Secondly, the researcher wanted to know how the women involved in the skills development program used the skills developed to generate income. The research would not have been successful without the cooperation of the Community Development Project management and the six women who gave their valuable time to the interviews.
APPENDIX A Interview Schedule
The importance of skills development
South Africans need to be developed in skills that will enable them to generate income so that they can cope with the demands of everyday life in a society that is in rapid transition. Skill development should result in skilled performance so that skilled artisans can generate income for their basic needs.
Meaning of development and skills
The South African state and the skills development
Rationale
In addition, I wanted to know if and how the skills developed by women can help them solve the problem of poverty. Finally, I wanted to learn more about the experiences women face when trying to acquire income-generating skills and how women relate to and interpret these experiences.
Research Questions
My interest in pursuing this study is to satisfy my personal interest in seeking to understand women as learners, how instructions are carried out, and how they respond to the instructions and the method used. I was also interested in doing this study to see if the skills development project is able to provide useful income generating skills by looking at the type of skills being taught and to see if women are able to to transfer knowledge and skills that they have learned from one situation to another by applying what they have learned.
Literature Reviewed
I agree with Cross (1981) when she argues that adults want to learn because of difficulties in coping with current life problems and therefore they return to school to acquire new skills in order to cope with the current demands of life. living. Government documents such as ABET policy, Skills Development Act, Skills Development Strategy and other policy frameworks;.
Research Methodology
Conceptual Framework
Outline of Chapters
Introduction
Women and Skills Development
Poor women in Kenya began to develop themselves by making handicrafts that would help them generate income. The Bangladesh Rural Development Committee was one of the largest programs that attempted to develop the skills of unemployed women in the Third World.
The State and Skills Development
According to the Ministry of Labor in the Green Paper for Competence Development Strategy (1997), the funding for competence development includes a fee subsidy system and the National Competence Fund (NSF). In the Skills Development Act (1998), the state tries to devise and implement strategies to develop and improve skills of.
Adult Education and Skills Development
Much has been said by the state about its goals of skills development and income generation in South Africa, but nothing is mentioned about the specific skills that the state wants to develop that will help in income generation. Through competence development, an individual is able to acquire new skills, abilities, strengths and self-confidence.
Empowerment of Women
- The Commonwealth's Recommendations on Women Development
According to the Commonwealth Report (cited in Chinery-Hesse, et al, 1990), the impact of structural adjustment policies on women was identified as an important issue at the first meeting of Commonwealth Ministers responsible for women's affairs in 1985. Finally, governments were to design programs , which takes special measures to employ women through public employment schemes and to help women set up small businesses and to ensure that bank loans are received by women.
Income Generation
The Bangladesh Rural Advancement Committee (BRAC) was one of the programs that attempted to develop skills for unemployed women in the Third World. In the other parts of the Third World, projects such as the Refugee Development Program (RDP) and the Links in Service Fund (LSF) tried to develop women as decision-makers.
Issues Facing Women in Development
This development expanded the scope of women's income-generating activities on and off the home farm (Croll, 1995). The need for employment and the development of income-generating activities within the framework of the rural economy has become a pressing problem for the current government.
Impact of skills development
Female unemployment is one of the major problems faced by women in our country. Skill development will not only develop the human resources of the country but will also add value to the organization and personal development of the people (Attwood, et al, 1998).
Conclusion
Acquiring skills and competencies on an ongoing basis will ensure that people can improve their employability and thus contribute to the lifelong vitality of organizations and the economy of the country.
CONCEPTUAL FRAMEWORK .1 Introduction
- Skills Development
- Impact of skills development
- Life Histories
- Women Empowerment
- Relationships between the identified concepts
The questions that I designed for the interview focus on the impact of the skill development program that women were involved in. Women empowered by the skill development projects are able to generate income from selling their products.
QUALITATIVE RESEARCH APPROACH .1 Definition
- Characteristics of Qualitative Research Approach
In this chapter I discuss the characteristics of the qualitative research approach and why I have used it in the study. Vulliamy, Lewin and Stephens (1990) also argue that qualitative research is flexible because the questions asked are open-ended.
QUALITATIVE RESEARCH INTERVIEW TECHNIQUE
- Purpose of Interview
In these types of interviews, the interviewees are the informants in the true sense of the word. The purpose of the opinion questions is to know what people think about certain programs.
WHY I CHOSE TO USE QUALITATIVE RESEARCH APPROACH IN THIS STUDY
It allowed me to share the world of others to find out what is going on, why people do what they do, and how they understand themselves and the world they live in (Rubin, 1995).
LIFE HISTORY
- Rationale of Life History Research
- Data Collection on Life History
- Limitations
The typical life history includes the events of the respondent's life to date. Life history involves the subjective perspective of the interviewee who tells the story and the researcher who reconstructs and represents it.
STORIES
- Definition
- Presenting of data in story form
Stories are experiences to be lived and enjoyed because they are attempts to answer the question. Because stories produce relaxed and relaxing feelings, they establish a happy relationship between the narrator/writer and the listener/reader.
SAMPLING
- Sampling frames
- Selecting Respondents
Ethics
- Introduction
- Informed Consent
- Privacy
- Anonymity
- Confidentiality
- Respect
Anonymity meant that the information provided by the participants should not reveal identity in any way. Participants were therefore assured that their names, addresses and other details would all remain anonymous.
PROCEDURE
Because most of the women were busy with their work, I had to stick to the time we had agreed. After my supervisor's approval of the transcripts, I had to make stories out of it.
CONCLUSION
When I shared the experiences, I found that most of the women had experienced the same experiences, for example, they had to drop out of school due to lack of funds as a result of a death in the family and also from their parents being unemployed (Reddy, 2000) . I also had to arrange the facts chronologically and ensure that all relevant information was included in the transcription.
LIFE HISTORIES
Life History of Mrs Khanyisile Mbatha (not her real name)
She is happy that she gained more skills than she had before joining the program, and she did not pay anything for the course. She wished she could get sponsors to provide her with material, but it was just a dream, because she had to deal with reality.
Life History for Ntombizodwa Mbhele (not her real name)
She already had two children when she heard about the skill development program in 1998. When she attended the skills development program, she was very excited as she thought it was a dream come true.
Life History of Mrs Zandile Ndlovu (not her real name)
She had to change the fabric and rework the dress before the customer took it. Mrs Ndlovu became very excited when she completed the wedding dress, which was the largest item she had ever sewn.
Life history of Mrs Hlengiwe Nxumalo (not her real name)
Second, the fabric she chose for the dress was sheer and slippery, so she had to make reinforced seams. She had to negotiate with the owner of the dress about alternative ways to decorate her dress.
Life History of Mrs Tholakele Zondi (not her real name)
At first she had refused to sew it because she was nervous that she might not be able to make it. She had to redo many processes, but in the end she was able to do it.
Introduction
Aims of analysing data
It is useful for a researcher to remind oneself of the question that originally motivated one to conduct the research because a researcher may have collected a lot of data and therefore may forget what the central question was. The second step for the researcher is to remind himself of his findings, for example, what are the results of the findings for the defined research question.
Process of Analysis
Interpretation of the analyzed information should be done in accordance with the information obtained without personal opinions or prejudices (Winberg, 1997). The first step in drawing conclusions is to remember what the researcher was asking.
Advantages and Disadvantages of Qualitative Data Analysis
- Advantages
- Disadvantages
Why I used a Qualitative Approach of Data Analysis
The procedure for analyzing responses was based on the recommendations of Holsti (1969) who suggest that all the responses should be read by the researcher in order to obtain a general overview. Responses are then analyzed in terms of the categories and subcategories and then recorded.
Discussion of the findings
- Socio-economic background of the women
- Experiences of adult learning
- Gender, learning and work
- Economic and personal empowerment
This theme looks at the socio-economic background of the women interviewed and why the women decided to participate in the skills development project. It was difficult for these women because in addition to the work that needed to be done from the skills development programs, they also had to take care of their families.
Why the women succeeded
The way they communicate with their customers was a way that made them successful. Their clients were satisfied with their work because, according to them, they had never received any complaints from them.
Conclusion
They always tried by all means to meet deadline dates when making outfits for their customers to avoid disappointing their customers. They sacrificed their sleeping hours at their work to encourage their customers to believe in them.
CONCLUSION
They succeeded because they were responsible, patient, self-disciplined and dedicated to their work.
The Road from Rio: Sustainable Development and the Non-Governmental Movement in the Third World. Third World Women Speak Out: Six-Country Interviews on Change, Development and Basic Needs.
Appendices
What did you do if you were absent from class and you feel you bet left behind. What did you do if you were absent from class and you feel like you've been left behind.
