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'n Nosioneel-funksionele grondslag vir die ontwerp van 'n Afrikaanskursus vir volwasse beginners

- Strydom, Philippus Jacobus Lodewikus

'n Toegepas-linguistiese perspektief op Afrikaanse geletterheidsprogramme in die Suider-Afrikaanse konteks

- Odendaal, Adriaan Izak

  • Authors: Odendaal, Adriaan Izak
  • Date: 2014-09-03
  • Subjects: Literacy - Social aspects - South Africa , Literacy - Study and teaching - South Africa - Evaluation , Afrikaans language - Study and teaching - South Africa - Evaluation , Adult education - South Africa
  • Type: Thesis
  • Identifier: uj:12204 , http://hdl.handle.net/10210/11973
  • Description: M.A. (Applied Linguistics) , Despite a worldwide drive to eradicate illiteracy, the numbers of illiterates are still soaring. Southern Africa is no exception to this. Even though statistics regarding illiteracy may be misleading, there are an estimated 400 000 illiterate mother tongue speakers of Afrikaans in South Africa. This study tries to establish the reasons for this situation within a historical-political framework. It further provides a sociocognitive basis for mother tongue literacy teaching, relying on the discipline of sociolinguistics. Literacy skills form part of the language user's communicative competence; this study, therefore, endeavours to situate literacy teaching within the communicative approach to language teaching with its emphasis on the needs of the language learner, the functionality of the acquired skills and the active participation of the language learner in the teaching activities. From this perspective a selection of literacy material in Afrikaans, representative of both the mainstream "establishment" type and the more "radical" school, is discussed to arrive at a theoretical and practical rationale for the teaching of literacy to Afrikaans mother tongue speakers, stripped of political undertones which so often direct literacy programmes. The main critique on Afrikaans literacy material is that it is either too behaviouristically structured or that no planned progressive structuring has been built into the courses. Both types of material can lead to dissatisfaction amongst literacy students if the respective course does not fulfil their need for literacy. This situation is often the result of an incomplete needs analysis and the creation of literacy material without a clear image of the target group. The unstructured manner in which literacy material is created and distributed is due to the lack of a national literacy strategy, as well as the nature of adult literacy teaching where specific needs of specific groups of illiterates dictate the type of material. A way of counteracting these problems would be to establish a national organisation to coordinate, amongst others, the development and distribution of literacy material. In this material the needs of the learner will be in a central position with the interaction between the learner and the teacher taking place in meaningful contexts. A thorough knowledge of andragogy and applied linguistics can therefore help to develop literacy material that will benefit Afrikaans illiterates, be they mother tongue speakers of the language or second language users who need to be literate in Afrikaans.
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A distance education linking programme at ABET level four

- Nene, Ornette James

  • Authors: Nene, Ornette James
  • Date: 2012-09-11
  • Subjects: Distance education - South Africa , Employer-supported education - South Africa , Adult education - South Africa
  • Type: Mini-Dissertation
  • Identifier: uj:10006 , http://hdl.handle.net/10210/7398
  • Description: M.Ed. , The purpose of this study has been to focus attention on the support structures and processes to be considered by a core-plus organization, such as the South African Bureau of Standards (SABS) if it intends to realize the prospect of transforming its Elementary Technisa Studies (ETS) learners into self-directed, autonomous adults capable of effectively engaging in Adult Basic Education and Training (ABET) through distance education. This quest to maintain continuity in the provision of adult education to its employees, led to the SABS contracting TECHNISA to offer the ETS linking programme to its employees who have successfully advanced to ABET level four (Grade). Completion of the ETS linking programme gains the learners entrance to an NI (National Technical certificate) course offered by TECHNISA. Thus, completion of the ETS linking programme will gain the SABS ABET level four learners entry into the Further Education and Training (FET) band (Grade 9-12). Due to the fact that the ETS linking programme had been offered to the SABS ABET level four through distance education, this study has explored the challenges faced by the learners who, for the first time in their ABET careers, are expected to be selfdirected and autonomous if they hope to succeed in their studies. Furthermore, the study has identified, through the data collected from interviewing and observing the six ETS linking programme learners, and from documented views, the support needs expressed by these adult learners. Those identified support needs are program relevance, educator-learner relationship, time-limitations, knowledge sharing, development and training, learner-support and program structure. These categories translated into recommendations to the SABS, and can also lend themselves applicable to any core-plus organization, which intends introducing the ETS linking program learners to the self-directed, autonomous world of distance education — thus kindling the spirit of lifelong learning in adults. The conclusion of the study emphasized the point that the South African Bureau of Standards will realize its prospects of maintaining continuity in the provision of adult education beyond the ABET band only if it creates and maintains support systems, processes, structures and an environment conducive to the inculcation of lifelong learning in adults.
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Aanbevelings vir die opleiding van onderriggewers in volwasse basiese onderwys

- Booysen, Anna Johanna

  • Authors: Booysen, Anna Johanna
  • Date: 2014-05-19
  • Subjects: Adult education teachers - Training of , Adult education teachers - Training of - South Africa , Adult education - South Africa
  • Type: Thesis
  • Identifier: uj:11125 , http://hdl.handle.net/10210/10712
  • Description: M.Ed. (Adult Education) , Inadequate school education in South Africa has resulted in the maJority of the adult population being illiterate, not possessing the most basic living skills. Recent estimations indicate that only one percent of approximately 15 million illiterate adults in South Africa is presently engaged in basic education programmes. Since education is regarded as a basic human right, Adult Basic Education (ABE) is therefore a priority of the South African government. The provision of large scale, effective ABE programmes in future will depend on the availability of an adequate number of professionally trained and well equiped instructors in ABE. At present very little theoretical background can be provided for training such instructors. The instructors, cum facilitators I are mostly trained informally, haphazard, fragmented and limited to a specific programme. Apart from the general characteristics and needs typical of adult learners, illiterate South African adults have specific characteristics and needs unique to their circumstances. In view of the above, the question posed in this study is as follows: What recommendations can be made' to design a curriculum for a training programme for ABE instructors? Within the framework of a descriptive-interpretative research paradigm, an elaborate literature study forms the background for the empirical research. The recommendations for the training of ABE instructors are made in the form of answers to the following three questions: * Who should be trained as ABE instructors? * What objectives should be achieved by training ABE instructors?i and * How should ABE instructors be trained? According to research individuals should possess certain characteristics, values and attitudes, in order to be trained as ABE instructors. Potential ABE instructors should thus be selected, bearing these attributes in mind. Training objectives should include that instructors be equipped with the knowledge, skills. values and attitudes they need to perform their task as efficiently as possible. The selection of the candidates and/or the knowledge and skills the instructors should be equipped with. is perhaps less important than the way in which they are trained. Research indicates that instructors tend to have two theory types in their repertoires, namely espoused theory and theory- in- action. A training programme for instructors in ABE should serve as an example of espoused theory, also being theory- in-action. Instructors in ABE should be trained as reflective practitioners - learners should thus be empowered to take control of their own learning. This implies that instructors should already be able to exercise control of their own learning.
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Evaluation: Soul City adult education AIDS material

- Community Agency For Social Enquiry (South Africa)

Evalueringsprosesse tydens praktiese bevoegheidsgebaseerde opleiding

- Van der Merwe, Lodewikus Andries

  • Authors: Van der Merwe, Lodewikus Andries
  • Date: 2012-08-21
  • Subjects: Telkom (Firm : South Africa) - Officials and employees - Training of. , Competency based education - South Africa - Evaluation , Education - Standards - South Africa - Evaluation , Adult education - South Africa
  • Type: Mini-Dissertation
  • Identifier: uj:2901 , http://hdl.handle.net/10210/6331
  • Description: M.Ed. , The fragmented, unequal and undemocratic nature of the education and training system in South Africa before 1994 warranted a new approach to Human Resource Development. Resulting from the transformation of education and training was the South African Qualifications Authority Act (SAQA Act, Act 58 of 1995) and an outcomes based approach to education and training. This act demands the alignment of all education and training programmes with the policy framework of education and training in order to support the macro economic, social and political goals of our growing society. The aim of this study was focused on evaluating existing practical evaluation techniques to ensure that Telkom SA. Centre For Learning, hereinafter called "TSA-Cfl" practical evaluation processes are aligned with the principles of evaluation during competency based training. The methods used to conduct this study were grounded in the qualitative research approach. An empirical study, with interviews and observation as data gathering instruments, was done. The study was supported by a literature overview. From the analysed data and the literature overview the following conclusions were made: A summative and formative approach for practical evaluation is used in TSA-Cfl. This approach supports the principles of evaluation during competency based training. A criteria based approach for practical evaluation is used in TSA-CFL. This approach supports the principles of evaluation during competency based training. There is a need for Kirkpatrick's level 3 evaluation in TSA-CFL practical evaluation processes. Level 3 evaluation determines behaviour change as a result of training.From the data obtained, a set of suggested guidelines to standardise practical evaluation in TSA-Cfl was formulated. It is suggested that a standardised assessment form be used in TSA-Cfl to ensure reliability and validity in the practical evaluation process. A standardised assessment form for on the job evaluation is also suggested. It is recommended that management, supervisors and training facilitators use a collaborative approach for level 3 evaluation.
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Funksionele opleiding van tellers en hooftellers in die Suid-Afrikaanse Poskantoor Beperk

- Senekal, Wilhelmina Johanna

Mmabana Lehurutshe : an appraisal of a cultural centre

- Lelaka, Maria Boitumelo

  • Authors: Lelaka, Maria Boitumelo
  • Date: 2014-06-02
  • Subjects: Adult education - South Africa , Community education - South Africa , Occupational training - South Africa - Evaluation
  • Type: Thesis
  • Identifier: uj:11316 , http://hdl.handle.net/10210/10908
  • Description: M.Ed. (Community Education) , In its magazine (Kaleidoscope 1995:23) Mmabana Lehurutshe states that its intention is to help trainees to be independent after completion of their training. What prompted this study is that contrary to Mmabana Lehurutshe's intention, most of their ex-trainees go back to their initial jobs as house keepers, cleaners, tea makers or they are left jobless. The study makes an inquiry into the role of Mmabana in helping its people to convert the acquired productive skills into microentrepreneurial skills so that they can be self-sustaining. An important contribution of the study is that it unveils the hidden needs of the trainees as well as to give insight into the perceptions of the instructors. It also sheds light on what Mmabana Lehurutshe can do to empower its trainees. Section one gives an overview of the study, background of study, aim and purpose of study, importance of study, research strategy and research questions. The conceptual framework is given in section two. Concepts looked into are the community, community education, microentrepreneurial skills for self-employment, the core-plus curriculum for adult learners and curriculum changes in the developing countries of Africa. Section three displays raw data achieved through fieldwork. Data is processed and findings are arrived at. In section four findings are interpreted and recommendations are made.
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Stakeholders' perceptions of a new training model

- Van der Linde, Peter Henry

  • Authors: Van der Linde, Peter Henry
  • Date: 2012-09-12
  • Subjects: Adult education - South Africa , Occupational training - South Africa , Training of employees - South Africa
  • Type: Mini-Dissertation
  • Identifier: uj:10103 , http://hdl.handle.net/10210/7487
  • Description: M.Ed. , Transformation in education and training in South Africa resulted in a move to a single national education system that focused on outcomes based education. Within Telkom the strategic equity partners, who had joined Telkom from America and Malaysia, insisted that training be provided in specialised 'paths'. This demand, as well as the demand for transformation from the education department, resulted in old training models being discarded and new training models being designed and implemented. The frustrations of line management as well as operational staff towards candidates who had recently completed the new training model reflected ineffectiveness within the new training model. The purpose of this study was to determine the perception stakeholders have of the new training model. A qualitative research approach was used to carry out this study. It included interviews with purposively selected participants, field notes, and was supported by a literature review. The constant comparative method of data analysis was used and provided five categories of information that reflected the perceptions the participants had of the new training model. The perceptions and concerns expressed by the participants were found to reflect an underlying problem with regard to the manner in which Telkom South Africa-Center for Learning develop new training programs. The fact that stakeholders were not consulted when developing these training programs was considered to be the fundamental cause of this underlying problem. The recommendation made in regard to this underlying problem is that proper program planning principles be applied when developing new training programs.
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The accreditation and implementation of the formal literacy route in a post apartheid South Africa : an investigation into how the ABET route fulfills the needs of the adult learner, the corporate sector and the economic development of South Africa

- Vivian, Brenda Ann

  • Authors: Vivian, Brenda Ann
  • Date: 2012-08-27
  • Subjects: Adult education - South Africa , Literacy - South Africa
  • Type: Thesis
  • Identifier: uj:3198 , http://hdl.handle.net/10210/6611
  • Description: M.A. , Even before the first democratic elections in South Africa in 1994, many Non-Governmental Organisations carried the torch of literacy for those South Africans who were not given the opportunity to learn to read and write, due to the inequalities of the apartheid education policies. Subsequent to the 1994 elections, the government took steps to formalise literacy initiatives and, in so doing, create national standards. Hence the birth of Adult Basic Education and Training. With the emergence of the South African Qualifications Authority, the ABET route was integrated into the National Qualifications Framework as part of the overall vision for standardised education in South Africa. Presently, the ABET route is mainly sponsored by the private sector who have shouldered the costs of these adult literacy initiatives. The formal ABET route is assessed by the Independent Examinations Board. This study illustrates how the formal ABET route does not adequately meet the goals of the department of Education in terms of its goals for reconstruction and development, nor does it guarantee the learner an improved future life, nor does it provide the private sector with the competencies they had hoped for in the workplace. Two of the most significant shortcomings of the formal ABET route were found to be the assessment process and the difficulty of the facilitation between the ABET route and qualification on the NQF. Based on the findings of this research, recommendations have been made. These aim to improve the flexibility of the ABET route and provide a number of options which may be more suitable for the needs of the learners, the corporate sector and the economy of South Africa as a whole.
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The incorporation of adult education principles in the training of teachers in outcomes based education

- Magalela, Veronica Ntombentsha.

  • Authors: Magalela, Veronica Ntombentsha.
  • Date: 2012-08-17
  • Subjects: Competency based education - South Africa. , Teachers - Training of - South Africa. , Adult education - South Africa
  • Type: Mini-Dissertation
  • Identifier: uj:2617 , http://hdl.handle.net/10210/6064
  • Description: M.Ed. , Outcome Based Education (OBE) also referred to as curriculum 2005 has been implemented since 1998 in South Africa. Recent research done in OBE indicates that there are many varied reasons for the little progress in the implementation of OBE. Among the reasons and criticisms levelled against OBE is the training programme for 'teachers which is often said to be hurried and the complex terminology that is used in the workshops. This is the third year since the inception of OBE and the retraining of teachers in South Africa, but results indicate that very little progress has been achieved. Teachers confess that they become more confused in the workshops and that the terminology used is complex to them. As a result they are unsure of whether they are implementing OBE successfully in their classrooms or not. The focus of this study was on whether adult education principles had been incorporated in the training of teachers in OBE. Since teachers are adult learners it becomes important therefore that principles of adult education be incorporated in the training for effective teaching and learning to take place in these workshops. This study was conducted with a sample of five clusters of schools undergoing OBE training in the Alberton district. The findings indicated that adult education principles were generally not employed in these OBE training workshops. Facilitators were not well trained on how to approach the teaching and learning of adults, thus there was confusion and little understanding of OBE by teachers. The study concludes with a number of recommendations among which the training of facilitators on content and on the skills and knowledge of planning, organising and approaching adult teaching and learning are of importance.
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