Browsing by Author "Mutula, Dorah Lyaka."

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A case study of Endleleni Adult Education Centre and how it relates to the community in Madadeni, KwaZulu-Natal.
(2016) Mutula, Dorah Lyaka.; Arbuckle, Katherine Elizabeth.
Adult education contributes to poverty mitigation and enables members of the community to acquire knowledge and skills for development within their local communities. The White Paper for Post-Schooling Education and Training in South Africa has moved towards a new vision of adult learning sites as community colleges. This shift is intended to enable youth and adults to access formal education within their local communities. This case study explores centre-community relations at Endleleni Adult Education and Training (AET) centre in Madadeni, KwaZulu-Natal. Given the context and vision of community colleges as adult learning sites, this study examines the relations that exist between the Endleleni AET centre and the community that it serves. The study examines the links to other institutions in the community and how the relations impact on the effective functioning of the centre. It also examines how adult education impacts on the lives of the learners in terms of livelihood, civic participation and family life. Literature reviewed for this study focused on: the adult education system in South Africa, policy and basic education in South Africa, the concept of community and AET centres in the community, adult education and livelihoods and private adult education. A case study design within a qualitative approach to data collection necessary for this research study was employed. Focus group interviews, semi-structured individual interviews and participant observation were used as key methods for data collection. Data was examined using both systems theory and social capital theory because of their interrelatedness. The findings for this study show that there are relations at Endleleni AET centre between the learners, teachers and the community based on mutual trust. Good relations with the host school is a great resource to the centre in a number of ways, including the provision of a venue to the AET centre. There are links with the ‘war rooms’ and church for recruitment of learners. The other links are extra murals and gardening, suggesting a holistic care approach that the centre offers to the community. The good relations at the centre are attributed to a strong and efficient centre manager.
Female principals’ leadership experiences in rural schools in KwaZulu-Natal.
(2024) Mutula, Dorah Lyaka.; Martin , Melanie Yvette.; Amin , Nyna.
Women face multiple challenges in accessing and participating in educational leadership, and this remains a problem and compelling issue for research. This study aimed to explore female principals’ leadership experiences in six selected public primary rural schools in the KwaZulu-Natal Province in South Africa. To understand women's leadership experiences, the study examined their biographies, early learning, and school experiences as leaders. An intersectional lens was employed to understand women’s multiple challenges encountered in educational leadership based on an interlocking system that shapes the interpersonal, organisational, and structural aspects of their experiences. This reflects Collin’s (2000) assertion that cultural, structural, and interpersonal domains are intertwined, collectively shaping gender dynamics.A qualitative approach with a narrative inquiry design was applied, and six female principals were purposively selected from rural schools. The data was collated using semi-structured interviews, a focus group discussion, and photographs and analysed using content analysis. The findings reveal that women experience multiple challenges in the form of gender stereotypes, discrimination, prejudices, bias, rejection, and infantilisation. Women’s biography, early learning, and school experiences shape and influence how women lead. The study concludes that the nature of women’s leadership experiences is linked to multiple factors, situations, and events; thus, it is personal and complex, and rural women must overcome and surpass the challenges through resilience and supportive environments. The study has implications for leadership structures, women leaders, and policymakers.