Capacity building for educators of adults in three Southern African countries: South Africa, Botswana, and Namibia

Abstract

This chapter examines adult educator development in terms of initial and in-service training and conditions of work in South Africa, Botswana and Namibia. It considers existing modes for building the capacity of adult educators and, in each case, attempts to answer the following questions: •• What policies guide literacy educator training? •• Are there examples of education system reforms that facilitate new pedagogies and create incentives for literacy/basic educators? 1. Professor of Adult Education at the University of South Africa. 418 What Makes Effective Learning in African Literacy Programs? •• Is there a gap between policies and practices? •• Who is involved in educating adults at the basic level? •• What is the gender breakdown of educators of adults? •• How are they trained and in terms of what outcomes? •• To what extent is training formal/nonformal? •• What are the roles and functions of these educators? •• What, if any, are the conditions of employment? •• What career opportunities are there for literacy/adult educators? •• To what extent can adult education programs be seen as inter-sectoral?