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Motivation-centred andragogics for the female adult learner

Adults' engagement with computers in an adult basic education and training (ABET) programme.

  • Authors: Nevondo, Ntsengiseni Lizah
  • Date: 2008-10-27T06:32:21Z
  • Subjects: Computer-assisted instruction , Limpopo (South Africa) , Computer literacy , Adult education , Elementary education of adults
  • Type: Thesis
  • Identifier: http://ujcontent.uj.ac.za8080/10210/384678 , uj:13105 , http://hdl.handle.net/10210/1305
  • Description: M.Ed. , At present, some six million South Africans are illiterate, and around two million unemployed adults have inadequate basic schooling (National Education Coordination Committee, 1993:30). This means that they are unable to take advantage of further training or skilled employment prospects. The consequences of illiteracy amongst adults are still reflected through the economy in the form of low productivity, poor quality of life of low-income households and communities, and in political and social instability. Similar findings have been recorded in other countries. For example the Australian Government Gazette (2000:31) states that there were over 23 million adults between the ages of 16 and 65, over 3 million of whom had not had access to schooling. Furthermore, nearly 10 million had not completed Grade 9, and over 10 million had not completed Grade 12. Vella (1994:1) concurs that the introduction of Adult Basic Education and Training (ABET) is a solution to the problem. Adult Education is expected to bring about change in adult learners, with goals ranging from changing behaviour to increasing knowledge, skills and attitudes. One of the focuses of ABET is educational technology, with specific focus on the computer. Carter (1993) states that educational technology, in particular the computer, is widespread to such an extent that it is viewed as an indispensable tool in the daily lives of people. It is used in homes, offices, shops, banks and hospitals. In addition, the most important indicator of the population’s ability to use information technology is to apply computer basics. Although no scientific survey of computer literacy in Africa has been performed to date, rough estimates do exist. Hodge & Miller(1997) quote the World Competitiveness Report (1993) which placed South Africa’s computer literacy rate on a par with Brazil, just below `India and well behind countries like Singapore and Japan (see Chapter 2, table 2.1). Over a decade later, an estimate of computer literacy in South Africa (Hodge & Miller, 1994:[online]) based on the education, employment and demographic profile of the population, shows the levels of computer literacy to be 3.2 million people, or 7.7% of the population. In addition, these figures are based on criteria that computer literacy is determined in the workplace, the level of education determining the type of job one gets and how much prior experience with computers one has. Factors such as age will influence the level of computer literacy. Applying this methodology to each race group, Hodge and Miller, 1997 [online]) find computer literacy rates of 21.1% for Asians, the lowest percentage 5.6% for Blacks and 7,1% for Coloureds. As these statistics indicate, the lowest percentage are Blacks, which indicates that this group is in most need of ABET (Hodge & Miller, 1997: [online]). As the researcher found that the low computer skill figures revealed that the groups most in need of computer literacy are Blacks, she, therefore, was motivated to examine the reasons behind these low figures. 1.2 , Dr. G.V. Lautenbach
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Dialoog as onderrigbenadering in volwassene basiese onderwys en opleiding

  • Authors: Turner, Gail
  • Date: 2012-08-22
  • Subjects: Adult education , Elementary education of adults , Communication in education - South Africa
  • Type: Thesis
  • Identifier: uj:2945 , http://hdl.handle.net/10210/6372
  • Description: M.Ed. , Traditional teaching implies the conveying of information from an active educator to a passive learner. A monologic approach such as this, does not make provision for active participation by learners. Dialogue, as an approach to teaching adults, is in direct contrast to traditional, monological teaching. A Dialogical approach does not only imply a conversation between learners and educator, but also purposeful activity by both the learners and educator. The fact that adults have accumulated life experiences and have specific needs must be taken into consideration, therefore it is important that they are recognised as partners and decision makers in the teaching and learning process. A dialogical approach is one of negotiation, where learners are active decision makers, instead of passive receivers. Based on the above assumption, this study focuses on teaching adults, and more specifically adults involved in Adult Basic Education and Training (ABET), in a dialogical manner. The focus is not only on dialogue as an approach to teaching adults involved in Adult Basic Education and Training, but also the practical implications of this approach to actual Adult Basic Education and Training situations. The perspectives of three experts in the field of Adult Education, whose approaches to teaching adults are dialogical, namely Jane Vella, Ira Shor and Stephen Brookfield, are analysed, compared and integrated, as their perspectives not only show similarities but also differences. Because this study focuses on adults as learners, and more specifically adults involved in Adult Basic Education and Training, the concept adult is defined and eventually generalised characteristics for adults as learners are identified and described. The implications of these characteristics in an ABET context are indicated. The above mentioned theory is put into practice by constructing case studies in order to demonstrate dialogue as an approach to teaching adults in Adult Basic Education and Training.
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A potential missing link in our current understanding of motivation : a personal and professional leadership perspective

  • Authors: Ninow, Liezl
  • Date: 2012-09-05
  • Subjects: Leadership , Adult education , Employee motivation
  • Type: Mini-Dissertation
  • Identifier: uj:3565 , http://hdl.handle.net/10210/6949
  • Description: M.Phil. , The problem of creating a motivated workforce continues to bedevil managers, leaders and human resource professionals, notwithstanding their knowledge of various motivation theories. A further complication is the changing business scenario and increasing need to develop and maintain a competitive advantage to ensure profitability. In the new global marketplace, the ability to motivate ones employees is consequently becoming a business necessity instead of merely a business advantage. In light of this problem, the specific research problem of this essay centred on two questions, namely: What does the current motivational paradigm look like? What, if any, could be a missing link as far as our current understanding of motivation is concerned, which could aid us in the attempt to address the problem of employee motivation? The study subsequently aimed to describe the characteristics of the current motivational paradigm, in an attempt identify and disclose a potential missing link in our current understanding of motivation. In order to meet this objective, the researcher followed a descriptive strategy and conducted an extensive literature review, making use of word, concept and phenomenological analysis in the process. In attempting to show that our current understanding of motivation might contain a potential blind spot, the research has been done from a Personal and Professional Leadership perspective. This perspective inter-alia contends that our paradigms are the foundations on which we base our beliefs, and that we will only meet needs (whether ones own, others' or that of the organisation), when these beliefs are in line with reality, thereby reflecting things as they really are.
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Relevante temas vir oueropvoeding in 'n swart stedelike konteks

  • Authors: Rossouw, Anista
  • Date: 2012-09-04
  • Subjects: Blacks - Education - South Africa , Parent and child , Education, Urban , Adult education
  • Type: Thesis
  • Identifier: uj:3476 , http://hdl.handle.net/10210/6868
  • Description: M.Ed. , Globally parent education is on the increase. This is due to the realisation that parents play a vital role in the development of their children and children in turn play a vital role in determining a country's future. Alarming phenomena such as the increase in suicide, substance abuse, rape, violence, depression, eating disorders and other psychological problems resulted in the questioning of the appropriateness of current parenting practices. Urban black parents in South Africa experience increasing pressure. The radical changes that occur globally in almost all dimensions of life also have an impact on them. The impact of these changes on parents are further intensified by political change, crime, violence, poverty and the challenge to raise children amidst diverse cultures and rival world views. Parent education can play a preventative and curative role in these circumstances. There is however, a lack of context relevant parent education programmes for these parents. The only available programmes are western ones based on individualistic principles. This study is premised on the assumption that the meaning of a construct cannot be transferred to another context without the risk of serious distortion. Therefore the objective of this study was to generate relevant themes that should be included in a parent education programme for urban black parents as well as guidelines for the implementation thereof. A qualitative research design was chosen to gather detailed and specific information from respondents residing in black urban communities. Workbooks completed by teachers who followed a course in parent education were analysed and four focus groups were conducted. The data thus gathered were analysed, coded and organised into categories and themes. The first theme that emerged from this analysis was that parents experience a great need for training in general life skills, including knowledge about normal child development, the expectations of schools from children, and the skills to prepare children sufficiently for fulfilling these expectations. Other needs identified were knowledge and skills on discipline, communication, conflict resolution, family relations, emotions, sex education and self management. The second theme that emerged was the important and responsible role of parents as educators. They emphasised the responsibility of parents in guiding their children with regard to their physical and psychological needs. The third theme revolved around the conflicting cultural experiences of urban black parents. These conflicts emanated from traditional gender stereotyping as well as from the highly individualistic environment in schools and the workplace that often clash with their cultural historical backgrounds. This cultural mid-position between different cultures, values and world views requires a serious review and evaluation of current parenting practices. This explains the urgent need for parent education expressed by participants in this study. Based on these finding the study concluded with proposals for parent education programmes
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'n Bevoegdheidsgebaseerde model vir die ontwikkeling van ingenieurs-in-opleiding by Evkom

The role of adult education in community development: a case study

  • Authors: Jack, Vuyiswa Primrose
  • Date: 2012-02-06
  • Subjects: Adult education , Adult education and state , Community development
  • Type: Thesis
  • Identifier: uj:2023 , http://hdl.handle.net/10210/4375
  • Description: M.Ed. , The Sinthumule/Kutama water project in the Northern Province was initiated as one of the RDP Presidential Lead Projects with an approved budget of R4 7, 75m. The Presidential Lead Projects were those projects which were funded by an emergency fund channelled by the former president Nelson Mandela through the RDP to address the problem of shortage of water as well as the associated diseases which were prevalent in the Sinthumule/ Kutama area early in 1995. The main objective was to provide 25 litres of water for each person per day, within a distance of not more than 200 metres from their homes. Residents had to pay 8c for 20 litres of water through a pre-paid system. But more importantly, as an RDP project, the aim was to educate, train and build the capacity of the targeted communities thereby bringing about community upliftment. However, the project collapsed. Communities destroyed water meters and made illegal connections in 18 villages. The reported failure of the Sinthumule/Kutama water project raised serious questions inter alia: );> was there an effective education, training and capacity building strategy and programme for Sinthumule/Kutama? );> if there was, how was it executed? Roge(s (1996) view on development which emphasises the central role of education in development formed the theoretical framework of the research. Against the preceding background the aim of the study was to investigate whether education and training of adults played a significant role in the Sinthumule/Kutama development project. A case study approach was employed to establish the role of adult education in the success or failure of the project. Purposive sampling was utilised to select a sample. Interviews were carried out and various founding documents were analysed to collect data.
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The incorporation of adult education principles in a community health education programme

  • Authors: Mahange, John
  • Date: 2008-06-09T07:54:14Z
  • Subjects: Public health education , Citizen participation in public health , Adult education , Soweto (South Africa)
  • Type: Thesis
  • Identifier: uj:9404 , http://hdl.handle.net/10210/583
  • Description: The purpose of this study was to investigate how adult education principles were being implemented in the teaching of adult learners at the Meadowlands Community Development Project (MCDP). The MCDP is a non-governmental organization (NGO) offering HIV and AIDS education to the community of Meadowlands and other townships of Soweto in Johannesburg. In attempting to educate and protect people against the HIV and AIDS epidemic, the organization has introduced and is currently implementing an adult and community education programme. This programme aims at assisting people, particularly adults in acquiring the necessary knowledge and skills to help curb the explosive death statistics in South Africa, and thereby improve their own lives and the lives of those in their communities. Problematic issues associated with the delivery of this programme related to how adult education principles were incorporated into teaching and learning activities. A qualitative research design was used to establish how adult education principles were being incorporated in a community health education programme that targeted adults. The methods of data collection that were utilised were non-participatory observations and semi-structured individual interviews with six participants. I used the constant comparative method of data analysis to search for recurring themes and patterns. The study revealed that most or all of the adult education principles prevalent in the literature were largely neglected in the planning and execution of the community health education programme and that facilitators need training in the area of learning for adults. Facilitators, for example, neglected most or all adult education principles: multiple roles of adult learners, to actively engage learners in what they were learning, the psychological safety of learners, team work and, among others, immediacy of learning. The study concludes with a few recommendations: the MCDP should utilise the services of educators who received specialised training in adult and community education. Additionally, more staff development training programmes, focusing on the incorporation of adult education principles, should be introduced. Also, facilitators should be taught to incorporate adult education principles and practices in their lesson plans. , Mrs. N.F. Petersen
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The role of ABET programmes in the rural South African context

  • Authors: Nenzhelele, Takalani Edwin
  • Date: 2009-05-19T06:26:57Z
  • Subjects: Literacy programs , Adult education
  • Type: Thesis
  • Identifier: uj:8377 , http://hdl.handle.net/10210/2542
  • Description: M.Ed. , This study focuses on the role of ABET programmes in the rural South African context in the Thohoyandou Area. The introduction of ABET has created much uncertainty among adult learners, centre managers and the facilitators. A qualitative research approach was followed and a case study design was adopted to look at a small group of participants. In addition, the following methods were used to collect data: structured interviews, focus group interviews and non-participant observation. The study discovered that participants have different views regarding the factors that influence their enrolment in ABET centres. Furthermore, the major reason to attend an ABET centre is to eradicate poverty and illiteracy. Through ABET programmes, adult learners are taught to read, write, start projects such as sewing, gardening and juice making. This means that ABET programmes are empowering the people in South Africa. Participants included stakeholders affected by the introduction of the new curriculum of ABET. It was revealed in this study that in 1993 some three million South Africans were illiterate, and that around three million unemployed adults had inadequate basic schooling. In order to bridge this gap, the Ministry of Education introduced ABET as a force for social participation and economic development, providing an essential component of the Reconstruction and Development Programme (RDP). The establishment of these ABET programmes were expected to make more cost effective use of available educational facilities. However, ABET centres tend to have a substantial drop-out rate. The consequences of illiteracy amongst adults are still reflected through the economy in the form of low productivity, poor quality of life of low-income households and communities, and in political and social instability. Furthermore, in 1999 there were over 23 million adults between the ages of 16 and 65 and beyond three million who never had access to basic learning. In order to improve the role of ABET programmes in the rural South African context, the following recommendations set out below were suggested.• This inquiry revealed that there is a shortage of facilities such as books, computers and sewing machines. I therefore recommend that the Department of Education should provide the facilities to all the centres. • It also revealed that participants dropped out from ABET programmes because they thought that they are able to read and write sufficiently well. I recommend that adult learners should be told about the value of ABET programmes. • The study revealed that adult learners dropout from the centre because there was no one to look after the children when they were in the centre. I recommend that ABET classes should be conducted on weekends, when most of the people who look after the children would be available. • The study further revealed that participants dropout from ABET because they find employment far from their homes and the ABET centres. It is important for these participants to seek other ABET centres where they are working.
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An evaluation of the role of NGO's as ABET providers in South Africa both before and after the change of Government in 1994

'n Leerdergesentreerde benadering tot die formele andragogies-didaktiese situasie

The effect of board game learning on adult learners’ mood states towards financial training

The experiences of adult learners in distance learning at the South African College for Teacher Education

  • Authors: Meyer, Erika
  • Date: 2012-09-06
  • Subjects: Adult education , Distance education , South African College for Teacher Education
  • Type: Mini-Dissertation
  • Identifier: uj:9658 , http://hdl.handle.net/10210/7074
  • Description: M.Ed. , The aim of this research was to gain an understanding of the experiences of adult learners engaged in a distance learning programme in Early Childhood Development at the South African College for Teacher Education. It is argued that distance education learners have different needs and experiences to their counterparts at contact universities, and for this reason, distance providers should understand the experiences, needs and characteristics of adult distance learners in order to design quality course material and give effective student support. In light of the above argument, qualitative research was conducted using interviews and the collection of documents for data collection. Ten participants were purposefully selected by maximum variation sampling to represent the widest possible range of experience. They were then interviewed in order to gain insight into their experiences as distance learners at SACTE. The data were then analysed and the findings written up. The findings of the research show that most students experienced excitement and fear at the outset of the course — excitement because of the new experience and fear because they were uncertain what to expect. Students' enjoyment of the course was enhanced by the use of mechanical media, such as video recordings, the usage of interactive text, and by the relevancy of the course material, that is, when they could apply it to the workplace. Students' responses in the interviews contained valuable information on their perceptions of the course. They were able to give feedback on ways in which they believed the course could be improved such as regular contact sessions and more efficient administrative support.
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The application of adult education principles in the National Union of Educators' in-service training courses

  • Authors: Morais, Felis
  • Date: 2012-09-06
  • Subjects: Adult education , Adult education teachers -- In-service training -- South Africa
  • Type: Mini-Dissertation
  • Identifier: uj:9652 , http://hdl.handle.net/10210/7069
  • Description: M.Ed. , The main purpose of this study was to establish whether adult education principles were being implemented in the development and the delivery of courses by the National Union of Educators. An additional reason was to establish whether these courses assisted teachers as adult learners to learn effectively and efficiently so that they could apply what they had learnt. The main finding of this study is that although some courses were successful, it was apparent that there was no clear plan to include adult education principles. A qualitative research design was used to establish whether adult education principles were being implemented in the development and delivery of courses offered by the NUE. The methods of data collection that were employed were semi-structured interviews and detailed observation notes. The constant comparative method of data analysis was used to search for recurring themes and patterns. The study revealed that there was no or very little evidence of a formal needs assessment done by the NUE, prior to any of the courses offered for the in-service-training of teachers. However, in spite of this some courses were successful. The success of these courses seemed to depend on the personality of the presenter, who used adult education principles instinctively or unwittingly. The study concludes with a few recommendations: one of these is that a needs assessment needs to be conducted prior to the planning of any course. Additionally adult principles and practices should be incorporated into courses and the mode of instruction needs to be addressed.
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Adult literacy development experiences in a community of non-formal learners

  • Authors: Jeevanantham, Claudia Irene
  • Date: 2012-02-06
  • Subjects: Functional literacy , Adult education , Non-formal education
  • Type: Thesis
  • Identifier: uj:2003 , http://hdl.handle.net/10210/4357
  • Description: M.Ed. , This study focuses on research conducted at a non-formal adult basic education centre in South Hills, Johannesburg. The research population consists of five women who are migrant, domestic helpers. Levels of literacy within the group range from English Literacy Level Three to non-literacy. In their vernacular languages the participants show varying degrees of literacy or the absence thereof. The research seeks to establish how a specific group of adults learn. This is done by documenting the learning experiences of the group of learners over a period of time. Crucial to the process was providing answers to the following research questions: 1) How do adults learn in non-formal education? and 2) How do collaboration and mediation impact on adult learning in non-formal education? The above research is contextualised within theories of learning which prioritise collaboration and mediation as central to the process. Data collection took place with the research questions foregrounded within the theoretical perspectives indicated above. Sets of binary themes emerged from the research data which are inextricably linked to collaboration and mediation. It is consequently concluded that collaboration and mediation are crucial to processes of learning among the group of adult learners researched and it may therefore be inferred, inductively, that collaboration and mediation could work successfully in similar educational settings. It is consequently recommended that adult education centres incorporate and replicate, in their didactical approaches, the successful methodology utilised in this study.
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The experiences of teachers working with a collaborative teaching strategy

  • Authors: Kingsley, Malcolm Frederick Chetwynd
  • Date: 2012-06-07
  • Subjects: Competency-based education , Inclusive education , School improvement programs , Collaborative teaching , Adult education , Effective teaching
  • Type: Thesis
  • Identifier: uj:8708 , http://hdl.handle.net/10210/5060
  • Description: M.Ed. , Several strategies have been mooted as means of improving teaching and learning in South African schools. The National Department of Education’s Foundations for Learning Campaign, launched in 2008 and the recent announced Schooling 2025 strategy are examples. In this research report I argue that the success of any school improvement plan aimed at improving the quality of teaching and learning hinges on the extent to which teachers are able or willing to implement the measures required of them. I argue that changing the way teachers learn to teach by establishing communities of practice and working in collaborative groups in schools, offers a possible panacea. Therefore the aim of this study was to explore the experiences of teachers working in a Collaborative Teaching Strategy (CTS) aimed at improving teachers’ performance in the classroom. This qualitative research project was grounded in an interpretive paradigm and made use of semi-structured individual interviews and a focus group interview to generate data. The constant comparative method of data analysis was used to search for categories and sub-categories of meaning in the data. The findings indicate that while there are significant benefits for teachers working in collaborative groups, there are also several serious constraints. On the positive side, participants in the research experienced the mutual support and the sharing of ideas that emerged from collaborative interactions as affirmation of their expertise and knowledge. In addition, teachers viewed working in collaboration with others as a professional and personal development opportunity. Finding time to collaborate and the emergence of some resistance to collaborative work were identified as constraints. Some teachers felt their individuality and creativity to be restricted by collaborative work. Further, individual personalities impacted negatively on collaboration with tensions emerging between teachers as a result of differing personal experience, expertise, knowledge, authority and values, approaches and benefits about teaching and learning. This resulted in instances of pseudo-collaboration. Also misconceptions about what it means to collaborate about teaching created difficulties for some teachers. The main implication arising from the research project is that availability of time is critical to effective collaboration. In addition, detailed guidance in terms of how and what teachers should be doing during collaborative activities appears necessary. Next, due consideration should be accorded to personality types and working relationships so that collaborative partners and groups can be mindfully structured and provided with training to enable effective work in teams. Equitable workloads and equal access to teaching resources is essential. Finally, mutual respect for each other regardless of experience, expertise, position, belief or opinion is a prerequisite for successful collaboration about the various and varied tasks of teaching.
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The recognition of prior learning of adult basic education and training educators

  • Authors: Machard, Deborah Catherine
  • Date: 2012-09-05
  • Subjects: Adult education , Continuing education , Adult education teachers -- In-service training -- South Africa
  • Type: Mini-Dissertation
  • Identifier: uj:9628 , http://hdl.handle.net/10210/7047
  • Description: M.Ed. , This study focused on the recognition of prior learning (RPL) of Adult Basic Education and Training (ABET) educators within two contexts, that of nongovernmental organisations (NGOs) and industry (private sector companies). It is my view that in South Africa inadequate recognition and acknowledgement is conferred on ABET educators who have acquired their skills and knowledge through non-formal learning programmes or through work and life experiences. As a consequence they are denied access to institutions of higher learning. Furthermore, many educators are excluded from certain jobs and from promotion opportunities. The value of RPL lies in validating educators' skills and knowledge so that they may enjoy not only the 'social' recognition of their learning but also the possibility of access to higher education in the formal education system and to employment opportunities. Fortunately, the current shift towards an integrated education and training system (which encourages a diversity of credible assessment practices) creates the opportunity for educators to receive formal recognition by means of the RPL assessment tool. It is widely acknowledged that RPL as an assessment tool suffers from a lack of credibility and this may explain why it is not used by most institutions of higher learning to accredit educators. However, RPL is practised in some NGOs and industries which train educators and there is growing acknowledgement of its pedagogical value. I thus located my research in these two contexts. My interest was to examine the RPL methods used in the NGO and industry environment to assess the skills and knowledge which educators have historically acquired through non-formal routes. Accordingly my research question was expressed as follows: 'How, within an NGO and industry context, is RPL used to assess ABET educators?' I interviewed seven specialist practitioners who are centrally involved in training and assessing educators. Interestingly, my research question elicited information beyond the 'methodological' enquiry that I had initially conceptualised. In summary, I found that: RPL is included as an assessment tool alongside the range of more 'traditional' assessment tools. The kinds of methods used in RPL are challenge testing, observation and portfolio development. There is a need for trained advisors and assessors who understand the value of RPL and who will thus ensure that RPL is included in the range of assessment practices of educators. The ABET sub-sector would welcome the accelerated development of nationally recognised standards and qualifications for educators as this affects RPL in two ways: firstly, as an assessment tool to accredit thousands of educators; and secondly, as a component in any curriculum that guides the training of educators.
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The participant experience of a personal development programme aimed at adult learners

  • Authors: Louw, Kerryn Kathleen
  • Date: 2009-03-30T13:42:56Z
  • Subjects: Adult learning , Adult education , Transformative learning
  • Type: Thesis
  • Identifier: uj:8224 , http://hdl.handle.net/10210/2312
  • Description: M.Ed. , Stirring my interest in the area of personal development for adult learners was the recognition of the importance of self-development within the Life Orientation and Arts and Culture learning fields. Within these, the focus is on learners’ “inner” development enabling them to live successfully in a dynamic world. There are a number of self–development programmes and books currently available, and while many of these claim to be transformative they offer little substantiation for this apart from personal anecdotal evidence. Few of the programmes provided evidence of their value for participants over time or of the effect, they had on an individual’s perspectives. Thus, it is my contention that any programme aimed at effecting a personal change would need to focus on facilitating an increase in the participant’s level of self-awareness by empowering them to engage in processes of critical self-examination. Participants should be encouraged to engage in critical discussion of challenging information they are introduced to (Brookfield, 1995; Brookfield & Preskill, 1999; Gravett, 2001). These types of discussions provide a forum in which participants are able to test and validate their transformation. Another consideration for programmes wanting to effect personal change is the learning climate in which the transformational learning takes place. A climate conducive to learning must promote the development of mutual trust and respect between the learners and the educator (Gravett, 2001; Vella, 1994). This helps the participants to gain a sense of psychological safety in which their perspectives are affirmed and validated. Further, it allows the participants the freedom needed to explore alternative points of view and supports them in their transformation. Adopting this approach enhances the learning process, as it allows for the inclusion of individual learning styles, uses the learner’s knowledge base as a starting point in constructing new knowledge, and promotes critical reflection and discussion resulting in transformation (Cranton, 2002; Foley, 2000; Gravett, 2001; Pratt, 2002; Vella, 1994). As Employee Development Consultant, at Contract Marketing, I was co-designer and presenter of a personal development programme. The objective of this specific programme can be summarised as aiming to transform the participant’s view by challenging their current perspectives and exposing them to the concept that everything that is has a unique purpose. In addition, it aimed at assisting individuals in defining and documenting their purpose in the form of a Mission Statement (Juriaanse, 1985). The programme piloted in January 2004 and involved seven participants. There is presently no information on how the programme was experienced by participants. As a period of two years has passed since presenting the programme, I was interested in exploring how participants’ experienced it and investigating what influence this particular programme has had on their lives two years later. In my view, two years would allow enough time for participants to incorporate the principles they had identified during the programme into their lives. Furthermore, I would argue that this gap would allow participants to give a more accurate and unbiased account of how beneficial or detrimental they had found the programme to be in the pursuit of the above. In addition the recommendations for improvement which will be drawn from this study could prove to be valuable in shaping the programme in future.
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The empowerment of learners at Mmabatho adult centres

  • Authors: Dimpe, Mmueledi Matthews
  • Date: 2012-01-16
  • Subjects: Adult education , Continuing education
  • Type: Thesis
  • Identifier: uj:1906 , http://hdl.handle.net/10210/4267
  • Description: M.Ed. , This is a community education research. The claim of this investigation is that adult learners' needs in Mmabatho are not addressed properly by adult education. The investigation here is based on the unaddressed adult needs, and the main question is whether adult education empowers the adults or not. Given the local context, observation revealed the following: The rate of unemployment is growing, the number of streef kids, some of whom are becoming adults, is also growing. The ever-changing social, political and economic scene poses a challenge to the adult community. Women are now intensifying recognition of their rights, while men are busy trying to fight poverty. Adult education should cater for the above adult needs. By catering for the needs, that will be empowering the adults. Investigations of this essay prompted the researcher to review literature related to adult education. The theoretical foundation discussed the elements related to the research question. Theoretical elements discussed are: The adult, adult education, adult needs, empowerment, and adult teaching and learning methods. Literature here provided a rich mixture of theories and concepts related to adult education. This literature served the purpose of checking the validity of my claim, which was ultimately argued to be valid. The rationale for this research is to make a contribution to the academic body of knowledge. This knowledge is envisaged to help the academic planners, the ABET planners, AE researchers, the adult learners themselves, and anyone interested in community education programmes. This essay tries to address reform of adult education in Mmabatho to be shaped along acceptable standards. In the light of the above, it has been clear from this inquiry that Mmabatho has good physical resources necessary for implementing AE, and address adults' needs properly. There should not be any wastage of resources available. It is for the above reasons that this inquiry is conducted. Methodology of this research was qualitative. Investigations and data gathering depended on interviews, and observations. An attempt of being representative concerning gender in whom were involved in A.E., while some were not involved. The people involved in data gathering were the adults enrolled in programmes, the unenrolled, men, women, young adults, the 'drop-outs', ABET government officials, and the adult tutors. The setting for data gathering was urban, rural and semi-urban and semi-rural settings. Research data was analysed, and it gave nse to a categones, which were summarised, scrutinised, and formed into main clusters. The following clusters were arrived at: Community ownership problems; unaddressed adult needs; program's lack of needs relatedness; poor adult planning; unbalanced gender, and adult centres as day-school models. Data ultimately showed that the claim of my research is valid. The conclusion section of this research included a number of issues such as, the strengths and weaknesses of the inquiry, the implications of the inquiry, and a conclusion drawn from the inquiry. Adult education in Mmabatho does not address the adults' needs properly or on a broader spectrum; in other words, AE in Mmabatho does not empower the adults in a way literature accounted for the concept 'empowerment'. There are many schools in Mmabatho which could be used well for AE programmes. Lack of human resources has been seen to be the one responsible for AE inadequacies. All these can be addressed through good planning. It could be useful for the AE planners to adopt or adapt where necessary, Vella's seven steps of planning: - Who Qearners, leaders) Why (Situation, outcomes) When (Time-frame) Where (Site) What (Content; skills, knowledge attitudes) What for (Achievement-based objectives) How (Learning tasks and materials)
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The correlation between emotional intelligence and leadership style effectiveness in the adult education industry

  • Authors: Tromp, Arnold
  • Date: 2012-06-05
  • Subjects: Emotional intelligence , Leadership , Adult education
  • Type: Mini-Dissertation
  • Identifier: uj:2429 , http://hdl.handle.net/10210/4889
  • Description: M.Comm. , The general purpose of this study is to examine whether a correlation exists between emotional intelligence (EI) and leadership style. This research is conducted in an effort to build upon the current knowledge base on the subject of emotional intelligence. This study provides much needed empirical evidence on the correlation that exists between EI and leadership style selection and therefore overall leadership effectiveness. A better understanding of emotional intelligence and the correlation to leadership styles will address the gaps that currently exist in the literature and provide a more educated link between theory and practice.
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