The financial support of the National Research Foundation (NRF, South Africa) for this research is acknowledged. Data were categorized in terms of research questions and analysis allowed a narrative to emerge. 4Colin La Foy is the Vice President of the Assemblies of God in South Africa and president of the Assemblies of God Association.
Lena Boberg was then invited to join the National Education Committee (NECO) of the AOGA.
Limitations of the study
In June 1997, Lena Boberg, a Christian anthropologist, was sent to South Africa and assigned to AOGA as Project Manager. The appointment of Hl1r signaled the full commitment of the Swedes to the project and was a visible sign of the partnership that existed between AOGA and PCS.
The Swedish - South Africa link funding and accountability
The research questions
Motivation behind the research
In light of these considerations, the management of Sekusile, together with the National Education Committee (NECO) of the AOGA. The researcher is not part of the staff of Sekusile nor a member of the AOGA. The role of the researcher was non-interventionist as it allowed distance between the respondents and the researcher to be maintained.
Hopefully this helped to maintain a degree of objectivity on the part of the researcher and perhaps encouraged greater honesty from the respondents in the data they provided.
Theoretical frameworl{
The configurational theory of system development and change
Adult education goals [0], in this case, the initial goals set by Sekusile's Swedish funders together with AOGA. In addition to [P], [AJand [OJ, there is also [e] which is the social configuration, [L] the connections between the elements of the configuration, [E] the. This theory attempts to explain the links between three areas of influence, each of which affects the provision of adult education in Sekusile.
According to Bhola (1988), the first context is set at the macro level, as it is a global system, while the second is a more inteolledian level in which we find country, home, work and culture.
Knowles and andragogy
The adults who follow the student (client) form the basis [A], or at least the intended student group at Sekusile. For the purposes of this study, this theory provided a framework for identifying the factors that influenced the curriculum issues at Sekusile. His contribution is important in this study, because preliminary discussions with Sekusile employees show that Swedish pedagogical experts have used Knowles' enragogical theory (learner-centered) and methods (participatory) as a model for Sekusile.
The work done in Sekusile by the Swedish pedagogues is constantly drawn from the work of Knowles.
I PROVIDERS
IDEOLOGY There is a strong sense in which Christian theology and a Christian anthropological worldview influence the ideological basis for Sekusila's work. A package of curriculum that is 'sold' to students and learners involved in the learning process and to facilitators who play their role as intermediaries.
CHAPTER TWO
Sweden
The first period from the late nineteenth century to the early 1960s reflects the major contribution of popular adult education to the modernization of the Swedish nation. These three short fragments clearly indicate the popular and political purpose of the Volkshogeschool. The review of the literature on folk high schools raises the question of Swedish purposes, in terms of their curricular intentions in financing Sekusile.
Defining these goals will be an important part of the data collection phase of the research.
Palestine
The literature reveals a macro-level (the global system) trend that forces NGOs to re-evaluate their entire operation in terms of delivery, management and financial sustainability. It is the view of the researcher that the effects on curriculum are clearly implied within the literature.
South Africa
This is an important factor in this study as it is the researcher's view that economic survival is a strong determinant of curriculum especially in ABET. The central theme of the report describes "a very real watershed in the life of the organization between its original intentions and a strategy for survival" (Wallace 2000:20). In addition to the exploratory nature of the research, there was a strong element of historical research inherent in the research design.
As the vast majority of the population in KZN is Zulu and given that the province has the highest illiteracy rate in the country.
Population
The Project Leader, as representative of the Swedish funders and the PCS, provided data that 'speaks' for the Swedish interests and. This study was intended to work towards an epistemology based on an understanding of the actions and intentions of the people who made Sekusile a reality. Qualitative techniques allow for some description of the intentions of the agents who influenced curricular issues at Sekusile.
According to the researcher, the work in Sekusile was the result of a dynamic and organic process.
Primary data
- Organising primary data
- Documentary management - thematic data
The collection of archival data began in February 2000, a process that continued until the end of March. Using a computer22 made it easier to retrieve the relevant data than a manual map system. This is consistent with the view of Sowden and Keeves Preliminary exploration of archival data.
Themes identified as a result of preliminary archival data exploration were used as the basis for the design. In addition, the interviews allowed for a degree of cross-checking between the notes and recollections of the role players. The use of non-standardized interviews enabled the capture of multiple realities that were included in the narrative of the research report.
The findings represent the determinants of the curriculum at Sekusile and were identified within the documentary sources, minutes of meetings, working notes of staff on file and also by key players during interviews. These determinants represent the issues or factors that the key players either recorded in the archives or mentioned in interviews as, in their opinion, . determinants of the curriculum. He had a long-standing association with the project and was involved in the years of preparation before the establishment of the centre.
The majority of the people who will receive help are the poor and the underprivileged who live in the townships." The management kept documentary records of student feedback, which was used to form the data for this research.
The following five determinants were identified
- Government adult education policy
- Sekusile curriculum model
- The syllabus
The other devastating factor for government policy to influence the curriculum was the state's lack of funding for adult education. Throughout the archives and constantly in the interviews,. management and facilitators referred to the ``model.'' The facilitators revealed some awareness of the ideological basis of the curriculum model in the group interview.
This makes their views potential. important, since the facilitators were active actors in the development of the curriculum. The minutes of the March 17, 1998 staff meeting record the following. 34; Lena [Boberg] asked the moderators how their pedagogy was going. According to the moderators, the loss of the older student was due to the location of the center.
After the interview, the facilitators felt that the model created "certain expectations", especially in the areas of student responsibility. As with the use of the word 'model', curriculum and curriculum have been found to be used interchangeably in the archives. The minutes (from 1997 only) of the project committee meeting read: “Discussed the curriculum.
In line with the stated goals of the founders, Sekusile was to provide adult education for the poor and disadvantaged. This was the only factor the researcher could identify that was under the sole control of AOGA. These categorized factors are arranged here according to the strength of the link between Sekusile management and the curriculum.
Non extraneous factors included in the study were; government policy and funding, curriculum model, learners, curriculum and center location.
1~ AOGA[P2]
Second category: factors under the joint influence of the providers PMU InterLife [Pi] and AOGA [P2]
These were the development of the curriculum model itself, the actual curriculum and the learners. The aim of the curriculum model was to provide an accessible second chance for the poor and disadvantaged [A]. The ongoing review of the curriculum model has led to questioning of the type, nature and content of the courses offered by Sekusile.
It is possible to argue that the whole project was sold to the Swedes on the basis of illiteracy in KZN before 1998. ABET also requires specialist facilitators if it is to be a large part of the curriculum. One strategy was the involvement of parents in the management of students, a contradiction of the claim to be an adult education center.
One factor was found to contribute to the curriculum and was solely influenced by the AOGA. It is possible that most of the bureaucratic difficulties could have been avoided if South African adult education experts had been consulted at the conceptual stage. Importantly, these ideals could not replace the problem of location or the limited nature of the curriculum.
The project should have been planned in more detail before the start of the center. The data suggest that the needs of the students were prioritized only after the design requirements and the issue of location had already been resolved.
HIGH
All tasks and responsibilities are negotiated and you are not made to feel like you are not part of the process. Sekusile seems to expand one's capabilities and talents and has given me a lot of growth, especially in my administrative and planning skills. I am happy to participate in this project often and willing to spend more time with Sekusile. There should be more courses, because not everyone is business-minded.
I learned that we are all the same in God's eyes and no one is better than others. To be tolerant, understanding, sympathetic, but principled, in order to enjoy mutual appreciation and respect. That my perceptions and expectations don't really match the reality of the situation. To be patient and understanding of other people's needs and also to be more attentive to other people's needs.
I didn't want to be a problem for the facilitator because I know what I want for my fllture. I had some problems at the beginning, but with the help of the facilitator I overcame them. Commitment of participants to go beyond themselves e.g. to take responsibility for bringing information to class, research work together or in study circles about specific issues affecting the language and relevance to the class.
This amount should not be used, but gives the freedom to delve deeper into this topic. Give out certificates at the end of the year Make the youth feel good about it.
Development project
PMU InterLife
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