Magister Educationis - MEd (AL (Adult Learning and Global Change)

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Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school.
(University of the Western Cape, 2007) Damonse, S; Hendricks, M.N
South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as non-formal (courses not leading to formal accreditation) teachers' learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants' responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.
The role of learning communities in addressing primary school dropout: an exploratory study of a learning community in a low-income primary school in Cape Town, South Africa.
(University of the Western Cape, 2025) Sithole,Nomakolwa
This research responds to an identified concern in the literature that primary school dropout may be a relatively understudied phenomenon requiring due attention. Accordingly, this research undertaking explored the present role of learning communities in addressing voluntary withdrawal or dropout in a low-income primary school educational context in post-apartheid South Africa. This research is important especially in a country where, for the majority of South African learners, educational inequality continues to prevail across postapartheid educational landscapes. Within an interpretive paradigm, and as a qualitative case study, the underpinnings of Epstein’s model pertaining to school, home and community partnerships have been explored to broadly guide this research undertaking, and participant perception was invited through semi-structured interviews. Key findings draw attention to possible collaborative solutions to the unrelenting problem of voluntary learner withdrawal in low- income primary school educational contexts. Most notably, key findings suggest that the formation of educational communities comprising educators, parents and caregivers, and the learners themselves potentially has a high social and educational value towards the success of learners. Findings also draw attention to the value of an extended educational community in which district officials and community organizations, for example, could contribute towards authentic lifelong learning strategies towards educator and learner success.
An agentic approach to investigating barriers to access and participation on the pathways of mature adult students in Namibia
(University of the Western Cape, 2024) Bassonn, Bronwin Valerie
Various shifts in the educational landscape of Namibia have made educational access and participation, particularly for mature adult students aiming to enter the teaching profession, difficult. While research on this phenomenon in Namibia is limited, the purpose of the current study is to investigate the barriers to access and participation for mature adult students aiming to live their lifelong dream of becoming teachers. As a result, this study is also necessary, as it can provide valuable knowledge regarding the teaching profession in Namibia which has experienced a crisis over the past few years. Using a qualitative research approach and an interpretivist framework, I aimed to answer the main research question: “What are the barriers to access and participation among mature adult students at a Higher Education Institution in Namibia?” I used structure and agency as a theoretical framework, highlighting how the students use their agency to approach the barriers they face on their learning pathways. The study shows how mature adult students demonstrated agentic capacities in the face of hardship, which allowed them to overcome both situational and institutional barriers to access and participation in teacher education. Recommendations are made around these barriers to support teacher education in the hope of solving some of the challenges facing this profession in Namibia
The contribution of literacy education in raising the standard of living: A case study of two Namibian informal settlements
(Universty of the Western Cape, 2024) Mutenda, Nicholette; February, Colette
The Ministry of Education Arts and Culture in Namibia has historically invested resources into adult literacy education to ensure the realization of both national and international undertakings. However, despite such efforts, scores of Namibian citizens are still in need of a literacy education that would make an improved standard of living possible. This research explores participants’ perceptions of the role of adult literacy in improving standards of living. Within a qualitative paradigm, this study uses a socio-cultural approach to explore the views of selected literacy educators who teach in two informal settlements as well as groups of informal settlement residents who have participated in literacy programmes. The findings of this research undertaking may contribute towards insights into how certain kinds of literacy work could usefully address and support internationally recognized sustainable development goals such as inclusivity, quality education and lifelong learning, which are aimed at contributing towards the best possible improved living conditions particular for literacy learners living in informal settlements.
Exploring the efficacy of the grant funding process of a SETA within the context of South African skills development
(University of the Western Cape, 2024) Abrahams; Natheem, Hendricks
Continuous introduction of innovations and rapid technological changes in industry necessitate the constant need for skill development within the workplace. For companies to grow, stay competitive, and remain economically sustainable, they must ensure that their employees’ skills, knowledge, and capabilities incorporate the latest developments and trends. Therefore, employee development within the manufacturing and engineering sectors becomes imperative and benefits both the employee and employer. To encourage skills development, Sector Education and Training Authorities (SETAs) have become critical links as providers of incentive funding to ensure that companies implement and/or participate in skills development initiatives that aim to upskill, reskill and multi-skill their workers. The research investigated the alleged bureaucratic claiming process from SETAs which might prevent companies from fully benefiting from the skills development system. This investigation was guided by the research question: How do merSETAaffiliated companies/organisations experience the grant-claiming process? Exploring the efficacy of the SETA grant funding process, this inquiry used a qualitative research methodology to investigate whether SETA funding is a beneficial process for all involved.
Reducing high school dropout: towards new narratives of educational success in a rural South African educational community.
(University of the Western Cape, 2023) Raman, Thereza Gwendoline; February, Colette
This study sought to investigate the professional experiences of educators at a rural school in South Africa, and in particular pertaining to their perceptions on learner dropout or voluntary withdrawal. Within an interpretive framework as a qualitative case study, educators were invited to offer their narrative accounts particularly about the kinds of professional development they perceived as educationally most useful for learners to succeed at school. Secondly, the study investigated the extent to which an ethos of lifelong learning could play a role in promoting successful outcomes for educators and learners, specifically in a rural educational community. The study also probed the extent to which community-school partnerships might assist in actualizing sustainable supportive environments for teaching and learning to flourish particularly in rural school contexts. Findings revealed important insights regarding the extent to which educators may understand the importance of their own professional identity and development in relation to new forms of lifelong learning as dispositions towards reducing dropout in the rural educational contexts they know. Findings also shed light on the extent to which lifelong learning within community-school partnerships and extended educational communities may play a role in reducing dropout in the rural educational contexts described in this study. The most significant finding of the study is that lifelong learning might take root in certain rural South African schools only if a body teachers is sufficiently curious about new ways of teaching and learning that directly addresses reducing dropout in the educational contexts they know.
Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape
(University of the Western Cape, 2019) Mkaza, Linda Olive
Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature. In this study, I seek to explore the potential that digital storytelling has in the teaching of undergraduate academic writing skills. I will focus on first year students' academic writing skills, how they are taught currently and how technology in the form of digital storytelling can help first year students improve their academic writing skills. The theoretical framework for the study is largely based on the New Literacies Studies which is championed by members of the New London Group such as Street and Street (1984) Lea and Street (2006) among others. The theoretical framework will draw on the notion of literacy as social practice rather than a set of reading and writing skills which explains why educators need to find new ways of teaching academic writing skills. I use semiotics and multimodality as a foundational concept for using digital storytelling in academic writing. That is because semiotics and multimodality further support the idea that literacy goes beyond words but that audio and visual elements are also part of learning and can help engage students in their academic work. The main aim of this proposed research is to explore both students and lecturer practices of digital literacies in the teaching and learning of academic writing at The Cape Peninsula University of Technology
Investigating the Teaching and Learning of Creative Writing in English first additional language in selected grade 9 classrooms in the Western Cape
(University of the Western Cape, 2020) Nondabula, Nikiwe; Nomlomo, V
Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary
Group work in management education - The role of task design
(University of the Western Cape, 2007) Du Toit, Anna; Hendricks, Mohamed Natheem
This minithesis examines adult learners' experiences of group work in management education. Group work is an integral part of learning and teaching methods at most business schools because it develops team skills demanded by today's workplace. Furthermore, group work in education is grounded in the belief that much learning happens through social interaction and that diversity within groups promotes learning. At a more practical level, group work makes large projects feasible. Learners view group work as beneficial. But their experiences also reflect that it is often associated with problems. The main problems reported relate to unequal participation and group conflict. Underpinning the study is the recognition of the key role of social interaction in learning. This study analyses learners' group experiences in a business school. The study aims to identify conditions that hinder and promote group interaction with a view to enhance learning. Through questionnaires and interviews the study obtains an overview of the experiences of 45 adult learners on a one-year management programme at a business school in South Africa in relation to two group assignments. Questionnaires are also used to obtain the views of the two educators who designed the two group assignments. The study includes an analysis of the two group assignment briefs. The study found that non-participation or 'free-riding' and the sub-division of group tasks occurred frequently. The design of the group tasks promoted sub-division and non-participation, which in turn gave rise to tension and conflict. Learning objectives were unclear as the purpose of group work in the learning process was not communicated to students. The tasks did not demand much group interaction or learner interdependency which meant that tasks could be split up and done individually or by part of the group. This reduces the opportunity for group collaboration to clarify understandings and create shared meaning, which in turn negatively impacts on individual learning. The study argues that successful group work requires careful task design. To realise its full potential certain conditions must be met. Learners need to know that the group process is an integral part of their learning, group work must be integrated into overall course design and assessment, tasks must demand a high degree of interaction, learners need to be interdependent, and groups need support throughout the process.
Investigating the Teaching and Learning of Creative Writing in English First Additional Language in selected Grade 9 classrooms in the Western Cape
(University of the Western Cape, 2020) Nondabula, Nikiwe; Nomlomo, V.
Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom. This study employed a qualitative research design by making use of classroom observations, focus group interviews with randomly selected Grade 9 learners, and an interview with the Grade 9 teacher to determine how English (FAL) creative writing was taught and the barriers encountered by learners when taught writing in this language. Data was collected in a township school in Cape Town where the majority of learners were isiXhosa home language speakers. Thematic data analysis was used to make sense of the collected data. Ethical considerations were observed throughout the data collection process This study employed a qualitative research design by making use of classroom observations, focus group interviews with randomly selected Grade 9 learners, and an interview with the Grade 9 teacher to determine how English (FAL) creative writing was taught and the barriers encountered by learners when taught writing in this language. Data was collected in a township school in Cape Town where the majority of learners were isiXhosa home language speakers. Thematic data analysis was used to make sense of the collected data. Ethical considerations were observed throughout the data collection process. One of the key findings of this study is that the Grade 9 English teacher made use of a teacher centred approach and code-switching in the teaching and learning of creative writing through the medium of English FAL. The findings also indicate that learners had limited English proficiency due to limited exposure to this language in their home environment. This study concludes that writing in English is a challenge to Grade 9 English FAL learners, and this could impede their success in other subjects across the curriculum.
Lifelong learners as digital citizens: Challenges and new learnings for adult learners in higher education
(University of the Western Cape, 2022) Mouwers–Singh, Constance; February, Colette
This study explored the learning journeys of graduate students in an online master’s programme with the view to understand the challenges, successes, identities and distinct attributes they may bring to the programme. Historically the literature largely points to adult students being commonly portrayed only in terms of the challenges they may be experiencing in higher education settings. Arguably it may be an under–researched area as to whether adult learners may already be active online learners and digital citizens when they seek access to certain higher education programmes. The study, therefore, explored the kind of contribution adult learners bring to certain educational settings, the learnings adult learners may be seeking, and what they may be acquiring especially in terms of lifelong learning, online learning, and as digital citizens.
Access, barriers to participation and success among mature students at a University in the Western Cape
(University of Western Cape, 2021) Williams, Gillian; Groener, Zelda
This research study is informed by the White Paper for Post-School Education and Training (2013) in which the Department of Higher Education and Training (DHET) sets out its focus and priorities concerning higher education and training. The main purpose of this study is to find out how mature students participate despite the barriers that they experience while participating in post-school education and to offer an opportunity to achieve greater clarity about the way that the students who exercised agency overcame the barriers that they faced and in turn, achieved success.
A transformative approach to teaching adults in a culturally diverse context
(University of Western Cape, 2013) Wales, Raymond; Groener, Zelda
The post-modem society is described as a society on the move, a phenomenon the anthropologist, (Vigouroux, 2005) describes as 'flows'. These flows are mostly manifested by people moving in and towards countries with better economic prospects. In most African countries there is a large-scale migration from rural to urban areas and a lot of trans-national migration across countries, due to recent socio-economic and socio-political trends. Democracy in South Africa became a powerful drawing card on the African continent for those nations plagued by poverty, unemployment and civil wars and migration to South Africa became increasingly popular. Therefore, democracy in South Africa is also a spatial process, which transcends local and national geographical spaces.
Student persistence among foreign students at a faith-based higher education institution in the Western Cape
(University of Western Cape, 2021) Raymond, Romeo Ernest; Groener, Zelda
The notion of student persistence is one that remains a topic for lifelong learning. Many scholars pursue an understanding of this phenomenon yet it remains an unsaturated subject for further studies. Furthermore, many countries embrace international students in their universities and colleges for various reasons. South Africa is no different. The intake of international students at this particular institution of interest is mainly faith-based; many of these students are associated with the same faith or have some religious background. Combining the two phenomena (persistence and international studentship) seems an area that could open doors to new knowledge. So I ask the question: “Do foreign students persist more consistently than local students/nationals? And if so, why?” This then formed the basis for my key question in this study: “What are the relationships between social integration and student persistence?”
Access, participation and barriers to adult learning at a TVET College in the Western Cape
(University of Western Cape, 2021) Hector, Natascha; Groener, Zelda
This paper focuses on an investigation into adult students, experiences related to access, barriers to participation and success at a TVET college in the Western Cape. Through recognition of prior learning (RPL) many adult students have gained access to TVET colleges to obtain a qualification as educare practitioners. Many educare practitioners have worked in the ECD field for many years without a qualification. RPL provides an opportunity for these practitioners to upskill themselves and more importantly uplift themselves, giving them hope for a better future. The RPL offers adult students hope of advancement amidst challenging circumstances experienced in the past, thereby changing the tide in the latter years of their lives.
The NCV qualification, internships and work readiness. The case of a TVET college in the Western Cape
(University of Western Cape, 2021) Mitcham, Antonio John Alistair; Groener, Zelda
The study investigates a Western Cape Technical Vocational and Education and Training (TVET) college internship programmes and how the curriculum prepare students for the workplace. The research utilizes and applies the Human Capital Theory (HCT) to student employability and college internships to generate new theoretical insights into the possibilities and limitations of an internship in preparing college students for the workplace. The study is motivated by observations of students in the workplaces who had completed the National Certificate Vocational (NCV) course with regard to hospitality and office administration who were participating in its associated internships. The research question underlines the relationship between the NCV qualification, HCT and internships.
Social movement learning, student protest and higher education: An exploration of #FeesMustFall at UWC
(University of the Western Cape, 2020) Mdepa, Anele Arnold; Hendricks, Natheem
This study examines student activism and student protests that occurred at South African higher education institutions (HEIs) during the academic years 2015 and 2016. These protests were inspired by multiple grievances experienced by students at HEIs, which included protesting against the maintenance and celebration of imperial symbols at universities as well as the unaffordability of academic and residence fees. These protests were different to previous student protests in that student discontentment and protests were popularised and advocated through social media under Twitter hashtags such as #RhodesMustFall (RMF) and #FeesMustFall (FMF).
Access, barriers to participation and success among adult students at a Technical, Vocational, Education and Training (TVET) College in the Western Cape, South Africa: Keeping the dream alive
(University of Western Cape, 2019) Andrews, Priscilla; Groener, Zelda
The Department of Higher Education and Training (DHET) in the White Paper for Post-School Education and Training outlines access, participation and barriers as critical issues in post-school education (DHET, 2013). The main aim of this research paper was to investigate the relationships between access, barriers to participation and success among adult students registered for the National Accredited Technical Diploma (NATED) specialisation in Early Childhood Development (ECD) at a TVET College in the Western Cape. Although I concentrated on the interplay between the adult students’ experiences related to access, participation and barriers, my primary interest relates to how and why adult students succeed despite the barriers that they encounter.
Access, barriers to participation and success amongst adult students in an undergraduate academic programme at a University in the Western Cape
(University of Western Cape, 2020) Stevens, Howard; Groener, Zelda
The choice of topic for the research paper was influenced by my experiences of attending university as an adult student and contemporary policy developments. In its White Paper for Post School Education (2013) the Department of Higher Education and Training (DHET) expresses intentions to expand access to post-school education for all people of all ages, including adults. The research paper focuses on the relationships between access, barriers to participation and success related to adult students who attended a university.
The curriculum as preparation for the world of work: A critical analysis of the learner curriculum for young adults at a Community Education and Training College.
(UWC, 2020) Daniels, Margaret; Omar, Rahmat
The main objective of the research is to analyze critically how the curriculum at a Community College in the Western Cape prepares young adults for the world of work in the fields of Travel and Tourism and Small Medium and Micro Enterprise (SMME) and develops their capabilities to become functioning members in society. I was guided by concepts such as knowledge and skills necessary to enhance employability as well as people‟s wellbeing and capability development. The data was gathered through interviews and analysis of national and institutional policy documents. The analysis of documents helped me to understand the curriculum‟s orientation to the world of work and its responsiveness to personal and social needs of young adults. The interview data helped me to reflect on the main research question, “What are the perspectives of academic staff, industry/sector representatives and young adults themselves on the knowledge and skills needed in the curriculum to prepare young adults for the world of work?” My research shows that the curriculum of the ABET Level 4 programme has become more vocationally oriented. It prepares students for the world of work in a general way; but there are some limitations. There is no practical work experience or work exposure as in the curricula of programmes at TVET colleges and universities. The research also found that the formal curriculum in combination with the extra-curricular activities had benefits for students in terms of personal development and equipping them to function better in their social environments. However, offering these activities depends on efforts made by lecturers over and above their normal duties and on donations from various sources. Extending or sustaining this combination of activities requires adequate staffing and resources. Finally the research highlighted various barriers students encountered and suggested that many of these barriers arise from structural constraints in the world of work and society. The research suggests that it is necessary but not sufficient to focus on the employability of young people and to equip them with knowledge and skills to prepare them for the world of work; it is also necessary to look beyond employability and consider the wellbeing of students (Powell, 2012; Jackson, 2005; Baatjes and Baatjes, 2008; Ngcwangu, 2019; Motala and Pampallis, 2007). Therefore my research suggests that education should not have a narrow focus and that the curriculum should integrate vocational and general education (Young, 1999). Furthermore, there should be a holistic approach in the curriculum which responds to multiple objectives including preparation for work and for functioning effectively in other areas of one‟s life. This implies that the curriculum should prepare students for the world of work AND take into account their well-being, dreams and aspirations for a better life.

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