| Summary: | Bibliography: pages 213-219. === The presented dissertation studies the character and conditions of university-based engagements in the field of adult worker education. In procedure, the study is a contextualized case presentation and analysis of a worker education project initiated at the University of Cape Town in 1981. The contexts of the case are presented through a historical assessment of worker education in Britain and South Africa; and through a consideration of the social forces operating in the field of contemporary South African labour organization. The argument of the dissertation is that educational events are constituted by social and historical forces. In order to grasp the meaning and significance of events within an educational field analysis of the educational practice through the use of social and historical frameworks is required. The aims, and conclusions, of the study are directed towards understanding the relations between the educational curricula and the social purposes of the participants. The findings of the study concern, in the first instance, the continuation and forms of the Cape Town project. Their wider relevance is discussed in terms of the ways in which nonformal educational curricula operate as codes through which broader social goals and interests are given specific forms of purpose and action. The implications of the concept of the curriculum as a coded social process are detailed with reference to educational design, planning and evaluation.
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