ADULT BASIC EDUCATION AND TRAINING
Secudac is supporting adult learning in South Africa
Adult basic education and training is the general conceptual foundation towards lifelong learning and development, comprising of knowledge, skills and attitudes required for social, economic and political participation and transformation applicable to a range of contexts. ABET is flexible, developmental and targeted at the specific needs of particular audiences and, ideally, provides access to nationally recognised certificates – https://www.education.gov.za/
Training and Development of Abet Learners in the community
Secudac and the Abet Institute of UNISA joined forces to supply ABET training to 7000 employees of the South African Police Service (Phase 1 – 2004 – phase 2-2005). The aim of the company is to allow the outsourcing of ABET and Life Skills training to highly trained competent professionals and allow the client to focus on the training of technical and specialist skills that are necessary to improve productivity and profitability in the workplace. We have drawn on specialist skills from The ABET Institute, UNISA, The South African National Literacy Initiative and specialists in HR and HRD strategies and implementation to ensure a turnkey solution to ABET training.
Due to Secudac’s commitment to empowering police officials to render a professional service, they, in addition to the ABET training, offer operational police skills to functional police officials. The project started on 14 April 2004 and completed on 31 March 2005. As a result of the successful completion of the ABET tender, the second phase of this project was again allocated to Secudac. The project was completed on 30 March 2006.
Masithuthuke CC is busy on an ongoing basis to present Abet to learners (in small and large groups) to empower them to become part of an informed society.
Abet and the National Qualifications Framework:
Injustices and inequalities of the past can now be eradicated through training and development. Learners can advance from no schooling to a formal qualification.
|8||Higher Education and Training band||Research Degrees|
|7||Higher Degrees/ Professional Qualifications|
|6||First Degrees/ Higher Diplomas|
|5||Diplomas/ Occupational Certificates|
|Further Education and Training Certificates|
|4||Further Education and Training Band||Grade 12|
|General Education and Training|
|NQF 1= ABET 4||General Education and Training Band||Grade 9|
|ABET 3||Grade 8|
|ABET 2||Grades 4-7|
|ABET 1||Grades 1-3|
The dire need for ABET training is reflected in this figures supplied by The Parliamentary group during 1996 (http://pmg-assets.s3-website-eu-west-1.amazonaws.com/docs/2002/appendices/020917abet.htm). Interesting statistics include the following:
|Literacy and basic education levels of South Africans aged 15 and over|
|Level of education||1996 General Population Census||2001 General Population Census|
|Full general education (grade 9 and more)||13.1 million (50%)||15.8 million (52%)|
|Less than full general education (less than grade 9)||13.2 million (50%)||14.6 million (48%)|
|None to less than grade 7||8.5 million (32%)||9.6 million (32%)|
|No schooling||4.2 million (16%)||4.7 million (16%)|
The above table (taken from the kharigude website) shows that although the population amount achieving a full general education has increased, those receiving less than a full general education, less than grade 7 and no schooling, has increased since 1996. (http://www.abet.co.za/about.html)
WHO NEEDS ABET?
Low levels of demand, occasional responsiveness to programmes that touch the nerve of need, high drop out rates of learners and educators, all suggest that the felt need for ABET falls far below the figures for those who might be thought to need ABET.
There are probably between 3 and 4 million adults who can scarcely write their names and addresses. But these adults are generally older women in rural areas with little need for literacy. Their limited literacy needs are satisfied by networks of communication, and they may well experience others’ view that they need literacy as intrusive. However, they have knowledge, information and, above all, access needs. “Literacy” is valued when it is linked to assistance with things like home care for AIDS sufferers, or caring for orphaned grandchildren, reading the bible, or securing pensions more easily.
Far closer to a felt need for ABET are the adults with inadequate formal education. Since many industries despair of the entry skills of those with School leaving Certificates, the idea of inadequate formal education is problematic. However, if the figure for those with less than eight years schooling is taken as a guide for ABET need, then there are at least 7 million adults in this category. There are, predictably, higher proportions of adults in this category in the poorest provinces (Eastern Cape, KZN, Limpopo), but even in the best favoured educationally – the Western Cape – there is still a high number. Gender distribution is fairly equal overall, with more women at potential levels of need in rural areas, and more men in urban areas. The strongest felt need is probably among urban and informal settlement work seekers, or among workers eager to gain greater job security.
Skills required by ABET practitioners have been negotiated, documented and formalized into national qualifications and unit standards
Nationally recognised qualifications and unit standards for ABET Practitioners have been produced at NQF levels 4,5 and 6. These have been widely endorsed and were formally registered on the National Qualifications Framework (NQF) in October 2000 by the South African Qualifications Authority (SAQA). [Source: See SAQA website: www.saqa.org.za
In conjunction with Masithuthuke CC (CK no: 2000/003522/23 Umalusi Accreditation no: 092586439) a registered company of adult education practitioners, which was founded in 1997 and registered in 2000. The members of the company have broad experience in working with adult learners at different levels and situations. Its central concern and focus is the promotion of literacy, numeracy skills and to qualify its learners to achieve a qualification which is relevant to their situation as per (skills development).
ABET TRAINING APPROACH
Our approach is designed to ensure that the required outcomes are achieved in a sustainable manner through continuous assessment in all Abet levels and NQF 4. Illiterate learners are taught to read and write. We adopt a multilingual approach beginning with mother tongue and then introducing English communication and later on numeracy.
To meet the client’s needs we offer:
- Baseline assessment and training in the fundamental skills that is communication in language and mathematics to establish the competence level.
- Custom designed RPL (Recognition of Prior Learning) depending on the core business of the client; this will help to accumulate credits, which will help learners achieve 120 credits.
- Life skills which are relevant to the needs of both the employer and learner. This will again help learners to score more credits to achieve a qualification on the GETC band as required by SAQA.
- We offer all 8 learning areas. For learners to enter into a FET band. These are designed to lead to a NQF 1 qualification.
Methods and application of programmes:
- Integrated methods with integrated materials as used.
- Across the field curriculums are applied.
- Co-operative learning strategies are implemented.
- Outcomes based methods that are in line with educational training and assessments are applied.
- Programmes can be customised.
Duration of training for different levels
Level 1 – 200 hours
Level 2 – 216 hours
Level 3&4 – 300 hours
These hours are essential for the accreditation of each ABET level according to National Standards. These classes may be held twice or three times a week at 2 hours per session as indicated by the client. It can also be changed to meet the clients needs.
ABET Training and Individual Assessment A full and comprehensive range of ABET level 1 – 4 (NQF 1) in GETC courses are offered that include:
|FUNDAMENTALS||CORE 54 Credits||ELECTIVE 36 Credits|
|Language, literacy and Communication in any of the 11 official languages.||Arts and Culture||Applied Agriculture and agricultural Technology|
|Mathematical literacy||Economic and Management science||Ancillary Health Care|
|All compulsory up to level 4 and acquire sufficient credits||Human and Social Sciences||Small, medium and Micro Enterprises|
|Life Orientation||Travel and Tourism|
|Mathematics and Mathematical sciences||More electives will be added later|
|An additional language|
A learner can do any number of learning areas and accumulate credits for each learning area until the required number of learning areas has been successfully completed.
For further information contact :
Mrs Yvonne Mudimu
Tel: (012) 654 3585
Fax: (012) 654 3416
Email : email@example.com