problems of adult learners in adult basic education

189 Pages·2013·2.31 MB·English

PROBLEMS OF ADULT LEARNERS IN ADULT BASIC
EDUCATION: A PSYCHO-EDUCATIONAL PERSPECTIVE
by
SAMSON QEDUSIZI NICHOLAS MKHWA NAZI
submitted in fulfilment of the requirements for the degree of
MASTER OF EDUCATION
in the subject
PSYCHOLOGY OF EDUCATION
at the
UNIVERSITY OF SOUTH AFRICA
Supervisor: PROF G.D. KAMPER
JUNE 2001
DECLARATION
I, Samson Qedusizi Nicholas Mkhwanazi, do hereby declare that this
dissertation has been composed by me, that it has not been accepted in any
previous application for a degree or diploma, that the work of which it is a
record has been done by me, and that all quotations and sources of
information have been acknowledged.
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SIGNATUR DATE
(SQN MrdfwA NAZI)
(Student Number: 0326-740-7)
(i)
SUMMARY
This study investigated the physical affective, cognitive and volitional problems of the
1
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.
(ii)
KEYWORDS
ADULT BASIC EDUCATION; ADULT EDUCATION; ADULT EDUCATOR;
ADULT LEARNER; ADULT LEARNING; ILLITERACY; LITERACY.
(iii)
DEDICATION
This work is dedicated to my wife, Nokwethemba
Ntombikayise, for her moral support during my study. I
would also like to thank my daughters Sinqobile, Sihlanziwe,
Fanele and my son Mmangaliso for their comfort and support
during the time of the hardship.
(iv)
ACKNOWLEDGEMENTS
In accomplishing the study, I wish to express my sincere gratitude to the following
individuals and officials who ensured that the study became a reality.
Prof G.D. Kamper (and previously Prof P.J. Vorster) for their patient and extensive
guidance throughout my period of study.
Supervisors of the selected adult education centres for their kindness in allowing me to
consult their ABE learners as part of the study.
Mrs A. Kukkuk for typing the manuscript.
Finally, my humble gratitude is due to Almighty God for the strength and courage He gave
so abundantly during the course of this study.
S.Q.N. MKHWANAZI
DEPT OF BIOLOGICAL SCIENCES
ESIKHA WINI COLLEGE OF EDUCATION
(v)
CHAPTER!
BACKGROUND AND ORIENTATION TO THE RESEARCH PROBLEM
1.1 INTRODUCTION 1
1.2 PROBLEM ANALYSIS 5
1.2.1 Awareness of the problem 5
1.2.1.1 Situation in the past 5
1.2.1.2 The situation today 7
1.2.2 Exploration of the problem 9
1.2.2.1 Initial reading by the researcher 10
1.2.2.2 The researcher's experience and past observations 13
1.2.2.3 Informal probe into the situation in the northern part of
K waZulu-Natal 14
1.2.3 Delimitation of the field of study 16
1.3 RESEARCH PROBLEM AND RELATED QUESTIONS 16
"'
1.4 RESEARCH AIM 17
1.5 SIGNIFICANCE OF THE STUDY 17
1.6 EXPLANATIONS OF TERMS AND CONCEPTS 18
1.6.1 Adult learner 18
1.6.2 Adult Basic Education (ABE) 18
1.6.3 Literacy/illiteracy, functional literacy, marginal literacy 19
1.6.4 Numeracy/innumeracy 20
1.6.5 Adult educator 21
1.6.6 Tutor 21
1.7 METHOD OF INVESTIGATION 21
1.8 CHAPTER DIVISION 21
(vi)
CHAPTER2
ADULT BASIC EDUCATION: A LITERATURE REVIEW
2.1 INTRODUCTION 24
2.2 HISTORICAL BACKGROUND OF ADULT BASIC
EDUCATION IN SOUTH AFRICA 24
2.3 ADULT BASIC EDUCATION PROGRAMMES IN SOUTH AFRICA 27
2.3.1 NGO ABE programmes 27
2.3.2 Private sector ABE programmes 29
2.3.3 State ABE programmes 30
2.3.4 Some general considerations pertaining to ABE programmes 31
2.3.4.1 Tutors 31
2.3.4.2 Learning materials 32
2.3. 4.3 Learner support systems 32
2.3.4.4 Target group 32
2. 3. 4. 5 Time scheduling 33
2.3.4. 6 Assessing adult learner's literacy placement level 33
2.3.5 Problematic aspects of ABE programmes 34
2.3.5.1 Problematic aspects ofN GO ABE programmes 34
2.3.5.2 Problematic aspects ofp rivate sector ABE programmes 34
2.3. 5.3 Problematic aspects of state ABE programmes 35
2.3.6 Synthesis 36
2.3.6.1 Funding 37
2.3.6.2 Personnel 37
2.3.6.3 Formal training 38
2.3.6.4 Remuneration 38
2.3.6.5 Learning context 38
2.3.6.6 Learning programmes 39
(vii)
2.4 THE NEW ADULT BASIC EDUCATION DISPENSATION
IN SOUTH AFRICA 39
2.4.1 Community colleges 41
2.4.2 Personnel and training 42
2.4.3 Recognition of prior learning 42
2.4.4 Remuneration 43
2.4.5 Target groups 43
2.4.6 Learning programmes 44
2.5 CONCLUSION 45
CHAPTER3
UNDERSTANDING ADULT LEARNERS AND THEIR PROBLEMS IN
ADULT BASIC EDUCATION: LITERATURE REVIEW
3.1 INTRODUCTION 46
3.2 UNDERSTANDING ADULT LEARNERS 48
3.2.1 Types of adult learners 48
3.2.1.1 Pragmatic goal-oriented learners 49
3.2.1.2 Affective learners 49
3.2.1.3 Learners-in-transition 49
3.2.1.4 Integrated learners 50
3.2.1.5 Risk takers 50
3.2.2 Adult learners as rural and urban learners 50
3.3 THE PERSONHOOD OF THE LEARNER IN ADULT BASIC
EDUCATION 51
3.3.1 Physical status and related problems 51
3.3.2 Affective behaviour and related problems 57
3.3.3 Cognitive behaviour and related problems 62
3.3.4 Volitional behaviour and related problems 73
(viii)
3.4 THE RELATIONSHIPS OF THE LEARNER IN ADULT
BASIC EDUCATION 76
3.4.1 Relationship with the physical environment 76
3.4.2 Relationship with the tutor 80
3.4.3 Relationship with the learning content 85
3.4.4 Relationship with the self 88
3.4.5 Relationship with family and friends 91
3.5 CONCLUSION 96
CHAPTER4
EMPIRICAL RESEARCH METHODOLOGY
4.1 INTRODUCTION 97
4.2 RESEARCH HYPOTHESIS 97
4.3 RESEARCH APPROACHES 98
4.3.1 General background 98
4.3.2 Quantitative research 99
4.3.3 Qualitative research 99
4.3.4 Triangulation 101
4.4 SAMPLING PROCEDURE 102
4.4.1 Target population 102
4.4.2 Research population 102
4.4.2.1 Geographical area 102
4.4.2.2 Quantitative investigation 103
4.4.2.3 Qualitative im,estigation 103
4.4.2.4 Pilot study 103