{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/17245"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/17245","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Dropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programme","abstract":"When considering their dropout, many described experiences of being a misfit, or feeling uncomfortable with discourse practices in which they were expected to engage. Some had logistical difficulties in attending, such as transport or small children, but even greater than these was the fact that they had been disappointed. These learners believe the \"literacy myth\" that literacy, as a set of skills one can acquire, will result in significant improvements in one's life. They also equate literacy with education, and although they experience none of the benefits that are supposed to accrue to the literate, they continue to say that they believe in its power. However, in practice, attendance at adult centres is relatively poor in comparison with numbers of potential students, those termed \"illiterate.\" It may be deduced that adult \"illiterates\" regard literacy as some kind of \"saviour\", a panacea for all ills. Even if it is not directly accessed, the fact of its existence and the notion of its power is enough to provide hope for a better future and comfort in hard times.","abstract_html":"When considering their dropout, many described experiences of being a misfit, or feeling uncomfortable with discourse practices in which they were expected to engage. Some had logistical difficulties in attending, such as transport or small children, but even greater than these was the fact that they had been disappointed. These learners believe the "literacy myth" that literacy, as a set of skills one can acquire, will result in significant improvements in one's life. They also equate literacy with education, and although they experience none of the benefits that are supposed to accrue to the literate, they continue to say that they believe in its power. However, in practice, attendance at adult centres is relatively poor in comparison with numbers of potential students, those termed "illiterate." It may be deduced that adult "illiterates" regard literacy as some kind of "saviour", a panacea for all ills. Even if it is not directly accessed, the fact of its existence and the notion of its power is enough to provide hope for a better future and comfort in hard times.","abstract_has_math":false,"creators":["Gale, Faith Margaret Nola"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Morphet, Tony"],"committee_chairs":[],"committee_members":[],"year":1998,"date_issued":"1998","date_published":"1998","updated_at":"2026-07-22T22:23:44Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/17245","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Morphet, Tony"]},{"key":"dc:creator","label":"Author","values":["Gale, Faith Margaret Nola"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-02-24T11:19:53Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-02-24T11:19:53Z"]},{"key":"dc:date.issued","label":"Date","values":["1998"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MPhil"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/17245"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Summary in English."]},{"key":"dc:description.abstract","label":"Abstract","values":["When considering their dropout, many described experiences of being a misfit, or feeling uncomfortable with discourse practices in which they were expected to engage. Some had logistical difficulties in attending, such as transport or small children, but even greater than these was the fact that they had been disappointed. These learners believe the \"literacy myth\" that literacy, as a set of skills one can acquire, will result in significant improvements in one's life. They also equate literacy with education, and although they experience none of the benefits that are supposed to accrue to the literate, they continue to say that they believe in its power. However, in practice, attendance at adult centres is relatively poor in comparison with numbers of potential students, those termed \"illiterate.\" It may be deduced that adult \"illiterates\" regard literacy as some kind of \"saviour\", a panacea for all ills. Even if it is not directly accessed, the fact of its existence and the notion of its power is enough to provide hope for a better future and comfort in hard times."]},{"key":"dc:title","label":"Title","values":["Dropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programme"]}]}],"canonical_facts":{"dc:contributor.advisor":["Morphet, Tony"],"dc:creator":["Gale, Faith Margaret Nola"],"dc:date.accessioned":["2016-02-24T11:19:53Z"],"dc:date.available":["2016-02-24T11:19:53Z"],"dc:date.issued":["1998"],"dc:description":["Summary in English."],"dc:description.abstract":["When considering their dropout, many described experiences of being a misfit, or feeling uncomfortable with discourse practices in which they were expected to engage. Some had logistical difficulties in attending, such as transport or small children, but even greater than these was the fact that they had been disappointed. These learners believe the \"literacy myth\" that literacy, as a set of skills one can acquire, will result in significant improvements in one's life. They also equate literacy with education, and although they experience none of the benefits that are supposed to accrue to the literate, they continue to say that they believe in its power. However, in practice, attendance at adult centres is relatively poor in comparison with numbers of potential students, those termed \"illiterate.\" It may be deduced that adult \"illiterates\" regard literacy as some kind of \"saviour\", a panacea for all ills. Even if it is not directly accessed, the fact of its existence and the notion of its power is enough to provide hope for a better future and comfort in hard times."],"dc:identifier.uri":["http://hdl.handle.net/11427/17245"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Dropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programme"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MPhil"]},"updated_at":"2026-07-22T22:23:44Z"}