A Gender Gap? Uses and Perceptions of Mobile Phone Banking in South Africa
Nathalie Hyde-Clarke, Mthobeli Ngcongo, Jabulani Mnisi

Abstract
The aim of the research was to evaluate the elements of diversity in teaching and learning in Adult Basic Education and Training centres. This study was underpinned by critical theory. This is because most of the curricula facing most teachers in the developing countries are handed down for implementation without any room for critiquing. A qualitative research approach was chosen for this research so that the conclusions drawn from the data reflected the interpretation of reality by adult education facilitators. An interview guide approach gave freedom to the researchers to ask follow-up questions, even if they do not follow the documented sequence. The researchers used conceptual analysis to find out if adult education facilitators understand different meanings associated with adult education and use concepts appropriately. It was established, through the findings that most Adult Basic Education centres consist of learners who vary in language, age group, gender, culturalized traditions and rituals, religious orientations, level or speed of understanding, and nationality. Adult education facilitators should look for solutions to challenges of diversity by conducting one-to-one dialogue with learners and with fellow adult education facilitators.

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