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Adult education as an agent for social change : a case study in Lesotho

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dc.contributor.advisor Van Niekerk, Louis J.
dc.contributor.author Matsepe, Mokone Wilfred
dc.date.accessioned 2015-01-23T04:25:08Z
dc.date.available 2015-01-23T04:25:08Z
dc.date.issued 2002-11
dc.identifier.citation Matsepe, Mokone Wilfred (2002) Adult education as an agent for social change : a case study in Lesotho, University of South Africa, Pretoria, <http://hdl.handle.net/10500/18171> en
dc.identifier.uri http://hdl.handle.net/10500/18171
dc.description.abstract The purpose of this research is to investigate whether or not adult education acts as an agent for social change in Lesotho, especially in communities of the urban and rural poor. The importance and value of adult education as an agent for social change are highlighted. The study has employed a descriptive approach with case studies, involving samples from chiefs, the Ministry of Education and three prominent institutions: the Lesotho Distance Teaching Centre, the Lesotho Association ofNon-Formal Education and the Institute of Extra Mural Studies. The samples of these constituencies totalled one hundred and forty-three. The study has used interviews, questionnaires and observations for collection of data. The researcher observed and judged the natural environment under which facilitation education occurred. Occurrences of all instances under observation were recorded and analysed. The study revealed that even though there is no government policy regarding adult education in Lesotho, the role played by adult education is important as an agent for social change. Adult education has proven its importance and value as a means of providing solutions to pressing issues and problems of the disadvantaged groups. Adult education has a wide range of achievements through which social change is visible and measurable. On the other hand, there is an equally strong opposing side that argues that adult education, as a provision of education in general, does not bring social change in Lesotho; instead, it perpetuates social inequalities that exist. Adult education, according to practices which conform to consensus and conflict paradigm principles, is used as an instrument to promote and strengthen the status quo of social inequalities in Lesotho. However, the researcher believes, through the findings of this study, that educating the urban and rural poor is a reasonable move because these groups constitute a large number of the human resource in Lesotho. With this human resource, if well developed, it is hoped that all other resources can be mobilised for the good of the nation. Lastly, the researcher believes that follow-up studies are needed in order to assess impact of adult education in Lesotho and recommends further research concerning adult education programmes and other pressing issues that are not included in this study.
dc.format.extent 1 online resource (xiv, 258 leaves) en
dc.subject Adult education as an agent for social change en
dc.subject Climate setting en
dc.subject Consensus and conflict paradigms (theories) en
dc.subject Didactics en
dc.subject Knowledge and skills en
dc.subject Participation and decision-making en
dc.subject Praxis en
dc.subject Social change I transformation I reform ene
dc.subject Social inequalities en
dc.subject Urban and rural poor in Lesotho en
dc.subject.ddc 374.01096885
dc.subject.lcsh Adult education -- Lesotho en
dc.subject.lcsh Social change -- Lesotho en
dc.title Adult education as an agent for social change : a case study in Lesotho en
dc.type Thesis
dc.description.department Curriculum and Instructional Studies
dc.description.degree D. Ed. (Didactics)


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