Young women's perception of the influence of a community education project on their lives.
- Authors: Zwane, Patricia
- Date: 2009-02-27T07:14:24Z
- Subjects: community education , adult education of women , Black women's education , KwaZulu-Natal ( South Africa )
- Type: Thesis
- Identifier: uj:8208 , http://hdl.handle.net/10210/2210
- Description: M.Ed. , This research was conducted in order to elicit and describe the perceptions of a group of young women who have participated in the Umendomuhle Community Education Project as to how it has influenced their lives. The secondary aim was to discover weaknesses and strengths in the project, and to help improve it. The Umendomuhle Community Education Project was initiated in order to increase the number of adult learners at the community centre, to help improve the standard of living for the community, and to empower young women with practical skills so as to increase self-employment. The project’s secondary aims were to develop the young women’s independence and to free them from the mentality of perceiving men as their source of income. This study was conducted with a sample of ten young women participating in the Umendomuhle community development project. The findings indicated that participants developed a change in self-esteem by respecting and trusting the self, respecting others, developing values acceptable to community and interpersonal skills. They also developed practical skills like agricultural skills, business skills, and personal finance management.
- Full Text:
- Authors: Zwane, Patricia
- Date: 2009-02-27T07:14:24Z
- Subjects: community education , adult education of women , Black women's education , KwaZulu-Natal ( South Africa )
- Type: Thesis
- Identifier: uj:8208 , http://hdl.handle.net/10210/2210
- Description: M.Ed. , This research was conducted in order to elicit and describe the perceptions of a group of young women who have participated in the Umendomuhle Community Education Project as to how it has influenced their lives. The secondary aim was to discover weaknesses and strengths in the project, and to help improve it. The Umendomuhle Community Education Project was initiated in order to increase the number of adult learners at the community centre, to help improve the standard of living for the community, and to empower young women with practical skills so as to increase self-employment. The project’s secondary aims were to develop the young women’s independence and to free them from the mentality of perceiving men as their source of income. This study was conducted with a sample of ten young women participating in the Umendomuhle community development project. The findings indicated that participants developed a change in self-esteem by respecting and trusting the self, respecting others, developing values acceptable to community and interpersonal skills. They also developed practical skills like agricultural skills, business skills, and personal finance management.
- Full Text:
A community education intervention for promoting and sustaining entrepreneurial behaviour in a women's group.
- Authors: Hlatshwayo, Gladys Sissy
- Date: 2008-08-21T12:48:50Z
- Subjects: community education , adult education of women , businesswomen , entrepreneurship , Johannesburg ( South Africa )
- Type: Thesis
- Identifier: uj:8036 , http://hdl.handle.net/10210/896
- Description: The focus of this research essay was to provide a rich description and an analysis of the role that a community education intervention played in initiating and supporting sustainable entrepreneurship among a group of women in the Daveyton community, Johannesburg, South Africa. The transformation of the education system in South Africa is crucial, given the legacy of apartheid, which has left a vast number of black people without decent education. It has thus become essential for the government to put into place policies aimed at maximising participation in Adult and Community Education programmes, particularly for those groups who were deprived of basic education, the majority of whom were black women. Most of these women are still unable to interact with the mainstream economy, whether as business-owners or employees. Without access to the outside market, they are confined to meagre wages in the townships, either as domestic workers or child-minders. A community education programme should provide such individuals with education associated with the joy of self-improvement and the development of the individual, factors that can make it possible for the establishment of sustainable livelihoods. This inquiry is premised on the view that community education is crucial in enabling disadvantaged groups to fully participate in programmes that enable them to take control of their lives and exploit the opportunities presented to them. This research study is grounded within an interpretive paradigm, using qualitative research methods, to seek, discover and understand the role played by a community education intervention for promoting and sustaining entrepreneurial behaviour in a women’s group. Data was collected via in-depth, semi-structured interviews and observation with six black women and two black males, from Daveyton township in the East Rand. I used the constant comparative method for data analysis, and in searching for recurring themes and patterns. The findings of this research have revealed that the group of black South African women from Daveyton township were able to sustain entrepreneurship through a community education intervention by Eskom Development Foundation. Firstly, the programme aided them to recognise and combine available resources among themselves. Secondly, the programme opened up avenues for the establishment and development of the enterprise ‘Leratong Bakery’. In addition, the women were also able to use skills that they acquired from the programme in order to conform to standard norms of business. Furthermore, they went through a process of critical awareness, which resulted in a ‘change of mindset’. This change in turn enhanced their creativity and resulted in the growth and sustenance of the business for the duration of this study. The study concludes with a few recommendations that can possibly be used by all stakeholders involved in formulating community education programme policy. , Mrs. N. F. Petersen
- Full Text:
- Authors: Hlatshwayo, Gladys Sissy
- Date: 2008-08-21T12:48:50Z
- Subjects: community education , adult education of women , businesswomen , entrepreneurship , Johannesburg ( South Africa )
- Type: Thesis
- Identifier: uj:8036 , http://hdl.handle.net/10210/896
- Description: The focus of this research essay was to provide a rich description and an analysis of the role that a community education intervention played in initiating and supporting sustainable entrepreneurship among a group of women in the Daveyton community, Johannesburg, South Africa. The transformation of the education system in South Africa is crucial, given the legacy of apartheid, which has left a vast number of black people without decent education. It has thus become essential for the government to put into place policies aimed at maximising participation in Adult and Community Education programmes, particularly for those groups who were deprived of basic education, the majority of whom were black women. Most of these women are still unable to interact with the mainstream economy, whether as business-owners or employees. Without access to the outside market, they are confined to meagre wages in the townships, either as domestic workers or child-minders. A community education programme should provide such individuals with education associated with the joy of self-improvement and the development of the individual, factors that can make it possible for the establishment of sustainable livelihoods. This inquiry is premised on the view that community education is crucial in enabling disadvantaged groups to fully participate in programmes that enable them to take control of their lives and exploit the opportunities presented to them. This research study is grounded within an interpretive paradigm, using qualitative research methods, to seek, discover and understand the role played by a community education intervention for promoting and sustaining entrepreneurial behaviour in a women’s group. Data was collected via in-depth, semi-structured interviews and observation with six black women and two black males, from Daveyton township in the East Rand. I used the constant comparative method for data analysis, and in searching for recurring themes and patterns. The findings of this research have revealed that the group of black South African women from Daveyton township were able to sustain entrepreneurship through a community education intervention by Eskom Development Foundation. Firstly, the programme aided them to recognise and combine available resources among themselves. Secondly, the programme opened up avenues for the establishment and development of the enterprise ‘Leratong Bakery’. In addition, the women were also able to use skills that they acquired from the programme in order to conform to standard norms of business. Furthermore, they went through a process of critical awareness, which resulted in a ‘change of mindset’. This change in turn enhanced their creativity and resulted in the growth and sustenance of the business for the duration of this study. The study concludes with a few recommendations that can possibly be used by all stakeholders involved in formulating community education programme policy. , Mrs. N. F. Petersen
- Full Text:
Women's experiences as learners in an adult basic education and training programme.
- Authors: Frank, Mervin Hugh
- Date: 2008-08-18T07:38:44Z
- Subjects: black women's education , adult education of women
- Type: Thesis
- Identifier: uj:7931 , http://hdl.handle.net/10210/881
- Description: In a country, which has recently acquired its democracy, education for all citizens is of primary concern. During this time when South Africa finds its self in a period of transition and of prioritising items on its agenda, education in general and in particular education of those who had a little or no education at all, is high on the priority list. Women in the past have been discriminated against and thus deprived of equal access to educational experiences and the accumulation of skills and qualifications – aspects that affected their daily lives. Therefore, many women have not had opportunities for personal development, choice of work and the capacity to influence political decisions. The aim of this study was to explore the experiences that women learners encountered within an ABET programme. Due to the limited research done on women's learning within ABET programmes in South Africa, women learners have been isolated and marginalised in all levels of education. Despite this, women, who head up a third of the world’s households, are not often identified as vital role players for the sustainability of communities especially in relation to issues concerning health, social welfare and economic activities. In order to obtain a greater understanding of the experiences of women learners within ABET programmes, this study was designed to elicit the views of women in an ABET programme. Qualitative methods of data collection and analysis were utilised in this process and I used the constant comparative method of data analysis to search for recurring themes and patterns The most prominent findings emerging from the study was that women felt advantaged as members of a community of learners. It was also evident that numerous factors restricted effective learning for women. In addition, academic progress and self-confidence that would serve as a foundation for future learning also emerged as an important finding. This study has shown that although ABET programmes such as the one in which this research took place, are vital and fulfil a very real need especially for women, there are a number of factors in the programmes themselves and within society in general which hampers optimal learning by women in the programme. , Mrs. N. F. Petersen
- Full Text:
- Authors: Frank, Mervin Hugh
- Date: 2008-08-18T07:38:44Z
- Subjects: black women's education , adult education of women
- Type: Thesis
- Identifier: uj:7931 , http://hdl.handle.net/10210/881
- Description: In a country, which has recently acquired its democracy, education for all citizens is of primary concern. During this time when South Africa finds its self in a period of transition and of prioritising items on its agenda, education in general and in particular education of those who had a little or no education at all, is high on the priority list. Women in the past have been discriminated against and thus deprived of equal access to educational experiences and the accumulation of skills and qualifications – aspects that affected their daily lives. Therefore, many women have not had opportunities for personal development, choice of work and the capacity to influence political decisions. The aim of this study was to explore the experiences that women learners encountered within an ABET programme. Due to the limited research done on women's learning within ABET programmes in South Africa, women learners have been isolated and marginalised in all levels of education. Despite this, women, who head up a third of the world’s households, are not often identified as vital role players for the sustainability of communities especially in relation to issues concerning health, social welfare and economic activities. In order to obtain a greater understanding of the experiences of women learners within ABET programmes, this study was designed to elicit the views of women in an ABET programme. Qualitative methods of data collection and analysis were utilised in this process and I used the constant comparative method of data analysis to search for recurring themes and patterns The most prominent findings emerging from the study was that women felt advantaged as members of a community of learners. It was also evident that numerous factors restricted effective learning for women. In addition, academic progress and self-confidence that would serve as a foundation for future learning also emerged as an important finding. This study has shown that although ABET programmes such as the one in which this research took place, are vital and fulfil a very real need especially for women, there are a number of factors in the programmes themselves and within society in general which hampers optimal learning by women in the programme. , Mrs. N. F. Petersen
- Full Text:
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