The post-literacy perceptions of newly literate adult learners at a rural community learning centre
| dc.contributor.advisor | Frick, B. L. | en_ZA |
| dc.contributor.author | Van Wyk, Jeremy Mark | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. | en_ZA |
| dc.date.accessioned | 2012-01-30T14:29:34Z | en_ZA |
| dc.date.accessioned | 2012-03-30T10:59:07Z | |
| dc.date.available | 2012-01-30T14:29:34Z | en_ZA |
| dc.date.available | 2012-03-30T10:59:07Z | |
| dc.date.issued | 2012-03 | en_ZA |
| dc.description | Thesis (MPhil)--Stellenbosch University, 2012. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: Literature suggests that post-literacy (PL) is a seriously under-researched field in most African countries including South Africa. From the literature, it also became evident that, if PL is not viewed as a government priority, a gap will continue to exist between what PL programmes offer, and what the newly literate adults may need. Various authors emphasise the importance of PL to prevent relapsing into illiteracy, the applicability of PL in enhancing everyday private and occupational life, as well as the potential contribution of PL to poverty reduction, social, economic and political development and in sustaining communities. The aim of this study was to identify the PL perceptions of newly literate adults in the PL programme at the Simondium Community Learning Centre (SCLC) in the Western Cape of South Africa. A basic qualitative research approach to collect data was undertaken. During the data production ten semi-structured interviews were conducted, with the individual participant as the unit of analysis. All interviews were recorded digitally (using a tape recorder) and transcribed verbatim. Data analysis was done using the HyperQual computer programme to identify, retrieve, isolate and regroup data. The results and conclusions of data based on the literature studied and findings of the study indicate a learner-centred PL programme is required which focuses mainly on non-formal and vocational programmes for sustaining communities and economic development. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Literatuur dui daarop dat nágeletterdheid (NG) is ’n ernstig onder nagevorsde gebied in die meeste Afrika-lande wat Suid Afrika insluit. Vanuit die literatuur het dit duidelik geblyk dat, as die regering nie NG as 'n prioriteit beskou nie, 'n gaping sal bly voortbestaan tussen dit wat nuutgelettterde volwassenes moontlik kan benodig en dit wat die program bied. Verskeie skrywers benadruk die belangrikheid van NG om 'n terugval na ongeletterdheid te voorkom, die toepaslikheid van NG om alledaagse private en beroepslewe te bevorder, asook NG se potensiële bydrae tot armoedeverligting, maatskaplike, ekonomiese en politieke ontwikkeling en by die volhoubaarheid van gemeenskappe. Die doel van hierdie studie was om die NGpersepsies van nuutgeletterde volwassenes in die NG-program by die Simondium Gemeenskapleersentrum (SGLS) in die Wes-Kaap van Suid-Afrika te identifiseer. ’n Basiese kwalitatiewe navorsingsbenadering is gebruik om data te versamel. Tydens die data versameling is tien semi-gestruktureerde onderhoude gebruik met die individuele deelnemer as die eenheid van analise. Alle onderhoude is digitaal deur 'n bandopnemer opgeneem en verbatim getranskribeer. Data-analise is gedoen deur gebruik te maak van die HyperQual-rekenaarprogram om data te identifiseer, te herroep, te isoleer en te hergroepeer. Die resultate en opsommings van data gabaseer op literatuur wat bestudeer is en die bevindinge van die studie, dui aan dat 'n leerder-gesentreerde NG program wat hoofsaaklik fokus op nie-formele en beroepsgerigte programme vir die volhoubaarheid van gemeenskappe en ekonomiese ontwikkeling, mag nodig wees binne die bestudeerde konteks. | af_ZA |
| dc.format.extent | x, 75 p. | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/20274 | en_ZA |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Adult learning | en_ZA |
| dc.subject | Literacy | en_ZA |
| dc.subject | Post-literacy (PL) | en_ZA |
| dc.subject | Community learning centre | en_ZA |
| dc.subject | Theses -- Education | en_ZA |
| dc.subject | Dissertations -- Education | en_ZA |
| dc.subject.lcsh | Functional literacy | en_ZA |
| dc.subject.lcsh | Literacy programs -- Western Cape -- Simondium | en_ZA |
| dc.subject.other | Curriculum Studies | en_ZA |
| dc.title | The post-literacy perceptions of newly literate adult learners at a rural community learning centre | en_ZA |
| dc.type | Thesis |