An investigation of factors impacting on facilitator's implementation of a participatory development programme in Orange Farm, South Africa

This thesis is concerned with investigating how four specific factors affected the implementation of a particular participatory development programme. As such, it is a case study of the Vukani group: a group of facilitators who implemented the participatory development programme of REFLECT in their area of Orange Farm, Johannesburg. The four factors guiding my empirical research were: facilitators' prior experience doing development work, personal motivations of facilitators, the extent and nature of organisational support for facilitators, and the extent and nature of facilitator peer support. REFLECT - Regenerated Freirean Literacy through Empowering Community Techniques - is an approach to adult literacy with a strong focus on participatory learning processes. It is a fusion of Freirean educational philosophies and the practical methodologies of Participatory Rural Appraisal (PRA). 'Implementation', for the purpose of this thesis, refers to the regular facilitation of a REFLECT circle, guiding circle members through the REFLECT learning cycle of critical analysis, reflection and action. The Vukani group was selected as the case study group, based on documented evidence that they had indeed implemented REFLECT. They were trained as REFLECT facilitators in October 2003. Four years later these facilitators had eight REFLECT circles running - two of which had been regularly meeting since late 2003 - and various community projects. My research is situated within an interpretivist framework, using qualitative data gathering methods. Interviews and observations were therefore my maIn fieldwork research tools. Additionally, the analysis of documentation, such as internal organisational documents and external research reports, provided in-depth information about the Vukani facilitators and their REFLECT circles.In summary, the evidence suggested that the following factors had indeed aided the Vukani facilitators in their implementation of REFLECT. Firstly, the facilitators' prior experience in doing development work. There was a clear progression that started from their involvement in another development programme and culminated in the eventual registration of Vukani. Secondly, the support that these facilitators had received in starting their own organisation, the function of arbitration that the independent board members fulfilled, and the ongoing training and remuneration provided, are all evidence of extensive organisational support that undoubtedly aided the Vukani facilitators in their implementation of REFLECT.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2008

Author dc:creator

• Diedericks, Deborah R

Advisors dc:contributor.advisor

• Ismail, Salma
• Cooper, Linda,

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/10410

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/10410