ABET in South Africa
ABET | AET in South Africa has evolved over many years and started to emerge during the 20th century. However, ABET’s roots in South Africa can be traced as far back as the early 1650s. But then it served a completely opposite purpose by focusing on “westernising” indigenous Africans in newly acquired European colonies.
It was only in the 1920s and onwards that ABET | AET evolved into an important means of empowering people. It would also later become an essential component of the struggle for freedom. ABET | AET continues to proudly fulfil this role by equipping low skilled employees and unemployed people with fundamental skills.
Dutch settlers in the Western Cape were the first Europeans to use adult literacy training to support their colonialist aspirations. Dutch governor of the Cape, Jan van Riebeeck, even taught Africans in his employment how to communicate in his native language. This is one of the earliest records of ABET | AET in the country.
The use of ABET | AET
The use of ABET to further imperialist ambitions of European countries on the continent continued well into the late 19th century. Christian missionaries from Britain, Germany, France, Norway, Sweden, Switzerland and North America had become the main providers of adult literacy training in Africa. Adult literacy training was widely viewed by European countries as an effective means of converting many indigenous populations to Christianity. This is by teaching indigenous populations how to read the scriptures with understanding.
Missionaries in Kimberley and Johannesburg trained the many migrants who were employed in the country’s growing diamond and gold mining industries. These low skilled workers were considered susceptible to conversion by missionaries. This is considering they had broken their close ties to strict customs and traditions when they left their communities. Adult literacy training was provided at dedicated centres in the two cities and facilitated by the missionaries or other literate migrant workers.
A turning point for ABET | AET
A significant turning point for South African ABET | AET occurred in the 1920s and 1930s. This was when the South African Communist Party started teaching migrant European and African workers in the rapidly industrialising Johannesburg how to read and write. Attending evening classes, low skilled employees also received instruction in politics, including Marxist communist doctrine. This was before the efforts of the party were quickly brought to a grinding halt by the National Party government.
By this time, education, including ABET | AET, had started to assume a central role in South African politics. The basic right to quality education that people were being denied would later help ignite major events in the history. Until then, adult literacy training continuously struggled against the powers that be for survival.
When the National Party government came into power in 1948, it undermined all efforts to establish a formal South African ABET system. It also blatantly refused to subsidise adult literacy training programmes that were funded by the previous government. Meanwhile, it outright banned the SACP and its ABET | AET initiatives, the African National Congress and the Pan African Congress. It also implemented legislation that severely restricted the movement of people of colour and a host of other oppressive measures until the late 1980s.
Developing modern ABET system
These first attempts at developing a modern ABET | AET system were also undermined by a large drive to establish Afrikaans as the official South African language. It was being spearheaded by a powerful partnership between Afrikaner political, financial and intellectual interests.
Notably, plans to establish a state Committee on Adult Education were also undermined during this dark period in the country’s history. These were mooted in 1945 and accepted by the then United Party government. The planning for the proposed state led adult literacy training programme is still considered to be sensible and well-informed. This is despite the outdated terminology used to articulate ABET | AET content at the time. Such a plan would only be implemented 50 years later under a new democratically elected government.
Resistance to Adult Literacy
Interestingly, at that time, the African Congress Alliance also encouraged its members to resist adult literacy programmes. This is considering their previous deep connections to colonialism and oppressive white rule. They were especially vehemently opposed to the provision of an inferior quality of education for people of colour.
The African Congress Alliance consisted of the African National Congress and its allies. This is in addition to the South African Indian Congress; the South African Congress of Democrats; and the Coloured People’s Congress. Its stance on education, including ABET | AET programmes, was clearly enshrined in the Freedom Charter. The charter was adopted in Kliptown in June 1955. A similar mantra would again be echoed in the Soweto uprisings in 1976. In the 1980s, “Liberation Now! Education Later!” was a phrase that could also be heard chanted nationwide during the school boycotts of 1985.
ABET | AET in the townships
By the 1960s, it was almost impossible to continue to provide ABET | AET in the townships. Evening classes were, therefore, secretly moved to areas that would not be harassed by state forces. A case in point is the ABET | AET that was illegally provided to black grownups on a university campus in Pietermartizburg at the time. While these evening classes were fortunate to survive for a period, others were found and systematically closed.
However, there were a few notable developments that would help to ensure that ABET | AET continued to develop and evolve over the years.
Notable developments in ABET | AET
This includes the government of the day granting the Institute of Race Relations approval to register the Bureau of Literacy and Literature as a non-profit organisation or “NPO” in 1964. The outcome of painstaking work undertaken by the IRR since the 1940s, the BLL focused on training literacy teachers and providing the necessary course content. This is in addition to distributing literature to adults who wanted to learn how to read and write English.
One of its most notable achievements was a campaign to provide literacy training to mine workers. It claimed that its ABET | AET programmes had reached about 60 000 low skilled employees in its best years. Interestingly, this was a very basic version of ABET | AET that the mining industry continues to provide after 1994. This is as part of its obligations in the Mining Charter and to meet its scorecard requirements. These ABET | AET projects are now mainly being undertaken on behalf of mining companies by private accredited training providers. This is considering their ability to adapt and respond swiftly to the ABET | AET demands of modern industries. Private accredited providers eventually surpassed government, non-governmental organisations and universities as suppliers and innovators in the field of ABET.
ABET | AET programmes
Two years later, Operation Upgrade was established to drive further ABET | AET programmes. However, this fiercely Christian movement later aligned itself with the government of the day. This was to fight the spread of communism and African socialism among black workers in South Africa.
This severely tarnished its reputation among progressive literacy activists who were fighting for an inclusive ABET | AET system in the country. However, there was a positive outcome of this alliance. Operation Upgrade’s high quality training material was used in a few night schools. They were granted permission by the National Party government to operate in 1977. This included primers and readers in numerous African languages, as well as texts that were easy to read.
Seeds of ABET | AET sprout
The seeds of ABET | AET started to sprout in the 1970s. This is due to further developments that would help to shape the ABET | AET to which businesses have become accustomed. Notably, these were driven by enterprising NGOs and literacy activists. They were determined to provide all South African citizens with access to a basic education, including literacy and numeracy training.
In the Western Cape, young labour activists in Cape Town started teaching literacy to adults. Their efforts were complemented by the stellar work undertaken by the Literacy Project that was established in the city in 1974.
Backed by the Catholic Church, Learn and Teach also provided adult literacy training in Johannesburg.
In the former Bantustans, education departments in Lebowa and Gazankulu used the BLL to provide training and materials.
It is estimated that there were more than 700 of these organisations involved in informal adult literacy training by the mid to late 1970s.
At the same time, the University of Cape Town commenced its own community education programmes. This was the first step taken by institutions of higher learning into adult education and training. Under their guidance, adult literacy training would make significant strides in the country in subsequent years.
Education and ABET
However, education, including ABET, would take a centre stage in the struggle for freedom.
One of the notable outcomes of the Soweto uprisings in the 1980s was a major reconsideration of existing educational policies by the National Party government. After this tragedy, for example, it decided to establish government driven night schools. This is so that black people were now able to learn basic literacy and numeracy skills. These evening schools started operating in 1978 under the close and careful watch of the Department of Bantu Education.
A major triumph for ABET
A major triumph for ABET occurred in 1980, when the University of Cape Town appointed its first professor of adult education in the country. It also offered the first postgraduate diploma programme for educators and adults. The university, therefore, retained its status as the foremost thinktank for ABET throughout the 1980s. Among its many ABET-related accomplishments was publishing a survey on literacy and illiteracy in 1984. It served as a blueprint for other such projects in the country.
In 1984, the University of Natal offered the country’s first Advanced Diploma in adult education. Notably, its Centre for Adult Education can also lay claim to being one of the first to research and popularise ABET in this country.
A year later, the Centre for Adult and Continuing Education was set up at the University of the Western Cape. CACE can be credited for launching the first certificated adult educator training courses for learners at a pre-university level in 1988.
Another triumph for ABET in the country was the establishment of a Department of Adult Education at the University of the Transkei in 1986.
Three years later, the University of the Witwatersrand launched its Adult Literacy Unit. It played a large part in disseminating information about adult literacy and basic education, as well as easy reading material for grownups.
Relaxed stance towards ABET
Notably, by this time, the National Party government had adopted a relaxed stance towards ABET. This provided a window of opportunity in which to innovate adult literacy training in the country.
The government of the day was heavily influenced by the findings of an investigation undertaken by the Human Sciences Research Council into ABET in 1981. It encouraged the implementation of a type of non-formal education that would preferably be financed by employers. This was viewed as a potential solution to a growing problem caused by government’s education policies.
It could be described as a forerunner of modern workplace ABET initiatives.
Based on the findings of the HSRC report, the Urban Foundation presented a proposed plan for the implementation of such a system to government the following year. It was rejected outright for being too premature by a still very conservative National Party. However, the HSRC was granted permission to establish a Non-Formal Education Work Committee in 1983.
It was a step forward for workplace ABET.
Breakthrough for ABET
There was another breakthrough for ABET the following year. The General Education Affairs Act empowered the Minister of General Education Affairs to decide on policy for key areas of informal Education. It also made provision for a South African Council of Education to advise the Minister on informal education.
Moreover, the government of the day financed the establishment of a Foundation for Rural Development to uplift rural agricultural workers. This workplace training and community training would be undertaken in collaboration with farmers and community development workers. In more recent years, this has also become a major focus of specialist private accredited providers of ABET.
Work undertaken in the field since 1994 has helped to raise the efficiencies and productivity in the agricultural industry. This is at a time when the agricultural sector in other countries have increasingly mechanised to improve productivity.
Meanwhile, investments made into community training programmes in outlying areas of the country also continue to demonstrate the importance of ABET. The mining and construction industries remain major drivers of these adult literacy programmes that are helping to transform and develop a more inclusive economy.
A positive development for ABET
There was also another positive development for ABET in the country during the 1980s. Literacy agencies partnered to establish the National Literacy Cooperation in Cape Town. Also consisting of very progressive literacy activists, this united force was able to effectively withstand harassment from government to develop adult literacy training in the country.
Established in 1986, the NLC facilitated communication about approaches, methods and materials for ABET. This led to innovations in African language and family literacy, as well as simple reading for grownups. The NLC can also be credited for developing early models for adult literacy training in outlying communities. Moreover, it developed a bridge to English for migrant workers. Unfortunately, very little of this body of knowledge was adopted by the new Democratic government.
Two more important developments with regards to non-government organisation involvement in ABET followed in 1988.
This includes the establishment of the Independent Examinations Board to develop and manage a new system of examination and accreditation of schools. It also later set up a division dedicated to adult education, including ABET. Another one of its legacies was piloting and operating the first ABET examinations in 1993.
This was followed by the establishment of the Forum for the Advancement of Adult Education in Johannesburg. Importantly, this was the first effective association of adult educators, before the establishment of other regional bodies and a national body. It was known as the Adult Educators and Trainers Association, in 1994.
ABET firmly established
By this time, ABET was firmly established in the country and was primed to play an even greater role in the transformation of South Africa in these final years of apartheid.
Among the many successful ABET projects by this time were those driven by agencies aligned to the ANC, the black consciousness movement and churches.
Meanwhile, the Read Educational Trust played a large part in encouraging library development in black schools to help teach people how to read and write English. It also later participated in adult education, including basic literacy training.
The South African Committee for Higher Education launched Learning Nation. This was a supplement that was distributed with various newspapers to help many disadvantaged South Africans to learn to read and write English.
Meanwhile, Johannesburg-based Learn and Teach supported numerous isolated adult literacy projects in the country. It also published Learn and Teach, a magazine for workers that was easy to read.
The Speak and Write English project taught English to adult workers. Meanwhile, the English Literacy Project produced reading materials for migrant workers that dealt with problems associated with urban life. Notably, this was one of the earliest connections made between adult literacy training and knowledge that could be applied in daily life. This remains a cornerstone of successful modern adult literacy training projects.
ABET starting to have impact
ABET programmes were starting to have an impact.
The New Readers Project based at the University of KwaZulu-Natal in Durban produced many publications in English and Zulu for newly literate grownups.
An English and Zulu educational supplement for adult learners was also distributed with the Natal Witness. Known as Learn with Echo, it was produced by the Centre for Adult Education at the University of KwaZulu-Natal in Pietermaritzburg.
Many isolated young mothers and their children in the KwaZulu-Natal midlands also received adult literacy training from the Family Literacy Project. This is just one example of an early community training programme that enriched the lives of many people by helping them to read and write English.
Moreover, the Lembede Mda Literacy Foundation focused on providing literacy training to adults residing in hostels in Soweto. These facilitators often worked in dangerous circumstances to teach grownups how to read and write English. Their stellar work in the field needs to be commended for advancing ABET in the country.
This work was supported by literacy activists from Rising Sun, African Independent Churches and LUCPO based in the then Vaal Triangle. Meanwhile, the ERA Initiative dedicated its time and resources to making reading material accessible to adults.
Interest in ABET
State also started to take an active interest in ABET. Many South African adults were being educated by state departments as the National Party government. This is as it started to reconsider its previous policies regarding ABET. For example, the Department of Education and Training designed and implemented its own basic literacy programme curriculum for grownups. Launched in 1983, it was called Course for Adults to Read and Write.
The Department of National Health and Population Development, as well as the Department of Manpower also provided some form of adult literacy training. This is in addition to the efforts of the South African Defence Force and the South African Prisons Service. Most adult learners who were enrolled in these programmes in the 1990s were completing their secondary schooling, including second chance matriculation.
There was also a marked increase in the number of businesses led ABET projects. This trend would continue for many years, considering the important role that ABET has and continues to play in raising the proficiencies of workers.
According to the BLL, about 40 000 adults participated in ABET by the mid-1980s. Two years later, more than 42 000 grownups were enrolled in basic literacy training to learn how to read and write English.
Formalising ABET
In the mid-1990s, discussions commenced around formalising ABET. The intention was to replace non-formal education in which the term literacy was dominant. This discourse around the concept of ABET would continue over the next two decades. It was mainly being encouraged by the then Universities of Natal and Cape Town. The discourse also eventually influenced the establishment of public adult learning centres, programmes, qualifications, curriculum and materials used for adult literacy training.
This was a notable development. Prior to the mid-1990s, government was unwilling to debate the potential of transforming its cumbersome and seriously flawed state ABET system. It was modelled on a conventional school syllabus-based system. The Department of Education and Training and its counterparts in the previous homelands operated it. They also provided the literacy, primary and secondary courses, as well as the content for the training programmes.
By this time, significant political changes were underway in the country. The government of the day was very aware of an urgent need for a large-scale adult education initiative, including ABET. This was to help correct decades of exclusionary and discriminatory policies. It was a looming catastrophe that could no longer be ignored. The sheer immensity of the challenge that lay ahead would only be fully realised after the free and fair elections in 1994.
By this time, many black South Africans had been deprived of a basic education and, therefore, did not have fundamental skills.
ABET high on the agenda
ABET was placed high on the agenda in the early 1990s as South Africa prepared to take its first steps into a new political era.
The National Education Policy Investigation, established by the anti-apartheid National Education Co-Ordinating Investigation in 1992, compiled three reports on ABET. They were entitled Adult Education, Adult Basic Education and the other Human Resources Development.
An influential presence within the NECC was the Congress of South African Trade Unions. It had been invested in the concept of ABET since the 1980s and wanted a complete overhaul of industrial training. This ideal was backed by its own research mechanism. Known as the Participatory Research Project, it motivated the integration of ABET and skills training.
COSATU’s views were clearly articulated in reports compiled by the National Training Board in 1991 and 1994. These informed the development of a new industrial training system for South Africa.
An alliance between state, business, labour and service providers then developed a framework for qualifications and ABET. The alliance stressed the close link between education and training, as well as outcomes-based education.
A report on ABET
In 1992, the Joint Education Trust, which comprised of companies, political movements and unions, commissioned a report on ABET. It recommended that the trust continue to back NGOs involved in adult literacy training in the interim. Moreover, continued research into ABET was encouraged. The report also urged the promotion and development of regional support agencies for ABET.
Consequently, two large JET funded research projects were launched in 1994. They were undertaken by the Universities of Cape Town and the Western Cape. The University of Natal’s Centre for Adult Education also undertook its own investigation into existing ABET capacity in the country.
Another noteworthy development in the early 1990s was the establishment of the Centre for Education Policy Development. It included a working group for ABET to serve the needs of the democratic movement. It was commissioned by the ANC in 1994 to prepare a strategy for the implementation of adult basic education and training or ABET in South Africa.
This is in addition to the brief work undertaken by the South African Committee on Adult Basic Education. Notably, it represented wide political, trade union, academic and community-based organisations. It ceased operating after its first conference at the end of 1993.
A robust ABET system
Very little was done by the new government to establish a robust ABET system in the country after it was elected in 1994. This has been the case for many years now with the state led ABET system in a total disarray and on the brink of collapse.
The national ABET Task Team that was established in September 1994 was replaced by the National Stakeholder’s Forum. It tabled no legislation regarding ABET. This is considering that it had not been sufficiently staffed with people with the necessary skills and experience in ABET.
Also receiving very little financial support from government, the new national Department of Education’s plans to establish nationwide ABET campaigns also staggered. This is despite the limited impact of its Ithuteng campaign in mainly KwaZulu-Natal and the Western Cape.
ABET also received limited backing from the National Literacy Co-operation, with consultants sometimes paid for their services with grants obtained from the USAID.
Moreover, only a few provincial educational departments established implementable ABET councils or stakeholder forums. Other than the JET funded Natal ABE Support Agency, no additional support agencies were established in South Africa during this early period of South Africa’s democracy.
ABET in dire straits
While state led ABET was in dire straits during this period, there were some developments worth noting.
A case in point is the focus that the Independent Examinations Board placed on matters relating ABET. The process was heavily influenced by international experience and learning in the field of competency-based training standards and qualifications.
Many documents were produced on the subject between 1995 and 1997.
They include the Department of Education’s Education White Paper and A national adult basic education and training framework: Interim guidelines. It also released its Policy Document on Adult Basic Education and Training and A National Multi-year implementation plan for Adult Education and Training: Provision and Accreditation.
A research project report entitled Adult Basic Education and Development was also released. It was compiled by representatives from the Department of Education, COSATU, the Development Bank of Southern Africa and National Literacy Co-operation. Notably, it tries to reassert the role of literacy training and ABET in the provision of formal education. Unfortunately, due to poor implementation, it had very little impact.
Meanwhile, the Department of Arts, Culture, Science and Technology’s Language Plan Task Group also released a report entitled Towards a national language plan for South Africa.
A vibrant ABET system
During this period, many new role players pledged their support for the development of a vibrant ABET system in the country.
The South African Broadcasting Company started taking a keen interest in ABET as a means of uplifting the skills of South Africans. In 1994, it started broadcasting television and radio shows such as Literacy Alive, The struggle for literacy, Adult Basic Education in the workplace, Basic skills in English and Mochochonono. It reaffirmed its commitment to the field at a conference on educational broadcasting that was held in 1998.
During the event, the state broadcaster also announced a large investment into content on ABET for television and radio moving forward. Provincial library services also supported literacy and the provision of material that was easy to read. This initiative also helped many adults learn to read and write English.
Moreover, community colleges tried to become more involved in ABET. However, their attempts were limited. This is considering the very slow development of policy relating to the development of Further Education and Training in South Africa. The situation would persist until the end of 2001. In the interim, the Department of Education released a Green paper on Further Education and Training and enacted the FET Act.
ABET endures another blow
At the end of the 1990s, ABET endured another blow, considering the collapse of NGOs that worked extensively in the field of ABET in previous years. This was largely due to poor administration, as well as the loss of skills and expertise in adult literacy training. A lack of political will to drive a formal and workable ABET programme also contributed to the decline of these NGOs.
In 1998, the National Literacy Co-operation collapsed. This resulted in the disablement and eventual shutdown of the World University Service South Africa. The Uswe in Cape Town and the English Literacy Project in Johannesburg also closed by the end of the year.
In 1999, the English Resource Unit and Operation Upgrade, two NGOs that had become synonymous with ABET in KwaZulu-Natal, were also experiencing financial challenges. The Adult Educators and Trainers Association of South Africa was liquidated in 2001.
A terrible time for ABET
The late 1990s were a terrible time for ABET. There were real attempts made by the national Directorate for Adult Education to ensure that provincial education departments develop variants of the national multi-year implementation plan. However, these only received very limited financial support for this cause in the Eastern Cape and Northern Province. The scant support received was also mainly from foreign funders.
It also attempted to build capacity in areas, such as training in outcomes-based education with very little success.
A series of draft reports released by the University of Natal in 1998 highlighted the lacklustre approach taken by the government since 1994. This is in terms of establishing a strong adult literacy training system in the country.
These issues were brought to the fore at a conference in 2000. Participants questioned government’s ability to manage, plan, innovate, monitor, evaluate and deliver ABET.
Uptake of ABET
The 1990s also saw the eventual decimation of departments of universities that helped drive the uptake of ABET throughout the 1980s. ABET departments that were no longer considered feasible were quickly closed. Those that survived would have to repeatedly justify their existence moving forward.
This included the renowned Department of Adult Education at the University of Cape Town. It had worked painstakingly for many years to develop ABET in South Africa.
By 2003, the ABET departments at three universities were teetering on collapse. They included the University of the Western Cape, of the Witwatersrand and of Natal.
Private-driven ABET
Clearly, it was time to introduced private-driven ABET to arrest the decline.
In the late 1990s, government acknowledged that there was a serious education crisis in the country. It, thus, pledged to make a significant impact on low literacy levels in the country within the next five years.
However, it recognised that it would be unable to achieve this ambitious goal alone. This is considering serious resource and capacity constraints that would also hinder the expansion of its provincial ABET programmes. It, therefore, mooted greater participation in this large literacy drive by private ABET specialists, as well as state-owned entities.
An ABET Act was later passed in March 2000 to regulate public and private adult learning centres. Meanwhile, it also established governing bodies for adult literacy training in South Africa.
Moreover, a South African Literacy Initiative was also set up to mobilise voluntary services in support of a nationwide literacy initiative. It would also be responsible for developing training programmes and provide support for volunteer educators. Moreover, it was tasked with establishing organisations to operate the initiative at a local level. This is in addition to developing the institutional capacity required to support, monitor and evaluate the project.
SALI eventually became a new Directorate under the Department of Education, opening many provincial offices. They claimed to reach numerous illiterates via the University of South Africa’s ABET Institute. However, experts are sceptical about these assertions, considering the dire state of education, including ABET, in the country by that time.
ABET in the new millennium
ABET in the new millennium is being driven by private companies. Government led adult literacy programmes have largely failed. Many have also been marred by controversy. There are very legitimate concerns that they will eventually collapse.
It is doubtful whether the NGOs and universities will be able to reassume the large role that they played in providing this critical service to citizens of the country in the past. Private sector participants now lead in the field. Over the years, these accredited providers of ABET have helped to drive the uptake of literacy and numeracy training in business.
However, industry cannot shoulder the immense responsibility of raising the low literacy levels in the country on its own. A robust government led system is imperative to help “break the back” of illiteracy in the country. This was a term that was often used by the Kader Asmal, a previous Minister of Department of Higher Education and Training, to describe government’s fight against illiteracy.
A revival of government ABET
There have been some notable developments in the 2000s that point to a potential revival of government ABET in the country.
These include the publishing of the White Paper for Post-School Education in 2013 and the reappealing of the Adult Education and Training act of 2000. This is in addition to enactment of the Colleges Amendment Act of 2013.
The direction of ABET has also since been moved from the provincial departments. This was previously the responsibility of the Department of Basic Education to the Department of Higher Education and Training.
Moreover, the provision of ABET to learners has been located to Community Colleges and Adult Education Training Centres from Public Adult Learning Centres. These were significant failures, despite representing a major investment made into ABET by government over the years.
There is also a new plan to strengthen Technical and Vocational Education and Training colleges, as well as ABET at universities. This is a five-year plan that will be funded by the European Union.
A wish list for ABET | AET
However, many fear that this may just be a wish list for ABET. There are still many problems that government will have to solve before it will be able to establish a robust and sustainable ABET system in the country.
Chief among these include a lack of funding for ABET and weak support structures. There were also notable challenges in the transitioning of ABET to the DHET, pointing to shortfalls in the planning and implementation phases.
Meanwhile, adult learners and adult educators remain confused and demotivated. This is counterproductive and threatens the implementation and development of government led adult literacy projects in the country. It also undermines the hard work by private accredited training providers in developing adult literacy training in the country.
Needed for success
To succeed, this plan requires political will. This is a critical factor that has sadly been lacking in government ABET programmes for many years. There is ongoing absence of capacity, in terms of managers and educators in the government ABET system. Centres of learning also need to urgently receive suitable training materials, equipment and facilities. This is so that they are able to provide a quality ABET experience for learners.
Government also needs to give due attention to process, planning, piloting and consultation, as well as monitoring and evaluation of its adult literacy programmes.
Importantly, ABET provided by state also needs to be meaningful and this can only be achieved by linking it to learners’ life projects. The relevance of the adult literacy training provided by government has often been questioned by learners. This has contributed to the very high dropout rate from its adult literacy training programmes.
ABET | AET training is necessary
ABET training is necessary in a country where functional illiteracy is rife, especially among South Africans of working age. These citizens also do not have the basic skills that they need to make a significant contribution to their communities and society at large. Functional illiteracy, therefore, impacts all aspects of life. It is not only a severe hindrance in the workplace for both employee and employer, alike.
https://www.dhet.gov.za/Planning%20Monitoring%20and%20Evaluation%20Coordination/Fact%20Sheet%20-%20Adult%20illiteracy%20in%20South%20Africa_March%202022.pdf provides more reading on functional illiteracy in South Africa and the extent of the challenge. It further motivates the need for more adult literacy training and adult numeracy training to help address the problem.
Labour Productivity
South Africa Labour Productivity Growth, 2009 – 2022 | CEIC Data provides up-to-date information on the productivity levels of South Africa’s labour force. It also compares our productivity levels to that of other countries in the world. Notably, our labour force productivity levels lag significantly behind many countries. Poor productivity hinders our ability to compete globally. This, in turn, is also an obstacle in the way of achieving the levels of economic growth that we need to create many jobs for the unemployed. These jobs also need to come with skills development and training opportunities.
At present, economic growth has mainly favoured high-skilled workers. This is despite the vast majority of employed and unemployed South African citizens having low level skills. The situation is also fuelling rising inequality. Worryingly, as much as 90% of South Africa’s unemployed citizens are indigenous Africans. Of further concern is that unemployment is mainly impacting indigenous Africans of between the ages of 15 and 34 years. World Bank Document provides more reading on inequality in the Southern African Customs Union. It also discusses the growing discrepancy in earnings between skilled and unskilled employees, a situation which is also fuelling rising inequality. Skills development and training, starting with ABET training, is a solution to this problem.
ABET | AET training imparts skills
ABET training imparts workplace literacy skills. Employees who have completed adult literacy training are proficient in the English language. They can read and write. Moreover, employees are able to communicate efficiently in the spoken word and are active listeners. Certainly, an ability to understand the specialised vocabulary of a trade, and interpersonal skills are also important components of workplace literacy. Meanwhile, quality adult numeracy training equips your employees with the skills that they need to think critically and logically. They are, therefore, able to solve typical problems that they will encounter in the workplace – either individually or as part of high-performance teams. Importantly, they can also complete their tasks confidently with minimal supervision.
Workplace numeracy & literacy
Workplace numeracy, English literacy and employability skills often overlap and are used together to complete many tasks. Functional illiterate employees will not, for example, be able to explain, elaborate and analyse. This is because they lack the literacy skills to communicate efficiently and do not have a sound enough grasp of basic mathematics to analyse information.
Worryingly, poor English literacy and numeracy skills are also prevalent among many South African matriculants. About 140 000 grade 12 students complete their matriculation examination with a bachelor’s pass every year. However, only about 50 000 score more than 50% for mathematics. Between 2018 and 2021, the mathematics pass rate ranged between 53,8% and 58%. Meanwhile, the pass rate for physical sciences dropped by 6,5 percentage points from 75,5% in 2019 to 69% in 2021.
Therefore, these individuals are also unable to access many Technical Vocational Education and Training programmes. These courses, in particular, are geared specifically at addressing a dire shortage of technical skills in industry. Notably, it also means that many matriculants are unprepared for entry level jobs, despite them being in possession of a National Senior Certificate. This is an indictment of the quality of our education system. It is aggravating the situation and motivates the need for continuous ABET training.
Quality ABET supports SDG 4
Quality ABET also supports SDG 4. SDG 4 is the fourth target of the United Nations’ Sustainable Development Goals. Refer to THE 17 GOALS | Sustainable Development (un.org) for more reading on the 17 Sustainable Development Goals. This is addition to how they support the 2030 Agenda for Sustainable Development: a “plan of action for people, planet and prosperity”.
SDG 4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. Quality ABET programmes support this goal by equipping adults with the fundamental skills that they need to continue learning. Importantly, they also instil a newfound passion and respect for education among participants. This is so that they want to carry on learning. ABET is also the only means by which adults who have not completed their education are able to acquire fundamental skills. Therefore, without ABET, there would be no hope for a better future for many South Africans.
ABET as means of redress
Moreover, ABET is a means of redress. Many citizens of the country were deliberately deprived one of the most basic human rights, namely access to education, under a past dispensation. ABET is, thus, a tool for transformation. Therefore, investing in ABET contributes to the broad-based black economic empowerment scorecard. However, responsible companies provide ABET to their employees because they know that it is the correct thing to do.
An improved scorecard is certainly not the only motivation for investing in ABET, although a very important consideration in business. Policy on Adult Basic Education and Training (www.gov.za) articulates government’s stance and commitment to ABET. This includes the role of the private sector in providing quality adult literacy training and adult numeracy training.
SDG 4 consists of 10 targets. Quality adult literacy training and adult numeracy training directly supports at least three of these targets.
ABET | AET supports Target 4.4
ABET supports Target 4.4. It aims to substantially increase the number of adults who have relevant skills for employment, decent jobs and entrepreneurship by 2030.
ABET targets both low skilled employees and unemployed members of poor communities.
Employees who participate in adult literacy training and adult numeracy training are being given a chance to grow and develop their careers. This is by acquiring fundamental skills. Equipped with English literacy and numeracy skills, they can continue learning in the workplace. Without these proficiencies, they are trapped in low skilled jobs that provide very little scope for growth and development.
Effects of a lack of skills
A lack of skills also prevents them from taking on additional responsibilities that pay more so that they can improve their lives. Low skilled jobs also do not provide security. This is considering that the modern economy is increasingly relying on workers with advanced proficiencies. Over the years, South Africa has undergone a process of de-industrialisation. Low-skilled and semi-skilled employment prospects have, therefore, declined in traditional sectors such as manufacturing and mining. However, our services sector has been growing and is already a sizeable contributor to gross-domestic product.
This suggests that South Africa is now a de facto service-orientated economy. Even so, traditional heavy and light industrial sectors are increasingly adopting mechanisation and automation. These digital processes also rely on employees with more advanced skills sets. At the most basic level, they need to be able to read and write and do basic maths.
Notably, the wide earning gap between unskilled workers and employees with advanced proficiencies is also fuelling rising inequality in the country. With its glut of unskilled labour and an acute shortage of skilled workers, South Africa is currently the most unequal country. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099125303072236903/p1649270c02a1f06b0a3ae02e57eadd7a82 provides more reading on the topic.
ABET | AET for the unemployed
ABET programmes for the unemployed equip individuals with the basic skills that they need to secure jobs. This is not only a focus for government, but also for companies as part of their corporate-social investment initiatives. Mining, quarrying and construction companies are setting the benchmark in ABET projects in poor communities. For more reading on skills development in the mining sector, refer to mineral-council-fact-sheet-skills-development-2022.pdf.
Note that ABET remains a mainstay of the skills development offering in the mining industry and local communities from where mines source labour. Remarkably, there has been a steady decline in the number of learners entering mining ABET programmes over the past few years. The Minerals Council South Africa believes that this is due to the improvement in the skills levels of employees in the sector.
This also means that literacy in mining communities has improved over the years due to adult literacy training and adult numeracy training programmes. https://www.miningweekly.com/article/outsourcing-abet-yields-favourable-results-for-barberton-mines-2022-10-19/rep_id:3650 provides a sound example of how mines are tackling illiteracy in the country.
ABET | AET aids Target 4.5
ABET aids Target 4.5. Target 4.5 aims to eradicate gender disparities in education. This in addition to ensuring equal access to all levels of education and vocational training for the vulnerable.
ABET has already equipped many women with the skills that they need to function effectively in all aspects of life. Women, especially those residing in the rural areas, will remain a major focus for private and public sector driven ABET programmes moving forward. This is considering high illiteracy among rural women, despite them making up the largest section of the adult population in outlying areas.
It is important to note that gender disparity in education is not a challenge that is unique to South Africa. Refer to https://unesdoc.unesco.org/ark:/48223/pf0000234809 by UNESCO’s EFA Global Monitoring Report. It points out that no country in sub-Saharan Africa has achieved gender parity in both primary and secondary education. There are only 92 girls per 100 boys in primary school in the region.
Notably, there has been a narrowing of the gender gap in shares of illiteracy and illiteracy rates in South Africa over the years. This is a positive sign and bears testament to the success of quality adult literacy training and adult numeracy training programmes. Illiteracy rates for females currently stand at 12,5% and males 11,6%. However, there is still much to be done to address gender inequality and illiteracy in education. This can be achieved through targeted adult literacy training and adult numeracy training programmes.
ABET | AET helping to break illiteracy
ABET is also helping to break the back of illiteracy among indigenous South Africans. However, illiteracy among black citizens of the country is still very high. This motivates the need to step up adult literacy training and adult numeracy training programmes. High illiteracy among black South Africans is yet another stubborn legacy of the previous political climate. These challenges have not been dealt with effectively by the democratically elected government of the day. This is evidenced by a crumbling basic education system, characterised by ageing infrastructure, overcrowded classrooms and poor educational outcomes. Refer to https://www.amnesty.org/en/documents/afr53/1705/2020/en/ for more reading on the state of our education system and how it is fuelling high levels of illiteracy in the country.
ABET | AET provides a second chance
ABET programmes provide many young adults with a second chance to acquire literacy and numeracy skills that they need to lift themselves out of poverty.
Many participants who take part in adult literacy training and adult numeracy training in their later years left school because of poverty. Poverty remains the main reason a sizeable portion of South African citizens cannot access a basic education.
Poor households may struggle to pay for basic education costs, such as uniforms, transport and stationery. Meanwhile, some No-Fees and Fees Exemption Policies exclude learners. Sometimes, caregivers may not know that their children can still attend school, even if they cannot afford the fees. This is especially the case in illiterate households that cannot access credible and relevant information that will help them to improve their lives.
Challenges with access to education
In some instances, poor children may be socially excluded by learners or educators, or other parents. There have been circumstances where schools have deliberately not informed parents about Fees Exemption Policies. They have even punished learners for not paying fees. For example, a common practice is for schools to withhold reports until all outstanding fees have been paid. This is despite this practice being illegal. In other cases, poorer learners have felt conscious of not being able to afford the same things that their counterparts do. It is not uncommon for children to leave school because they are embarrassed that they are unable to afford basics. This includes lunch and shoes, for example.
Financial or other pressures may also lead to children leaving school temporarily or even permanently. For example, children may leave school to tend to a sick family member or younger siblings. Some learners even drop out of school to seek work to help support their families.
ABET | AET supports Target 4.6
Most notably, ABET supports Target 4.6. This target aims to ensure that a substantial portion of adults achieve literacy and numeracy by 2030.
There are currently about 4,4-million South African adults who are illiterate. Over two thirds of these adults are under the age of 60 and a third below the age of 50. They are, therefore, of working age. Yet, they do not have even the most basic skills needed to make a contribution to a modern economy. This motivates the need to significantly expand adult literacy training and adult numeracy training programmes in the country.
Meanwhile, the global literacy rate currently stands at 87%. This is compared to 12% in 1820. Most developed countries have achieved a 99% literacy rate. For more reading on global literacy, refer to https://www.weforum.org/agenda/2022/09/reading-writing-global-literacy-rate-changed/.
ABET Level 1 – the first step
ABET Level 1 is the first step many low skilled employees need to take towards becoming functionally literate. They have been correctly placed at this ABET level after undergoing a placement assessment. A placement assessment evaluates the extent of your employees’ English literacy and numeracy skills. Employees who have completed ABET Level 1 have English literacy and numeracy levels that are equivalent to those of someone who has completed Grade 3 at school. There are three more ABET levels through which your employees will need to progress.
ABET Level 1 literacy and numeracy
Low skilled employees who have completed ABET Level 1 have a solid foundation upon which to develop their literacy and numeracy skills. This is undertaken via further adult literacy training and adult numeracy training. Each ABET Level is designed to incrementally increase your employees’ overall knowledge of English literacy and numeracy.
Employees who have completed ABET Level 1 understand the relation between letters and sounds and among print and spoken words. They are also able to read simple texts that contain high frequency and phonically regular words. Moreover, they are able to use skills and insights to pronounce new words. In terms of writing, learners are taught how to create non-phonetic letter strings. A major focus of this level of adult literacy training is to develop your employees’ phonological awareness and letter-sound knowledge. This is in addition to enhancing their capability to manipulate phonemes and syllables.
These skills are taught in the context of print. Employees are given ample opportunity to manipulate, trace and hear the sound of letters. Therefore, literacy instruction incorporates listening to stories and informational texts that are read aloud by ABET Level 1 facilitators. Employees are also expected to read out loud and silently as part of level 1 adult literacy training. Moreover, they will write letters, words, messages and stories. As part of these beginning phases of adult literacy training, learners are also provided ample opportunity to apply practices and strategies.
ABET Level 1 mathematical skills
ABET Level 1 learners start developing their mathematical skills while completing adult literacy training. Adult literacy training and adult numeracy training compliment each other. Mathematical thinking helps individuals to develop conceptualisation, ordered thinking and visualisation skills. They use language-based skills, such as reading and writing, to infer, comprehend and connect new information to the world that they know.
During these early phases of adult numeracy training, low skilled employees are taught to accurately produce verbal number sequences from 1 to 20 forward and 10 to 1 backwards. They also learn how to identify and sequence numerals from 1 to 10. Low skilled employees who have completed this level of adult numeracy training will be able to accurately add collections of visible items by counting from one. In doing so, they will be able to construct each collection and count from one to develop the sum. Moreover, they know how numbers exist as nested quantities.
ABET Level 2 and progressing
Your employees have completed ABET Level 2 and are now progressing through ABET Level 3. Workers who have accomplished ABET Level 2 have English literacy and numeracy skills that are equivalent to those of someone who has passed Grade 5. This is a significant feat considering that employees may have had to start their learning journey at ABET Level 1 or even pre-ABET. The reason for this is that their English literacy and basic maths skills were of a very low standard. In some instances, they were almost non-existent.
Abet Level 2 learners
During these very early phases, ABET Level 2 learners will be taught how to read brief texts on familiar topics. They will also learn how to identify a single piece of specific information in writing. This adult literacy training also imparts an understanding of basic vocabulary that your employees will need to understand the structure of sentences of paragraphs. Once they have completed this level, they will, therefore, be able to read relatively short digital or print texts for meaning.
At the same time, your employees will also start learning basic maths skills by attending adult numeracy training. English literacy and basic maths skills are complementary. Employees need both to perform at optimal levels.
ABET Level 2 Basic Maths
Employees who have completed ABET | AET Level 2 possess very basic maths skills. They are still being developed in the same way that their English literacy skills are through the adult literacy training component of ABET.
In these tentative stages, employees learn how to rely on concrete representations of numbers. They are also taught how to consistently apply the 1-1 principle of matching one number word to each object. Moreover, workers gain an understanding of the numerical value of a collection by counting and labelling it. Employees are also taught the forward number sequence and how to count to more than 10. In these early stages of adult numeracy training, workers also learn how to rely on the strategy of counting by ones.
When they do so, they always start at one. Typically, they will also count from one when determining the number before or after a nominated number. Workers will also be taught how to confidently produce the forward or backward number sequence in the range of zero to 10. Furthermore, employees learn how to identify and name numerals from zero to 10 and beyond. Importantly, they also start developing the ability to recognise number patterns. During these early stages, workers also start to understand that numbers can be represented in various ways.
At ABET Level 3
At ABET | AET Level 3, your employees have reached the halfway mark in their learning journey. Workers who have completed this ABET | AET level have English literacy and numeracy skills that are equivalent to that of someone who has attained Grade 5. They are, therefore, still in the process of acquiring workplace literacy skills. There is still one more adult literacy training and adult numeracy training level that they have to complete.
ABET programme
At this tentative stage of the ABET programme, they are able to read but still test poorly. During the early stages of training, employees also start to develop coping skills to manage everyday literacy demands, including in the workplace. However, they are not yet able to cope with unique demands, for example learning new job skills. This will only be possible once they have completed ABET Level 4. By this time, they will be able to integrate several sources of information and solve more complex problems.
Employees will also possess the numeracy skills that they need to understand straightforward mathematical information that is used for different purposes. Moreover, employees will be able to select relevant information expressed in graphic, numerical and written forms. This includes an ability to perform simple percentages and convert units of measure. In the early phases of adult numeracy training, your employees were still learning the basics. They did not yet understand information communicated in numbers, symbol, simple diagrams and charts in graphic, numerical and written form.
ABET Level 4 workplace skills
Employees who have completed ABET Level 4 have workplace literacy skills.
ABET Level 4 imparts sound language and communication skills. Employees who have completed four levels of adult literacy training demonstrate critical awareness of English language use. They also have an ability to engage with aesthetic, affective and cultural values in texts. Your employees will also be able to access, analyse, use and present information. Moreover, they will have an ability to deploy appropriate communication skills, convention and structures for specific purposes and situations. This is in addition to being able to explore and use a variety of strategies to learn. Furthermore, your employees will be able to engage with meaning, organisation and structure of texts.
ABET Level 4 and reasoning abilities
ABET Level 4 enhances your employees’ reasoning abilities. However, the skills taught during adult numeracy training are not only used for problem solving in the workplace. Numeracy skills also enable your employees to approach tasks methodically, pay attention to detail and think abstractly.
Employees who have completed the four levels of adult literacy training and, in particular, adult numeracy training, will be able to use maps to access and communicate information concerning routes, location and direction. They will be able to evaluate and solve data-handling and probability problems within given contexts. Moreover, your employees will be able to critically analyse how mathematics is used in socio-political and economic relations. They will also be able to collect, analyse and communicate numerical data. This is in addition to being able to describe and represent objects and environment in terms of shape, space, time and motion.
ABET Level 4 and grade 9
Employees with an ABET Level 4 certificate possess skills that are equivalent to someone who has completed grade 9. This qualification is, therefore, at a National Qualifications Framework Level 1.
Individuals who have completed all four adult literacy training and adult numeracy training levels are able to perform entry level jobs. Their English literacy and numeracy skills also enable them to work as general, factory, construction, mining, warehouse and retail staff, among others.
Once they have an ABET Level 4 certificate, many employees will want to complete their matric, which is at a NQF Level 4. Meanwhile, National Certificate Vocational courses provide an alternative skills path towards attaining a NQF Level 4 qualification for your employees. Many employees also complete foundational learning competence training to refine their English literacy and numeracy skills so that they are better prepared for further learning.
The positive impacts of ABET
The positive impacts of ABET are far reaching. They are not only confined to the workplace through productivity and efficiency gains that impact positively on the bottom line. A well-coordinated adult literacy training and adult numeracy training programme also contributes to the growth and development of the economy. This is in addition to the wellbeing of society.
These are among the reasons that responsible companies invest in ABET. They know that it is the correct thing to do. This is especially in a country where illiteracy is rife. Refer to https://data.worldbank.org/indicator/SE.ADT.1524.LT.ZS?locations=ZA for information on our literacy rate.
ABET helps grow the economy
ABET, including adult literacy training and adult numeracy training, helps to grow the economy.
Higher earning citizens spend and consume more and pay more taxes to government. In this way, they play their part in increasing the country’s gross-domestic product (GDP). South Africa’s GDP would be 23% to 30% higher with a more typical level of school performance. This is according to both microeconomic and macroeconomic estimates. For more reading on this topic, refer to this study undertaken by the University of Stellenbosch [https://resep.sun.ac.za/the-costs-of-illiteracy-in-south-africa/sample-post/].
Other studies have also shown the strong correlation between literacy and economic growth. This includes https://www150.statcan.gc.ca/n1/en/catalogue/89-552-M2004011. It highlights the importance of human capital, such as education and training. Human capital is three times as important to economic growth as investment in physical capital, such as machinery and equipment. Moreover, direct measures of human capital based on literacy scores perform better than indicators of years of schooling. This is when explaining growth in output per capita and per worker. Notably, the study also states that human capital accumulation is significantly important for the long-term wellbeing of countries. Moreover, it notes that countries that promote strong literacy skills widely among their populations are more successful in fostering growth and wellbeing. This is compared to those countries that do not promote robust literacy skills widely among their populations.
ABET is especially important
ABET is especially important in South Africa where we are paying a high price for illiteracy. In 2010, it was estimated that illiteracy costs South Africa R450-billion each year. This motivates the need for further adult literacy training and adult numeracy training programmes. This is considering their efficacy in also fighting illiteracy in other countries of the world.
Certainly, it is not only South Africa that is grappling with illiteracy. Illiteracy is a worldwide problem, costing the global economy about USD1,19-trilllion a year. This is due to poverty, unemployment, long-term illness, dependence on welfare or charity, social exclusion and crime. Add to this lost earnings and business productivity; missed wealth creation opportunities; and inadequate high-tech skills capacity. These, alone, amount to about 2% of GDP for developed countries; 1,2% for emerging economies; and 0,5% for developing countries, such as South Africa.
ABET fights poverty
ABET fights poverty by equipping people with the basic skills that they need to participate meaningfully in the economy and earn a decent income.
There is a strong connection between income and illiteracy. This is one of the reasons many companies target their adult literacy training and adult numeracy training programmes at poor areas. In these areas, illiteracy, unemployment and poverty coincide.
The average income of countries with literacy rates of less than 55% is USD600. This is compared to USD2 400 in countries where the literacy rate is between 55% and 84%. In countries where the literacy rate is between 85% and 95%, income average is USD3 700. Average income is as high as USD12 600 in countries where the literacy rate exceeds 69%.
The significant divide in earnings between skilled and unskilled workers in South Africa is fuelling growing inequality. South Africans who have scarce critical skills earn significantly more than the vast majority of citizens who are unskilled or semi-skilled. Worryingly, our country is one of the most unequal in the world, according to the International Monetary Fund [https://www.imf.org/en/News/Articles/2020/01/29/na012820six-charts-on-south-africas-persistent-and-multi-faceted-inequality]. Adult literacy training and adult numeracy training are a means of solving this problem. This is by equipping citizens of the country with the absolute basic skills that they need to participate in a modern economy. These basic skills can be further developed and honed over time.
ABET develops literacy skills
ABET develops the literacy skills that countries need to industrialise.
Citizens with higher levels of education who obtain better jobs increase opportunities for business. This later leads to industrialisation and job creation. South Africa continues to undergo a process of deindustrialisation, which is fuelling high unemployment. This especially among young adults, many of whom are functionally illiterate. Bear in mind that the proportion of unemployment in South Africa is structural, which is changes in the composition of labour supply and demand. Our service-based industries are reliant on sophisticated knowledge which is short supply compared to unskilled and semi-skilled labour. https://repository.up.ac.za/bitstream/handle/2263/27288/01dissertation.pdf?sequence provides more reading on this topic.
Countries with high literacy rates benefit significantly from a more capacitated population. A larger amount of human capital, including adult literacy training and adult numeracy training, provides higher earning labour. This again increases the tax base and, in doing so, providing more resources for government to invest in the country. There is also greater discretionary income available that can be allocated to charitable donations and further contribute to the development of society. This is over-and-above the greater influence that citizens who earn more because of their education level have on society.
ABET | AET contributes to social wellbeing
By improving literacy, ABET contributes to a country’ social wellbeing.
Civic benefits increase in countries with higher literacy rates. This is because individuals can make informed decisions and participate in community activities.
Crime levels are also lower in countries with higher levels of literacy and numeracy skills. There is ample evidence that demonstrates a close correlation between crime and illiteracy. Refer to https://www.emerald.com/insight/content/doi/10.1108/IJSE-07-2020-0448/full/pdf and https://www.tandfonline.com/doi/abs/10.1080/09500782.2012.691516 for more interesting reading on the topic.
A literate population also provides social capital. Literate people tend to have more citizenship values and participate in volunteer activities. In addition, they are inclined to be more trusting and have higher racial tolerance. This is especially important in a diverse country such as South Africa with its complicated past.
Educated families are also able to make greater use of their resources and have a future orientated vision.
Literate individuals also tend to be happier because they are able to make better life decisions. They can also more easily pursue new interests and take advantage of opportunities because they have the resources to do so.
There is also a strong correlation between the literacy and health of a population. Literate citizens are able to access information that enables them to live healthier lifestyles. Refer to https://www.cdc.gov/healthliteracy/learn/Understanding.html for more reading on health literacy.
Learn more about Triple E Training and our quality adult literacy training and adult numeracy training programmes. www.eee.co.za
