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Journal articles on the topic 'Adult education – South Africa – Transkei'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Kyakuwaire, Hellen, Agnes Kirikumwino, Juliet Nabossa, and Grace Ann Edwards. "Evaluating a work/study programme for Nurses and Midwives at Aga Khan University, Uganda." Scholarship of Teaching and Learning in the South 4, no. 2 (2020): 63. http://dx.doi.org/10.36615/sotls.v4i2.129.

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The work/study programme for nurses and midwives at Aga Khan University School of Nursing and Midwifery (AKU-SONAM) is a unique concept in East Africa. This study explored whether nursing and midwifery students undergoing a work-study programme at AKU-SONAM felt their education was underpinned by an adult education philosophy. A semi-structured questionnaire designed specifically for this study based on the Knowles’ (1980) ‘Principles of Adult Education’ was administered to 96 students who completed their programmes in 2017 and 2018 respectively. Our paper reports on both the positive aspects of students’ experiences in this work-study programme, including the improvement of critical thinking skills and the direct transfer of classroom learning to clinical practice, along with negative impacts related to a poor work/life balance. Despite challenges related to quality and delivery highlighted in studies involving nursing and midwifery education in Africa, the findings of our study seem to show a positive experience in addressing the needs of the majority of the participants, as well as in meeting the objectives of the programme. We conclude that understanding the benefits and challenges faced by students will help to ensure the appropriate teaching and learning approaches. Keywords: Work/study programme, Uganda, Nurses and midwives evaluation, Upskilling, Nursing and midwifery educationHow to cite this article:Kyakuwaire, H., Kirikumwino, A., Nabossa, J. & Edwards, G.A. 2020. Evaluating a work/study programme for Nurses and Midwives at Aga Khan University, Uganda. Scholarship of Teaching and Learning in the South. 4(2): 63-79. https://doi.org/10.36615/sotls.v4i2.129.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Monyooe, Lebusa A., and C. N. Fumba. "Pupils' Views on Sex Education in Transkei Schools, South Africa." Psychological Reports 82, no. 1 (1998): 337–38. http://dx.doi.org/10.2466/pr0.1998.82.1.337.

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Responses to a questionnaire of 49 girls and 28 boys, who ranged in age from 17 to 29 years, suggested that pupils were favorable to sex education at schools as enhancing self-esteem, responsibility, and understanding of issues.
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3

TISCHLER, JULIA. "EDUCATION AND THE AGRARIAN QUESTION IN SOUTH AFRICA, c. 1900–40." Journal of African History 57, no. 2 (2016): 251–70. http://dx.doi.org/10.1017/s0021853716000062.

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AbstractDuring the first half of the twentieth century, deep structural changes occurred in the South African countryside. While farming became an important pillar of the national economy, more and more people left the land in search of better lives in towns and cities. This article examines agricultural education, an early avenue of state intervention in farming, to elucidate how officials and groups of farmers navigated the ‘agrarian question’ by trying to define the roles that men, women, blacks, and whites played in the sector's restructuring. I argue that agricultural planning was inextricable from ideologies and politics of segregation, a factor that historiography has not systematically taken into account. By comparing interventions in the Transkei and Ciskei with those in the Orange Free State, this article illuminates the interrelations between rural planning and segregation, as well as how they were complicated by delineations of class and gender.
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Cherian, Varghese Iepen. "Relation of Parental Education and Life Status to Academic Achievement by Xhosa Children." Psychological Reports 71, no. 3 (1992): 947–56. http://dx.doi.org/10.2466/pr0.1992.71.3.947.

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This study investigated the relationship between parental education and academic achievement of 1021 Xhosa pupils (369 boys and 652 girls) whose ages ranged from 13 to 17 years ( M age, 15.6 yr.). The sample included 712 children for whom both parents were alive and 308 children for whom either or both parents were deceased. Children were chosen at random from the Standard 7/Year 9 population of Transkei, South Africa. A simple questionnaire was administered students to identify whether one or both parents were dead or both parents were living. A second questionnaire was administered parents or parent surrogates to obtain their formal education. The marks obtained by the pupils in the Standard 7 external examination conducted by the Department of Education of the Government of Transkei in seven subject areas were aggregated as the criterion measure. Analysis of variance showed significant effects of parental education on academic achievement of children regardless of whether the children's parents were deceased or alive.
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Cretchley, Gail, and Jane Castle. "OBE, RPL and adult education: good bedfellows in higher education in South Africa?" International Journal of Lifelong Education 20, no. 6 (2001): 487–501. http://dx.doi.org/10.1080/02601370110088463.

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zeelen, j., m. rampedi, and g. de jong. "Adult education in the Limpopo province of South Africa: challenges for policy implementation." International Journal of Lifelong Education 30, no. 3 (2011): 385–402. http://dx.doi.org/10.1080/02601370.2011.570874.

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7

Peirce, Bonny Norton, and Barbara Hutton. "Adult Basic Education in South Africa: Literacy, English as a Second Language, and Numeracy." TESOL Quarterly 27, no. 2 (1993): 347. http://dx.doi.org/10.2307/3587160.

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8

Mayombe, Celestin. "From social exclusion to adult education and training for community development in South Africa." Community Development 49, no. 4 (2018): 398–414. http://dx.doi.org/10.1080/15575330.2018.1496942.

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Rakoma, Monica, and Salomé Schulze. "Challenges in Adult Education in the Rural Areas of Limpopo Province in South Africa." Studies of Tribes and Tribals 13, no. 2 (2015): 163–71. http://dx.doi.org/10.1080/0972639x.2015.11886723.

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Mayombe, Celestin, and Zamo Hlela. "Analyzing Constructivist Teaching and Learning in Adult Non-Formal Education Centers in KwaZulu-Natal, South Africa." International Journal of Adult, Community and Professional Learning 27, no. 2 (2020): 13–28. http://dx.doi.org/10.18848/2328-6318/cgp/v27i02/13-28.

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11

Guana, E. W. M., J. Louw, and N. C. Manganyi. "Thoughts about Death and Dying in an African Sample." OMEGA - Journal of Death and Dying 20, no. 3 (1990): 245–58. http://dx.doi.org/10.2190/prxn-6yhe-d36u-g7t0.

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The attitudes toward death and dying of 163 Xhosa-speaking respondents living in Transkei, South Africa were assessed by means of semi-structured interviews. Eight aspects of death were studied: personal death, death of others, the right to know about one's impending death, preferred length of life span, preferences for manner of dying, and place of death, euthanasia, and suicide. A number of critical factors in the formation of attitudes were related to the above: age, gender, belief in life after death, educational level, and exposure to death and dying. The findings concerning the salient aspects of death and dying were in many ways similar to those from previous studies in African as well as western societies. Age, gender, belief in life after death, and education influenced the number of respondents reporting certain attitudes in a number of cases.
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Tawiah, Sampson, and Frederick Ngmenkpieo. "Adult Basic Education and Training in South Africa: The Perspectives of Rural Women, in Khotso." Mediterranean Journal of Social Sciences 9, no. 1 (2018): 57–64. http://dx.doi.org/10.2478/mjss-2018-0005.

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AbstractThe aim of the study was to understand the perspectives of rural women in Adult Basic Education and Training (ABET), in Khotso. Rural women in the area lag behind in knowledge and skills for livelihood. The aim of ABET was to provide the educationally disadvantaged individuals, especially rural women, with knowledge and skills for livelihood in the countryside. Despite this initiative, rural women still lack skills for better living. Without basic education, these rural folks can be condemned to perpetual poverty and desolate. A qualitative research method in the form of a case study was designed to understand the issues from the point of view of the participants in context-specific settings. This qualitative design gives the authors, in-depth understanding of the phenomenon under study. A sample of sixteen women participants was purposively selected from four ABET centres. This sampling method was used to help the researchers focused on the real life situations of participants in their natural environment which delved better into their experiences. Data were collected through individual and focus group interviews. The two sets of interviews were audio recorded with the permission from the participants. Content analysis techniques were used to analyse data. The findings indicated that rural women were left desolate due to some obsolete cultural practices and perceptions. Based on the findings the paper recommends that ABET programmes should be revamped to make them more effective in terms of skills training to improve the lives of the participants.
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Bhola, H. S. "Constructivist Capacity Building and Systemic Evaluation of Adult Basic Education and Training in South Africa." Evaluation 4, no. 3 (1998): 329–50. http://dx.doi.org/10.1177/13563899822208635.

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Čubajevaitė, Marta. "Transformative Adult Learning in New Social Movement – a Case Study from South Africa." International Journal of Area Studies 10, no. 2 (2015): 139–71. http://dx.doi.org/10.1515/ijas-2015-0007.

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Abstract New social movements in South Africa could play a prominent role in mobilizing the communities to reflect critically and address the repercussions of the neo-liberal agenda which manifests itself in perpetual exclusion of under-educated adults and provision of poor quality education. Few studies especially from the perspective of the activists leave a potential research area of a very interesting phenomenon of how people learn while struggling for social justice. Therefore this article based on a single multi-site case study on a social movement cohering around literacy issues in Gauteng, South Africa, aims at answering, what forms of learning and education the social movement encompassed, how did the group conscientization occur and what are the individual transformations. Semi-structured interviews and a focus group discussion were held with 13 learnersactivists and 2 adult educators. By applying Mezirow’s individual transformation and Freirean group conscientization models the analysis of primary and secondary data, revealed that the engagement in the social movement challenged and changed learnersactivists’ understanding of educational status within their respective communities. This in turn led to transformative action addressing the problems identified. On the individual level, some learners-activists became more tolerant and willing to cooperate with those of different political ideologies, able to tap into community resources. Finally, the potential of social movements as adult learning environments are outlined.
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Andersen, Josephine. "Redressing past cultural biases and imbalances in South Africa: a contribution by the Library of the South African National Gallery." Art Libraries Journal 23, no. 1 (1998): 4–7. http://dx.doi.org/10.1017/s0307472200010749.

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Legislation in South Africa now provides for the inclusion of arts and culture and adult literacy in the education system and art libraries can help promote this Government initiative by distributing their resources widely. The Library of the South African National Gallery is playing an unusual and non-traditional role in helping redress past inequities. It uses visual art, with its concern with expression and communication, to encourage adult learning and stimulate articulacy by encouraging learners to ‘read’ texts from the mass media and visual artworks in order to develop skills in all kinds of literacy. SANG’s project shows how language and artworks can be linked together productively, contributing to the basic education and training of adults.
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Walling, Catherine Bennett. "Intercultural exchanges in South Africa: Exploring music teacher experiences, understandings, and practices." International Journal of Music Education 38, no. 2 (2019): 252–66. http://dx.doi.org/10.1177/0255761419877574.

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The purpose of this study was to examine the experiences of four US music educators during and after a 3-week adult choir camp in South Africa. Findings reveal that the camp positively influenced music teacher understandings and practices, both during and after the exchange. Throughout the camp, participants navigated race, privilege and prejudice and expressed value for a vast array of shared experiences with choir mates, teachers, and homestays. Participants reflected regularly on processes of learning new musics, describing growth through authentic and at times challenging activities. Furthermore, all participants recognized that firsthand experiences were essential to deep learning. During the camp, all participants expressed hopes of bringing new ideas and music home; 2 months after returning to their classrooms, 3 of the 4 participants reported the teaching of South African songs along with modified pedagogical approaches. Ultimately, participants shared that the trip had impacted them in various personal ways, noting increased tolerance, patience, kindness, confidence and hope.
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Mayombe, Celestin. "Graduates’ views on the impact of adult education and training for poverty reduction in South Africa." International Social Science Journal 66, no. 219-220 (2016): 109–21. http://dx.doi.org/10.1111/issj.12113.

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18

Kotzé, Martina, and Liezel Massyn. "Predictors of academic performance in an adult education degree at a Business School in South Africa." Innovations in Education and Teaching International 56, no. 5 (2018): 628–38. http://dx.doi.org/10.1080/14703297.2018.1463862.

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19

Bijl, Andre J. Van der. "Integrating the World of Work Into Initial TVET Teacher Education in South Africa." Journal of Education and Research 11, no. 1 (2021): 13–28. http://dx.doi.org/10.51474/jer.v11i1.496.

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South African Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (2013) provides a framework of professional qualifications for lecturers in the TVET system, which requires work-integrated learning placements in both education and industry settings. South Africa, however, does not have a convention of industry placement for vocational lecturers. This absence led the Department of Higher Education and Training, with the European Union, to co-fund a research and development project, the ‘effective delivery of the work-integrated learning (WIL) component of TVET and adult and community education and training lecturer qualification programmes’. The key output of this project was the development of a comprehensive curriculum framework for the industry-WIL component of the qualifications. This paper provides a reflective analysis of the multiple institutions, the national process through which the curriculum framework was developed and the knowledge generated through it.
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QUAN-BAFFOUR, KOFI POKU, and MAURICE TAONEZVI VAMBE. "MULTICULTURALISM AND LEARNING TECHNOLOGIES IN ADULT BASIC EDUCATION AND TRAINING PROGRAMS AT THE UNIVERSITY OF SOUTH AFRICA." Research and Practice in Technology Enhanced Learning 01, no. 03 (2006): 297–308. http://dx.doi.org/10.1142/s1793206806000226.

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Mayombe, Celestin. "Combating Adult Unemployment through Post-training Support in Non-formal Education and Training Programmes in South Africa." Journal of Social Sciences 52, no. 1-3 (2017): 188–98. http://dx.doi.org/10.1080/09718923.2017.1355595.

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Mayombe, Celestin. "Assessing Course Content Relevance for Employment of Adult Non-Formal Education and Training Graduates in South Africa." Africa Education Review 14, no. 2 (2017): 82–105. http://dx.doi.org/10.1080/18146627.2017.1280375.

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Aitchison, John. "Not grasping the nettle: Dilemmas in creating and funding a new institutional environment for adult, community, and technical and vocational education and training institutions." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (2018): 1. http://dx.doi.org/10.14426/jovacet.v1i1.10.

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In spite of constitutional guarantees, ambitious policy promises, some initial enthusiasm for adult basic education and a well-run literacy campaign, South Africa has signally failed to construct a viable and vibrant adult and community education system that would parallel or enhance not only existing schooling, but also technical and vocational education systems. This article considers the current state of adult and community education and of technical and vocational education and training; in addition, it assesses the relevant recommendations in the Report of the commission of inquiry into higher education and training released in late 2017. Finally, it evaluates the extent to which the commission’s recommendations correspond to the reality and also to what is required for South Africa’s post-school offerings in the future.
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Daniels, Doria. "Exploring adult basic education and training as a transformative learning space for alienated out-of-school youth in South Africa." International Review of Education 66, no. 2-3 (2020): 363–85. http://dx.doi.org/10.1007/s11159-020-09853-y.

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Shallcross, Tony, and Callie Loubser. "Ideological and pedagogical tensions in an environmental sustainability education project: A review of adult education practices around Lake Fundudzi, South Africa." International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity 5, no. 2 (2010): 290–302. http://dx.doi.org/10.1080/18186874.2010.534855.

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M, Tirivangasi H. "Fostering Entrepreneurship Education among Women and Girls in South Africa: Destroying the Gendered and Encultured Patriachies." Journal of Economics and Behavioral Studies 9, no. 6(J) (2018): 227–36. http://dx.doi.org/10.22610/jebs.v9i6(j).2019.

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Gender inequality has been in existence in as much as the humans themselves. The South African women and girls like many other societies around the world are also suffering from the lack of opportunities whilst men still receive favorable treatment. The government of South Africa engaged in the promotion of Small and Medium Enterprises (SMEs) as part of empowerment projects for the Black people since the attainment of democratic rule in 1994. Entrepreneurship continues to play an integral role in the South African economy as well as the economies of many developing countries around the world. The creation of new Small and Medium businesses activities contributes to economic growth, job creation, better livelihood of people involved and the communities which surround them. However, there has been a lack of women participation in entrepreneurship businesses in South Africa. Women continue to shy away from starting SMEs. Research reveals that an approximately 6, 2 percent of South African adult women were involved in SMEs in 2015. This is an appalling situation if South Africa is going to achieve Sustainable Development Goals (SDGs). The SDG, goal number five encourages States to ‘Achieve gender equality and empower all women and girls’. The aim of this paper is to identify challenges faced by female entrepreneurs in South Africa, which makes their survival difficult within a patriarchal society.The empirical analysis is based largely on data from information available from sources such as journals, dissertations, thesis, books, conference reports, internet sources, and policy briefs relating to women and entrepreneurship.
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M, Tirivangasi H. "Fostering Entrepreneurship Education among Women and Girls in South Africa: Destroying the Gendered and Encultured Patriachies." Journal of Economics and Behavioral Studies 9, no. 6 (2018): 227. http://dx.doi.org/10.22610/jebs.v9i6.2019.

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Gender inequality has been in existence in as much as the humans themselves. The South African women and girls like many other societies around the world are also suffering from the lack of opportunities whilst men still receive favorable treatment. The government of South Africa engaged in the promotion of Small and Medium Enterprises (SMEs) as part of empowerment projects for the Black people since the attainment of democratic rule in 1994. Entrepreneurship continues to play an integral role in the South African economy as well as the economies of many developing countries around the world. The creation of new Small and Medium businesses activities contributes to economic growth, job creation, better livelihood of people involved and the communities which surround them. However, there has been a lack of women participation in entrepreneurship businesses in South Africa. Women continue to shy away from starting SMEs. Research reveals that an approximately 6, 2 percent of South African adult women were involved in SMEs in 2015. This is an appalling situation if South Africa is going to achieve Sustainable Development Goals (SDGs). The SDG, goal number five encourages States to ‘Achieve gender equality and empower all women and girls’. The aim of this paper is to identify challenges faced by female entrepreneurs in South Africa, which makes their survival difficult within a patriarchal society.The empirical analysis is based largely on data from information available from sources such as journals, dissertations, thesis, books, conference reports, internet sources, and policy briefs relating to women and entrepreneurship.
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Tawiah, Sampson. "Exploring the Effects of Adult and Community Education and Training on Economic Development of Women, in South Africa." European Scientific Journal, ESJ 13, no. 22 (2017): 94. http://dx.doi.org/10.19044/esj.2017.v13n22p94.

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In South Africa, Adult and Community Education and Training (ACET) is established to cater for the educationally disadvantaged individuals, especially rural women, hence, ACET programmes are running in the country nationally. One of the aims of ACET is to open economic opportunities for women; however, the majority of rural women are still performing poorly economically. This empirical study aimed to explore the effect of ACET on the economic development of women in the Lusikisiki district of South Africa. A qualitative approach in the form of a case study design was used for the study to help the researcher relate to the real life circumstances of the women. Purposive sampling was used to select 35 participants from a population of 115. The participants were selected because they had wealth of information and could explain better the phenomenon under study. Data collection instruments used were face to face individual interviews which were audio recorded with the consent of participants. The major findings of the investigation include the following: inadequate learning resources available to women; inadequate skills development programmes provided and skeptical perception of the economic benefit of ACET to women. The study suggested that the programmes of ACET should be restructured and skills driven to meet the needs of women, especially in rural communities.
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Mayombe, Celestin. "Success stories on non-formal adult education and training for self-employment in micro-enterprises in South Africa." Education + Training 59, no. 7/8 (2017): 871–87. http://dx.doi.org/10.1108/et-08-2016-0130.

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Purpose The purpose of this paper is to investigate the way the adult non-formal education and training (NFET) centres motivated and empowered graduates to start their own micro-enterprises as individuals or as a group. The specific objectives are as follows: to find out the transforming factors fostering the utilisation of acquired skills into self-employment in micro-enterprises; to investigate challenges encountered in starting and managing micro-enterprises and to investigate short-term impact of the NFET programmes and micro-enterprises on living conditions of graduates. Design/methodology/approach The research design was multiple case studies. Semi-structured interviews and field observations were used for data collection in the qualitative study. In the context of non-probability sampling, the study used the purposive sampling method to select five out of 20 self-employed graduates for one-on-one interviews. Case studies also comprised some observations of activities in their small businesses. Findings The main findings reveal that “learning by doing” training approach and forming groups of entrepreneurs while being on the programme were major factors fostering the translation of acquired skills into micro-enterprises. Practical implications The adult NFET is a tool to enable poor disadvantaged people to improve their well-being. However, this can be achieved if the livelihood skills training is combined with the creation of conducive environments to allow adult trainees become micro-entrepreneurs and self-reliant. Originality/value The study contributes to the knowledge of effective entrepreneurial training programmes by demonstrating the importance of involving stakeholders from the local communities and designing post-training support mechanisms for self-employment prior to the training delivery. The centre managers should also motivate trainees to start micro-enterprises in groups or co-operatives while still on the training programmes.
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Ren, Saphon. "Management of Adult Education Organisations in Africa20121Fredrick Muyia Nafukho, Nelson H. Wawire and Penina Mungania Lam. Management of Adult Education Organisations in Africa. Cape Town: Pearson Education South Africa 2011. 226 pp. £25.00 ($50.00), ISBN: 9781868918485 Paperback." European Journal of Training and Development 36, no. 9 (2012): 945–48. http://dx.doi.org/10.1108/03090591211280982.

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Kok, Illasha, Petra Bester, and Hennie Esterhuizen. "Late Departures from Paper-Based to Supported Networked Learning in South Africa." International Journal of Distance Education Technologies 16, no. 1 (2018): 56–75. http://dx.doi.org/10.4018/ijdet.2018010104.

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Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based learning towards using tablets within a blended learning environment. Purposive sampling was applied. 45 (N) participants were included, each receiving a preloaded tablet (15 running on iOS, 15 on Android 4.2.2 Jelly Bean and 15 on Windows® 8 operating systems), being WiFi-dependent, integrated into a supportive learning network. Participants completed eleven compulsory Internet-based activities. Three reflective focus groups with 18 (n) participants concluded the project. Through self-empowerment and supportive environment, students adopted seamlessly, overcame network and resource-related challenges. Valuable lessons were learned within the digital divide, integrate tablets into distance learning from a resilient and pragmatic approach.
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Petersen, Carolyn. "Educating and training out of poverty? Adult provision and the informal sector in fishing communities, South Africa." International Journal of Educational Development 27, no. 4 (2007): 446–57. http://dx.doi.org/10.1016/j.ijedudev.2006.09.019.

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Shaughnessy, Michael F., Tammy Lynne Moore, and Kobus Maree. "A reflective conversation with Kobus Maree, Faculty of Education, University of Pretoria, South Africa." Gifted Education International 29, no. 1 (2012): 43–53. http://dx.doi.org/10.1177/0261429412440650.

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Always regarded as somewhat of an ‘outsider’ (the child of an Englishspeaking (Catholic) mother and an Afrikaans (Protestant) father in an exclusively Afrikaans milieu) and growing up extremely poor, seeing the hardship of others and realising how much talent was going to waste, Kobus Maree took a particular interest in gifted disadvantaged persons. A marginalised loner, he almost inevitably developed creative abilities and took a keen interest in creativity, giftedness and the education of gifted, disadvantaged learners. As an adult, his research showed that many teachers in South Africa have to contend with the generally poor socioeconomic background of learners. A dire need for appropriate teacher and learner support materials, and school environments that are not conducive to achievement (including inadequate facilities, overcrowded classrooms, lack of teacher and learner support materials). South Africa is at a critical stage in its education. It is therefore important for educators to teach emotional intelligence in their classrooms. Our biggest challenge will be to maintain and enhance vitality in gifted education in a dynamic, ever-evolving environment. A combination of scholarly leadership and strategic management to support gifted learners is important. We should do all we can to promote societal transformation and diversity, focussing anew on underrepresented groups (women and ethnic groups) who show promise and support them. The widest array of partners possible including the big institutional players, the entire teaching fraternity (including government departments), nongovernmental organisations and miscellaneous interest groups together should develop strategic, rolling five-year plans and make gifted education a priority.
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Ajani, Oluwatoyin Ayodele. "Teachers’ Perspectives on Professional Development in South Africa and Nigeria: Towards an Andragogical Approach." Journal of Educational and Social Research 11, no. 3 (2021): 288. http://dx.doi.org/10.36941/jesr-2021-0070.

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This study explored the perspectives of teachers in both South Africa and Nigeria on professional development using andragogical approach. The quality of teachers translates to the quality of the education system; this is why many African countries have been making a significant impact on the professional development of their teachers. A qualitative method approach was employed to explore the views of South African and Nigerian teachers on the professional development activities available to them. Adult learning theory was used as the theoretical framework to underpin this interpretive study. Data collection was through semi-structured face to face interviews with 6 Heads of Departments and semi-structured focus group interviews with 10 teachers from 16 high schools in both countries. The interviews were audio-recorded with permissions from the participants, further transcribed, coded and analysed through content thematic analysis. Findings from both countries revealed that though there were professional development programmes for teachers. However, they were inadequate and irregular for the teachers every year. The study, therefore, recommends appropriate professional development activities for teachers at least once a term. The study also recommends that these professional development activities should focus on the teachers’ diverse classroom needs. Received: 12 August 2020 / Accepted: 3 November 2020 / Published: 10 May 2021
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Bhola, H. S. "They are learning and discerning: Evaluation of an adult education project of the national literacy cooperation of South Africa." Studies in Educational Evaluation 24, no. 2 (1998): 153–77. http://dx.doi.org/10.1016/s0191-491x(98)00009-1.

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Mayombe, Celestin. "An assessment of non-formal education and training centres’ linkages with role-players for adult employment in South Africa." International Journal of Lifelong Education 36, no. 3 (2016): 339–58. http://dx.doi.org/10.1080/02601370.2016.1246486.

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Mayombe, Celestin, and Antoinette Lombard. "How useful are skills acquired at adult non-formal education and training centres for finding employment in South Africa?" International Review of Education 61, no. 5 (2015): 611–30. http://dx.doi.org/10.1007/s11159-015-9517-6.

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Mayombe, Celestin, and Antoinette Lombard. "The importance of material resources and qualified trainers in adult non-formal education and training centres in South Africa." International Review of Education 62, no. 2 (2016): 187–204. http://dx.doi.org/10.1007/s11159-016-9548-7.

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39

Ellman, Emalda, Amshuda Sonday, and Helen Buchanan. "Transition from special school to post-school life in youths with severe intellectual disability: Parents’ experiences." South African Journal of Education 40, Supplement 2 (2020): S1—S9. http://dx.doi.org/10.15700/saje.v40ns2a1444.

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Transitions are important landmarks in the educational career of youths, as successful transitions prepare them for adult life. When youths with disabilities leave school, the transition to post-school life is accompanied by several challenges. To our knowledge, there is currently limited information about how parents of youths with severe intellectual disabilities in South Africa experience this transition process. The study reported on here aimed to describe parents’ experiences of the transition of their child with severe intellectual disability from special school to post-school in a small town in the Western Cape, South Africa. A qualitative descriptive study using in-depth semi-structured interviews was conducted with 5 parents of youths with severe intellectual disability. Inductive analysis of the transcripts yielded 2 themes: “It really hit us hard”, and “adjustment to post-transition life.” The findings indicate that the meanings that parents attribute to their experience of transition are influenced by their personal responses and coping strategies within the context in which they find themselves during the transition period. Occupational therapists can assist in providing smoother transitions for youths with disabilities. Recommendations include addressing transition services on policy level.
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Mayombe, Celestin. "Linking adult education and training to small and micro-enterprise promotion policies and institutions for self-employment in South Africa." International Journal of Entrepreneurship and Small Business 34, no. 1 (2018): 20. http://dx.doi.org/10.1504/ijesb.2018.091448.

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Mayombe, Celestin. "Linking adult education and training to small and micro-enterprise promotion policies and institutions for self-employment in South Africa." International Journal of Entrepreneurship and Small Business 34, no. 1 (2018): 20. http://dx.doi.org/10.1504/ijesb.2018.10012520.

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42

Castle, Jane, and Gillian Attwood. "Recognition of Prior Learning (RPL) for access or credit? Problematic issues in a university adult education department in South Africa." Studies in the Education of Adults 33, no. 1 (2001): 60–72. http://dx.doi.org/10.1080/02660830.2001.11661441.

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43

Walters, Shirley. "Book Review: Chilisa, B., & Preece, J. (Eds.). (2006). Research Methods for Adult Educators in Africa. UNESCO, UNESCO Institute for Lifelong Learning, Institute for International Cooperation of German Adult Education Association, University of Botswana and Pearson Education South Africa. 150 pp. $27.50." Adult Education Quarterly 59, no. 1 (2008): 84–86. http://dx.doi.org/10.1177/0741713608322826.

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Saldanha, June. "A Second Chance: The University of Cape Town's Diploma in Education." Gateways: International Journal of Community Research and Engagement 2 (November 3, 2009): 178–90. http://dx.doi.org/10.5130/ijcre.v2i0.1171.

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This paper describes a curriculum that gives men and women from predominantly black working class communities a second chance to acquire a formal qualification at a higher education institution in South Africa. The curriculum provides the space for adult students to think critically about themselves and their practice and to develop a confident voice to express themselves. Through this process they develop both learner and educator identities and begin to see how the two intersect. The paper gives some of the historical background of the course, and shows how lecturers who have taught on the programme at different times have helped shape the curriculum. It goes on to discuss the changing nature of the student intake, the curriculum content and structure and ends with a discussion of the impact of the course, on students, staff and on the university as a whole. One very visible impact of the diploma is to be seen in the students who have gone on to acquire other postgraduate qualifications in adult education studies. On a university-wide level, through the involvement of adult education lecturers in other programmes and curricula, knowledge of and interest in adult learning is shared and encouraged.
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Vasquez-Colina, Maria D. "Foundations of Adult Education in Africa, by F. Nafukho, M. Amutabi, and R. Otunga. Cape Town, South Africa: UNESCO Institute of Education and Pearson Education, 2005. 182 pages. $23 ISBN: 92–820–1121–6." Human Resource Development Quarterly 17, no. 3 (2006): 359–63. http://dx.doi.org/10.1002/hrdq.1180.

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Peltzer, K., and N. Phaswana-Mafuya. "Cognitive functioning and associated factors in older adults in South Africa." South African Journal of Psychiatry 18, no. 4 (2012): 7. http://dx.doi.org/10.4102/sajpsychiatry.v18i4.368.

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<p><strong>Objective.</strong> To investigate cognitive functioning and associated factors in a national probability sample of older South Africans who participated in the Study of Global AGEing and Adult Health (SAGE) in 2008.</p><p><strong>Methods.</strong> In 2008 we conducted a national population-based cross-sectional study with a sample of 3 840 adults aged ≥50 years in South Africa. We administered a questionnaire surveying socio-demographic characteristics, health variables, and anthropometric and blood pressure measurements. Multivariate regression analyses were used to assess the association of socio-demographic factors and health variables with cognitive functioning.</p><p><strong> Results.</strong> Mean variables in the sample were: 5.9 recalled words, a verbal fluency of 9.9 words in a specified category (animals), a forward and backward digit span of 5.2 and 3.2, respectively, and an overall mean cognition score of 48.5. Higher overall cognitive functioning (a combination of memory and executive functioning) was positively associated with: younger age; white, Indian/Asian or coloured ethnicity; being married; a higher level of education; greater wealth; a higher level of physical activity; a greater quality of life; and a better subjective health status.</p><p><strong>Conclusions.</strong> Our findings can be used to refine future projections of cognitive function and healthcare needs in ageing middle-income societies such as those in South Africa.</p>
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Monyeki, Kotsedi Daniel. "“Selected Papers from the 2nd Ellisras Longitudinal Study and Other Non-Communicable Diseases Studies International Conference” Special Issue Editorial." Children 8, no. 2 (2021): 146. http://dx.doi.org/10.3390/children8020146.

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Epidemics of non-communicable diseases (NCDs) are presently emerging and on the increase in South Africa. It is increasingly recognized that the occurrence of adult chronic disease are influenced by factors operating from childhood, which are sustained throughout the individual’s life course. Increased risk may start in infancy or even before birth and will continue to be influenced by health related behavior during adulthood. The academic level of people in the community influence the level of their health status. Commitment to the promotion of health through prevention, education, and suitable management is the building block for creating a healthy society. The community must make strides to shift from traditional knowledge and medication, and seek new innovative ways of addressing issues facing the population with regard to obesity, overweight, hypertension health, smoking cessation, alcohol abuse, and low physical activity in line with a healthy living lifestyle. The NCDs pose health problems in South Africa and deserve more attention. Poor control of obesity, hypertension, and diabetes, to name just a few, only adds to the current problems. The South African government and the business sector of South Africa should provide safe walking/riding trails in the cities and in rural area to combat emerging NCDs that are killing our community members indiscriminately without considering race, gender, age, and place of residence. Compulsory introduction of physical education lessons to all public schools cannot be over emphasized in the current escalating NCD situation in South Africa.
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Hundermark, Genevieve. "How does learning keep a small company afloat?" Information Management and Business Review 6, no. 3 (2014): 156–67. http://dx.doi.org/10.22610/imbr.v6i3.1111.

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Small and medium enterprises in South Africa experience one of the highest failure rates in the world with approximately 90% failing in their first ten years, suggesting that few are sustainable entities. In order to be sustainable, organisations should be learning ones. Senge’s (1990) ground-breaking model of a learning organisation, previously researched in large global companies, was used as the basis of researching a small company in South Africa. The study explored whether by being a learning organisation, the company could sustain itself. Senge’s model includes five disciplines, with embedded adult learning theories. An ethnographic case study attempted to identify whether the company drew on these learning theories in its operations, and if this contributed to its development as a learning organisation. The study revealed an interesting blend of a business management concept with adult education principles that gave insight into developing the small company as a learning organisation.
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Kaiper, Anna. "“If you don’t have English, you’re just as good as a dead person”: A narrative of adult English language literacy within post-apartheid South Africa." International Review of Education 64, no. 6 (2018): 737–57. http://dx.doi.org/10.1007/s11159-018-9733-y.

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Mayombe, Celestin. "Adult learners’ perception on the use of constructivist principles in teaching and learning in non-formal education centres in South Africa." International Journal of Lifelong Education 39, no. 4 (2020): 402–18. http://dx.doi.org/10.1080/02601370.2020.1796834.

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