From social exclusion to adult education and training for community development in South Africa

References

• Adedokun, M.O., & Oluremi, O.F. (2014). Inclusive education and the development of Nigerian communities. International Journal of Academic Research in Progressive Education and Development, 3(1), 28–40.
   Google Scholar
• Adedokun, M.O., & Oluwagbohunmi, M.F. (2015). Capacity building through adult education programmes for poverty alleviation in Nigerian communities. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 6(7), 259–264. Retrieved from http://jeteraps.scholarlinkresearch.com/articles/Capacity%20Building%20through%20Adult%20Education%20Programmes.pdf
   Google Scholar
• Blaak, M., Openjuru, G.L., & Zeelen, J. (2013). Non-formal vocational education in Uganda: Practical empowerment through a workable alternative. International Journal of Educational Development, 33(1), 88–97.
   Web of Science ®Google Scholar
• Bombongan, D. (2008). The concept of social exclusion: An overview. Asia-Pacific Science Review, 8(2), 35–49.
   Google Scholar
• Brandsma, J. (2002). Education, equality and social exclusion: Final synthesis report. Brussels: DG Research.
   Google Scholar
• Creswell, J.W. (2009). Qualitative inquiry and research design: Choosing among five Approaches (2nd ed.). Los Angeles: Sage.
   Google Scholar
• Creswell, J.W. (2013). Qualitative inquiry and research design: Choosing among five Approaches (3rd ed.). Los Angeles: Sage.
   Google Scholar
• Dekola, G., & Ngozi, O.A. (2016). Impact of adult education on the achievement of government poverty alleviation programmes in Owerri North and West Local Government Areas in Imo State. International Journal of Education and Evaluation, 2(3), 11–16. Retrieved from https://iiardpub.org/get/IJEE/VOL.NO.2016/ImpactOfAdultEducation.pdf
   Google Scholar
• Delport, C.S., & Roestenburg, W.J.H. (2011). Quantitative data collection methods: Indexes and scales. In A.S. De Vos, H. Strydom, C.B. Fouché, & C.S.L. Delport (Eds.), Research at grass roots: For the social sciences and human services professions (4th ed.). Pretoria: Van Schaik Publishers.
   Google Scholar
• Devereux, S., & Waidler, J. (2017). Why does malnutrition persist in South Africa despite social grants? Working Paper Series N0. 001. Pretoria: Centre of Excellence in Food Security. Retrieved from www.foodsecurity.ac.za
   Google Scholar
• DVV International. (2011). Non-formal skills training adult education for decent jobs and better lives. Bonn: Author.
   Google Scholar
• English, L.M., & Mayo, P. (2012). Adult education and community development. Learning with Adults, International Issues in Adult Education, 8, 131–141. Rotterdam: Sense Publishers.
   Google Scholar
• Erasmus, B.J. (2010). Managing training and development in South Africa (5th ed.). Cape Town: Oxford University Press Southern Africa.
   Google Scholar
• European Commission. (2013). Adult and continuing education in Europe: Using public policy to secure a growth in skills. Luxembourg: Publications Office of the European Union.
   Google Scholar
• Fouché, C.B., & Bartley, B. (2011). Quantitative data analysis and interpretation. In A.S. De Vos, H. Strydom, C.B. Fouché, & C.S.L. Delport (Eds.), Research at grass roots: For the social sciences and human services professions (4th ed.). Pretoria: Van Schaik Publishers.
   Google Scholar
• Galadima, A.I. (2012). The role of adult education in community development. Knowledge Review, 26(2), 54–58. Retrieved from http://www.globalacademicgroup.com/journals/knowledgereview/THEROLEOFADULTEDUCATIONINCOMMUNITYDEVELOPMENT.pdfjournals/knowledge_review/THEROLEOFADULTEDUCATIONIN_COMMUNITY_DEVELOPMENT.pdf
   Google Scholar
• Human Sciences Research Council. (2016). Skills supply and demand in South Africa. Pretoria: Labour Market Intelligence Partnership (LMIP).
   Google Scholar
• International Labour Organisation (ILO). (2007). Assessing the enabling environment for women in growth enterprises: An AfDB/ILO Integrated Framework Assessment Guide. Retrieved from ttp://www.afdb.org/fileadmin/uploads/afdb/Documents/Policy-Documents/AfDB-ILOAssessmentGuide.pdf.
   Google Scholar
• Islam, M., Mia, A., & Sorcar, N.R. (2012). Income generation perspective in non-formal education NGO initiatives in Bangladesh. Asia Pacific Journal of Social Work and Development, 15(1), 17–29.
   Google Scholar
• Jinna, Y.J., & Maikano, P.N. (2014). The role of adult education in national development. International Letters of Social and Humanistic Sciences, 32, 35–42.
   Google Scholar
• Kil, M., Motschilnig, R., & Thöne-Geyer, B. (2013). What can adult education accomplish? The benefits of adult learning- The approach, measurement and prospects. (English version of German original in Der Pädagogische Blick - Zeitschrift für Wissenschaft und Praxis in pädagogischen Berufen.) Retrieved from https://www.die-bonn.de/doks/2013-benefits-en-01.pdf.
   Google Scholar
• KZN Department of Agriculture & Rural Development. (2015). Strategic plan 2015–2022. Retrieved from http://www.kzndard.gov.za/images/Strategic-Plan-2015_2022.pdf.
   Google Scholar
• KZN-Department of Education (KZN-DoE). (2012). Adult education and training and FET college report-2012. Pietermaritzburg: KZN-DoE.
   Google Scholar
• Lenior, R. (1974). Les exclus. Paris: Seuil.
   Google Scholar
• Loewen, G. (2009). A compendium of poverty reduction strategies and frameworks. Waterloo, Ontario: Tamarack.
   Google Scholar
• Maree, K., & Pietersen, J. (2012). Survey and use of questionnaires. In K. Maree (ed.), First steps in research (pp. 175–208). Pretoria: Van Schaik Publishers.
   Google Scholar
• Motschilnig, R. (2012). Benefits of adult learning- Adult education and social inclusion. Journal of Adult Education and Development, AED 78/2012. Retrieved from https://www.dvv-international.de/adult-education-and-development/editions/aed-782012/benefits-of-adult-learning-and-social-inclusion/benefits-of-adult-learning-and-social-inclusion
   Google Scholar
• Nieuwenhuis, J. (2012). Qualitative research designs and data gathering techniques. In K. Maree (ed.), First steps in research (pp. 69–97). Pretoria: Van Schaik Publishers.
   Google Scholar
• Olufunke, A.M. (2013). Adult education programmes for poverty reduction among people with special needs. Journal of Educational and Social Research, 3(3), 317–321.
   Google Scholar
• Republic of South Africa (RSA). (2010). Adult education and training act 25 of 2010. Published in the Government Gazette (33853). Pretoria: Government Printers.
   Google Scholar
• Roberts, B.J. (2008). Chronic and transitory poverty in post-apartheid South Africa. Journal of Poverty, 5(4), 1–28.
   Google Scholar
• Rule, P., & John, V. (2011). Your guide to case study research. Pretoria: Van Schaik Publishers.
   Google Scholar
• Sabates, R. (2008). The impact of lifelong learning on poverty reduction. IFLL Public Value Paper 1. London: National Institute of Adult Continuing Education.
   Google Scholar
• Seya, P.T. (2014). Adult education and African development in the context of globalization. Retrieved from http://www.dvvinternational.de/index.php?article-id=230&clang=1.
   Google Scholar
• Shikukumwa, A.T., Kanyimba, A.T., & Shalyefu, R.K. (2016). Entrepreneurs’ views on the effectiveness of the adult skills development for self-employment in the national literacy programme of Namibia. Open Journal of Social Sciences, 4, 203–212. doi:10.4236/jss.2016.46021
   Google Scholar
• United Nations. (2015). Resolution adopted by the General Assembly on 25 September 2015. Transforming our world: The 2030 Agenda for Sustainable Development. New York: Author. Retrieved from https://sustainabledevelopment.un.org/post2015/transformingourworld
   Google Scholar
• Van Der Berg, S. (2008). Poverty and education. Paris: UNESCO.
   Google Scholar
• Vandenberg, P. (2008). Poverty reduction through small enterprises. Geneva: ILO.
   Google Scholar
• World Bank. (2016). Development goals in an era of demographic change: Global monitoring report 2015/2016. Washington: Author.
   Google Scholar