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Understanding adult education : case studies of three university-based adult education certificate programmes

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dc.contributor.advisor Herman HD, Prof en
dc.contributor.advisor Sayed Y, Dr en
dc.contributor.author Thaver BM en
dc.date.accessioned 2016-09-22T11:03:09Z
dc.date.available 2016-09-22T11:03:09Z
dc.date.submitted 2000 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/102342
dc.description.abstract By the mid 1980s the Nationalist Party had sought to salvage almost four decades of apartheid policies that were based on white supremacy. In this regard it engaged in dual strategies of repression and reform. The state's strategies were challenged by organizations and movement within civil society. In this regard a number of community-based organization mushroomed both nationally and regionally. These organizations were coordinated by adult political activists most of whom were perceived to lack the necessary skills to manage organization more effectively. In this conjuncture, the Adult Education Departments at five South African universities developed certificate-level programmes to address this gap. This study focuses on three such programmes, the Community Adult Education programme, based at the University of Cape Town, the Certificate for Educators of Adults at the University of the Western Cape, and the Community Adult Educators Training Course based at the University of natal-Pietermaritzburg. This study investigates the social and political conditions that gave rise to the three certificate programmes. It also investigates the relationship between the external social and political conditions and the internal curriculum practices of the certificates. In this process it analyses the nature of the relationship and identifies shifts in the programmes and the curriculum practices between 1986 and 1996. The study uses a qualitative approach and draws on elements of critical theory and social construction to understand the data gleaned from interviews and documents. This study argues that all three certificate programmes have directly been tied into the social-political context in South Africa between 1986 and 1996. In this decade the study argues, there are three distinct political periods, namely repression/reform, negotiations and fragile democracy. It argues that distinct features from each period have shaped the certificates in different ways. Along with the national political conditions as manifest at the level of the state, the private sector and civil society there are local and institutional dynamics that contribute to the different forms assumed by these certificates. The study further argues that the external social-political conditions from each period have demarcated and fixed the boundaries for the certificates as a social practice. In this process the curriculum practices for each period permitted certain words and practices in preference to others. Consequently, it argues that the external and internal social and political dimensions together construct the certificates as a discourse. This study is based on a belief that the role of a certificate practitioner is to creatively locate the day to day practices within different theoretical frameworks in order to advance studies into sites of adult education practices. This study represents a step in such a direction. en
dc.language English en
dc.subject Education en
dc.title Understanding adult education : case studies of three university-based adult education certificate programmes en
dc.type Doctoral degree en
dc.description.degree DPhil en

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