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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

Includes bibliographical references.

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Main Author: Hodes, Margrete Lizbeth
Other Authors: Cooper, Linda
Format: Thesis
Language:English
Published: School of Education 2014
Subjects:
Education
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access_status_str Open Access
author Hodes, Margrete Lizbeth
author2 Cooper, Linda
author_browse Cooper, Linda
Hodes, Margrete Lizbeth
author_facet Cooper, Linda
Hodes, Margrete Lizbeth
author_sort Hodes, Margrete Lizbeth
collection Thesis
description Includes bibliographical references.
format Thesis
id oai:open.uct.ac.za:11427/8931
institution University of Cape Town (South Africa)
language eng
last_indexed 2026-06-10T12:32:24.523Z
license_str Not specified — see source repository
provenance_str_mv Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository
publishDate 2014
publishDateRange 2014
publishDateSort 2014
publisher School of Education
publisherStr School of Education
record_format dspace
source_str UCTD — University of Cape Town Open Access Repository
spelling oai:open.uct.ac.za:11427/8931 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 Hodes, Margrete Lizbeth Cooper, Linda Rochford, Kevin Education Includes bibliographical references. 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. 2014-10-29T14:06:18Z 2014-10-29T14:06:18Z 2009 Master Thesis Masters MPhil http://hdl.handle.net/11427/8931 eng application/pdf School of Education Faculty of Humanities University of Cape Town
spellingShingle Education
Hodes, Margrete Lizbeth
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_degree_str Master's
title 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
title_full 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
title_fullStr 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
title_full_unstemmed 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
title_short 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
title_sort 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
topic Education
url http://hdl.handle.net/11427/8931
work_keys_str_mv AT hodesmargretelizbeth projectafricandawnastudyofsecondchancelearnersperceptionsofhowanequineskillsapprenticeshipprogrammehasimpactedontheiridentitytheirworkplacepracticesandtheirdesireforfurtherlearningprogrammes

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