ABET hones English literacy and maths skills. It is, therefore, not only geared at employees who have not completed their basic education. These are employees who are completely or functionally illiterate and, thus, in urgent need of adult literacy and numeracy training. However, many enterprising companies also use ABET to enhance the English and maths literacy skills of employees who have completed matric. These are employees who perform entry level jobs but graduated with the bare minimum in terms of English literacy and numeracy skills. Managers detect these skills deficits through the poor standard of work produced by employees.
This is considering that they are difficult to assess during the recruitment process. ABET is also geared at those employees who completed their matric many years ago. ABET brings their literacy and maths skills in line with the requirements of a modern workplace. Without these important workplace literacy skills, employees cannot function effectively, no matter how general or mundane the job that they perform. It also hinders their ability to grow and develop in the workplace and as individuals. Without foundational skills, they are unable to keep on learning so that they can constantly improve themselves and their circumstances.
ABET will remain important
ABET will remain important as long as the education system continues to underperform. This is in terms of producing the skills needed to drive a modern economy. Many young South Africans are joining the workforce with insufficient communication, as well as problem-solving and decision-making skills.
The average Grade 12 English second language learner of the former model C schools have English literacy skills profiles equal to that of grade 10. Meanwhile, average Grade 12 English second language learners of township schools have an English literacy skills profile equivalent to that of grade 8. This is largely due to the quality of English literacy education that they receive at these schools. Many teachers at these schools lack the English language skills that they need to teach the subject. According to research, the average English literacy skills grade profile of English teachers at township schools is equivalent to Grade 9. This is evidence that the language proficiency of teachers effects the outcomes of learners. Refer to https://www.researchgate.net/publication/321204642_Concerns_for_the_Language_Skills_of_South_African_Learners_and_Their_Teachers and http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002010000400009 for more reading on this interesting topic.
Meanwhile, less than 30% of all matric students take core maths as a subject and only half of them pass their exams. Again, the quality of maths teaching, especially at lower grades, is known to be a significant contributor to the dire situation. This is corroborated by the findings of Extra-maths-tuition-in-South-Africa-a-short-summary-of-an-exploratory-investigation.pdf (cde.org.za). According to the CDE, enrolments in additional private mathematics classes have been increasing in the country. This is partly in response to poor teaching in public schools. However, it notes that these efforts fail to address the wide deficiencies in maths education. They are merely a short-term solution considering that many poor families are unable to afford this type of intervention. This also further fuels education inequality.
ABET bridges the gap
ABET bridges the gap between the education that some learners receive at school and the actual skills required in a modern workplace. This includes training in the formal language of business, namely English.
Worryingly, literacy skills have deteriorated even further after the outbreak of COVID-19. This is considering the impact that the lockdowns had on school education in the country, especially in poor areas. In the first place, many of the students who attend these schools do not have access to the internet. This prevented them from continuing to study remotely as was expected of them when restrictions to human contact and movement were implemented. According to embargoed_2023_reading_panel_background_report_7_feb_2023.pdf (groundup.org.za), the pandemic has wiped out decades of progress in reading outcomes. It will take 86 years from now until all Grade 4 children can read for meaning in South Africa. This is if learning loss estimates are correct, and the country manages to get back onto the pre-pandemic improvement trajectory.
However, this will require far-reaching interventions. This includes introducing fundamental reforms in the way in which literacy teachers are recruited, trained, certified, supported and evaluated. Moreover, extensive changes also need to be made to education financing and the resourcing of schools, especially in the poor areas.
It is important to note that the majority of South Africans only speak English as a second, third or even fourth language. They, therefore, seldom practice the language and only use it when they really must in the workplace. It is no surprise then that so many employees struggle to read, write and speak the language in the work environment. Many managers incorrectly assume that their employees are fluent in the language.
ABET addresses maths skills deficits
ABET also successfully addresses the maths skills deficits of matriculants joining the workforce.
The 2011 Trends in International Mathematics and Science Study (TIMS) indicates the extent to which the country has slipped in technical subjects. South African learners were the lowest performers of all 21 middle-income countries that participated in the research. Refer to TIMSS SA – Trends in International Mathematics and Science Study (timss-sa.org) for more information on this study.
The country’s failure to produce a robust pipeline of technical skills will impede economic growth and development. Many studies have demonstrated the close relationship between economic growth and the maths and science skills of a country’s population. A case in point is a study undertaken by Stanford University [Stanford University]. These findings have been corroborated by the research of the Organisation for Economic Cooperation and Development [South Africa – OECD]. According to its report, https://www.oecd.org/pisa/44417824.pdf, even relatively small improvements in the maths skills of a country’s labour force can have positive impacts. This includes on both an economy’s growth and wellbeing. Improving math and science scores by 100 on the PISA scale increases the annual real gross-domestic product growth rate by 1,74 percentage points. PISA is the OECD’s “Programme for International Student Assessment”. It measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges. Refer to PISA – PISA (oecd.org).
Again, fundamental reforms are required in the public school system to arrest the continuous decline in maths and science education in the country.
ABET makes an impact
ABET makes an impact on business performance by equipping your employees with the skills that they need to do their jobs properly. In this way, it is an essential component of companies’ skills development and training programmes. This is opposed to merely being a way of improving Broad-Based Black Economic Empowerment scorecards, although an important consideration. Enterprising companies have integrated transformation into skills development and improved quality standards.
A 10% increase or one year in the educational level of a company’s workforce increases productivity by 8,6%. This is compared to the 3,4% increase in productivity that is achievable in a similar increase in investment in capital equipment. Meanwhile, mathematics proficiency boosts workers’ earning power by a remarkable margin. 28-year-old employees in the top quartile of maths skills earn about 37% more than those in the lower quartiles. This is an indication of the value of the work that they provide to their companies with their cognitive skills. The National Center on the Educational Quality of the Workforce undertook this research in the 1990s.
ABET imparts English literacy skills
ABET imparts the English literacy skills that your employees need to communicate effectively at work.
Sound communication in the workplace ensures that your employees understand the information that they need to perform their jobs as expected. It also builds positive work environments and eliminates inefficiencies that cost time, money and resources.
28% of employees surveyed by Expert Market cited poor communications as the primary reason that they were unable to complete their projects on time. This is the impact that poor communication can have on your business performance. Refer to https://www.expertmarket.com/phone-systems/workplace-communication-statistics for more reading on the topic.
Meanwhile, another study found that miscommunication cost businesses with at least 100 employees about US$450 000 or more a year. Refer to Special Report – businesslunchandlearn.com Pages 1-16 – Flip PDF Download | FlipHTML5 for more information on the topic.
Employees who have completed ABET have sound communication skills. For example, they are respectful in the way that they communicate and are active listeners. Moreover, they are aware of and project positive body language and ask questions to clarify. They are also open minded to their colleagues and higher-up’s ideas and preferences, facilitating teamwork. Furthermore, they willingly provide feedback that will help to improve their teams’ performance. Importantly, they also adhere to company etiquette when communicating, whether verbally, in writing or by body language.
ABET imparts maths skills
ABET imparts the maths skills that most employees need to function effectively.
Learning maths helps employees to analyse and solve problems. It also teaches other important traits. These include approaching tasks methodically; paying attention to detail; and thinking abstractly. These are all skills that employers value and are, therefore, often sought out during the recruitment process.
Notably, the numeracy training provided by ABET is certainly not maths literacy. This is a watered-down version of maths that is provided at school as an alternative. More school learners have been taking this subject since it was introduced to the school system. Unfortunately, maths literacy does not impart maths skills that are in line with those required by modern workplaces. Employees who have completed adult numeracy training have been prepared to cope with core maths at a matric level. This is so that they can obtain university exemption. Many holders of an ABET Level 4 certificate want to continue learning because they have gained a newfound respect and passion for education.
Firmly entrenched in processes, workplace mathematics skills differ from those taught at school. They are more concrete and intuitive, while also being extremely exacting and unpredictable. Workplace mathematics is also rich in data and inextricably linked with technology. For example, workers are routinely expected to undertake multistep application of simple mathematics. This includes three-dimensional geometry, triangle trigonometry and elementary analysis.
Employees who have completed ABET have basic workplace numeracy skills. They can work with parts of numbers; fractions; decimals; and percentages.
A leading ABET provider
Triple E Training is a leading ABET provider to industry.
For more than 30 years, we have equipped hundreds of thousands of employees with the workplace literacy skills that they need to add even more value to business. This while also enabling them to grow and develop in their careers and as individuals. In this way, our ABET programmes benefit both employees and employers, alike.
Learn how we are also able to help you to raise the competencies of your employees. www.eee.co.za
