The administration of basic education and training in South African mines lacks democratic participation, among other problems. This is because stakeholders like worker-learners, educators, and trade unions are mostly not involved when employers plan, implement, and evaluate programs. Currently, the Congress of South African Trade Unions (COSATU) is exploring ways in which the Adult Basic Education and Training (ABET) system can be transformed. This case study explains strategies and proposals of the National Union of Mineworkers (NUM). Qualitative research methods were used in data gathering. From 1993 to 1994, on-site, I observed and participated in NUM and national ABET activities; interviewed labor and liberation leaders and educators, managers, worker-learners, and NGO adult educators; and analyzed union resolutions, an agreement between NUM and the Chamber of Mines, and national ABET policy proposals. Through workshops, NUM is in the process of building the capacity of mineworkers to participate in the running of programs. Through negotiations with management, an ABET framework has been agreed. Through COSATU and the African National Congress (ANC), NUM contributes in national efforts for reconstruction and development. The defining characteristics/principles of the new industry and national ABET framework are: ABET qualifications will be equivalent to ten years of free and compulsory schooling, leading to a General Education Certificate; both general education and technical training will be certified in a common integrated framework; a national core curriculum, in a competency-based modular format, will allow for assessment and recognition of prior learning and experience. Negotiations are continuing between unions and employers about paid education and training leave, and how education and training can relate to job grading systems. ABET provision, within a national qualifications framework, is intended to: redress the apartheid legacy, and respond to economic and social needs by offering both technical and social skills. Consequently, the ABET framework more than combines the formal, functional, and Freirean adult literacy models. In conclusion, the study highlights some major labor accomplishments, challenges, and questions of this transitional period. It is recommended that, in implementing the ABET vision, joint workplace partnerships/forums be pursued as viable vehicles for learner empowerment.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-7558 |
| Date | 01 January 1996 |
| Creators | Mthwecu, Menzi Melrose |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
Page generated in 0.0019 seconds