Adult literacy training in the Border/Kei region of the Eastern Cape

Abstract

This study concentrate on adult literacy training in the Border/Kei region of the Eastern Cape. The region is a largely rural area characterized by impoverishment. In contrast to the on-going technological progress within the country, is a high level of illiteracy, rendering communities ill-equipped to address socioeconomic problems. The research problem addresses adult literacy training in the region, in the context of outcomes-based education (OBE) and other solutions. The second chapter presents a study of some international practices with regard to adult literacy training and competency-based education. General trends in the United Kingdom and Australia are examined, in order to ascertain the rationale for and approaches to, adult literacy training. The findings indicate that some of the international trends are towards competency-based education and training as a practical and relevant approach to the current economic and concomitant educational and training needs. Furthermore, government commitment is identified as essential to relevant adult literacy programmes and to ensuring the continuity of adult literacy training. Chapter three examines the current developments in the South African education system regarding adult literacy training. It also examines the possibility of an outcomes-based approach to enhance the effectiveness of adult literacy training. The findings indicate that the State is primarily responsible for ABET in South Africa. The Department of Education's policy on ABET and the national multi-year implementation plan currently dictate the approach to adult literacy training. OBE is emphasised in terms of the learning programmes, so as to facilitate flexibility and the potential to provide the wide foundation that is essential for lifelong learning. The fourth chapter examines the effectiveness of adult literacy programmes in the Border/Kei region. The findings indicate that a lack of funding and of physical infrastructure, are two factors which hamper effective adult literacy training within the area. The fifth chapter examines a possible strategic direction for implementing OBE and other solutions, to enhance adult literacy training within the Border/Kei area. The findings indicate that there is a need to encompass an outcomes-based approach. A proposed structure for the implementation of adult literacy training in the region is presented.