristics that the learner brings to the learning situation, it behooves the educator to select appropriate methods in promoting learning. By employing appropriate teaching methods, the educator is able to help adult learners achieve the desired learning outcomes. This study therefore sought to comparatively examine the effectiveness of the various teaching methods used by educators in teaching learners in adult education programmes in Ghana and South Africa. The study focused on the National Functional Literacy Programme of Ghana and the Kha Ri Gude Mass Literacy Programme of South Africa.
The study was conducted using a qualitative research approach where the multiple case study design was employed. A purposive sample of 152 participants comprising 72 learners and 4 educators each from Ghana and South Africa were selected for the study. The interview schedule, focus group discussion guide and unstructured observation guides were used to elicit data from the participants. The study revealed, amongst other things, that some of the methods employed by the educators in the teaching and learning encounter were ineffective in promoting adult learning in both programmes. The study recommends that methods employed to teach adult learners should help them effectively to make meaning of the various information or events that they are presented with. As a result, teaching moves from the traditional view of transmission to helping learners to reexamine their meaning-making structures.<br>UNISA<br>ABET and Youth Development
25
Larney, Redewan. "ABET programmes at community learning centres in the Western Cape." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6055_1194348734.
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<p>The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of "<br>what exactly is the nature of the relationship between adult education and training"<br>?</p>
26
Tennison, Colette. "Historical shifts in knowledge, skill and identity in the South African plant baking industry : implications for curriculum." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13379.
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The South African economy, as with the rest of the world economy, has been influenced by the trends of globalisation and the knowledge economy (Castells, 2001). The South African plant (large scale) baking industry is an industry undergoing significant change with the introduction of cutting edge technology and automation. The aim of this study is to examine the shifts in organisation of work in the South African plant baking industry and, in doing so, identify the corresponding shifts in knowledge, skill and identity of production supervisors. By examining how the work organisation of the bakeries has changed, as well as the adaptations of knowledge, skill and identity, the aim is to draw implications for the development of production supervisors in the future. This, combined with an analysis of the current curricula, is then drawn on to consider the possible implications for a curriculum that addresses the needs of production supervisors in the changing plant baking industry. This qualitative research made use of a case study approach. The first phase of the study examined views on shifts in the organisation of work, and the relative importance of knowledge, skill and identity, via interviews with employees of a national plant baking company that has multiple bakeries at varying stages of automation. Changes in the organisation of work and knowledge, skill and identity were then analysed through the lens of Marx’ Labour Process Theory and Barnett and Coate (2005)’s model for professional curriculum, respectively. The second phase of this study made use of documentary evidence of two different curricula currently available for the development of production supervisors; one developed by the South African Qualifications Authority and the other by the South African Chamber of Baking. This phase sought to examine their ability to address the new organisation of work identified in the first phase of the study, drawing again on the Barnett and Coate (2005) model for professional curriculum. Findings from the first phase of the study point to changes to the organisation of work as seen in the decrease in the amount of labour required to operate an increasingly automated plant and a shift in the role of the production supervisor. These changes have resulted in shifts in the relative importance of knowledge, skill and identity, according to those interviewed. The most significant of these shifts was the perceived increase in the relative importance of identity as interviewees identified the need for a strengthened occupational identity for production supervisors, and a relative devaluing of skill within the bakeries as the role of operators has shifted more towards monitoring instead of operating the machines. These findings might be explained by the increase in automation that has led both to a weakening of occupational identity and a change in the knowledge base required by production supervisors. The need for multi-skilling has increased the need for context independent knowledge. At the same time the need for the situated, tactile, knowledge of the bread making process remains. It is argued that it is this situated knowledge held by the older, more experienced production supervisors that enables the ability to solve problems on the line and potentially strengthens their occupational identity. It was found that neither of the two curricula examined addressed the current and future needs of production supervisors. The findings of both the first and second phases of the study point to the need for a new form of curriculum that addresses the needs of production supervisors who are required to function within the new organisation of work. Conclusions are that it is not possible to confer an identity through formal curriculum alone and work experience remains central to the identity of a production supervisor. Yet there remains a need to provide production supervisors with the context independent knowledge base of, and skill in, the bread making process; elements that can be addressed within a formal curriculum framework. The development of a mixed disciplinary knowledge base that consists of both situated knowledge and context independent knowledge may provide a way for the changes in knowledge, skill and identity to be accommodated in a curriculum that caters more effectively for both workers and an industry whose drive towards automation continues.
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Reddy, Kistammah Bergmann. "Perceived deterrents to participation in compensatory education educationally disadvantaged adult South Africans." University of the Western Cape, 1991. http://hdl.handle.net/11394/8461.
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Philosophiae Doctor - PhD<br>South African society is regulated by inequality and discrimination based on race. Fundamental human rights and privileges have been extended only to a small sector of the population. The majority of South African citizens remain constrained within a context of imposed inferiority in every aspect of their lives. Inequality, entrenched in political and economic apartheid structures, is also reflected in educational provision for Black citizens. Decades of apartheid schooling have resulted in a large population of illiterate, low-literate and educationally
disadvantaged adults. Educational, political and economic discrimination all contribute to relegate Blacks to the lowest socioeconomic strata of South African society. Since numerous Blacks, particularly Africans, are restricted from effectively learning in South African schools, there is an escalating need for compensatory adult education Segregation and unequal educational provision have always characterized education in South Africa. The system of apartheid schooling was formalized by the government in 1953 when different education systems for distinct population groups were introduced. Inequalities in the structural features of apartheid schooling were evident in the discriminatory allocation of funds for public education. In 1953 government funds allocated for the education of each White child were approximately R128
(Rands), for every Indian and Coloured child R40, and for every African child R17 (a 7:1 ratio between the 'White and the African allocations). In 1976, the year of uprising by school children in Soweto, the discrepancy in allocation of educational funds had widened to a 10:1 ratio with the White allocation rising to R724, Indian to R357, Coloured to R226, and Africans to only R71 (Horrell, 1982, p. 115). At that time White, Indian and Coloured children were provided with at least ten years of free compulsory schooling. Nonetheless, the unequal
distribution of educational funds afforded White children better educational facilities and better qualified teachers than those provided for other racial groups. The deliberate system of uneven educational provision for the various population registration groups was
reinforced in the early 1960's with the progressive extension of free and compulsory schooling to Coloureds and Indians. This was done through the Coloured Person's Education Act of 1963 and the Indian Education Act of 1965. Africans, who constituted the majority of the
population and who could least afford to pay for education, were not granted free and compulsory education until almost 20 years later. Not unexpectedly, failure and drop out rates among Africans within this system were very high, with the majority of school goers not staying
beyond primary school (seven years) (Christie, 1986). Until the 1970's approximately 70 percent of Africans attending schools were attending primary school, and less than 1 percent of Africans were in Matric, the final year of formal schooling in South Africa (Christie, 1986, p. 56).In the late 1970's the White-controlled government was forced to make changes in Black education. In 1976 Black South African school children throughout the country demonstrated to the world their intolerance of the apartheid education system by rising up in protest. Continued school unrest into the 1980's not only revealed the need for an immediate and critical assessment of South African schooling, but also demanded an examination of the whole spectrum of education in South Africa. The immediate government response to these protests took the form of violent repression, student expulsions, school closures, teacher and student arrests, and the banning of 18 Black consciousness groups. Only in 1981 did the government react to the educational crisis in a more conciliatory manner with the establishment of the De Lange Commission of Inquiry. The proposals made by the Commission challenged the fundamental structures of apartheid society. The
Commission recommended a single, unitary department of education for all South Africans and a changed school structure. After dragging its feet for two years, the government officially rejected the Commission's recommendation for a unitary education system for all South Africans.
28
Madden, Kim. "Policy, provision and practice in adult community education : exploring issues associated with non-participant men within the communities of South Wales." Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678379.
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29
Pettingell, Judith Ann. "Panics and Principles: A History of Drug Education Policy in New South Wales 1965-1999." University of Sydney, 2008. http://hdl.handle.net/2123/4150.
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PhD<br>When the problem of young people using illegal drugs for recreation emerged in New South Wales in the 1960s drug education was promoted by governments and experts as a humane alternative to policing. It developed during the 1970s and 1980s as the main hope for preventing drug problems amongst young people in the future. By the 1990s drug policy experts, like their temperance forbears, had become disillusioned with drug education, turning to legislative action for the prevention of alcohol and other drug problems. However, politicians and the community still believed that education was the best solution. Education Departments, reluctant to expose schools to public controversy, met minimal requirements. This thesis examines the ideas about drugs, education and youth that influenced the construction and implementation of policies about drug education in New South Wales between 1965 and 1999. It also explores the processes that resulted in the defining of drug problems and beliefs about solutions, identifying their contribution to policy and the way in which this policy was implemented. The thesis argues that the development of drug education over the last fifty years has been marked by three main cycles of moral panic about youth drug use. It finds that each panic was triggered by the discovery of the use of a new illegal substance by a youth subculture. Panics continued, however, because of the tension between two competing notions of young people’s drug use. In the traditional dominant view ‘drug’ meant illegal drugs, young people’s recreational drug use was considered to be qualitatively different to that of adults, and illegal drugs were the most serious and concerning problem. In the newer alternative ‘public health’ view which began developing in the 1960s, illicit drug use was constructed as part of normal experimentation, alcohol, tobacco and prescribed medicines were all drugs, and those who developed problems with their use were sick, not bad. These public health principles were formulated in policy documents on many occasions. The cycles of drug panic were often an expression of anxiety about the new approach and they had the effect of reasserting the dominant view. The thesis also finds that the most significant difference between the two discourses lies in the way that alcohol is defined, either as a relatively harmless beverage or as a drug that is a major cause of harm. Public health experts have concluded that alcohol poses a much greater threat to the health and safety of young people than illegal drugs. However, parents, many politicians and members of the general community have believed for the last fifty years that alcohol is relatively safe. Successive governments have been influenced by the economic power of the alcohol industry to support the latter view. Thus the role of alcohol and its importance to the economy in Australian society is a significant hindrance in reconciling opposing views of the drug problem and developing effective drug education. The thesis concludes that well justified drug education programs have not been implemented fully because the rational approaches to drug education developed by experts have not been supported by the dominant discourse about the drug problem. Politicians have used drug education as a populist strategy to placate fear but the actual programs that have been developed attempt to inform young people and the community about the harms and benefits of all drugs. When young people take up the use of a new mood altering drug, the rational approach developed by public health experts provokes intense anxiety in the community and the idea that legal substances such as alcohol, tobacco and prescribed drugs can cause serious harm to young people is rejected in favour of an approach that emphasizes the danger of illegal drug use.
30
Debela, Nega Worku. "Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.
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31
Manona, Barbara Nomanesi. "Evaluation of the National Diploma in Adult Basic Education and Training with regard to the demands of the ABET world of work." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1932.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005<br>The focus of this research is the evaluation of the National Diploma in Adult
Basic Education and Training (ABET) for the purpose of suggesting
improvements that could enable ABET diplomates to meet the demands of their
challenging ABET world of work. The research study is based on the reflections
of employed ABET diplomates and their employers on the relevance and
usefulness of the ABET qualification in the workplace.
The research is set against the general literature on the linkages between higher
education and workplaces in general and the need for the development of work
integrated curricula and high workplace competence levels in particular. The
research also draws on literature that relate to the National Qualifications
Framework (NQF) in the current South African education system and the role
that could be played by learnerships and service-learning in the development of
ABET practitioners. Reference is also made to the literature on employability of
graduates, the contextual nature of the ABET world of work, work-based
learning, and pedagogy or andragogy that is needed to support workplace
practices.
Qualitative evaluation approaches and narrative data production methods in the
context of teaching and learning were used. The lecturers, ABET diplomates and
their employers were interviewed in order to find out how the National Diploma in
ABET prepared the diplomates to be effective and efficient in their ABET world of
work. Curriculum documents for the National Diploma in ABET were also
consulted.
The research findings indicated that employed ABET diplomates find it difficult to
meet all the demands of the workplace in general and to demonstrate an
understanding of unit standards and outcomes when preparing lessons and
planning learner activities in particular.
The study therefore calls for higher education institution to find alternative ways
of offering the National Diploma in ABET by establishing partnerships with
workplaces and work closely with potential employers of ABET diplomates. Such
collaborative efforts could result in the development of work-integrated curricula
which could enable ABET diplomates to spend more time in the workplace than
in the classroom. The study recommends that higher education institutions
should be involved in ABET Practitioner learnerships that provide work-based
learning and in service-learning which provides community service experience in
order to provide learners with an opportunity to connect theory with practice and
ideology with actuality.
32
Coleman, Lynn. "Implementing lifelong learning at a Technikon in South Africa." University of Western Cape, 2001. http://hdl.handle.net/11394/8497.
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Magister Philosophiae - MPhil<br>The nature of lifelong learning in the context of a South African technikon is the
investigation focus of this mini-thesis. It argues for the adoption of a holistic and
humanistic conceptualization to lifelong learning in this context. The argument that the
implementation of lifelong learning has significant implications for all aspects in the
functioning of a higher education institution, is supported.
33
Nduna, Joyce Nothemba. "Environmental education for sustainable communities by adult practitioners in a black urban community." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51744.
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Thesis (Ph.D.)--Stellenbosch University, 2000.<br>ENGLISH ABSTRACT: Within the broad theoretical context provided by debates and policies on
curriculum development and current approaches in adult and environmental
education, this study attempted to improve my own practice by making a
meaningful contribution towards the professional development and conceptual
understanding of student teachers who have registered for a three-year National
Diploma in Adult Basic Education and Training (ABET) at the Peninsula
Technikon in Cape Town. Although these students have no teaching
qualifications, they are involved in community literacy education for
disadvantaged people in various communities and in non-governmental
education centres. The professional development and conceptual understanding
of the students with regard to sustainability as a key environmental concept was
effected by focusing on the concepts, and applying the processes of
environmental education for sustainability (EEFS) in the teaching and learning
process.
In an attempt to integrate theory and practice the student teachers took action in
community-based environmental projects organised by the Tsoga Environmental
Resource Centre in Langa, Cape Town. The idea was that they should apply
their acquired skills and understanding of sustained environments and teach
adult learners to transform their local environments through their literacy classes.
This means integration of adult literacy with environmental or ecological literacy
The interviews and observations of the students at work in the community were
not only aimed at providing feedback for the purposes of future programme
design but also at monitoring what the students did with their learning
experiences regarding EEFS as a theme, in a different teaching situation (adult
literacy classes). In the final analysis, the present study attempted to clear up conceptual
misunderstandings and to show that education processes are as important as its
content and outcomes. It has attempted to operationalise curriculum approaches,
recommended for environmental sustainability, in a practical way. The study as a
whole is set within the general literature of both adult and environmental
education, and particularly that of curriculum and student development for social
transformation.<br>AFRIKAANSE OPSOMMING: Binne die breë teoretiese raamwerk van diskoers en nasionale
beleidsdokumente ten opsigte van kurrikulumontwikkeling, en huidige
benaderings tot volwasse en omgewingsopvoeding poog hierdie studie om my
eie praktyk te verbeter deur 'n betekenisvolle bydrae te lewer tot die
professionele ohtwikkeling, en konseptueie begrip van studentonderwysers wat
ingeskryf is vir 'n drie-jaar Nasionale Diploma in Volwasse Basiese Onderwys
aan die Skiereilandse Tegnikon in Kaapstad. Alhoewel hierdie studente oor
geen formele onderwyskwalifikasies beskik nie is hulle betrokke in
geletterdheidsopvoeding onder benadeelde gemeenskappe en in nieregeringsentra.
Die professionele ontwikkeling en konseptueie begrip van die
studente ten opsigte van volhoubaarheid as 'n sentrale omgewingskonsep is
ondersoek deur te fokus op die kernbegrippe, en die aanwending van prosesse
eie aan omgewingsopvoeding vir volhoubaarheid (OOW) in leer en
onderrigprosesse.
In 'n poging om teorie en praktyk te integreer is studente aangemoeding om
betrokke te raak in verskeie gemeenskapsgebaseerde projekte wat deur die
Tsoga Omgewingsentrum in Langa, Kaapstad georganiseer word. Die idee
hiermee was dat hulle ontwikkelende vaardighede en begrip ten opsigte van
volhoubare gemeenskappe sal aanwend deurdat terwyl hulle volwasse leerders
leer lees en skryf, hulle terselfdertyd sal bydra tot die transformasie van hulle
gemeenskappe. Dit beteken integrasie van volwasse geletterdheid met
omgewings of ekologiese geletterdheid.
Onderhoude met, en waarnemings van die studente tydens hulle werk in die
onderskeie gemeenskappe is gedoen nie alleen met die oog op
programontwikkeling nie, maar ook met die oog op monitering van die
verskillende wyses waarop studente hulle eie leerervarings in (OOVV) hulle
praktyk in 'n ander konteks (volwasse geletterdsheidsklasse) beïnvloed en verryk.
By wyse van samevatting kan gesê word dat hierdie studie ondersoek ingestel
het na wanpersepsies ten opsigte van omgewingskonsepte en hoe dit
aangespreek kan word, en aangetoon het dat ook in hierdie konteks, onderwys
prosesse net so belangrik soos inhoud en uitkomstes is. Verder is
kurrikulumbenaderings wat vir OOW ontwikkel is ondersoek en in konteks van
Volwasse Basiese Onderwys geoperasionaliseer. Die studie as geheel is gesetel
binne die algemene literatuur van beide volwasse en omgewings opvoedkunde,
en in besonder die van kurrikulum en studente ontwikkeling vir sosial
transformasie.
34
Gill, Judith. "Differences in the making : the construction of gender in Australian schooling /." Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phg4753.pdf.
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35
Steer, Ashleigh. "A Comparative Study of the Freirean Pedagogical Practices employed by Popular Educators in South Africa and Canada during Facilitator Training." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29853.
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This thesis sets out to explore a comparative study of four Popular Educators using Freirean pedagogical practices in Canada and South Africa and discusses how different country contexts affect their pedagogies. This study explores how critical pedagogy addresses the mobilization of theory and its application into practice in different contexts. In order to analyse and conceptualize the facilitator’s pedagogy and the mobilization of Freire’s theory into their practice; Freire’s critical pedagogical theory was drawn on as well as the theories of other critical and feminist pedagogues, some of who analyse how theory is mobilized into practice. Foley’s theory of ideology is also drawn on alongside Freire’s educational theory. Finally, theories and research examining contextualized pedagogy is employed to analyse how Freire’s critical pedagogy is applied in different social contexts. This is a qualitative comparative study and the research took place in both Cape Town, South Africa and Toronto, Canada and utilized three forms of qualitative data collection tools; interviews, observations and document analysis. The researcher observed two days of workshops for each organisation, conducted interviews with four facilitators and four participants, two facilitators and two participants from each organisation, and carried out document analysis using one organisation information brochure or website from each organisation. Key findings have suggested that the lead facilitators’ pedagogies are greatly influenced by their foundational insurgent, liberating ideologies; ideologies that have been formed over their lifetime through life experiences and engagement with influential theorists and their theories. The lead facilitators’ pedagogies in both contexts pedagogies employ aspects from the Freirean model such as guided student-centred learning. However, availability of access to resources in each context affected facilitators’ ability to engage in different forms of student-centred learning activities. The study confirmed that facilitator’s curriculums were engaging with relevant issues pertaining to students lives, but the delivery of these issues did not align with a Freirean model in both contexts. The divergence from a Freirean delivery was found to be interwoven within the power relations in the classroom. The findings revealed that is seemed difficult for lead facilitators to completely dissolve hierarchies in the classroom, even though an exchange of knowledge was greatly advocated by both facilitators and participants. This study has elucidated how important it is to consider a multitude of factors, including contextual and personal histories when attempting to appropriately contextualize pedagogical models to be conducive to different contexts.
36
Perold, Jana. "Entrepreneurial development through non-formal adult education and skills training in a rural community." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53411.
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Thesis (Master of Consumer Science)--Stellenbosch University, 2003.<br>ENGLISH ABSTRACT: In recent years unemployment figures in South Africa have reached alarming proportions. Many
people do not have any form of income, and many others rely on irregular incomes from seasonal
work. Education of adults has been highlighted as a possibility for teaching people various skills,
which they could apply to generate an income for themselves. This research was conducted by
following a participatory action research method to determine whether a nonformal adult education
programme would assist individuals in generating an income.
The literature review to support the research conducted included a discussion on poverty, rural
areas and their development, and the relevance of entrepreneurial development for these areas.
From here, the focus of the literature review moved to that of adult education as applied in training
programmes. Participatory Action Research (PAR) and its role in a nonformal adult education
programme is discussed, followed by a discussion of empowerment. The monitoring and
evaluation of these programmes are also described.
The Development and Advancement of Rural Entrepreneurship (DARE) is a programme that was
launched in 2000 by the Department of Consumer Science: Foods, Clothing, Housing at the
University of Stellenbosch. The main focus of this programme is the assistance given to rural
communities to assist them in addressing the problem of unemployment and poverty, by providing
support and training to potential local entrepreneurs.
The rural town of Montagu was identified to conduct a nonformal adult education programme,
focusing on skills training and entrepreneurial development of interested individuals in the
community. The research period lasted 14 months. The programme itself consisted of different
projects that concentrated on skills training suitable for income generation. People from the
community were invited to attend the programme, making all participation voluntary. A PAR
approach to present training skills was followed. Each PAR cycle consisted of four stages, namely
planning, action, observation, reflection, as well as the revised plan which forms the first phase of
the next plan. This approach ensures maximum involvement of participants. Empowerment levels
of participants were measured using a standardised questionnaire with a pre- and post- test
design. One of the PAR cycles included a five-day business course. Different aspects of
entrepreneurship were addressed during the programme and eventually all the skills were
combined and implemented to assist in the generation of income.
Data of the empowerment levels of participants, and general information on the participants and
their evaluation of the programme are documented as case studies. This data was also used to
evaluate the success of the programme. The analysis of the data clearly shows that there was a need for skills development and
entrepreneurial development in this rural area. Participants were eager to take part in the
programme and to apply their skills in the market place where they displayed the skills they have
acquired. Those participants who completed the programme all demonstrated an increase in their
empowerment levels, the most significant increase on micro level.
The research results indicated that participants were able to apply the knowledge and skills gained
during the programme. However, four months after the completion of the programme none of
them were involved in income-generation ventures. Despite the fact that the need for training
existed in this rural area, sustainability was problematic once the facilitator withdrew. It is therefore
recommended that novice entrepreneurs should have long-term guidance and emotional support
in order to reach independence eventually.<br>AFRIKAANSE OPSOMMING: Die werkloosheid syfer in Suid-Afrika het die afgelope paar jaar onrusbarend toegeneem. 'n Groot
aantal mense het geen vorm van inkomste nie, en baie maak staat op die inkomste wat hulle uit
seisoenwerk genereer. Opleiding van volwassenes is aangedui as 'n wyse waarop mense 'n
verskeidenheid vaardighede kan aanleer wat hulle dan kan toepas om sodoende vir hulself 'n
inkomste te genereer. Hierdie navorsing is onderneem om te bepaal of 'n nieformele
opleidingsprogram waar 'n deelnemende aksienavorsingsmetode (DAN) gevolg is, individue sal
kan help om 'n inkomste te genereer.
Die literatuuroorsig wat die navorsing onderskryf, sluit 'n bespreking in van armoede, landelike
areas en die ontwikkeling daarvan asook van die relevansie van entrepreneuriese ontwikkeling in
hierdie areas. Die fokus van die literatuur verskuif dan na volwasse onderwys, soos toegepas in
opleidings programme. Daarna word deelnemende aksienavorsing (DAN) en die rol daarvan in
programme in nieformele onderwys vir volwassenes bespreek. Dit word gevolg deur 'n bespreking
van bemagtiging. Laastens word monitering en evaluering van programme bespreek.
Die Development and Advancement of Rural Enterprises (DARE) Program is deur die Universiteit
van Stellenbosch, Departement Verbruikerswetenskap: Voedsel, Kleding, Behuising in 2000
geloods. Die fokus van die program is om bystand aan landelike gemeenskappe ten opsigte van
die hantering van werkloosheid en armoede aan te spreek.
Die landelike dorp Montagu, is geïdentifiseer as 'n area om 'n nieformele onderwysprogram vir
volwassenes wat fokus op vaardigheidsopleiding en entrepreneuriese ontwikkeling van
belangstellende individue in die gemeenskap, aan te bied. Mense van die gemeenskap is
uitgenooi om vrywillig aan die program deel te neem. Die navorsingsperiode het oor 14 maande
gestrek. Die program self het bestaan uit verskillende projekte wat op opleidingsvaardighede
geskik om 'n inkomste te genereer, fokus. 'n Deelnemende aksienavorsingsmetode is gevolg om
opleidingsvaardighede aan te bied. Elke DAN-siklus het uit vier fases bestaan, naamlik
beplanning, aksie, observasie en besinning. 'n Hersieningsplan het deel uitgemaak van die eerste
fase van die volgende siklus. Hierdie benadering het maksimum betrokkenheid deur deelnemers
verseker. Tydens een van die DAN siklusse, is deelnemers se bemagtingingsvlakke gemeet deur
gebruik te maak van 'n gestandaardiseerde vraelys met 'n voor- en ná-toets ontwerp. Een van die
DAN-siklusse het uit 'n vyf-dag sakekursus bestaan. Verskillende aspekte van entrepreneurskap
is tydens die program aangespreek en ten slotte is alle vaardighede saamgevoeg en
geïmplementeer om die generering van inkomste aan te moedig. Gevallestudies is gebruik om deelnemers se bemagtigingsvlakke, algemene inligting oor die
deelnemers en die deelnemers se evaluering van die program aan te teken. Hierdie data is ook
gebruik om die sukses van die program te evalueer.
Die data analise wys uitdruklik dat daar 'n behoefte was aan die ontwikkeling van vaardighede en
entrepreneuriese ontwikkeling in hierdie landelike gebied. Deelnemers was gretig om aan die
program deel te neem en om vaardighede wat aangeleer is, toe te pas op die ope mark. Die
deelnemers wat die program voltooi het, het almal 'n verbetering ten opsigte van hulle vlakke van
bemagtiging getoon, met die grootste verbetering op die mikrovlak.
Die navorsingsresultate bevestig dat die deelnemers hulle vaardighede en kennis wat in die
program verwerf is, kon toepas. Nogtans was geeneen van die deelnemers wat die program
voltooi het, vier maande ná die afloop van die program besig om 'n inkomste te genereer nie. AI
was daar 'n behoefte aan opleiding in hierdie landelike area geidentifiseer, was daar, nadat die
fasiliteerder onttrek het, geen volhoubaarheid van die program nie. Daar word dus aanbeveel dat
opkomende entrepreneurs langtermynondersteuning sal geniet wat uiteindelik tot hul
onafhanklikheid sal lei.
37
Pottier, Lyndal. "'Respek vir ek, respek die plek!': a case study of a single popular educator's approach to pedagogy in post-apartheid South Africa." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11134.
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Includes abstract.<br>Includes bibliographical references (p. 80-87).<br>This thesis explores the pedagogy of a single popular educator, Mike Abrams, currently practising in post-apartheid South Africa. The study aimed to describe his ideology, educational theory and practice and to explore the links between these and current social justice issues in South Africa. It also aimed to locate his practice within his personal background. Mike Abrams was chosen as the subject of the case study owing to his extensive work and commitment as a popular educator.
38
Mackenzie, Elizabeth Anne. "Distant voices : a study of distance education text strategies in relation to adult learning styles." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17182.
Der volle Inhalt der QuelleAnnotation:
Bibliography: pages 141-151.<br>Distance education promises to broaden access to education to an increasing number and variety of learners in the "new South Africa". The construction and presentation of course texts is a critical factor in whether that promise is fulfilled. The producers of texts, working in their specific socio-cultural contexts, select and sequence the concepts they teach and create voices in the text which work in place of actual teachers. These textual voices interact with readers in a variety of communicative and educative ways, opening to greater or fewer styles of learning, and constructing a wider or narrower range of identities for readers. This results in learning styles being more or less able to be engaged, and learners being more or less able to identify with identities constructed for them by the text. The learner identities so constructed are sustained by combinations of political, educational and global discourses which reflect, challenge or perpetuate social power relations, such as gender
39
Mrowa, Colette. "Communication, discourse, interaction in language classes. /." Title page, contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phm939.pdf.
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Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1997.<br>Amendments and errata are in pocket on front end paper together with covering letter. Includes bibliographical references (leaves 168-185).
40
Reid, Helen M. J. "Age of transition : a study of South Australian private girls' schools 1875-1925 /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phr3545.pdf.
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Gass, Jeremy. "A critical investigation of the notion of active citizenship within the workers' educational association South Wales." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/16433/.
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This thesis examines the ways in which active citizenship is conceptualised by a variety of actors within the Workers’ Educational Association South Wales and is the work of an ‘insider’ with experience of the organisation as both employee and Trustee. The Association is a democratically structured, voluntary organisation with a history of providing adult education in communities throughout south Wales for more than a hundred years. Its reliance on funding from the Welsh Government for the majority of its income is a significant aspect of the background to this study, particularly as one of the Association’s aims is the provision of courses that ‘will assist in the promotion of active citizenship’. The research is set within the contexts of changes in adult education policy during the Association’s lifetime and a contemporary emphasis on the economic purpose of education, the contested nature of the concepts of citizenship and active citizenship and the organisation’s historic role in relation to the Labour movement and past tensions in respect of the receipt of state funding. The study explores through semi-structured interviews with those responsible for the Association’s strategic direction, both senior staff and Trustees, as well those whose role is to implement policy as Development Workers and Part-time Tutors, how active citizenship is understood and whether or not there is a shared understanding within the Association. A picture emerges in which there appears to be uncertainty among a significant proportion of participants about the Association’s purpose as well as a lack of a shared understanding of what active citizenship means and of the kinds of active citizenship the Association could promote. The study also reveals shortcomings in organisational capacity to achieve the aim of promoting active citizenship. The thesis concludes with a series of policy recommendations for the Association to consider.
42
Kim, Hae Na Kim. "The Relationship between and among Job Satisfaction, Training and Organizational Culture in South Korea's Manufacturing Industry." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462800023.
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Mackie, Robin Duncan Alfred. "An analysis of policy development within the Centre for Adult Education at the University of Natal (1971-1991)." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17499.
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Bibliography: pages 181-189.<br>The construction of macro level policy is made more difficult by the absence of a reservoir of analytical accounts which raise issues which policy at that level must address. This study is concerned with the development of policy within a very specific context and as such it is a modest and limited contribution to the development of that reservoir of theorised practice of adult education in South Africa. In this it is both a documentary record of the development of adult education at the University of Natal and an exploration of the dynamics of the policies which were evolved to direct that development. The study is thus a descriptive and analytical account of the work of the Centre for Adult Education at the University of Natal over the 20 year period from 1971 to 1991 set against the context of the broad development of adult education in South Africa in general and developments in university based adult education development in particular.
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Daniels, Delia Josianne. "Keyboard tuition for adult beginners : investigating Practical Piano Study 171 at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/49730.
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Thesis (MMus) -- Stellenbosch University, 2002.<br>ENGLISH ABSTRACT: In 1999, two certificate courses were introduced at the Department of Music of the
University of Stellenbosch, namely the BMus Foundation Programme (preparatory) and
the Introductory Programme in Music. The BMus Foundation Programme aims to reach
students who intend doing the BMus Programme but do not meet the required standard
for the BMus Programme at the time of enrolment. On the successful completion of the
BMus Foundation Programme, these students can then be promoted to the BMus
Programme. The Introductory Programme in Music concentrates on students who have
had little or no prior formal theoretical or practical training in music. These students aim
to obtain, an understanding of the fundamentals off'music within the minimum period of
one academic year.
The Introductory Programme in Music is dual-functional:
Students can terminate their studies on completion of the course
or
11 Students who wish to continue their studies in music can enrol for the
BMus Foundation Programme on completion of the Introductory
Programme in Music.
The Introductory Programme in Music. consists of the following modules: Music Skills
171, Choir Singing 179 and Practical Music Studies: Preparatory 17l. The Practical
Music Studies: Preparatory 171 module concentrates on teaching students the basic
practical skills required to play an instrument. The student decides which instrument
he/she wants to study. This thesis focuses on piano and electronic keyboard instruction for Practical Music Studies: Preparatory 171. The course will be referred to as Practical
Piano Study 171 throughout the thesis. At the completion of the Introductory Programme
in Music, students need to have reached a Grade 3-4 (UNISA) level for Practical Piano
Study 171.
In this thesis, the present syllabus implemented for Practical Piano Study 171, is critically
investigated. This investigation includes the following: the forms of tuition offered, that
is, group and individual tuition, the curriculum material that is used and the curriculum
itself Furthermore, the psychological, physiological and mental make-up of the student
enrolling for this course in general will be discussed. In this instance, the umbrella term
"adult" is used. Attention is also given to teaching aids that can assist in piano and
electronic keyboard instruction. A demonstration video is included with the thesis in
order to illustrate its potential as a teaching aid. Suggestions based on the conclusions
drawn from this research are given for the improvement of Practical Piano Study 171.<br>AFRIKAANSE OPSOMMING: Die Departement Musiek van die Universiteit van Stellenbosch het gedurende 1999
twee sertifikaat kursusse ingewy, naamlik die BMus Basisprogram (Voorbereidend)
asook die Inleidende Program in Musiek. Die BMus Basisprogram beoog om uit te reik
na studente wat die BMus Program wil volg, maar wat nie tydens inskrywing aan die
vereiste standaard van die BMus Program voldoen nie. Na die suksesvolle voltooiing van
die BMus Basisprogram, kan hierdie studente tot die BMus Program bevorder word. Die
Inleidende Program in Musiek konsentreer op studente wat min of geen teoretiese of
praktiese opleiding in musiek ontvang het nie. Hierdie studente se doelwit is om 'n begrip
van die grondbeginsels van musiek binne die minimale tydperk van een akademiese jaar
te bekom.
Die Inleidende Program in Musiek het 'n tweeledige funksie:
Die student kan die kursus teen die einde van die akademiese jaar
voltooi
of
11 Studente wat na voltooiing van die Inleidende Program in Musiek
graag met hul studies in musiek wil voortgaan, kan vir die BMus
Basisprogram inskryf
Die Inleidende Program III Musiek bestaan uit die volgende modules:
Musiekvaardighede 171, Koorsang 179 en Praktiese Musiekstudie: Voorbereidend
171. Laasgenoemde kursus konsentreer daarop om studente die basisse praktiese vaardighede wat vir die bespeling van 'n musiekinstrument vereis word, aan te leer.
Die student besluit watter instrument hy/sy wil bestudeer. Hierdie tesis fokus op
klavier- en elektroniese klawerbordonderrig vir Praktiese Musiekstudie: Voorbereidend
171. In hierdie tesis sal deurgaans daarna verwys word as Praktiese Klavierstudie 171.
Teen voltooiing van die Inleidende Program in Musiek behoort studente reeds 'n Graad
3 - 4 (UNISA) vlak in Praktiese Klavierstudie 171 te bereik het.
Die huidige leerplan wat vir Praktiese Klavierstudie 171 geïmplimenteer is, word in
hierdie tesis krities ondersoek. Dié ondersoek die volgende: die wyses waarop
onderrig aangebied word, dit wil sê, groep- en individuele onderrig, die kurrikulêre
inhoud wat gebruik word, sowel as die kurrikulum. Verder word die algemene
psigiese, fisiese en verstandelike aspekte van die student wat vir hierdie kursus inskryf,
bespreek. In hierdie instansie word die alomvattende term ''volwassene'' gebruik.
Aandag word ook geskenk aan die onderrighulpmiddels wat tot klavier- en elektroniese
klawerbord-onderrig kan bydra. 'n Demonstrasievideo word by hierdie tesis ingesluit
om die potensiaal daarvan as 'n hulpmiddel te illustreer. Wenke ter bevordering van die
Praktiese Klavierstudie 171 kursus wat op die gevolgtrekkinge van hierdie ondersoek
gebaseer is, word ter afronding aan die hand gedoen.
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MacGill, Bindi Mary, and belinda macgill@flinders edu au. "ABORIGINAL EDUCATION WORKERS IN SOUTH AUSTRALIA: TOWARDS EQUALITY OF RECOGNITION OF INDIGENOUS ETHICS OF CARE PRACTICES." Flinders University. School of Australian Studies, 2009. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20090630.142151.
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This thesis is focused on Aboriginal Education Workers (AEWs) who work with, support and care for Indigenous students in schools in South Australia. AEWs work in the border zones (Giroux 2005) between the values of schools and the expectations of Indigenous communities. This thesis highlights how AEWs experience indirect discrimination in the workplace as a result of their complex racialised position. In particular, there is a general absence of recognition of AEWs caring role by non-Indigenous staff in schools.
AEWs are not only marginalised in schools, but also at an institutional level. While AEWs working conditions have improved, the redistribution (Fraser & Honneth 2003, p. 10) of better working conditions has not eliminated indirect discrimination in the workplace. Furthermore, there is little research regarding AEWs in Indigenous education. Thus at three levels, namely school, Department of Education and Childrens Services (DECS) and academia, there is a cyclical pattern that perpetuates an absence of recognition of AEWs.
This thesis uses whiteness theory (Frankenberg 1993) as a theoretical framework to examine this lack of recognition and the consequent low status of AEWs in schools. The thesis emerges from research, experience working as a teacher in a remote Aboriginal school with AEWs, and in-depth semi-structured interviews with 12 AEWs who are working in South Australian state schools. Standpoint theory (Collins 2004; Harding 2004) is used as both a method and methodology in order to understand and map AEWs position in schools. A common theme raised by all of the AEWs in the interviews is the absence of recognition of their work in schools by non-Indigenous staff and the consequent feeling of marginalisation in the workplace. In this thesis the site-specific contexts of the interviewees and the effects of whiteness are examined.
The findings that emerged from the in-depth semi-structured interviews with AEWs were concerned with Indigenous ethics of care models. The narratives from the interviewees who were AEWs revealed how white ethics of care practices in schools de-legitimise Indigenous ethics of care. Furthermore, the discursive regimes that govern school policy and protocol often limit AEWs ability to respond effectively to Indigenous student needs. This thesis highlights the complexities and contradictions of AEWs who are working in the border zones. As a result, AEWs often feel caught between school expectations and community protocols.
This thesis advocates equality of recognition of Indigenous ethics of care practices to address the indirect discrimination that AEWs experience. It concludes with a map for recognition of AEWs' care practices on an institutional level in relation to academia and DECS, and in schools in order to overturn the continual marginalisation of AEWs in South Australia. It argues for a values shift for non-Indigenous teachers and staff in schools and at the institutional levels in DECS and academia. In particular, this involves a values shift by non-Indigenous teachers, academics and policy makers towards an understanding of whiteness. Recommendations are provided in the concluding chapter that signpost possible moves towards equality of recognition of Indigenous ethics of care practices by non-Indigenous staff in schools.
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Wicks, Keren. ""Teaching the art of living" : the development of special education services in South Australia, 1915-1975 /." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw6367.pdf.
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47
McAllister, Patrick A., Michael Young, Cecil Manona, and Jo Hart. "Educational needs of adults in Mdantsane." Rhodes University, Institute of Social and Economic Research, 1992. http://hdl.handle.net/10962/2079.
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The purpose of the study was to collect some preliminary information in advance of the inauguration of a new educational project at Fort Hare University which, under the guidance of a new Vice-Chancellor, Dr. S.M.E. Bengu, is forging for itself a new course of development as a people's University. The new project arises out of a report prepared by the International Extension College for the University of Fort Hare. The hope is that a number of innovations can be introduced into adult education in the Eastern Cape which will prove of value in meeting the needs of people living in different kinds of localities. The planning will begin in the early winter, as soon as staff have assembled, and as soon as Dr. David Warr, the international consultant to the project, is in post. It seemed sensible to conduct, in advance, one of the surveys which will be needed to underpin plans. To do this at short notice and complete it in a short time (the work did not commence until February, 1992) the best course was to rely on an experienced team from a neighbouring University, Rhodes, which had already conducted surveys in different districts within the Eastern Cape, and to bring in further support from the University of Natal<br>Digitised by Rhodes University Library on behalf of the Institute of Social and Economic Research (ISER)
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McGee, D. Jeffrey. "Cross-Cultural Dynamics Among White-led Nonprofit Organizations in South Phoenix Communities of Color." Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822733.
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<p> White administrators of nonprofit organizations are tasked with the challenge of making the right decisions when their nonprofit seeks to work in predominantly Black and Brown neighborhoods. They utilize their personal worldviews and instincts to carry out the mission of their organization. The problem is that White administrators use their own cultural beliefs as their guide, which typically is counterintuitive to the cultural beliefs of Black and Brown people in the neighborhoods they wish to serve. This disparity raises issues, barriers, and sometimes conflict between both groups, which further divides efforts of collaboration. This study investigates the assumptions, disparities, and paradoxes that exist and arise between administrators in a Whiteled nonprofit organization and residents in Communities of Color as they negotiate issues of trust, decision-making, and transformative practices through the context of a nonprofit agency’s mission and the neighborhood. By using portraiture, the assumptions, disparities, and paradoxes were examined utilizing the factors whereby groups engaged in relationship-building efforts. Employing one-to-one interviews, focus groups, observations, and documents allowed the researcher to answer the research questions through the portraits. These questions were centered on the understanding of the roles that White administrators and Black and Brown residents carry out in collaborative process efforts. Based on their understanding of these roles, the research sought to find a collaborative process that works. The findings revealed through the data that the Black and Brown residents and White-led administrators in nonprofits can achieve true collaborative practices through a more democratic approach. By understanding Black and Brown residents’ Community Cultural Wealth, both groups can engage in this democratic approach which benefits the mission of the nonprofit and empowers the Black and Brown residents.</p><p>
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Wilson, Daphne May. "The African adult education movement in the Western Cape from 1945 to 1967 in the context of its socio-economic and political background." Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/20146.
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Bibliography: pages 310-325.<br>At the end of World War II, volunteers from the University of Cape Town began literacy and post-literacy evening classes for African adults near the Blouvlei squatter settlement in Retreat. From this small beginning a significant voluntary adult education movement developed until, at the peak of its expansion, there were night schools located at fourteen different sites in the Cape Peninsula from Sea Point to Simonstown. The thesis studies the twenty-three year lifespan of this movement which provided tuition at both primary and secondary level and from 1950 called itself the "Cape Non-European Night Schools Association" (CNENSA). The history of the organisation deals chronologically with three distinct periods: (1) 1945-1948, the opening phase, when in the aftermath of a Commission of Enquiry into adult education, volunteer groups undertaking adult night classes were encouraged and were granted small subsidies; (2) 1949-1957, a period of continuing and rapid expansion; (3) 1958-1967, the years in which the government reduced, restricted and finally eliminated all the CNENSA's schools. While the movement is studied with regard to its educational programme, choice of subjects, curricula, text-books and general organisation, much of the central interest derives from an examination of its origin and operation in relation to the political and socio-economic developments in the country. The study is thus concerned with the causes of African poverty and illiteracy and the continuous backdrop of major external events during the existence of the Association. In the inter-relatedness of the two historical themes thus pursued, the participants in the education movement, both teachers and pupils, are seen to reflect the wider society, and the study in its broad survey refers to many events of profound historical significance; these include the setting up of Bantu Education and the other pillars of apartheid, the development of major protest organisations and trade unions, the staging of the Civil Disobedience Campaign and the Congress of the People, the events at Sharpeville and in Langa in 1960 and the eventual emergence of underground movements and armed resistance. There is a strong focus on the motives and attitudes of both the learners and teachers in the movement and on their perceptions of their times and of each other. In this respect an interesting liberal-radical continuum is seen running right through the history of the Association. In the concluding chapters, to question the evidence from an alternative viewpoint before final evaluations are made, the work of the CNENSA is examined in the light of a Paulo Freirian perspective.
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Watters, Kathleen Anne. "A study of the Building Industries Federation of South Africa training model of skill development for the purpose of considering its appropriateness as a model for large-scale Adult Basic Education provision." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/22053.
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Bibliography: pages 84-89.<br>Proponents of CB claim that the system can provide an effective and efficient framework for a large scale national ABE programme which articulates with national education and vocational training systems. This framework provides a particular kind of answer to the 'literacy for what' question. The emphasis is on development. In this research, this view is contrasted with a version of literacy which gives a different answer to the 'literacy for what' question. Researchers such as Street and Wagner and many of the Non-government organisations affiliated to the National Literacy Co-operative prefer to view literacy as a free standing programme concentrating on individual and local needs. These contrasting positions will be used to consider the relative strengths and weaknesses of CB for ABE. While the possibility of using a CB system for the ABE programme in the building industry will be considered, the research will also consider the opportunity of CB beyond the specific needs of the building industry.