Continuing professional development (CPD) within a low resourced education environment necessitates context specific and needs-driven learning, particularly in Physical Education (PE) where personal and systemic barriers impede negatively on teachers and children's educational experiences. This paper provides evidence-based guidelines as to how an…

Small and medium-sized enterprises (SMEs) have been particularly challenged by the COVID pandemic, the climate crisis, war and political tensions including the fuel price crisis. Strategic responses to crisis including cost-cutting as retrenchment in the short run, debt financing to preserve the status quo and exit. However, perhaps the most…

This account of practice discusses how we have implemented an emerging action learning framework in the form of guiding questions that are relevant to key stakeholders: the client organisation (sponsoring organisation), the management development company, the participants and the Learning Process Facilitator (LPF) to aid participants in their…

The many genres of action learning have contributed to solving business and social problems, individual development and organisational learning. Different authors have scrutinised the role of the action-learning facilitator in upholding the precepts of action learning. Whilst the responsibilities of the facilitator to the group are significant,…

Insights into the learning environment are required especially when applying action learning commonly used in management development programmes (MDPs). The study reports on an emerging action learning conceptual framework that fosters an environment for individual transformative learning in an MDP. The purpose of this research was to make clear…

Schools in poor working class communities in South Africa face a myriad of equity challenges that impact negatively on their ability to achieve basic school functionality. Yet, within such communities, there exists a wealth of valuable local knowledge and support that can be mobilised to assist school leaders, not only to bring about school…

Action learning within community-based research is a powerful capacitator of social action. Here, we consider three aspects of action learning that are vital to enable this: (i) developing self-directed and lifelong action learning; (ii) generating local and theoretical knowledge through action research and reflection on learning; and (iii)…

The concept of action learning looks at how people learn, which is using gained knowledge to create needful and beneficial change. As a result, real problems and concerns are the contexts for which programmed knowledge and questioning insights are set to allow for unlearning and learning. Using Reg Revans theory which assumes action learning as…

Business Driven Action Learning (BDAL), as a learning philosophy that attempts to create real value for business is often used by executive education providers in their management development programmes. As the action learning facilitator, I found that the learning that took place during such a management development programme resulted in…

As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning…