Project African Dawn : a study of second-chance learners' perceptions of how an equine skills apprenticeship programme has impacted on their identity, their workplace practices and their desire for further learning programmes

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dc.contributor.advisorCooper, Lindaen_ZA
dc.contributor.advisorRochford, Kevinen_ZA
dc.contributor.authorHodes, Margrete Lizbethen_ZA
dc.date.accessioned2014-10-29T14:06:18Z
dc.date.available2014-10-29T14:06:18Z
dc.date.issued2009en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThis research investigates "Project African Dawn" (PAD), a collaborative educational equine skills apprenticeship programme, funded by the International League for the Protection of Horses (ILPH) of Great Britain and hosted by the Cart Horse Protection Association in Cape Town (South Africa). The intention of the programme was to transfer expertise in farriery, saddlery and harness-making, and to create a sustainable development programme. The apprentices were 'second-chance learners' drawn from the local carting community. This research focuses on their perceptions of how the PAD equine skills courses impacted on their identity, their workplace practices and their desire for Adult Basic Education and Training (ABET) language, literacy and numeracy or small business development courses. An ethnographic, interpretive, qualitative methodology was employed; a ten-point questionnaire guided the semi-structured interviews with a diverse group of apprentices. These were chosen as being representative of the apprentice population in terms of age, education, cultural and language group. Background interviews were also conducted with course facilitators, programme leaders and members of the community. These data sources were complemented by observations and documentary sources. The conceptual framework drew on the Situated Learning and Communities of Practice model of Lave and Wenger (1993); Experiential Learning theories, Social Literacy theories and Work-Based Learning models. The findings indicate that the PAD programme had a significant impact on the identity of apprentices - enhancing not only their self-image but also their status in the community. The technological skills they acquired corrected and improved their workplace practices not only to their benefit, but also that of their horses and community, and contributed to economic advancement. Most apprentices were interested in further courses in small business development, but not in ABET language and literacy, and the implications of this are explored.en_ZA
dc.identifier.apacitationHodes, M. L. (2009). <i>Project African Dawn : a study of second-chance learners' perceptions of how an equine skills apprenticeship programme has impacted on their identity, their workplace practices and their desire for further learning programmes</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/8931en_ZA
dc.identifier.chicagocitationHodes, Margrete Lizbeth. <i>"Project African Dawn : a study of second-chance learners' perceptions of how an equine skills apprenticeship programme has impacted on their identity, their workplace practices and their desire for further learning programmes."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2009. http://hdl.handle.net/11427/8931en_ZA
dc.identifier.citationHodes, M. 2009. Project African Dawn : a study of second-chance learners' perceptions of how an equine skills apprenticeship programme has impacted on their identity, their workplace practices and their desire for further learning programmes. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Hodes, Margrete Lizbeth AB - This research investigates "Project African Dawn" (PAD), a collaborative educational equine skills apprenticeship programme, funded by the International League for the Protection of Horses (ILPH) of Great Britain and hosted by the Cart Horse Protection Association in Cape Town (South Africa). The intention of the programme was to transfer expertise in farriery, saddlery and harness-making, and to create a sustainable development programme. The apprentices were 'second-chance learners' drawn from the local carting community. This research focuses on their perceptions of how the PAD equine skills courses impacted on their identity, their workplace practices and their desire for Adult Basic Education and Training (ABET) language, literacy and numeracy or small business development courses. An ethnographic, interpretive, qualitative methodology was employed; a ten-point questionnaire guided the semi-structured interviews with a diverse group of apprentices. These were chosen as being representative of the apprentice population in terms of age, education, cultural and language group. Background interviews were also conducted with course facilitators, programme leaders and members of the community. These data sources were complemented by observations and documentary sources. The conceptual framework drew on the Situated Learning and Communities of Practice model of Lave and Wenger (1993); Experiential Learning theories, Social Literacy theories and Work-Based Learning models. The findings indicate that the PAD programme had a significant impact on the identity of apprentices - enhancing not only their self-image but also their status in the community. The technological skills they acquired corrected and improved their workplace practices not only to their benefit, but also that of their horses and community, and contributed to economic advancement. Most apprentices were interested in further courses in small business development, but not in ABET language and literacy, and the implications of this are explored. DA - 2009 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 T1 - Project African Dawn : a study of second-chance learners' perceptions of how an equine skills apprenticeship programme has impacted on their identity, their workplace practices and their desire for further learning programmes TI - Project African Dawn : a study of second-chance learners' perceptions of how an equine skills apprenticeship programme has impacted on their identity, their workplace practices and their desire for further learning programmes UR - http://hdl.handle.net/11427/8931 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8931
dc.identifier.vancouvercitationHodes ML. Project African Dawn : a study of second-chance learners' perceptions of how an equine skills apprenticeship programme has impacted on their identity, their workplace practices and their desire for further learning programmes. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2009 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/8931en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleProject African Dawn : a study of second-chance learners' perceptions of how an equine skills apprenticeship programme has impacted on their identity, their workplace practices and their desire for further learning programmesen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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