Minimum requirements for the provisioning of ABET in the North West Province
Guma, Tamsanqa Marshall
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The paradigm shift in the provisioning of ABET in the North West Province brought by the dawn of democracy in South Africa since 1994, served a basis for this research. Hutton (1992) identified problems in the use of young learners' materials to teach aduit learners and indicated that the use of such materials did not take into consideration the wide experience that the adult learners brought into their learning. The purpose of this research project was to determine, by means of literature study, whether the present provisioning of ABET in the North West Province is based on the needs of the learners and the different stakeholders in ABET. After a thorough literature study, diverse points of view were considered, followed by the empirical research. Relevant information was collected through a postal questionnaire. These questionnaires were completed by district ABET specialists, ABET programme co-ordinators or supervisors and ABET Forum members attached to ABET delivery sites registered with the North West Province, Department of Education, in the twelve districts of which the Province is comprised. Deductions were made on the basis of tables and calculated averages and it was discovered that the effective provisioning of ABET in the North West Province was hampered by a lack of resources and that the provisioning of ABET is in most instances not provided on the basis of the socio-economic needs of learners or the workplace, but merely to create jobs for the qualified unemployed teachers, who were neither preserviced or in-serviced to adapt to the strategies of interacting with adult learners, who need a different approach to young learners in schools, for whose teaching most of these teachers were trained to teach. After discovering, on the basis of literature study, that there is a model of providing education and training by RUTEC, it was recommended that such programmes need to be adapted by the state ABET delivery sites, as they will then be in a position to meet the needs of the poor, the unemployed, the workers who may face retrenchment, the employers and individuals who want to start their own businesses as a measure of creating jobs for themselves and for others. It was also discovered that in some instances, the ABET providers were not quite aware of who the stakeholders in ABET are. The beneficiaries to the programmes offered at the ABET delivery sites were not of diverse origin. This suggests that there must be a rigorous advocacy of the ABET programmes which will have to be held at different local areas to conscientise the target group on the available programmes at ABET delivery sites and how learners can benefit from such programmes. More closer partnerships between the providers of adult education and training and the stakeholders should be entered into for the purposes of recognition and the accreditation of learner's skills and experience.
- Education