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Investigating the Perceptions of the Graduates And INVESTIGATING THE PERCEPTIONS OF THE GRADUATES AND BENEFICIARIES OF THE ADULT EDUCATION PROGRAMMES TOWARDS LIVELIHOOD IMPROVEMENT: THE CASES OF INFORMAL SETTLEMENTS, WINDHOEK A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF EDUCATION (ADULT EDUCATION) OF THE UNIVERSITY OF NAMIBIA BY CHARLENE KEJA-KAEREHO 9970282 April 2013 Main Supervisor: Dr. R.K. Shalyefu Co-supervisor: Dr. A.T. Kanyimba i Abstract This study investigated the perceptions of the graduates and beneficiaries of the adult education programmes aimed at livelihood improvement in informal settlements of Windhoek. The adult education programmes that were looked at are the National Literacy Programme in Namibia (NLPN), Adult Upper Primary Education (AUPE) and Adult Skills Development for Self Employment (ASDSE). Evaluations on the implementation of these programmes have been carried out, and the findings show successes. However, no assessment has yet been done to validate the perceptions of the participants on the adult education programmes. Therefore, the purpose of this study was to investigate the perceptions of NLPN and AUPE graduates, and ASDSE beneficiaries on the effectiveness of the programmes geared towards improvement of livelihoods. The study focused on three main research questions on investigating the perceptions of the graduates of NLPN and AUPE, and ASDSE beneficiaries regarding the effectiveness of the programmes for the improvement of livelihoods. The study used a qualitative approach with a phenomenological design focus. The sample of the study was 37 graduates and beneficiaries of the NLPN, AUPE and ASDSE programme. The study made use of the snow-ball sampling and purposive procedures to select the participants. ii An interview guide, an audio recorder and field notes were the research instruments used to collect data. The technique of collecting data that was used is that of face-to- face interview. The qualitative data analysis method used was interpretative phenomenological analysis. The study disclosed that the adult education programmes are tools to combat many social evils in Namibia. The study also found that the adult education programmes are successfully impacting on the improvement of living standards of people in various aspects of life. Computer literacy and English language (from lower to intermediate level) were the main courses the respondents wanted to be taught. Implementation of a computer literacy course and English language at a higher level within the programmes is recommended for the fulfilment of the needs of the participants. iii TABLE OF CONTENTS----------------------------------------------------------------------- PAGES ABSTRACT ----------------------------------------------------------------------------------------------- I TABLE OF CONTENTS ---------------------------------------------------------------------------- III LIST OF FIGURES --------------------------------------------------------------------------------- VIII ACKNOWLEDGEMENTS -------------------------------------------------------------------------- IX DEDICATION ---------------------------------------------------------------------------------------- XII DECLARATIONS ---------------------------------------------------------------------------------- XIII CHAPTER ONE: INTRODUCTION -------------------------------------------------------------- 1 1.1 ORIENTATION OF THE STUDY ----------------------------------------------------------------- 1 1.2 STATEMENT OF THE PROBLEM ---------------------------------------------------------------- 5 1.3 PURPOSE OF THE STUDY------------------------------------------------------------------------ 6 1.4 RESEARCH QUESTIONS ------------------------------------------------------------------------- 6 1.5 SIGNIFICANCE OF THE STUDY ----------------------------------------------------------------- 7 1.6 LIMITATIONS ------------------------------------------------------------------------------------- 7 1.7 DEFINITIONS OF TERMS ------------------------------------------------------------------------ 8 1.8 DESCRIPTION OF CHAPTERS ------------------------------------------------------------------ 11 CHAPTER TWO: LITERATURE REVIEW --------------------------------------------------- 13 2.1 INTRODUCTION -------------------------------------------------------------------------------------- 13 2.2 THE MEANING OF ADULT EDUCATION ---------------------------------------------------------- 14 2.3 THE MEANING OF LITERACY --------------------------------------------------------------------- 22 2.4 HISTORY OF ADULT EDUCATION PROGRAMMES IN NAMIBIA ------------------------------- 26 2.4.1 National Literacy Programme in Namibia (NLPN) ............................................. 28 iv 2.4.2 Adult Skills Development for Self-Employment (ASDSE) ................................... 30 2.4.3 Adult Upper Primary Education (AUPE) ............................................................. 33 2.5 IMPORTANCE OF EDUCATION TO LIVELIHOOD IMPROVEMENT----------------------------- 42 2.6 LANGUAGE AND LITERACY ------------------------------------------------------------------------ 49 2.7 NATIONAL DEVELOPMENT AND ADULT EDUCATION ----------------------------------------- 51 2.8 VOCATIONAL EDUCATION AND ADULT EDUCATION PROGRAMMES ----------------------- 56 2.9 ADULT EDUCATION AND LIFELONG LEARNING------------------------------------------------ 59 2.10 RECOGNITION FOR PRIOR LEARNING AND SKILLS DEVELOPMENT ---------------------- 64 2.11 INDIGENOUS KNOWLEDGE AS THE FUNDAMENTALS TO LEARNING ---------------------- 66 2.12 AFROCENTRIC AS THE NOTION OF ‘ALL’ ------------------------------------------------------ 69 2.13 THEORETICAL AND CONCEPTUAL FRAMEWORK OF THE STUDY -------------------------- 71 2.13.1 Colonial Theory .................................................................................................... 72 2.13.2 Anti-Colonial Theory ........................................................................................... 74 2.13.3 Neo-Colonial Theory ............................................................................................ 76 2.13.4 Critical Theory ..................................................................................................... 77 2.13.5 Freirean Theory ................................................................................................... 82 2.13.5.1 Andragogy as a Concept of Learning ------------------------------------------ 85 2.13.5.2 Cavaliere and Sgroi Concepts of Adult Learning ---------------------------- 88 2.13.5.3 Laubach approach ------------------------------------------------------------------ 91 2.13.6 Developmental concepts on livelihood ............................................................... 92 2.14 SUMMARY ------------------------------------------------------------------------------------------- 98 CHAPTER THREE: METHODOLOGY --------------------------------------------------------- 99 3.1 INTRODUCTION -------------------------------------------------------------------------------------- 99 v 3.2 RESEARCH DESIGN --------------------------------------------------------------------------------- 99 3.3 POPULATION --------------------------------------------------------------------------------------- 101 3.4 SAMPLING ------------------------------------------------------------------------------------------ 102 3.5 RESEARCH INSTRUMENTS ----------------------------------------------------------------------- 104 3.6 DATA COLLECTION PROCEDURES ------------------------------------------------------------- 105 3.6.1 Pilot testing ........................................................................................................... 106 3.7 DATA ANALYSIS ----------------------------------------------------------------------------------- 108 3.8 RESEARCH ETHICS --------------------------------------------------------------------------- 110 3.8.1 Description of Possible Risks and Benefits of Study .......................................... 110 3.8.2 Informed Consent, Confidentiality, and Anonymity ........................................... 111 3.9 SUMMARY -------------------------------------------------------------------------------------- 111 CHAPTER FOUR: PRESENTATION AND INTERPRETATION OF DATA ------- 112 4. INTRODUCTION -------------------------------------------------------------------------------------- 112 4.1 PRESENTATION OF DATA ------------------------------------------------------------------------ 112 4.1.1 Background Information ..................................................................................... 113 4.1.1.1 Gender -------------------------------------------------------------------------------- 113 4.1.1.2 Age ------------------------------------------------------------------------------------- 114 4.1.1.3 Home Language -------------------------------------------------------------------- 116 4.1.1.4 Marital and children status ------------------------------------------------------ 117 4.1.1.5 Employment Status ---------------------------------------------------------------- 119 4.1.2 Programmes Information .................................................................................... 121 4.1.2.1 How did you know about the programme? ----------------------------------- 121 4.1.2.2 Entry requirements/criterion to the programme ---------------------------- 121 vi 4.1.2.3 Views before participating in the programme ------------------------------- 122 4.1.2.4 Views after participating in the programmes --------------------------------
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