I would like to thank the 20 young mothers from Mulamula who participated in the study and made such a valuable contribution to the research project. YM-ICTF Talks About Software Learning Challenges YM - Skype 27 Jul 191 Table 6.17 YM-ICTF Talks About More Advanced Learning Challenges YM - Skype 27 Trainer/Teaching Feedback from YM-ICTF - Skype 27 Jul 192 Table 6.20 Feedback YM-ICTF coaching/teaching role swap info - Skype July 27th.
Sonority voice recording management software 216 Table 7.4 Ranking of Mahlefunye/MECP ICT trainer, facilitator and leader. The location of the study is explained and justified as the study is part of a larger community-based charitable venture: the Mulamula Education Center Project. The importance of the study and some of its predicted outcomes are discussed in order to compare these with the actual outcomes of the intervention later in the study.
CONTEXTUALIZING THE STUDY
Developments in the education system in the last 20 years (post-apartheid) have attempted to address apartheid inequalities, but have still had a significant impact on some of the poorest communities in the country. The World Economic Forum (WEF) reported in 2015 that South Africa has the third highest youth unemployment rate in the world – after Greece and Spain – at an alarming 24.3%. Large differences in the education profile according to population group resulted in only 13.1% of black African youth and 10.5% of colored youth having skilled occupations, while one in three Indian/Asian youth (36.2%) and 53, 4% of white youth had such occupations.
Not only is it higher among black African youth than among youth in the other population groups, but over the period the proportion among black African youth has increased by the largest amount. Young mothers in rural areas are vulnerable to being caught in the cycle of poverty mentioned above. Single young mothers are also more vulnerable to falling victim to the consequences of male youth unemployment - which is recognized as.
PROBLEM STATEMENT
These limitations lead to measurable problems in the development of children in rural areas: wasting, stunted growth, malnutrition, malnutrition and increased risk of infant mortality due to poor diet. The project has an existing nursery, run by local mothers, and a women's artisan group operating on site among other volunteer women's groups involved in the development of the site. Previous volunteer advocacy work in the village identified that the young mothers in the area are a 'vulnerable group' and therefore could benefit from an intervention which aims to empower participants through a community of practice (Wenger, 2011) approach to ICT training.
It also proposed adult basic education as a research study - using the MECP as a venue for participatory course development. This study used an integrated CBPR approach to deliver our basic adult education course that combined ICT skills training and nutrition for young mothers as out-of-school learners. In doing so, the intention was to build a sustainable course of study relevant to the young mothers' needs as young adults and carers.
RATIONALE AND MOTIVATION
As telephones in the form of 'smartphones' influence more in society, groups unconsciously acquire technological skills and are exposed to the systems commonly used in larger static devices. If these larger units become locally available (as they have done in Mulamula through the MECP), this provided an ideal opportunity to learn the skills. Every student, regardless of the subjects he or she will be taking in the FET band, should become familiar with the essential technologies such as word processing, spreadsheets, e-mail and the Internet.
The above statements relate to an ideal situation in South African schools where ICT/ICT education is adequately resourced, teachers are well trained and students can go to school to learn these skills in well-equipped computer laboratories. The motivation to pursue this path arose from an established research interest in the chosen location – the Mulamula Education Center Project – which has the potential to support a number of similar interventions. The opportunity to offer ICT/ICT training to young mothers in the rural village environment arose thanks to a generous donation of laptops and desktop computers from a private donor who organized donations of computers from a technical university and a private company in Germany.
RESEARCH QUESTIONS
AIMS & OBJECTIVES
To track the implementation of an ICT and Basic Adult Education (BAE) course to understand ways we can improve nutrition and vocational training for young mothers. To explore how to use CBPAR, as part of a BAE program to deliver effective ICT training in a rural area of Limpopo. To plan, monitor and review the combined ICT education and basic adult education as it unfolds.
ORGANISING THE STUDY TO ADDRESS THE RESEARCH QUESTIONS
This framework enabled the data collected during the study to be analyzed in a way that met the aims and objectives of the study. As a large amount of data was collected during the implementation, careful thought had to be given to where the data was meaningful and relevant. What structures and systems must be in place to create an effective CBPAR study that can make an intervention meaningful and.
How to establish a community of practice (Lave, 1991) to design and implement ICT training that includes BAE nutrition education. How do we implement community-based ICT and nutrition training for young mothers in rural settings with limited resources so that they are sustainable. How do we encourage further constructive interaction as part of establishing a process of continuous improvement, through direct involvement (Pain et al., 2012).
LOCATION OF STUDY
THE SIGNIFICANCE OF THE STUDY
Additional information and communication technology literature was consulted in developing the ICT course structure. Recruiting participants for the course through a workshop for young mothers (YM) held at the traditional council office with the help of the traditional council. Designing and implementing the course with the help of the ICT course trainer and facilitator.
Additional peripheral data were collected during the study, which may be addressed in a separate analysis in the future. He also participated in the evaluation and end-of-course interviews. The purpose of the YM workshop was to introduce the community to the ICT and BAE Nutrition course and to stimulate participation in the development of the course.
In this phase I am part of the process of putting the course together and holding a workshop in town to showcase it. The workshop was deemed necessary to stimulate more direct participation in the development of the course from the YMs and other women in the community.
UTLINE OF THE STUDY
OPERATIONAL DEFINITIONS
This definition recognizes that after-school learning differs from school learning in many ways and must be adapted to the needs of participants. Broader definitions also helped to explain some of the problems related to what 'good nutrition' is (Gross, Schoeneberger, Pfeifer, & Preuss, 2000) in the context of current attitudes to food and nutrition globally8. The insight from the course was that life skills should be further developed as a significant part of the young mothers' course (See: Analysis section 5.5.5).
For the purposes of the study, 'life skills' are defined using an established global definition:. The above definitions helped inform the research, guide the development of the course content and refine and interpret data in the analysis stages. The need for life skills is driven by many factors that have an impact on South Africa: demands of modern life, poor parenting, changing family structure,.
LITERATURE REVIEW 21
LITERATURE REVIEW
PROVISION OF OUT OF SCHOOL NUTRITIONAL EDUCATION TO OUT OF
LITERATURE RELATING TO COMMUNITY BASED PARTICIPATORY
ADULT EDUCATION
ICT COURSE LITERATURE
BAE NUTRITION LITERATURE
DEFINITIONS OF RURALITY AND HOW RURALITY INFLUENCES THE
THEORETICAL FRAMEWORK 50
COMMUNITY BASED PARTICIPATORY ACTION RESEARCH (CBPAR)
The methodology section spells out the processes used to set up the study in the village of Mulamula, with the active participation of members of the community. Morello-Frosch, 2013, p. 11) It places the community at the heart of the research and indicates that the 'relevance, rigor and reach' (the 3Rs) of the study act at key stages in the cycle. Reach' relates to the value of the research for the community involved in the research, which must benefit in some way from the research, and for the wider community. community that should also benefit from the research.
In this study, it was not possible for the independent researcher to permanently relocate to the village for the duration of the study. It is therefore evident that community participation has proven desirable at all stages of the cycle. It enabled input from many community members who ultimately worked together to develop solutions that were valuable and relevant to the community.
This sharing of the burden of a project, to justify sharing in its benefits, is an important motivation for community participation. The CBPAR approach was adopted after studies of its implementation in other projects (Kevany & MacMichael, 2014) seemed to offer the most organic method of ensuring that the community participates in the development of courses that fit the needs of the community. Involving communities in intervention design and goal setting was seen as an essential part of the CBPAR process – ensuring that they 'buy in' to it (common terminology).
Although not all members of the community who “participated” (Wenger, 1999, p. 55) in the process directly benefited from the training provided in the course, they. The bars support the roof, and the participants themselves decide the scale of the building. The above model tries to put together the different elements of the study in a way that reflects the importance of community engagement to enable participatory action research.
This approach grew out of the initial AI studies and is presented in the AI handbook – for Leaders of Change (Cooperrider, Whitney, & Stavros, 2008).
CONCLUSION
METHODOLOGY 67
SUMMARY OF STUDY METHODOLOGY
GETTING STARTED – SETTING THE STAGE
RESEARCH PARTICIPANTS
SAMPLING OF ACTIVE PARTICIPANTS WITHIN THE STUDY
THE RESEARCH INSTRUMENTS
RELATING THE METHOD TO RESEARCH QUESTIONS AND ACTIVITIES
ORGANISING THE STUDY TO FIT WITH THE 5 PHASE CBPAR
PRESENTING THE DATA ANALYSIS RESULTS TO STAKEHOLDERS TO
DATA ANALYSIS
ETHICAL CONSIDERATIONS
CONCLUSION
DATA ANALYSIS – PRE-IMPLEMENTATION STAGE 116
ANALYSING DATA IN RELATION TO THE RESEARCH QUESTIONS
HOW THE EARLY PHASES OF THE STUDY RELATE TO THE RESEARCH
THEMES WHICH EMERGED FROM THE PRE-IMPLEMENTATION PHASES
SUMMARY OF DATA ANALYSIS FROM PRE-INTERVENTION
SUMMARY OF RESULTS OF ANALYSIS
DATA ANALYSIS – DURING-IMPLEMENTATION STAGE 164
ANALYSING DATA IN RELATION TO THE RESEARCH QUESTIONS
THE IMPLEMENTATION PHASE OF THE STUDY RELATES TO THE 2 ND
HOW THE IMPLEMENTATION STAGE RESULTS RELATE TO THE MAIN
THEMES THAT EMERGED FROM THE IMPLEMENTATION STAGE
SUMMARY OF DATA ANALYSIS OF IMPLEMENTATION PHASE
DATA ANALYSIS – POST-INTERVENTION STAGE 200
ANALYSING DATA IN RELATION TO THE RESEARCH QUESTIONS
HOW THE POST-IMPLEMENTATION PHASE OF THE STUDY RELATES TO
THEMES EMERGING FROM THE POST-INTERVENTION STAGE
A THEME FOR THE NEXT STAGE
SUMMARY OF DATA ANALYSIS FOR POST-INTERVENTION STAGE
SUMMARY OF RESULTS OF ANALYSIS
DISCUSSION 236
DISCUSSION OF RESULTS REFLECTING ON RESEARCH QUESTIONS
RELATING RESULTS TO PREVIOUS RESEARCH
THEORETICAL IMPLICATIONS OF THE RESULTS
PRACTICAL IMPLICATIONS OF THE RESULTS
SUMMARY OF DISCUSSION
RECOMMENDATIONS & CONCLUSIONS 271
SUMMARY OF FINDINGS FROM THE STUDY
LIMITATIONS OF THE STUDY
SUGGESTIONS FOR FUTURE RESEARCH FROM STUDY FINDINGS
FINAL CONCLUSIONS
METHODOLOGY
