What difference does adult basic education make? An analysis of self reported differences between a group of adults who have participated in adult basic education programmes and a group who have not.

Abstract

In this study a group of adults who have participated in ABE programmes as learners for two

to three years is compared with a group matched for employment position and scores on

literacy screening tests who have had no involvement with ABE programmes. The study

inquires into

• peoples' work situation, including their perceptions of future prospects at their place

of employment, and the degree and nature of their job satisfaction,

peoples' community involvement, including awareness of current issues, the extent to

which they feel they can influence what happens to them, and the extent of their

engagement with community issues, and

peoples' personal situations, including how they use the reading and writing skills

they have developed, their involvement with their children's schooling, the sources of

information they rely on, their money management, their record keeping and their

degree of confidence in using technical means of communication.

The study also investigates people's attitudes towards adult basic education classes, and for

those who have participated in them, their own perception of changes effected, gains and

sacrifices made, and whether the effort has been, for them personally, worthwhile.

Differences and similarities between the groups in the areas of their work situation, their

educational experience and attitudes towards education and in literacy-related practices are

analysed statistically and discussed. All comparisons between the groups are explored and

discussed in the contexts of the learners' own lives and experiences as described by them.

Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 2001.