Contributions of community education to community development: a case study of a community education and training centre, Kwazulu-Natal, South Africa
| dc.contributor.advisor | Mulqueeny, Delarise M. and Ntini-Makununika, Thobeka | |
| dc.contributor.author | Xulu, Thokozani Sifiso Mpilo | |
| dc.date.accessioned | 2024-06-27T11:07:53Z | |
| dc.date.available | 2024-06-27T11:07:53Z | |
| dc.date.issued | 2024 | |
| dc.description | A dissertation submitted to the Faculty of Humanities and Social Sciences in fulfilment of the requirements for the Degree of Master of Arts in Community Work in the Department of Social Work at the University of Zululand, South Africa [2023]. | en |
| dc.description.abstract | The aim of the study was to explore the role played by community education as a catalyst for community development through the lens of students and lecturers at a community education and training centre in eNkanjini Village, located in the Big Five Hlabisa Municipality of Northern KwaZulu-Natal. This qualitative study is embedded in an interpretive research paradigm as it allows for the collected data to be packaged and presented according to the participants’ world views and interpreted according to their own words. The research design assumed a case study format to secure in-depth knowledge on the study phenomenon. The study setting was a Community Education and Training Centre (CETC) in the eNkanjini Village where the target population were identified and recruited because they could relate to the phenomenon under study from where conclusions to be drawn from. The sample included the centre manager, lecturers and students, who were all above the age of 18 and attended and worked at the centre as they were best able to provide rich information on the role of community education as a catalyst for community development. The centre manager was purposively sampled because he is the only manager employed at the centre and has extensive knowledge on the community, community education and community development in the area. The data collection instrument was semi-structured interviews with an open-ended interview guide because they allowed for probing to secure thick and broad information on participants experiences, perspectives and thoughts on the topic. The data analysis method used was thematic analysis because it facilitates flexibility in sorting and categorises data into themes that highlights differences and similarities of a phenomenon. The trustworthiness of the qualitative data was assuring through the use of dual recordings, comprehensive notes, a reflexive journal, purposive sampling and participants information saved to the iCloud, debriefing and the two-month data collection period. The theoretical framework of the study was the empowerment theory which argues that community participation promotes and empowers community development. It was adopted to this study to explain evidence related to the concepts of community education and development. The literature review, and the theoretical framework informed the discussion of the results. The findings of the study revealed that getting a second educational opportunity and securing a certificate after successfully completing an exam was motivation for most participants as they perceived they could use their acquired skills to earn a living, improve their lives, pursue additional learning opportunities, and attend TVET colleges and universities. However, a lack of adequate classrooms and furniture, coupled with student absenteeism and limited books, were major challenges in the participants’ learning experiences at the CETC. Nevertheless, most of the participants were grateful for the second chance to improve their skills and qualifications and for the stipend they received. The sentiments of life improvement are aligned with the empowerment theory framework because it addresses social, political, policy, economic, educational and health issues and challenges. The views of participants regarding community education and community development was also supported by the framework in terms of procuring sustainable change and it explained why they are relevant. The study concluded that community education and training programmes are a valuable contribution to improving students’ skills and qualifications, their lives and communities. Community education and community development are complementary practices that act as catalysts for addressing community challenges and social ills and improve communities. The study recommended that that the government builds libraries and student accommodation and supplies all the recommended and prescribed books, that the media showcase success stories to promote community education. These recommendations also came from the participants. Additionally, multidisciplinary teams that include non-profit organisations, private and public companies, funders, and the government should raise funds to improve the community education and training centre’s to ensure that they are adequately resourced for effective learning to ensue. Further collaborative research with political activists, traditional and cultural leaders, civic societies, and community development practitioners is also recommended to generate more data. | en |
| dc.identifier.uri | https://uzspace.unizulu.ac.za/handle/10530/2522 | |
| dc.language.iso | en | en |
| dc.publisher | University of Zululand | en |
| dc.title | Contributions of community education to community development: a case study of a community education and training centre, Kwazulu-Natal, South Africa | en |
| dc.title.alternative | Community education to community development | en |
| dc.type | Thesis | en |