To see the other types of publications on this topic, follow the link: Adult literacy and basic education (ALBE).
Dissertations / Theses on the topic 'Adult literacy and basic education (ALBE)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 49 dissertations / theses for your research on the topic 'Adult literacy and basic education (ALBE).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Sanguinetti, Jill, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Within and Against Performativity: Discursive Engagement in Adult Literacy and Basic Education." Deakin University. Information not given, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040615.103017.
Full textAbstract:
The field of adult literacy and basic education (ALBE) has undergone dramatic changes in recent years with the advent of labour market programs, accreditation, competency-based assessment and competitive tendering for program funds. Teachers' working conditions have deteriorated and their professional autonomy has been eroded. ALBE has been increasingly instrumentalised to fulfil the requirements of a marketised economy and conform to its norms. The beliefs and value systems which traditionally underpinned the work of ALBE teachers have been reframed according to the principle of 'performativity' and the demands of the 'performative State' (Lyotard, 1984: 46, Yeatman 1994: 110).
The destabilisation of teachers' working lives can be understood as a manifestation of the 'postmodern condition' (Lyotard 1984; Harvey 1989): the collapse of the certainties and purposes of the past; the proliferation of technologies; the impermanence and intensification of work; the commodification of knowledge and curricula; and the dissolving of boundaries between disciplines and fields of knowledge. The critiques of the modernist grand narratives which underpin progressivist and critical approaches to adult literacy pedagogy have further undermined the traditional points of reference of ALBE teachers.
In this thesis I examine how teachers are teaching, surviving, resisting, and 'living the contradictions' (Seddon 1994) in the context of struggles to comply with and resist the requirements of performativity. Following Foucault and a number of feminist poststructuralist authors, I have applied the notions of 'discursive engagement' and 'the politics of discourse' (Yeatman 1990a) as a way of theorising the interplay between imposed change and teachers' practice. I explore the discursive practices which take place at the interface between the 'new' policy discourses and older, naturalised discourses; how teachers are engaged by and are engaging with discourses of performativity; how teachers are discursively constructing adult literacy pedagogy; what new, hybrid discourses of 'good practice' are emerging; and the micropractices of resistance which teachers are enacting in their speech and in their practice.
My purpose was to develop knowledge which would support the reflexivity of teachers; to enrich the theoretical languages that teachers could draw upon in trying to make sense of their situation; and to use those languages in speaking about the dilemmas of practice. I used participatory action research as a means of producing knowledge about teachers' practices, structured around their agency, and reflecting their standpoint (Harding 1993).
I describe two separate action research projects in which teachers of ALBE participated. I reflect on both projects in the light of poststructuralist theory and consider them as instances of what Lather calls 'within/against research' (Lather 1989: 27). I analyse written and spoken texts produced in both projects which reflect teachers' responses to competency-based assessment and other features of the changing context.
I use a method of discourse mapping to describe the discursive field and the teachers' discursive practices. Three main configurations of discourse are delineated: 'progressivism', 'professional teacher' and 'performativity'. The teachers mainly position themselves within a hybridising 'progressivist /professional teacher' discourse, as a discourse of resistance to 'performative' discourse. In adapting their pedagogies, the teachers are in some degree taking the language and world view of performativity into their own vocabularies and practices. The discursive picture I have mapped is complex and contradictory. On one hand, the 'progressivist /professional teacher' discourse appears to endure and to take strength from the articulation into it of elements of performative discourse, creating new possibilities for discursive transformation. On the other hand, there are signs that performative discourse is colonising and subsuming progressivist /professional teacher discourse. At times, both of these tendencies are apparent in the one text.
Six micropractices of resistance are identified within the texts: 'rational critique', 'objectification', 'subversion', 'refusal', 'humour' and 'the affirmation of desire'. These reflect the teachers' agency in making discursive choices on the micro level of their every day practices. Through those micropractices, the teachers are engaging with and resisting the micropractices and meanings of performativity.
I apply the same multi-layered method of analysis to an examination of discursive engagement in pedagogy by analysing a transcript of the teachers' discussion of critical incidents in their classrooms. Their classroom pedagogies are revealed as complex, situated and eclectic. They are combining and integrating their 'embodied' and their 'institutional' powers, both 'seducing' (McWilliam 1995) and 'regulating' (Gore 1993) as they teach. A strong ethical project is apparent in the teachers' sense of social responsibility, in their determination to adhere to valued traditions of previous times, and in their critical self-awareness of the ways in which they use their institutional and embodied powers in the classroom.
Finally, l look back on the findings, and reflect on the possibilities of discursive engagement and the politics of discourse as a framework for more strategic practice in the current context. This research provides grounds for hope that, by becoming more self-conscious about how we engage discursively, we might become more strategic in our everyday professional practice. Not withstanding the constraints (evident in this study) which limit the strategic potential of the politics of discourse, there is space for teachers to become more reflexive in their professional, pedagogical and political praxis. Development of more deliberate, self-reflexive praxis might lead to a 'postmodern democratic polities' (Yeatman 1994: 112) which would challenge the performative state and the system of globalised capital which it serves.
Short abstract
Adult literacy and basic education (ALBE) teachers have experienced a period of dramatic policy change in recent years; in particular, the introduction of competency-based assessment and competitive tendering for program funds. 'Discourse politics' provides a way of theorising the interplay between policy-mediated institutional change and teachers' practice. The focus of this study is 'discursive engagement'; how teachers are engaged by and are engaging with discourses of performativity. Through two action research projects, texts were generated of teachers talking and writing about how they were responding to the challenges, and developing their pedagogies in the new policy environment. These texts have been analysed and several patterns of discursive engagement delineated, named and illustrated. The strategic potential of 'discourse polities' is explored in the light of the findings.
2
Todd, Mary K. "Adult literacy/adult basic education provision in Northern Ireland - ten years ago." Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292476.
Full text
3
Snyder, Melissa A. "Dynamic indicators of basic early literacy skills : an effective tool to assess adult literacy students? /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/183.pdf.
Full text
4
Stewart, Heather M. "Perceived instructor effectiveness in Canadian prison adult basic education." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29602.
Full textAbstract:
In the latter part of the 1980's, contracting by the Correctional Service of Canada with private and public institutions accelerated. This contracting included provision of educational programs. Therefore, as a result of a new emphasis upon Canadian literacy education during the same period, there arose a need to select numbers of contract personnel who would be effective in prison adult basic education teaching.
Subsequently, eighteen teachers in the Ontario and Pacific Regions of the Correctional Service of Canada were subjects of a study that sought information about effectiveness criteria to assist in the selection of teachers for prison adult basic education teaching. The Evaluation of Teacher Behaviors rating instrument established an upper quartile that identified five prison adult basic education teachers perceived as most effective, and a lower quartile of five prison adult basic education teachers perceived as least effective. Teachers completed the Demographic Data Questionnaire, providing information about academic education, teaching experience, additional training and education, and certification. They then participated in a structured, oral interview, the Correctional Teacher Interview Survey, responding to questions about their teaching strategies and their personal beliefs regarding the effects of prison education. Three experienced correctional educators rated these responses according to criteria that suggested possession of qualities such as sense of mission, structure, and empathy. Three teachers from the high group also responded to the Supplementary Questionnaire, which asked for their perceptions of their own schooling, relevant life experiences, and attitudes to their students as individuals.
Analysis of the results of the Evaluation of Teacher Behaviors indicated statistically significant differentiation between the two groups on each of eleven criteria, with greatest differentiation for the criteria original, overall effective, adaptable, and stimulating. Analysis of responses to the Demographic Data Questionnaire showed that in the high group there was a greater percentage of teachers who had recently been involved in supplementary training and continuing education experiences. The low group of teachers possessed more years of experience in public/parochial school teaching than did teachers in the high group. The three correctional educators who rated the subject teachers' responses to the Correctional Teachers Interview Survey found that the teachers in the high group scored better on the characteristics clarity, desire to help students grow, structure, and empathy than did teachers in the low group. Analysis revealed that both the students who rated the eighteen teachers on the Evaluation of Teacher Behaviors instrument and the three correctional educators who rated the responses of the same teachers to the Correctional Teacher Interview Survey had, according to these ratings, similarly placed eight of the ten subject teachers in their respective high and low groups. The Supplementary Questionnaire revealed that three teachers from the high group possessed similar experiences in their personal and professional backgrounds and currently employed similar teaching strategies.
Findings from this study have suggested that teachers who are perceived effective may possess behavioral characteristics, life and work experiences, and similar teaching strategies that distinguish them from those who are perceived to be low in effectiveness. Appropriate application and interview techniques could be designed to elicit information about these distinguishing elements.Education, Faculty of
Graduate
5
Trawick, Amy R. "Senses of selves adult intermediate readers' identity, agency, and literacy learning in an adult basic education setting /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1488Trawick/umi-uncg-1488.pdf.
Full textAbstract:
Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Heidi B. Carlone; submitted to the School of Education. Includes bibliographical references (p. 286-304).
6
Beauregard, Heidi Lynn. "The Evolution of Adult Literacy Education Policy in the United States and the Erosion of Student-Empowered Learning." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243868922.
Full text
7
Keesler, Amy R. "Adult Literacy in Tennessee: An Analysis by Gender, Age, and Race." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2327.
Full textAbstract:
The purpose of this study was to investigate the state of adult literacy in Tennessee. The field of adult education underwent a transition as the testing procedure and the test changed to correlate with the induction of the Common Core standards in public schools. Adult students face many barriers to overcome to be successful. The research questions posed guided the analysis of demographic data on student who completed the GED prior to the changes.
Data were provided from the Tennessee Department of Labor and Workforce Development database. The demographics and scores included those of adults who had passed the GED test from 2008 through 2013. A series of 2-way chi square analysis were used to examine pass rates using the characteristics of race and ethnicity, gender, and age. A sample of 2,000 was randomly selected from a population of 60,000.
The data showed that in the state of Tennessee there are significantly more males than females who pass the test each year. Although all ethnicities are permissible to take the GED, more Caucasians and African Americans take and pass the test in this state. Takers of the GED in the state of Tennessee are to identify their age while completing the exam. The majority of adults taking the GED from 2008 through 2013 were in the age group of 19 to 24.
Many test takers only need to attempt to pass the test the first time. Out of 2,000 randomly sampled males and females, the data showed that a higher proportion of males than females pass the test in the first attempt. There was no significant difference between the randomly sampled age groups on number of attempts. The data did indicate that Caucasian testing candidates pass the GED significantly more often on the first try than African American candidates.
8
Bothel, Richard Thomas. "Computer competencies for adult basic education administrators : a national perspective based on the judgment of the state directors of adult education." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/861386.
Full textAbstract:
The purpose of this study was to enlarge the information base that can be used by practitioners in the field of adult education to determine important computer competencies for individual development, training, and staff development programs for administrators of adult basic education programs. The final result of this study was a listing of computer competencies ranked as to their relative importance to each other based on the judgment of State Directors of Adult Education throughout the United States. The study results are presented to not be a rigid listing of prioritized competencies, but instead, to be general and current trends in ABE administrator computer competency needs as determined by State Directors of Adult Education.The general research question that was investigated by this study was: What computer competencies are needed by administrators of adult basic education programs to meet the educational requirements of adults in the twenty-first century? There are two specific research questions that were answered: 1) What are the computer competencies that experts in technology and/or adult basic education judge are important to the successful educational administrator? and 2) How do State Directors of Adult Education rank the importance of these competencies in terms of the needs of local adult basic education administrators in their respective states?These questions are answered by exploring, describing, and comparing information using both the analytical and survey approach to determining competencies. The analytical approach consisted of a review of literature and interview of experts in adult education and/or technology to establish a listing of 77 potential computer competencies for administrators of adult basic education programs. The democratic approach consisted of a national survey of State Directors of Adult Education throughout the United States and including Washington D.C.Eighty percent of the State Directors of Adult Education responded providing their judgment as to the importance of each of the 77 computer competencies. The outcome of the study is a rank-ordered list of important computer competencies for adult basic education administrators along with the survey write-in comments provided by State Directors of Adult Education.Department of Educational Leadership
9
Isaac, Jolly. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715299.
Full textAbstract:
A new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy.
10
Denton, Laura. "The extent to which a basic financial literacy programme delivered to over-indebted call-centre agents enables transformative learning to take place." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32652.
Full textAbstract:
Against the backdrop of a high level of personal over-indebtedness experienced by a large number of a Company's call-centre employees, a basic financial literacy workshop was conceptualised, implemented and offered to employees. However, while some participants found the learning helpful in alleviating their indebtedness to a lesser or greater degree, others did not. Drawing on qualitative data analysed through an interpretivist lens, this paper attempts to understand the extent to which the adult learners experienced transformative learning in the classroom. The paper's argument states that if transformative learning conditions are identified as being present in the workshop and adult learners experience a shift to a new worldview of their indebtedness situation, they will successfully implement positive changes towards alleviating their debt. The interview data for this small-group study comprised in-depth, face-to-face interviews with two participants, regarded as representative of the larger group of participants, triangulated with facilitator interview data and with workshop observation and note-taking. The thematic analysis method was used for identifying, coding and analysing the data. The themes identified related to the four main components of transformative learning theory namely, (1) triggering transformation; (2) critical reflection; (3) critical discourse and (4) willingness to act. The study showed that there were indeed components of transformative learning evident in the workshop facilitation and experienced by the study participants but that the nature of these components were embryonic. Further development of these emergent elements is required for true transformative learning to take place. Owing to the deep seated influence of a learner's worldview in prescribing how to spend his or her money, against the backdrop of the broader South African culture of indebtedness, it is only through experiencing true transformative learning that adult learners can identify and critically reflect on the belief systems that shape the way they think about and make positive changes towards their indebtedness.
11
Biggs, Brandi L. "Basic computer literacy training to increase comfort levels with computers and improve behaviors of technological integration." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t014.pdf.
Full text
12
Beauzac, Christolene Bernardine. "The relationship between an Adult Basic Education and Training (ABET) literacy program and women's lives in Semi-urban context, in Cape Peninsula." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2433_1304586568.
Full textAbstract:
The research employed a qualitative research paradigm. The ethnographic approach was used to conduct the research. Data collection was done though various ethnographic techniques, classroom observation, in-depth interviews and document analysis. The population was 85 women who participated in a Adult Basic Education and Training programme in Eersterivier in the Cape Peninsula area a questionnaire was used to collect demographic information of the participants Data was analysed by thematic analysis and coded, categorised and discussed according to the aim and objectives of the study in relation to previous studies The main findings were why exploring the existing literacy practice women were depended on others for literacy assistance, which made them avoid literacy events and become vulnerable in this process to cope with the everyday life.
13
Coombe, Christine A. "The relationship between self-assessment ratings of functional literacy skills and basic English skills test results in adult refugee ESL learners." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244651239.
Full text
14
Isaac, Jolly Peter. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1294.
Full textAbstract:
A new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy.
15
Witt, Ryan Patrick. "Integrating Identity: Creating a More Inclusive Vision of ABE Stakeholder Goals." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/449231.
Full textAbstract:
EnglishPh.D.
This study examines the literacies taught and valued by three major stakeholder groups within an innovative welfare-to-work/adult basic education (ABE) program in the northeastern United States. The program, which I call Women for Change, is examined from the perspective of the program participants (a group of eight women on TANF who are mandated to attend), program staff (four social workers affiliated with a local university and one veteran adult basic educator), and the organization that provides funding for the program. Using data collected from one-on-one interviews, participant observation, and primary documentation used within the program, this case study reveals substantive conflict in the primary literacy-learning goals held by each of the stakeholder groups: The program funders want participants to find paid work; participants desire to complete their GED certification and hope to meet additional interpersonal goals, such as learning to communicate more effectively; and program staff want to help participants develop self-esteem and meet other emotional goals. These disparate goals—and each stakeholder group’s dedication to its particular objectives—create conflict within the class sessions, producing a program that wasn't as efficient at meeting any particular goal. Based on these data, the present study makes three overarching arguments. First, literacy-learning programs—particularly those that work with adults—should solicit and aim to incorporate at least some of the goals and learning objectives sought and valued bylearners. Second, adult literacy educators, especially those who work with ABE and college-level writing students, must be prepared to help writers cope with the emotional components of the literacy learning process, particularly by connecting them with counseling professionals when appropriate. Finally, the connection between writing/literacy learning and emotion suggests that a more capacious understanding of literacy is necessary. James Paul Gee’s notion of Discourse helps us begin to theorize this broader understanding, but ultimately I argue that we must go farther than Discourse to develop an “integrative literacies” model that more robustly accounts for the relationship between literacy, identity, and histories of trauma.
Temple University--Theses
16
Ballard, Glenda Haywood. "Teaching in a new setting: adult basic educators in a national workplace literacy project, a qualitative case study of a national workplace literacy project." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40044.
Full textAbstract:
Workplace literacy is a movement that has gained popularity in our society in the last decade. Despite the
prolific amount of literature on the subject, very little research has been done to determine how teachers are functioning in this new setting. The problem addressed by this study involved how teachers move into a new workplace literacy setting and the issues they face as they establish their classes in this new setting. The purpose of the study was to determine the kinds of issues which teachers might encounter as they move into this setting.
Questions about how teachers experience moving into a workplace literacy setting located at the job site was examined through qualitative research. A case study narrative providing rich description was conducted. about one national workplace literacy project from the beginning of the project throughout the eighteen-month grant period. Classroom observations, participant observations, and interviews were completed. The method of constant comparison was used to analyze the data for patterns of similarity and dissimilarity.
Six principal categories emerged from the data. The findings are presented in six broad categories: (a) a
definition of workplace literacy; (b) awareness of company culture; (c) company involvement; (d) the workplace literacy student; (e) the workplace literacy classroom; and (f) the role of the teacher.
From these findings, conclusions were drawn about teacher training materials for individuals in workplace
literacy settings. It was determined that a need does exist for a usable teacher's manual containing information regarding workplace literacy programs. Additional research is necessary; one suggestion included replicating this study in another workplace literacy project to determine whether similar issues would emerge.Ed. D.
17
Best, Elizabeth Veronica. "A description and evaluation of adult basic literacy education (ABLE) provision in Barbados : individual, institutional and national goals 1990-1993." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021500/.
Full textAbstract:
This dissertation aims to describe the provision of adult basic literacy education (ABLE) in Barbados and examine the extent to which ABLE provision has been guided by the goals of participants, institutions which offered it and the government which required it. The empirical research study which constitutes the basis of the dissertation is located within the general field of adult education and the particular area of adult literacy. The data is related to both fields by a review of the literature on ABLE theory and practice from international, Caribbean and local perspectives. Focus is placed on the nature of literacy, as has been conveyed by definitions; and values attached to its acquisition, as have been indicated by declarations of its potential benefits. The descriptive component of the dissertation includes profiles of participants and practice of three ABLE programmes operating in Barbados between 1990 and 1993. The descriptive data was obtained from the responses of students and tutors to structured questionnaires and informal discussions; and from classroom observations made by the researcher from the perspectives of both passive and participant observer. Participants' profiles include personal details; information about their motivation, beliefs, attitudes, expectations and previous learning experiences; and the outputs they claim for the provision. The Profiles of practice cover instructional and interactive aspects of the teaching-learning process including the selection of materials, methods and strategies; type of classroom management and the nature of the relationship among participants. The evaluative component comprises an analysis of the data within a framework of national, institutional and personal goals, a focus informed by the importance which educators have attached to goal-setting in educational provision. The main findings of the research are that in most cases, local ABLE provision was not informed by the goals of the three interests and that ABLE practice often appeared to be directed towards outputs opposed to those goals. The main conclusion is that the impetus of the ABLE programmes was not goals but an internal dynamic informed by local attitudes to education in general and beliefs about literacy in particular.
18
Kerfoot, Caroline. "Changing conceptions of literacies, language and development : Implications for the provision of adult basic education in South Africa." Doctoral thesis, Stockholm : Centre for Research on Bilingualism, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-26581.
Full text
19
Thembekwayo, Sophie Suzan. "The information needs of outcomes-based adult basic education and training programmes for pre-literate learners : a case study of Damonsville and Onverwacht communities." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24760.
Full textAbstract:
This thesis investigates both the information needs of the identified communities of Damonsville and Onverwacht and the contents of the selected Afrikaans literacy ABET programmes in order to determine whether the contents addresses the identified information needs. Educators need to develop material that is relevant and appropriate, for example, content that addresses the information needs of the targeted learners. The results of this content analysis were aligned with the information needs assessments carried out in the communities of Onverwacht and Damonsville. These two communities were chosen because of their close proximity to Pretoria and the high level of illiteracy prevailing in these two mainly Afrikaans-speaking communities. Both qualitative and quantitative research methodologies were used in the study. Two communities of Damonsville and Onverwacht were chosen as data collection sites so as to reveal their information needs through the use of questionnaires. The data collected was analysed by using descriptive and statistical tabulation for quantitative and content analysis methods and then compared. The main research question of the study is, “What are the information needs of the Afrikaans pre-literate adult learners of both Damonsville and Onverwacht communities and how can the content of adult literacy training material be tailored to match the information requirements of the identified communities?”. From the data derived from empirical study conducted, a list of activities which serve as information needs of both communities was compiled and could then be used when designing instructional tutorials so as that the content could match the specified needs of the identified communities. From the content analysis of the three literacy programmes, findings have indicated that there exist no correlation between the information needs of the identified communities and the contents of the literacy programmes. The researcher argues this shortcoming as a major implication to instructional design. Based on the findings of a comparison between the content of the Afrikaans literacy programmes and the information needs of the people in Onverwacht and Damonsville, a learning programme in the form of two lesson plans were compiled in which the identified information needs of the learners determined the content. Recommendations for the improvement of the content of literacy programmes that could be used in future were also made.Thesis (PhD)--University of Pretoria, 2010.
Afrikaans
unrestricted
20
Bouwer, Anne Margaret. "Visual literacy in adult basic education : a study of ABET learners' visual perception with regard to their general level of English second language learning." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003707.
Full textAbstract:
Adult learners face many difficulties in their learning programmes, particularly due to the fact that having mastered literacy in their mother tongues, they move on to further educational programmes which are mostly produced in English. In contemporary society, people need to be adept in a number of literacies, termed multiliteracies. Adult learners are rarely taught visual competence as visual images are relegated to illustrations for written texts, and attention is mainly focussed on the all-important written word. Adult basic education learners need to be able to interpret pictures in books, newspapers and magazines, just as much as they need to be able to read and write. It is the premise of this research that visual literacy enhances thinking skills and that adult learners need to be actively taught how to interpret visual images in order to more ably deal with the written word, the more 'important' part of literacy. The goals of this research are to develop understanding of the processes which go into understanding images and text, and to examine how pictures can be used to help adult learners develop proficiency in English. Another goal is to teach learners the basics of visual literacy so as to improve their comprehension of the plethora of images surrounding them. The research findings could help to inform adult educators facing the current crisis in Adult Basic Education and Training in South Africa, focusing on a little-studied aspect of literacy, visual literacy, one of the critical outcomes in the new South African curriculum for Adult Education and one of the multiliteracies required by citizens of today's world.
21
Malan, Sharon Brenda. "The role of the facilitator in implementing an adult basic education and training (ABET) programme in a rural area in the Southern Cape." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52021.
Full textAbstract:
Thesis (MEd) -- Stellenbosch University, 2000.ENGLISH ABSTRACT: It is estimated that some 12,5 to 15 million adults in South Africa have had little or no education. Since the first democratic elections in April 1994 the political, economical and social context in South Africa is in the process of transformation. In order to cope with this transformation phase, South Africa is creating structures where the culture of every citizen, irrespective of class, race or gender is acknowledged and respected. One of these structures is the provision of basic education to all South African adults who have historically been deprived of education and training. The changing political situation in South Africa has inevitably influenced the concept of what literacy is for and how it should be taught. This inevitably affects the role performance of facilitators (educators of adults) at grass roots level. Recent policy developments place heavy demands on facilitators without adequately considering the necessary inputs needed to cope with these demands. The purpose of this study is therefore to make a meaningful contribution to the understanding of the challenging and important role of the facilitator in ABET. A qualitative approach which provided a clear description of the roles facilitators are currently performing in a rural area in the Southern Cape was chosen. This revealed the factors having an impact on the role performances of a facilitator. This study revealed the following: • In keeping with international trends the teacher's role in adult basic education in South Africa has been redefined as that of a facilitator of learning. • The attitudes adopted by the literacy organization can directly influence the teaching approach adopted by facilitators during classroom practice. • Facilitators need to exhibit flexibility when using different teaching styles during classroom practice. • Training objectives should encompass the different learning and teaching styles of facilitators. In order to enable facilitators to perform their multiple roles in ABET the preparation and continuing support of facilitators at grass roots level is crucial, especially if ABET is to make a meaningful contribution towards solving the adult literacy problems as experienced in South Africa and to prevent littering the South African landscape with the debris of failed projects
AFRIKAANSE OPSOMMING: Na raming het ongeveer 12,5 tot 15 miljoen volwassenes in Suid-Afrika min of geen onderwysonderrig gehad nie. Sedert die eerste demokratiese verkiesing in April 1994, is die politieke, ekonomiese. en sosiale konteks in Suid-Afrika in 'n proses van transformasie. Ten einde hierdie transformasiefase te bowe te kom, is Suid-Afrika besig om strukture te skep waarin die kultuur van elke burger ongeag klas, ras of geslag, erken en gerespekteer word. Een van hierdie strukture is die voorsiening van basiese onderwys aan alle Suid-Afrikaanse volwassenes wat histories onderwys en opleiding ontbeer het. Die veranderende Suid-Afrikaanse politieke situasie het 'n uitwerking gehad op die begrip van die doel van geletterdheid en hoe dit onderrig moet word. Hierdie werklikheid het onvermydelik weer 'n uitwerking op die rolvervulling van fasiliteerders ( onderwysers v1r volwassenes) op grondvlak. Onlangse beleidsontwikkeling stel hoe eise aan fasiliteerders, sonder voldoende oorweging van die noodsaaklike insette wat fasiliteerders moet lewer ten einde aan hierdie eise te voldoen. Die doel van hierdie studie is dus om 'n sinvolle hydrae te lewer om die uitdagende en belangrike rol van die fasiliteerder in volwasse basiese onderwys (VBO) te verstaan. 'n K walitatiewe benadering is verkies wat 'n dui de like beskrywing gee van die rolle wat fasiliteerders tans in 'n landelike gebied van die Suid-Kaap vervul en wat die faktore weerspieel wat 'n uitwerking op die rolvervulling van 'n fasiliteerder het. Die studie het die volgende tendense aan die lig gebring: • In ooreenstemming met intemasionale neigings, is die rol van die onderwyser in volwasse basiese onderwys in Suid-Afrika herdefinieer as 'nfasiliteerder van die leerproses. • Die gesindhede wat deur die geletterdheidsorganisasie aanvaar word, kan die onderrigbenadering van die fasiliteerder in die klaskamer direk be"invloed. • Fasiliteerders moet buigsaamheid aan die dag le by die gebruik van verskillende onderrigstyle in die klaskamer. • Opleidingsdoelwitte moet die verskillende leer- en onderrigstyle van fasiliteerders omsluit. Ten einde fasiliteerders in staat te stel om hulle veelvuldige rolle in volwasse basiese onderwys te vervul, is die voorbereiding en deurlopende ondersteuning van fasiliteerders op grondvlak deurslaggewend, veral indien volwasse basiese onderwys en opleiding 'n sinvolle hydrae wil maak tot die oplossing van volwassenes se geletterdheidsprobleme soos dit tans in Suid-Afrika ondervind word en as dit wil verhoed dat die Suid-Afrikaanse landskap met die opdrifsels van mislukte projekte besaai word.
National Research Foundation (NFR)
22
Meyrow, Arnold Burt. "The effect of on-screen instructor gender and expressivity upon adult learning of basic computer skills from an instructional videotape." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39875.
Full text
23
Haverkos, Peter John. "A Case Study of a Pre-College Readiness Program." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1429616467.
Full text
24
Franker, Qarin. "Litteracitet och visuella texter : Studier om lärare och kortutbildade deltagare i sfi." Doctoral thesis, Stockholms universitet, Institutionen för språkdidaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-51781.
Full textAbstract:
This thesis aims to contribute to the growing body of knowledge concerning the adult basic literacy education in the Nordic countries and broaden research on literacy from its traditional focus on verbal texts to include images and visual texts. The thesis comprises a research survey concerning adult literacy and two empirical, exploratory studies focusing on the use of visual texts in the basic Swedish language programme for adult immigrants, Svenskundervisning för invandrare (sfi). The first study presents international and Nordic research on literacy with a focus on current sociocultural, and critical perspectives. Together with the three concepts of mutual respect, meaningfulness and participation, an ‘expansive’ model for adult literacy instruction is also presented. The second study deals with the teachers´ views on appropriate visual materials for second language and literacy teaching. The results show an extensive but diversified usage of visual material but also that literacy teachers pay very close attention to participants´ sociocultural background in their image selection but tend to underestimate their cognitive ability. From a critical perspective the teachers´ statements can be regarded as part of a discursive practice in which they unintentionally contribute to a discourse construction of an identity of deficiency of the learners. The third study examines and compares, how adult second language learners interact with and understand a number of Swedish election posters. The analyses identify processes and variations in the learners´ interaction. The results show that the reconstructions of the visual texts are influenced by the participants´ linguistic, educational and cultural ‘repertoires’, as well as the posters´ graphic, visual and textual design. A certain level of linguistic proficiency as well as formal schooling and knowledge of the current discourse seem to be indispensable for making the intended interpretations.
25
Mkhwanazi, Samson Qedusizi Nicholas. "Problems of adult learners in adult basic education : a psycho-educational perspective." Diss., 2001. http://hdl.handle.net/10500/17467.
Full textAbstract:
This study investigated the physical affective, cognitive and volitional problems of the learner in adult basic education (ABE) with reference to the learner's relationship towards the tutor, the learning content, the self, and family and friends.
The research design provided for a literature study of ABE in South Africa, as well as the personhood and relationships of the ABE learner. This was done to arrive at a research hypothesis concerning the relative impact of various categories of problems on the ABE learner.
The empirical summary had both quantitative and qualitative components. It was found that ABE learners are influenced by the following factors, listed in order of impact: affective problems; cognitive problems; problems related to the learning content, physical problems and problems related to family and friends. Positive fmdings were that volitional problems and problems related to tutors were relatively less significant.
In its recommendations the study emphasises the crucial role of, and need for professionally trained adult basic educators who can deal effectively with the personal and contextual problems of ABE learners. Moreover, the typical perseverance of ABE learners demands the establishment of excellent and responsive infrastructure for ABE provision, inter alia in provincial education departments.Psychology of Education
M. Ed. (Psychology of Education)
26
Krieger, Beverley Elaine. "An exploration of diversity in the adult basic education literacy classroom." Thesis, 1996. http://hdl.handle.net/2429/6107.
Full textAbstract:
A narrative inquiry study was conducted to explore the educational
experiences and perceptions of literacy of a small group of adult literacy learners
from various language backgrounds. The purpose of the study was to identify the
common experiences of this representative group of adult literacy learners in order to
explore some implications for practice in the literacy classroom. The four groups
represented included: (a) Canadian born whose only language is English, (b)
immigrant from a country where English is the official language, but it is nonstandard
English, (c) EASL immigrant, and (d) Canadian born, but whose initial language
acquisition was in a language other than English. The questions for the study were
developed through input from members of the Provincial Fundamental Articulation
Committee and Academic and Career Preparation English faculty from the institution
where the study was conducted. In addition, a pilot study was conducted to further
refine the questions for the study prior to the actual study. The study was conducted
over a five month period, with the subjects chosen from the researcher's classroom.
A number of common themes were identified. Previous school experience had been
a struggle, and didn't meet the literacy skill expectations of the subjects. All were
comfortable with their native spoken language, but all reported problems with reading
or writing. Although, everyone saw reading as gaining meaning from print, primarily
passive strategies for meaning acquisition were reported. A supportive environment
was identified as important for optimum learning to occur. All had a pragmatic approach to learning. All learned best by doing. Improved literacy skills were
perceived as necessary for improved employment opportunities and a better life.
The implications for instruction identified by the researcher included
awareness of the learning gaps that may have hindered the subjects' acquisition of
literacy skills (including mastery of basic English decoding), a metacognitive
approach to learning, a caring sensitive, flexible instructor, and a supportive learning
environment.
27
"Interrupting Institutional Discourse: Circulating Themes within the Adult Basic Education/Literacy System." Master's thesis, 2011. http://hdl.handle.net/2286/R.I.9416.
Full textAbstract:
abstract: The Adult Basic Education/Literacy (ABEL) system in America can suffer critique. In a system that is staffed mostly by volunteers and plagued by funding woes, the experience of adult learners as participants within the institutional structure can be easily overlooked. Adult students are described as transient and difficult to track. Even so, and maybe because of this characterization, leaders within the local ABEL discourse make it their mission to reach these students in order to assist them to a better quality of life. However, there is more than one discourse circulating within the system. A discourse of outreach and intervention is one strand. The complex relationships education centers engage with more powerful government institutions causes another, more strident political discourse that constrains and influences the discourse within ABEL education centers, down to the classroom level. Within the vortex of motivations and needs created by institutional discourse, an institutional critique may give voice to those who experience the discourse in a way that hinders their education. This paper pursues critique, not through direct reconstruction, but through the encouragement of alternative discourses as additional institutions enter the system. AmeriCorps is presented as an institution that allows for more democratic participation through its distinct organizational features. The features that emerge in AmeriCorps projects offer hope for alternative models of participation within the highly politicized ABEL discourse.Dissertation/Thesis
M.A. English 2011
28
Li-Feng, Tsai, and 蔡麗鳳. "A Research on the Content of Cultural Literacy of Adult Basic Education." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/72065481162253672773.
Full text
29
Berger, James Ivan Mauldin. "Perceived consequences of adopting the Internet into adult literacy and basic education classrooms." 2001. http://purl.galileo.usg.edu/uga%5Fetd/berger%5Fjim%5Fi%5F200112%5Fphd.
Full text
30
Rabothata, Maboko Alpheus. "Adult Basic Education and training on literacy : case study of Laaste Hoop Public Adult Learning Centre in Limpopo Province." Thesis, 2017. http://hdl.handle.net/10386/1915.
Full textAbstract:
Thesis (M. Ed. (Community and Continuing Education)) -- University of Limpopo, 2017.This study drew attention to the strategic necessity of the Adult Basic Education and Training (ABET) programme in equipping historically disadvantaged communities with basic numeracy, reading and writing skills. The Department of Basic Education regards the ABET programme as the vehicle on which individuals historically excluded from formal schooling life access basic education and skills that help them to be active agents of socio-economic change in their communities. Whilst the ABET programme’s broad objectives have been properly conceptualised and institutionalised, the central concern of this study is that little effort may have been invested by the Department of Basic Education to qualitatively assess the state of ABET programmes in rural-based Public Adult Learning Centres (PALCs) like Laaste Hoop. In order to ensure the Department of Basic Education recoup best returns from every effort invested in the ABET programme at Laaste Hoop PALC such an assessment is imperative. This study employed the qualitative method and a case study design to examine the state of the ABET programme offered at Laaste Hoop PALC. Using the purposive sampling method, ten participants comprising one member of the centre’s Governing Body, six learners, the centre manager and two facilitators were selected to participate in the study. The main finding of this study is that the Laaste Hoop PALC is struggling to effectively fulfil its broad mandate due to poor budgetary support from the v Department of Basic Education. The study found that the Laaste Hoop PALC is generally in a state of neglect as the infrastructure is in an advanced state of dilapidation. The main recommendation of the study is that the Department of Basic Education needs to launch a targeted fundraising campaign in order to improve the operating and financial leverage of the centre. Key words: ABET programme; adult literacy; numeracy; functional literacy.
31
Robishaw, Don Louis. "From resistance to persistence? An alternative self-directed readiness training program for adult literacy and Adult Basic Education learners." 1996. https://scholarworks.umass.edu/dissertations/AAI9619431.
Full textAbstract:
Many adult literacy and adult basic education learners struggle with various forms of negative emotions. Self-doubts are often a result of resistance to earlier schooling experiences and how they processed those experiences. Adults need to shed emotions that interfere with progress and develop the self-confidence needed to persist with academic work. There is a need for a strategy to help learners become more self-confident, persistent, and self-directed. The purpose of this study was to develop, pre-test, field-test, post-test, and refine a training program designed to help students move closer to self-directed learning. The data was collected through formative and summative evaluation strategies that revolved around a series of critical dialogues with learners. Findings related to the unlearning process revealed movement by the participants towards several enabling outcomes. These outcomes included unlearning the "blaming-the-victim" mentality; working through the shame issue of returning to school as an adult; resisting the self-fulfilling prophecy that they are incapable of academic work; giving themselves credit for overcoming barriers; and moving towards developing a stronger sense of critical awareness. This study also found that: (1) learners can benefit from reflecting on their earlier schooling experiences and surrounding circumstances; (2) learners want their critical voices heard; and (3) critical reflection and critical pedagogy are important processes in helping learners overcome negative emotions and getting at those voices. In conducting the evaluation, several problems in the design were easily rectified, but others were left unsolved. Empowerment and participatory practices are not easy, and program staff may find some of the results too critical, difficult to deal with, and unpleasant. What characteristics make for a good facilitator? Should a practitioner from the learning center be present during the critical dialogues? The participants not only endorsed the program, but had recommendations for practitioners who might consider participating in a similar program designed specifically for them.
32
Land, Sandra. "What difference does adult basic education make? An analysis of self reported differences between a group of adults who have participated in adult basic education programmes and a group who have not." Thesis, 2001. http://hdl.handle.net/10413/2958.
Full textAbstract:
In this study a group of adults who have participated in ABE programmes as learners for two to three years is compared with a group matched for employment position and scores on literacy screening tests who have had no involvement with ABE programmes. The study inquires into peoples' work situation, including their perceptions of future prospects at their place of employment, and the degree and nature of their job satisfaction, peoples' community involvement, including awareness of current issues, the extent to
which they feel they can influence what happens to them, and the extent of their engagement with community issues, and peoples' personal situations, including how they use the reading and writing skills they have developed, their involvement with their children's schooling, the sources of information they rely on, their money management, their record keeping and their degree of confidence in using technical means of communication. The study also investigates people's attitudes towards adult basic education classes, and for
those who have participated in them, their own perception of changes effected, gains and sacrifices made, and whether the effort has been, for them personally, worthwhile. Differences and similarities between the groups in the areas of their work situation, their educational experience and attitudes towards education and in literacy-related practices are analysed statistically and discussed. All comparisons between the groups are explored and
discussed in the contexts of the learners' own lives and experiences as described by them.Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2001.
33
Sokhulu, Thembinkosi M. "The family literacy practices of ten adult participants at the Tembaletu Adult Basic Education Centre in rural KwaZulu-Natal : a case study." Thesis, 2005. http://hdl.handle.net/10413/1936.
Full textAbstract:
This study examined the family literacy practices of ten adult participants who
attend the Tembaletu Adult Basic Education (ABE) Centre in rural KwaZulu-
Natal. The aim was to explore the influence of the ABE programme on these
practices? The concept of family literacy in this rural context was interrogated.
This is a qualitative case study, and the data collection techniques included
individual interview, focus group interviews, observation, and document analysis.
Findings revealed that women engaged in varied literacy practices in their homes.
Story telling was more common than reading to children. The participants in the
study for the first time are able to engage with their children in school related
literacy activities. The extent to which the participants and their children supported
each other in their literacy development was dependent on the levels of literacy.
The Adult Basic Education programme had a direct impact on the literacy practices in the families of the participants. The benefits reported by the participants included personal empowerment, enhanced self-image, and the acquisition of literacy life skills that are crucial to the health and well being of their families. The study highlights tensions between the content of adult programmes and family literacy practices valued by the participants. Other key issues that emerged in the study are: the link between family literacy and culture; gender and family literacy; family literacy in the context of HIV/Aids. The findings in this study valuable perspectives on emerging family literacy in a rural context - an area of study that is in its infancy in South Africa.Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2005.
34
Sibiya, Hlengana Solomon. "A strategy for alleviating illiteracy in South Africa: A historical inquiry." Thesis, 2005. http://hdl.handle.net/2263/23072.
Full textAbstract:
Illiteracy among black adults in South Africa has reached levels unacceptable for economic development in the country. The problem of illiteracy prevents adults and youth from contributing effectively and meaningfully to the social, economic and political life of the new democratic South Africa. As a result of the political change in South Africa, there is a growing awareness of the need to provide adult basic education and training to everyone who has had very limited schooling because of socio-economic problems – largely attributable to the legacy of apartheid. The goal of the then Government of National Unity was to ensure that all individuals received at least a minimum level of education as a matter of basic human rights as enshrined in the Constitution. The main research problem of the study is, What would be a suitable strategy to alleviate the high rate of illiteracy among blacks in South Africa? From the literature study a mass literacy campaign was particularly identified as a suitable strategy for the alleviation of illiteracy among blacks in South Africa. It was therefore important to provide guidelines, which could facilitate successful implementation of a mass literacy campaign. The research underpinning this study in South Africa has revealed that it is not enough to embark on a mass national literacy campaign to alleviate illiteracy. A campaign, which does not address the social ills characteristically associated with people who are illiterate cannot be termed successful. This study has demonstrated that shortcomings in the formal education system, insufficient state commitment, inadequate funding and a lack of provision of other resources, not enough co-operation and co-ordination amongst the various providers of adult basic education and training and lack of universal primary school education are some of the main causes of illiteracy. These problems cannot be ameliorated by a mass literacy campaign. The high incidence of illiteracy in South Africa calls for a comprehensive approach to the social, economic and civil relationships in the country: the universalisation of primary school education and early childhood development programmes, serious government commitment and strong partnerships would be a good foundation for success. The alleviation of illiteracy requires an iron political will and national mobilisation of the masses to support a mass literacy campaign.Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006.
Curriculum Studies
unrestricted
35
Zhang, Fengju. "Learners' perception on language issues in urban adult basic education: A study of Chinese adult ESOL learners in a Boston community learning center." 1997. https://scholarworks.umass.edu/dissertations/AAI9809415.
Full textAbstract:
Adult literacy has become more important today. Nearly half of the millions who lack a high school education are non-English speaking adults in urban communities. Understanding the problems these adults confront in learning English is crucial to providing quality literacy services. Adult learners come to the learning tasks with fully developed cognitive capacity and life experiences. Learners' perception of the learning task affects the teaching and learning process. Despite many studies in L2 acquisition, very little is known about how adult L2 learners think about the process, particularly learners at the low literacy levels. In an attempt to find some commonality among Chinese adult ESOL learners, a survey was conducted in an urban community school. The study examined the perceptions of Chinese adult learners on the key issue in L2 learning, namely, L1 influence in learning L2 literacy skills. The study found that adult Chinese learners perceived L1 influence in learning English. Learners indicated positive L1 influence in some categories, but perceived significant negative L1 influence in more categories. Learners explained their perceptions in terms of similarities and differences between Chinese and English, the existence and non-existence of certain features in Chinese, their L1 learning experience and their learning philosophy. Their explanations also show different learner strategies and reflect the form of L1 education learners received. Learners also indicated preferred instructional approaches in their responses to the open-ended question. It is also indicated that learners perceive more L1 influence in superasegmental structures than in the segmental elements of the L2, even in places where L1 clearly affects the learning of the L2 segments. Among the four basic literacy skills, learning to speak English is the most difficult task as perceived by the Chinese adult learners. Listening is very difficult for most of the respondents. Writing is difficult for a significant number of learners while reading is perceived the least difficult by all learners. Areas for future research were pointed out. It is hoped that data from this study will serve as baseline information for future practitioner research in the adult literacy field.
36
Nevondo, Ntsengiseni Lizah. "Adults' engagement with computers in an adult basic education and training (ABET) programme." Thesis, 2008. http://hdl.handle.net/10210/1305.
Full textAbstract:
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
37
Steinberg, Carola. "The interplay between teachers and texts in adult basic education and training (ABET) : a case study." Thesis, 2013. http://hdl.handle.net/10539/12727.
Full textAbstract:
This research report explores the implications of one central question: ‘In what ways can course materials support and improve ABET teachers’ ability in the classroom and what are the limits of that support?’ Methodologically it is an ethnographic case study of five teachers at company literacy programmes using The ELP English Literacy Course for Adults to prepare learners for examinations at ABET English Communications Levels 1&2. Conceptually it makes use of Shirley Grundy’s exposition of different paradigms for thinking about curriculum and Jean Lave’s notion of learning in a community of practice. It portrays literacy as a social practice in which people learn to master skills, make decisions about the applications of those skills and develop an emancipatory awareness. The research enables insights into the relationship between ABET teachers and texts, outlining their respective responsibilities and some implications for thinking about ABET teacher development.
38
Andrews, Dorothy. "Achieving sustainability in an Adult Basic Education (ABE) Non-Governmental Organisation (NGO): a case study of Project Literacy." Thesis, 1998.
Find full textAbstract:
This research report explores how Project Literacy, a non-governmental organisation (NGO), involved in adult basic education, was able to achieve sustainability by engaging in a comprehensive and ongoing restructuring process. It was mainly the new political dispensation as well as changes in funding policies for NGOs that necessitated the restructuring process.
The principal aims o f the study were to document how this organisation managed its change process and what other measures it took to enhance the sustainability of its organisation.
The research has been conducted in the qualitative research approach. The case study was selected as a major technique. A questionnaire and interviews with key staff were the main dava gathering methods. Triangulation was achieved by the use of various organisational documents such as independent evaluations among other?.
Research findings suggested that without the restructuring process Project Literacy would not have been sustainable. The findings illustrated that the ability to change and adapt continuously was imperative. It also showed that any NGO needs a clear vision, a good product, sound management practices and motivated and efficient staff.
39
Mohlotsane, Mapule. "The relationship between adult basic education and training (ABET) and work opportunities." Thesis, 2014.
Find full textAbstract:
A national education policy proposal to integrate adult basic education and training
(ABET) in South Africa came about largely because of pressure from trade unions to
introduce training at the workplace which would make workers more marketable in case
of retrenchment. Workplace ABET programmes provide literacy and numeracy skills,
after which some workers have a chance of joining further training opportunities provided
by their employers. The Independent examinations Board (JEB) provides adult
examinations and certifies those learners who pass. This study aims to find out whether
the ABET certificates issued by the IBB, particularly Level 3 certificates, open up job
opportunities for their holders.
A qualitative approach was adopted to research the views of ABET learners and their
managers. A small scale survey was undertaken in which four industries providing ABET
in the Gauteng area were visited. Interviews were conducted to access information on
learners’ and managers’ views on ABET certification. This proved a suitable method for
the study because the researcher managed to build confidence in learners and at times
used the learners’ home language to clarify questions.
The study concludes that ABET empowered learners by giving them reading, writing and
communication skills. These skills helped them in building their confidence when
communicating with their supervisors and to work with less supervision. On the other
hand the study showed that there was no direct relationship between the certificates that
learners earned and work opportunities. Managers could not clearly identify the kind of
work that learner who had attained ABET Level 3 certificates could perform.
The recommendations call for a clear' policy by both unions and employers on ABET.
Workers need to be rewarded for the effort they put into learning, even if the rewards are
not the reasons which lead them to learn.
40
Chili, Blessing Bongani. "Why are large numbers of illiterate adult members of the Luthuli rural community not attending ABET classes? : an investigation of their needs and aspirations regarding adult basic education and training." Thesis, 2007. http://hdl.handle.net/10413/723.
Full textAbstract:
It is suprising that many people, especially in rural areas, remain illiterate despite efforts by the government to have all people of South Africa literate. This study examines factors that make it impractical or unattractive for people who live in rural areas to attend public adult literacy classes. These conditions relate to their cultural and socio-economic background, and have a direct effect on their apathetic attitude towards adult schooling. The study further looks at illiterate people's perceptions, motivations and expectations in relation to adult education. This is very important since once their needs and aspirations regarding provision of adult education have been optimally addressed, they could be interested to attend adult classes. Thus, the high rate of illiterate rural people could be reduced. The researcher, who is also a member of the Luthuli rural community, has a very good understanding of the cultural background of the people of KwaLuthuli. This made it possible for him to comprehend each and every piece of information that was presented during interviews.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.
41
Hoosen, Fatema. "An evaluative study of the motivation of adult basic education and training (ABET) in industry." Thesis, 2000. http://hdl.handle.net/10413/5393.
Full textAbstract:
My venture into the field of ABET (Adult Basic Education and Training) began in 1994 as a community based tutor and coordinator of ABET programs. In the past six years, setting up and co-ordinating ABET programs together with individuals and organisations, has been my main endeavour. This experience has led me to the realisation that the key to successful literacy programmes is attendance and the motivation of learners. Since I have not had much experience working within industry, my impressions and picture of ABET classes conducted at the workplace have always been vague, so I chose this area of focus for two reasons. Firstly, this would widen my knowledge in workplace literacy programmes by reading widely on the topic, and secondly, it would afford me the opportunity to meet and find out attitudes from learners themselves. I would be able to find out and see personally what is actually taking place at the floor level in ABET classes in this sector. Since ABET classes are offered to learners at the workplace, I wanted to know about their aspirations and gain first hand knowledge of their motivation to attend, more so because of the current focus on the promotion of literacy in commerce and industry. Thus, this study aims to find out whether workers are motivated to attend ABET classes in the workplace.
The place where I conducted my research is the Beacon Sweet and Chocolate factory in
the Mobeni Industrial area of Durban, Kwa Zulu Natal.Thesis (M.Ed.) - University of Natal, Durban, 2000.
42
Yang, Chia-Jung, and 楊佳蓉. "A Study on Developing Reading Test for New Residents--Using the Textbook of Basic Adult Literacy Education as an Example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/92255511371900709031.
Full textAbstract:
碩士臺北市立教育大學
華語文教學碩士學位學程
100
The purpose of this study is to construct a test that is used to investigate the reading ability of new residents who learn Chinese as a second language. After paper research about the new residents’ learning requirements, well-known models to learn foreign language, and using The Common European Framework of Reference (CEFR) as frame, we developed an on-line testing system for new residents which based on the textbook “Basic Adult Literacy Education” Book One and Book Two. There are three major characteristics of this study listed as following: 1. This test is the first one that based on the research of new residents, teaching Chinese as a second language, and the Assessment and the Statistics. 2. This test is the first Chinese on-line system for new residents. 3. This is an applicable test combines a new-edited textbook which was published by education ministry of Taiwan.
43
Vaccarino, Franco Angelo. "An analytical perspective on language learning in adult basic education and training programmes." Thesis, 1999. http://hdl.handle.net/10500/16238.
Full textAbstract:
The Directorate of Adult Education and Training of the national Department of Education
views Adult Basic Education and Training (ABET) not merely as literacy, but as the general
conceptual foundation towards lifelong learning and development. This includes knowledge,
skills, and attitudes which are needed for social, economic and political participation and
transformation. These skills will assist learners in becoming more active participants in their
communities, their workplaces and contribute towards the development of South Africa.
This study aims to examine whether ABET programmes prepare learners to acquire the
language which is needed to achieve this objective. It falls within one of the eight learning
areas defined by the National Qualifications Framework (NQF), namely the language,
literacy and communication learning area. In order to research the effectiveness of learning
within this area, it is important to analyse the interaction which takes place within a
classroom; the type of questions both educators and learners ask; the type of errors learners
make in the classroom; and how the educators treat these errors. What is also of paramount
importance is whether the language skills learnt in the classroom are transferred to outside
the classroom.
To examme this, various authors' views on classroom interaction; questions; errors;
treatment of errors; and evaluating the effectiveness of learning are presented. Instruments
were designed to analyse these aspects within an ABET programme, and include:
• the framework used to undertake the classroom interaction analysis,
• the instrument used to explore the type of questions educators and learners ask in
the classroom,
• how an error analysis is used to identify typical learners' errors which occur
frequently,
• the methodology used to uncover how educators treat their learners' errors, and
• the various stakeholders' questionnaires which were used to ascertain the
effectiveness of learning at an ABET Centre.
The research findings are presented and interpreted in order to provide recommendations for
the development of language learning and teaching within the ABET field. The findings also
gave rise to recommendations for classroom practices for ABET educators, and particularly
the need for educator training and development. Recommendations for curriculum designers
of ABET materials are also presented.Educational Studies
D. Ed. (Philosophy of Education)
44
Mabuza, Raymond Vusi. "Perceptions of adult education teachers about their working condition in the Adult Basic Education and Training programme in the Gauteng East Education District." Diss., 2019. http://hdl.handle.net/10500/26508.
Full textAbstract:
This research presents a qualitative inquiry of the perceptions of the adult education teachers about their working conditions in the Adult Basic Education and Training programme.
A qualitative investigation method was conducted, and a semi-structured interview was employed to collect data. The data from open-ended questions was analysed using a thematic approach.
Findings suggest that the condition of services for adult education teachers was not acceptable and the levels of job satisfaction among teachers in adult education was low.
Some recommendations that arise from the study are that the dilapidated buildings belonging to adult education be revamped and teaching and learning resources be provided. It is also recommended that the employment conditions of adult education teachers be in line with those of mainstream education teachers.Adult Basic Education (ABET)
M. Ed. (Adult Education)
45
Chinyamakobvu, Frank. "An evaluation of Kha Ri Gude Mass Literacy Campaign at centers in Tshwane." Thesis, 2012. http://hdl.handle.net/10539/11064.
Full textAbstract:
This paper reports on the findings of the research in which an evaluation of the Kha Ri Gude Mass Literacy Campaign was conducted at five different learning centers in Tshwane. The campaign was initiated as a result of the observation that“… South Africa’s system of Adult Basic Education and Training (ABET) is not reducing the number of illiterates in spite of the constitutional right of all South Africans to basic education in their own language” (Ministerial Committee on Literacy, 2007: 5). Furthermore, studies have shown that illiteracy especially among black South Africans is not going down. This is thus preventing affected people from contributing effectively and meaningfully to the social economic and political life of the new democratic SouthAfrica.
The evaluation was to inter alia assess how the problem of illiteracy was being addressed in light of the campaign’s focus of using mother tongue as a way of enhancing the learning process. Data collection instruments included questionnaires that were completed by coordinators, supervisors, and volunteer educators involved in the campaign. Class observations were carried out on the learning process in order to establish the degree to which mother tongue instruction made it easier for the learners to among others participate effectively and meaningfully during the learning process and assess how different volunteer educators’ different teaching methodologies impacted on the performance of the learners. Preliminary results indicate that mother tongue teaching greatly enhances learner participation and understanding. It is therefore recommended that efforts to conscientize people about the benefits of using mother tongue when teaching be done so that all people can be able to reap its benefits.
46
Alkenbrack, Betsy. "Materials development training for ABET workers." Thesis, 2014.
Find full textAbstract:
The aim of this study was to develop a high-quality, experience-based, accredited training
course that would bring black literacy workers into the ABET materials writing field. The
report begins by setting the context of ABET in South Africa, then describing the literature on a wide variety of materials development projects in South Africa and other developing
countries, some of which can be used as models for the proposed course. Training courses in fields outside ABET also inform the study.
Through a combination of questionnaires and interviews, the study explores the needs of
institutions concerned with ABET materials as well as the needs and skills of potential
trainees. Ten specialists were interviewed: Seven were ABET practitioners representing a
tertiary institution, NGOs and government and three were involved in educational publishing.They identified the need for relevant practical materials in all South African languages and learning areas, and said a training course should stress thinking skills, writing skills, visual literacy and a firm grasp of the process and economics of book production. Thirty eight potential trainees were contacted through questionnaires and focus groups. They were positive about the proposed course and alerted the researcher to logistical issues regarding finances and timing. All respondents said the course must be accredited in line with NQF requirements. The main tension that arose in the interviews was around priorities. While all the experts said training in the production of materials was important, it had to viewed as a luxury in light of extremely limited resources and urgent demands for delivery.
Finally a proposed course is described, consisting of a 12-module, part-time course lasting
approximately one year.
47
Shelile, Motlatsi Petrus. "The impact on current and former learners of ABET programme run at Duvha Power Station." Thesis, 2006. http://hdl.handle.net/10539/1719.
Full textAbstract:
Student Number : 9710307F -
MEd research report -
School of Education -
Faculty of HumanitiesThis study evaluated the impact on learners of Adult Basic Education and Training (ABET) programmes at Duvha Power Station. The methods of collecting data comprised face-toface interviews, on-site participant observation, classroom observation and document analysis. The underlying assumption was that ABET programmes did not have a positive impact on either the company and individual candidates, and that they were only provided to comply with the legislation and not to develop and empower people. What emerged from findings was that ABET programmes had a major impact on the company and on the individual candidates, in their homes and communities. The findings, however, also revealed weaknesses and challenges in ABET level 1 that need to be addressed i.e ABET level 1 respondents showed no further interest in participating in the programme citing advanced age, learning being for youth, difficult sums etc, as some of the reasons.
48
YEN, TING, and 顏廷. "A Study on Developing Listening Test for New Residents in Taiwan─Using the Textbook of Basic Adult Literacy Education which was Published by Education Ministry in Republic Year 100 as an Example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/47346291539556391811.
Full textAbstract:
碩士臺北市立教育大學
華語文教學碩士學位學程
100
In Taiwan, with the economic development, higher education levels, and the equal opportunities to receive education between males and females, women have acquired autonomous power over the economy, not having to rely on their spouses. Hence, the requirements for females to choose their better half have become stricter, leading those men who can’t meet women’s standards to be unable to get married and thus turn to Southeast Asia to seek partners. As a result, more and more Southeast women immigrate to Taiwan and tie the knot with Taiwanese people. These foreign spouses, known as “new residents,” have become the fifth largest group in Taiwan. Living in Taiwan, they are faced with a variety of problems, and the first one is communication. To assist new residents to adapt themselves to the life in Taiwan and to improve their language proficiency, the government has offered basic courses for adults in junior high schools and elementary schools. In addition, the government puts emphasis on the teaching materials; now, the latest edition is “Textbook of Basic Adult Literacy Education which was published by Education Ministry in Republic Year 100”, and the government hopes this becomes the only edition across the nation. Despite the fact that the number of research on new residents has increased over the past few years, most of them are not involved with testing. However, there is no doubt that new residents do need to take tests when learning Chinese and that taking tests is more persuasive than simply taking courses. Furthermore, the compiling of teaching materials and methods, and courses arrangement also need to be improved according to test results. Listening is the most important ability when learning a language, especially so for those new inhabitants living in Taiwan. The majority of the language courses for new inhabitants are of elementary level, so the author takes “Textbook of Basic Adult Literacy Education which was published by Education Ministry in Republic Year 100” for example to set an indicator for beginners and use the performance indicator to compile listening tests and set up a worldwide online system for listening tests by cooperating with related organizations in the hope of creating a new climate for those new residents learning Chinese.
49
Dhlamini, Joyce Phikisile. "Effectiveness of facilitation methods to motivate adult learners to participate in ABET programmes : a case study of the adult centre at Ekurhuleni." Thesis, 2012. http://hdl.handle.net/10500/11819.
Full textAbstract:
The purpose of this study was to investigate the effectiveness of the facilitation methods used in the adult centre to motivate adult learners to participate in Adult Basic Education and Training (ABET) programmes, as the majority of South Africans have a low level of literacy. The illiteracy could not be viewed independently of the apartheid policies that were in place before democratisation in 1994. After the democratisation the African National Congress (ANC) policies, prioritised the provision of ABET. The policy was for ABET provide education including basic literacy, numeracy to a level equivalent to the General Certificate of Education to adults who have had little or no formal schooling. ABET is viewed as a means to educate and train adults and is regarded as a force for social participation and economic development.
The researcher was prompted to investigate the effectiveness of the facilitation methods to motivate adult learners to participate in learning or not. Adults’ participation in learning programmes will help them towards social participation and also to develop them economically. If adults are economically developed, South Africa will not be facing such huge rate of unemployment, poverty and illiteracy. As there are a number of development programmes that are offered at Ekurhuleni to equip adults with relevant skills required for development and equipping them with the skills to face economic challenges of the country, motivation becomes essential because if learners are not motivated to participate, they are not going to be involved in them and get the necessary education. The focus is also on the facilitation methods that are used in the learning centre.
Qualitative research has enabled the researcher to gather enough data through employing interviews. Individual interviews, focus group interviews as well as observation were the tools used in this study. It reveals that facilitation methods that are used are not effective enough to motivate adult learners’ participation in ABET programmes. Thus recommendations and suggestions were made to assist the
i
facilitators in rendering effective facilitation methods for the benefit of the adult learners.Educational Leadership and Management
D. Ed. (Education Management)