Adult literacy training in the Border/Kei region of the Eastern Cape
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Authors
Moodly, Adele Leah
Issue Date
2000-11
Type
Thesis
Language
en
Keywords
Alternative Title
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.
Description
Citation
Moodly, Adele Leah (2000) Adult literacy training in the Border/Kei region of the Eastern Cape, University of South Africa, Pretoria, <http://hdl.handle.net/10500/17506>