<p>The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of &quot / what exactly is the nature of the relationship between adult education and training&quot / ?</p>

<p>The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of &quot / what exactly is the nature of the relationship between adult education and training&quot / ?</p>

Magister Educationis - MEd / The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of &quot;what exactly is the nature of the relationship between adult education and training&quot. / South Africa

Thesis (MPhil)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: Historically, the majority of South Africans were denied access to free, compulsory and general education (National Multi-Plan, 1997:1). This means that many citizens did not have access to that educational foundation necessary for further learning, quality employment opportunities or even full and active social and political participation. Various arguments throughout this study imply that the South African education system presented unequal educational opportunities for most of its people. In this case, Black Education failed to produce people with the necessary skills for our economy. To compensate these people, the opportunities for education should be created everywhere in schools, sports clubs, NGOs and more importantly, in workplaces because education is the key for survival. Due to the need for economic growth and the need for skilled workers, large numbers of adults should be provided with extensive adult education. In other words, industries should become educational centres where employees could be equipped with numeracy and literacy programmes which would improve production and basic life-skills necessary to meet the demands of the economy at large. The study sought to find out "what role the two industries play in providing basic life-skills education to unskilled Black employees in the Empangeni/Richards Bay industrial areas". This was an empirical survey involving the target population of unskilled Black employees and facilitators of the adult education programmes of the lllovo Sugar Milling and Spoornet industries. In this study two different types of questionnaires were designed and used to ascertain the respondents' disposition towards adult education programmes. In each industry one questionnaire was administered to the unskilled Black employees and another to the facilitators of adult education progarmnes. The research sample comprised of seven unskilled Black employees from lllovo, twentyfive unskilled Black employees from Spoomet, two facilitators from Illovo and another two facilitators from Spoornet industries. The data collected from the sample attempted to answer the following research questions: ./ What basic day-to- day life-skills are needed by unskilled Black employees in the industries? ./ How effective are these programmes to unskilled Black employees in the industries? ./ How accessible are these programmes to unskilled Black employees? These questions necessitated a literature study and an empirical survey as research tools. It has emerged from the study that adult education is seen as an agent for social change and instrument for social development. The study seeks to assess the extent to which these programmes: .:. Fulfil the day-to-day basic needs of unskilled Black employees, in for example, financial management or identifying and using sources of informatiom like directories and maps . •:. Fulfil the literacy and numeracy needs of unskilled Black employees, in for example, appending signatures, reading newspapers and bank forms . •:. Cultivate good habits in the workplace such as punctuality, time management, safety precautions and proper procedures. The findings reveal that adult education programmes in industries were valuable and useful to employees as they were able to transfer the skills acquired from the programme to the real world situation. These life-skills included counting money, writing names and letters, appending signatures, reading newspapers and safety precautions signs, understanding road signs and making telephone calls. The researcher concludes with a number of recommendations including the following: ~ Each industry should establish a building named a 'college' or 'centre' within its premises where adult education programmes will be presented. ~ Each industry should have its own policy documents regarding the provision of worker life-skills education. ~ All workers have a right to paid education and training leave. This means that skilled, semi-skilled and unskilled workers should be entitled to four or six weeks of paid leave per year for further education throughout their working life. / AFRIKAANSE OPSOMMING: As gevolg van die historiese en politieke ontwikkeling in Suid-Afrika is die meerderheid van die bevolking toegang tot vrye, verpligte en algemene onderwys ontsê (National Multi- Plan, 1997: 1). Dit het tot gevolg gehad dat die meerderheid van die bevolking dus ook nie toegang gehad het tot verdere onderwys en gevolglik ook nie tot goeie werksgeleenthede en dus deelname aan die maatskaplike en politieke lewe ontneem is. In hierdie navorsing word minderwaardige onderwysgeleenthede wat aan die meeste swart mense gegee is uitgewys. Dit het tot gevolg gehad dat swart onderwys nie die opgeleide menslike hulpbronne kon lewer wat die ekonomie nodig gehad het nie. Ekonomiese groei is afhanklik van opgeleide menslike hulpbronne en om dit moontlik te maak behoort onderwysgeleenthede in groot getalle vir volwassenes geskep te word. Daarom behoort skoolfasiliteite, sportklubs, nie-regeringsorganisasies en die werkplek benut te word om onderwys aan die ongeletterde volwassene te gee. Dit impliseer dat nywerhede geleenthede vir geletterdheids- en syfervaardigheidsprogramme vir hulle werkers behoort te skep sodat hulle toegerus kan word met basiese lewensvaardighede en sodoende hulle lewenskwaliteit en produktiwiteit verhoog kan word. Met die navorsing is gepoog om vas te stel watter rol nywerhede in die Empangeni- /Richardsbaai-gebied speel in die verskaffing van onderwys in basiese lewensvaardighede aan hulle ongeskoolde swart werkers. Twee verskillende vraelyste en onderhoude is gebruik om data in te samel by 'n steekproef van die ongeskoolde swart werkers en die fasiliteerders van onderwysprogramme aan volwassenes by Illovo Suikermeule en Spoornet. Daar is gepoog om die respondente se houdings ten opsigte van onderwysprogramme aan volwassenes in dié twee nywerhede vas te stel. Die navorsinsteekproef het sewe ongeskoolde swart werkers en twee fasiliteerders van Illovo Suikermeule en vyf-en-twintig ongeskoolde swart werkers en twee fasiliteerders van Spoornet ingesluit. Met behulp van die ingesamelde data van die steekproef is gepoog om die volgende vrae te beantwoord: - Watter basiese lewensvaardighede benodig die ongeskoolde swart werkers in hierdie twee nywerhede? - Watter onderwysprogramme vir volwassenes is deur die twee nywerhede daargestelom in die onderwysbehoeftes in basiese lewensvaardighede van die ongeskoolde swart werkers te voorsien? Hoe toeganklik is hierdie programme vir die ongeskoolde swart werkers? Hoe effektief is die programme vir ongeskoolde swart werkers in die twee nywerhede? Om die vrae te probeer beantwoord was dit noodsaaklik om 'n literatuurstudie te doen, 'n vraelysopname te onderneem en onderhoude te voer. Die doelstellings met die navorsing was om te bepaal in watter mate die onderwysprogramme vir volwassenes in die twee nywerhede: voorsien in die daaglikse behoeftes van ongeskoolde swart werkers byvoorbeeld om hulle finansies te bestuur en om inligtingsbronne soos gidse en kaarte te identifiseer en te gebruik; voorsien in die geletterdheids - en syfervaardigheidsbehoeftes van ongeskoolde swart werkers soos die gebruik van 'n handtekening, die lees van koerante en die invul van bankvorms; lei tot 'n bewuswording en 'n besef van die belangrikheid van onderwys aan ongeskoolde swart werkers; ongeskoolde swart werkers voorberei om akademiese ondersteuning, soos byvoorbeeld hulpverlening met skoolwerk, aan hulle kinders te voorsien; 'n bewuswording skep van die maatskaplike, politieke, kulturele en ekonomiese verband waarin ongeskoolde swart werkers hulle bevind. Dit sluit die verskaffing van onderwys in basiese lewensvaardighede met betrekking tot vigs, gesinsbeplanning en kiesersopvoeding in; en die aankweek van goeie gewoontes in die werksituasie soos stiptelikheid. tydsbestuur, die toepassing van veiligheidsmaatreëls in die gebruik van korrekte procedures tot gevolg het. Die bevindinge van die navorsing dui daarop dat onderwysprogramme aan volwassenes in die nywerhede waardevol en nuttig vir die ongeskoolde swart werkers is aangesien dit hulle in staat stelom die vaardighede wat hulle aangeleer het na die werklike alledaagse lewenssituasie oor te dra. Hierdie vaardighede sluit onder andere in die tel van geld, die skryf van hulle name en briewe, die gebruik van 'n handtekening vir die ondertekening van dokumente, die lees van koerante en kennisgewings i.v.m. veiligheidsmaatreëls, die verstaan van padtekens en die maak van telefoonoproepe. Dit blyk ook uit die navorsing dat onderwysprogramme aan volwassenes as 'n werktuig van maatskaplike ontwikkeling beskou word. Die aanbevelings wat op grond van die bevindinge van die navorsing gemaak word, sluit onder andere die volgende in: Nywerhede wat groot getalle ongeskoolde swart werkers in diens het, behoort 'n beleid ten opsigte van onderwysprogramme in basiese lewensvaardighede aan werkers te hê. Elke nywerheid behoort fisiese fasiliteite vir die aanbieding van onderwysprogramme aan volwassenes op die perseel te hê. Hierdie fisiese fasiliteit kan 'n "kollege" of ,,s»entrum genoem wor d. Alle werkers behoort die reg te hê op vier tot ses weke betaalde onderwys-en opleidingsverlof per jaar.

This study investigated implications of new education policies, the white paper on education and training and implementation of adult basic education and training (ABET) and the consequences thereof for education, training and development practitioners (ETDPs) and adult learners. The study also investigated how ETDPs implement new ABET policies and how these new policies affect adult learners. Adult education policies (in the democratic South Africa) were introduced to reduce inequalities in education. Despite these interventions, since 1994 the failure rate of adult education learners has continued to deteriorate. (This is partly confirmed by honours students (see Personal Communications) involved in teaching adult learners from 1993 to 1998.) The new adult education policies are intended to improve literacy and the quality of education for adults in South Africa. However, this does not seem to be happening. Three groups within adult education participated in this study. The groups consisted of twenty (20) adult learners, seven (7) ETDPs and seven (7) district education managers. All thirty-four (34) respondents were based in Soweto and the surrounding areas, which lie within Gauteng Province (see map contained in Appendix A). The information was gathered from respondents by telephonic interviews and by completing questic-nnaires. The literature review examined adult education policies; the Whit,- Pape" on Education and Training; successes and failures of ABET policies; and implementation and financial implications for adult education. “Quality education” based on a review of literature (world-wide and locally) was explored The information from the respondents supports the view that new ABET polices have had little impact in offering quality education. The results from the. interview and questionnaires show that the process of policy implementation is ineffective and inefficient, and is without clear direction. Workshops orgauised by the Department of Education reach only a few, and are not very effec j F i n a n c i a l constraints have rendered the process of policy implementation almost, impossible. The majority of learners and educators in this study were not iu'iy aware of the workshops. Based on world-wide and local literature, elements which might improve quality education were suggested. The study used both a qualitative and a quantitative approach. The concluding section of the research report suggested areas for future research relating to the process of policy implementation in adult education in South Africa.

Thesis (MBA) --University of Limpopo, 2010 / This research report is based on integration of strategy formulation and implementation in the Greater Sekhukhune District Department of Basic Education, Limpopo Province. The purpose of this research is to investigate the key drivers in the formulation and implementation of strategies and how can they be integrated to achieve the formulated goals and objectives of Greater Sekhukhune District Department of Basic Education. This report deals only with qualitative research method. The major findings of the study are that there are key drivers of strategy formulation and key drivers of strategy implementation and their outcomes. The key drivers of strategy formulation are the vision and mission statements, long-term objectives, and generation and selection of grand strategies; whereas the key drivers of strategy implementation are leadership, organizational culture and organizational structure .The integration of these key drivers is essential for the implementation of strategies, leading to improved service delivery to various stakeholders. The report concludes that in order to approach strategy formulation and strategy implementation in an integrated manner, the following should take place : (1) managers and staff members who are responsible for strategy implementation should also be involved in strategy formulation processes ; (2)organizational culture should be changed to create a conducive environment for the managers and the employees to be motivated to render quality services at service points ; (3) leadership and management to guide vision and mission of the district; (4) organizational structure to ‘fit’ implementation of strategies for efficiency and effectiveness of the integration of strategy formulation and implementation to achieve formulated goals and objectives.

Thesis (Ph.D.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Within the broad theoretical context provided by debates and policies on curriculum development and current approaches in adult and environmental education, this study attempted to improve my own practice by making a meaningful contribution towards the professional development and conceptual understanding of student teachers who have registered for a three-year National Diploma in Adult Basic Education and Training (ABET) at the Peninsula Technikon in Cape Town. Although these students have no teaching qualifications, they are involved in community literacy education for disadvantaged people in various communities and in non-governmental education centres. The professional development and conceptual understanding of the students with regard to sustainability as a key environmental concept was effected by focusing on the concepts, and applying the processes of environmental education for sustainability (EEFS) in the teaching and learning process. In an attempt to integrate theory and practice the student teachers took action in community-based environmental projects organised by the Tsoga Environmental Resource Centre in Langa, Cape Town. The idea was that they should apply their acquired skills and understanding of sustained environments and teach adult learners to transform their local environments through their literacy classes. This means integration of adult literacy with environmental or ecological literacy The interviews and observations of the students at work in the community were not only aimed at providing feedback for the purposes of future programme design but also at monitoring what the students did with their learning experiences regarding EEFS as a theme, in a different teaching situation (adult literacy classes). In the final analysis, the present study attempted to clear up conceptual misunderstandings and to show that education processes are as important as its content and outcomes. It has attempted to operationalise curriculum approaches, recommended for environmental sustainability, in a practical way. The study as a whole is set within the general literature of both adult and environmental education, and particularly that of curriculum and student development for social transformation. / AFRIKAANSE OPSOMMING: Binne die breë teoretiese raamwerk van diskoers en nasionale beleidsdokumente ten opsigte van kurrikulumontwikkeling, en huidige benaderings tot volwasse en omgewingsopvoeding poog hierdie studie om my eie praktyk te verbeter deur 'n betekenisvolle bydrae te lewer tot die professionele ohtwikkeling, en konseptueie begrip van studentonderwysers wat ingeskryf is vir 'n drie-jaar Nasionale Diploma in Volwasse Basiese Onderwys aan die Skiereilandse Tegnikon in Kaapstad. Alhoewel hierdie studente oor geen formele onderwyskwalifikasies beskik nie is hulle betrokke in geletterdheidsopvoeding onder benadeelde gemeenskappe en in nieregeringsentra. Die professionele ontwikkeling en konseptueie begrip van die studente ten opsigte van volhoubaarheid as 'n sentrale omgewingskonsep is ondersoek deur te fokus op die kernbegrippe, en die aanwending van prosesse eie aan omgewingsopvoeding vir volhoubaarheid (OOW) in leer en onderrigprosesse. In 'n poging om teorie en praktyk te integreer is studente aangemoeding om betrokke te raak in verskeie gemeenskapsgebaseerde projekte wat deur die Tsoga Omgewingsentrum in Langa, Kaapstad georganiseer word. Die idee hiermee was dat hulle ontwikkelende vaardighede en begrip ten opsigte van volhoubare gemeenskappe sal aanwend deurdat terwyl hulle volwasse leerders leer lees en skryf, hulle terselfdertyd sal bydra tot die transformasie van hulle gemeenskappe. Dit beteken integrasie van volwasse geletterdheid met omgewings of ekologiese geletterdheid. Onderhoude met, en waarnemings van die studente tydens hulle werk in die onderskeie gemeenskappe is gedoen nie alleen met die oog op programontwikkeling nie, maar ook met die oog op monitering van die verskillende wyses waarop studente hulle eie leerervarings in (OOVV) hulle praktyk in 'n ander konteks (volwasse geletterdsheidsklasse) beïnvloed en verryk. By wyse van samevatting kan gesê word dat hierdie studie ondersoek ingestel het na wanpersepsies ten opsigte van omgewingskonsepte en hoe dit aangespreek kan word, en aangetoon het dat ook in hierdie konteks, onderwys prosesse net so belangrik soos inhoud en uitkomstes is. Verder is kurrikulumbenaderings wat vir OOW ontwikkel is ondersoek en in konteks van Volwasse Basiese Onderwys geoperasionaliseer. Die studie as geheel is gesetel binne die algemene literatuur van beide volwasse en omgewings opvoedkunde, en in besonder die van kurrikulum en studente ontwikkeling vir sosial transformasie.

The aim of this study was to develop a high-quality, experience-based, accredited training course that would bring black literacy workers into the ABET materials writing field. The report begins by setting the context of ABET in South Africa, then describing the literature on a wide variety of materials development projects in South Africa and other developing countries, some of which can be used as models for the proposed course. Training courses in fields outside ABET also inform the study. Through a combination of questionnaires and interviews, the study explores the needs of institutions concerned with ABET materials as well as the needs and skills of potential trainees. Ten specialists were interviewed: Seven were ABET practitioners representing a tertiary institution, NGOs and government and three were involved in educational publishing.They identified the need for relevant practical materials in all South African languages and learning areas, and said a training course should stress thinking skills, writing skills, visual literacy and a firm grasp of the process and economics of book production. Thirty eight potential trainees were contacted through questionnaires and focus groups. They were positive about the proposed course and alerted the researcher to logistical issues regarding finances and timing. All respondents said the course must be accredited in line with NQF requirements. The main tension that arose in the interviews was around priorities. While all the experts said training in the production of materials was important, it had to viewed as a luxury in light of extremely limited resources and urgent demands for delivery. Finally a proposed course is described, consisting of a 12-module, part-time course lasting approximately one year.

Bibliography: pages 299-310. / This study explores the contribution that the learners and the teacher made to curriculum development in a process approach to English as a second language for adults. The research was carried out with a group of workers attending a basic English course in an adult education programme on the East Rand. This study covers the entire sixteen month period from 1986 to 1987, and was carried out by the teacher-as-researcher. The research methodology was a form of illuminative evaluation, using syllabus accounts. These accounts provided a record of what took place in the classroom and were organised into three main themes. Subsequent analysis of the accounts focussed on learner and teacher roles in determining the learning experiences generated in the classroom. These findings were then re-examined in the light of the literature on process approaches. Conclusions were drawn about these roles and the implications for teacher development and learner training. Subsequently these conclusions were presented as illuminative data to reflect upon the curriculum framework underlying process approaches. The conclusions drawn in this study challenge the assumption that learners and the teacher jointly and equally negotiate learning in a process approach. Instead they suggest that the teacher is very much in control as the overall manager of curriculum development, and that learners are secondary agents in this endeavour. The roles of both parties are also more complex and more interlinked than the literature implies. Following this, conclusions were drawn about the roles that learners and the teacher played in curriculum development in this study. The research went on to examine the broader implications of these findings, by assessing the feasibility of a process approach for large-scale adult basic education work in South Africa. From this assessment, a new 'hybrid' approach was proposed which retains important features of a process approach while modifying it to make it more accessible and appropriate for South Africa's needs. Finally, the study identified future research directions.

A national education policy proposal to integrate adult basic education and training (ABET) in South Africa came about largely because of pressure from trade unions to introduce training at the workplace which would make workers more marketable in case of retrenchment. Workplace ABET programmes provide literacy and numeracy skills, after which some workers have a chance of joining further training opportunities provided by their employers. The Independent examinations Board (JEB) provides adult examinations and certifies those learners who pass. This study aims to find out whether the ABET certificates issued by the IBB, particularly Level 3 certificates, open up job opportunities for their holders. A qualitative approach was adopted to research the views of ABET learners and their managers. A small scale survey was undertaken in which four industries providing ABET in the Gauteng area were visited. Interviews were conducted to access information on learners’ and managers’ views on ABET certification. This proved a suitable method for the study because the researcher managed to build confidence in learners and at times used the learners’ home language to clarify questions. The study concludes that ABET empowered learners by giving them reading, writing and communication skills. These skills helped them in building their confidence when communicating with their supervisors and to work with less supervision. On the other hand the study showed that there was no direct relationship between the certificates that learners earned and work opportunities. Managers could not clearly identify the kind of work that learner who had attained ABET Level 3 certificates could perform. The recommendations call for a clear' policy by both unions and employers on ABET. Workers need to be rewarded for the effort they put into learning, even if the rewards are not the reasons which lead them to learn.