Limited access to quality adult education programs is not only unique to South Africa. It is an international problem, according to the United Nations Educational, Scientific and Cultural Organization. The extent of the challenge is highlighted in its Fifth Global Report on Adult Learning and Education [https://www.uil.unesco.org/en/grale5]. It was presented at the Seventh International Conference on Adult Education in Marrakech, Morocco. Refer to https://www.uil.unesco.org/en/seventh-international-conference-adult-education.
Worryingly, those who need adult literacy training and adult numeracy training the most are still being deprived this learning opportunity. ABET training teaches basic education skills. This includes basic numbers skills, as well as the ability to read and write. Individuals with these basic education skills can communicate and work in teams effectively. They can also solve problems because they can think critically and logically. These important abilities are also known as soft skills.
Adult education training programs impart skills
Adult education training programs, including adult literacy training and numeracy training, impart soft skills incrementally.
Employees need soft skills now more than ever. According to a study undertaken in 2016, 93% of employers term soft skills as either very important or essential. Refer to Hard Facts About Soft Skills (pdf). In the UK, 97% of employers believe that soft skills are key to business growth. Refer to Some hard facts about about soft skills. Up to 85% of job success is derived from excellent soft and people skills. Only 15% of success in the workplace can be attributed to technical skills. This is according to SRI International; Harvard University; and Carnegie Foundation for the Advancement of Teaching. Refer to https://www.sri.com/; https://www.harvard.edu/; and https://www.carnegiefoundation.org/ for more information on these organisations.
Meanwhile, a US survey found that miscommunication costs businesses with up to 100 staff an average of US$420 000 a year. In another study, 400 businesses with at least 100 000 employees each claimed that they lost about US$62,4-million annually due to inadequate communication. Miscommunication leads to mistakes, waste and delays.
60% of respondents to a science recruiters study rated the ability to work collaboratively as the most important soft skill. This was followed by adaptability and interpersonal relationship building skills. Most respondents felt that applicants were lacking in these basic education skills, particularly in critical thinking.
Quality adult education programs
It is disadvantaged and vulnerable groups that are unable to access quality adult education programs. They include indigenous and rural populations; migrants; older citizens; people with disabilities; and prisoners.
About 60% of countries surveyed by UNESCO reported no improvement in participation by people with disabilities, migrants or prisoners in adult basic training. Rural participation in adult literacy training and numeracy training also declined in 24% of the countries studied, as did involvement by older adults in ABET training.
In 23% of the countries studied by UNESCO, fewer than 1% of youth and adults aged 15 and above participate in ABET training. One in five adults in only 16% of Latin American countries complete adult literacy training and numeracy training. This is compared to the 59% of sub-Saharan African countries where at least one in five adults enrol for English and maths training. The higher participation rate may be due to a strong demand for ABET training in the region.
Therefore, UNESCO calls for a major change in member states’ approach to adult basic training. This needs to be supported by adequate investment to ensure that everyone has the opportunity to benefit from ABET training. In this way, more global citizens can acquire basic education skills.
Funding adult education programs
According to the report, there is a wide divergence in terms of public funding devoted to adult education programs. 22 out of 146 countries spend 4% or more of their public expenditure on ABET training. Meanwhile, as many as 28 spend less than 0,4% of their public budgets on adult basic training. The under-investment in adult literacy training and numeracy training impacts the socially disadvantaged the hardest. This demographic is being deprived the opportunity to acquire essential soft skills. These include basic numbers skills and the ability to read and write.
On the other hand, some countries continue to invest heavily in ABET training. The Malaysian government, for example, increased scholarships, incentives and budget allocations for adult basic training. In particular, spending was aimed at improving information and communications technology infrastructure to adults for learning purposes. It also provided vouchers to adults for technical vocational, as well as adult literacy and numeracy training. Moreover, it funded the enhancement of literacy and entrepreneurial skills of indigenous people. This is in addition to financing cross-departmental budgets to support adult learning in various fields. These include health and social protection.
Invest in adult education programs
However, companies must also invest in adult education programs for their un- and low-skilled workers. There are many examples of companies that run successful adult literacy training and numeracy training programs for their workers. They partner an accredited training provider to facilitate quality ABET training on their behalf.
A case in point is McDonald’s Archways to Opportunity program. It is a comprehensive education initiative with multiple programs designed to increase employees’ access to education and career opportunities. Participants have the opportunity to improve their English language skills and learn for a high school degree at no cost. They can also pursue a college degree with the support of tuition assistance, and access free education and career advising services.
Since inception in April 2015, the initiative has supported nearly 75 000 people and provided over US$165-million in high school and college tuition assistance. The company’s other initiatives geared at increasing education access includes the Hispanic American Commitment to Education Resources national scholarship program. This is complemented by a host of other initiatives. McDonalds also provides online courses to young people to develop work-ready skills. Furthermore, its Where You Want to Be Campaign connects employees with mentors in their chosen field.
Adult education programs for employees
More companies need to focus on adult education programs for their employees. This includes offering quality adult literacy training and numeracy training in the workplace. In this way, they will help to extend the reach of quality English and maths training provided by governments.
According to the OECD, more than half of workers with low basic skills in the UK are in employment. This means that employers can play a pivotal role in progressing these skills and increasing social mobility. The OECD refers to this level of skills as basic literacy and numeracy, with “low-skilled” referring to adults with below Level 2 (GCSE) in English and maths.
Business in the Community found that two-thirds of lower-skilled employees in UK had received no company-funded development opportunities in the past two years. This is compared to 38% of higher skilled workers.
It notes that this has been at the expense of women, as well as ethnically diverse and disabled people. All of these individuals are over-represented in lower-skilled occupations.
Almost half of higher-skilled staff had received a performance appraisal compared to only 14% of lower-skilled employees. 34% of higher-skilled workers had also been given development targets versus just 77% of lower-skilled employees.
Similarly, 26% of lower-skilled employees were less likely to have been encouraged to acquire skills needed for a promotion. This is compared to 5% of higher-skilled colleagues. Yet, a quarter of lower-skilled employees want to progress in their careers.
Achievements in adult education programs
At the conference, representatives from 159 countries took stock of achievements in adult education programs. They also discussed challenges and developed a new framework for action for adult basic training. This is intended to make adult literacy training and numeracy training a reality around the world.
Principles and priority areas for ABET training are clearly articulated in the Marrakech Framework for Action. Refer to https://unesdoc.unesco.org/ark:/48223/pf0000386113.
In this framework, the countries vow to promote adult basic training within a lifelong learning perspective. Certainly, they still recognise the relevance of the priority areas of Belém Framework for Action. Refer to DVV International: 2009: Belém Framework for Action (dvv-international.de). However, they note that Sustainable Development Goal 4 provides a unique opportunity to position ABET Training as a key component of lifelong learning. This while also ensuring that English and maths training contributes to sustainable development. Sustainable development is articulated in the United Nations Educational, Scientific and Cultural Organization’s constitution. Refer to Goal 4 | Department of Economic and Social Affairs (un.org).
The framework also acknowledges that adult literacy training and numeracy training plays an important role in creating humanistic responses based on human rights. This is in addition to democratic societies; ethical principles; the mobilisation of collective intelligence; and an open dialogue informed by interdisciplinary knowledge.
Adult education programs for women
As agreed at the conference, adult education programs will continue to be targeted specifically at women. While there has been an improvement in women participation in adult basic training, adult female illiteracy remains high. This further motivates the need for ABET training geared specifically at women so that they too can learn soft skills.
In 2021, more than 770 million adults lacked basic education skills. This includes digital literacy skills, one of many essential 21st century soft skills. Notably, three out of five of these individuals were women. The framework emphasises that the benefits of literacy for individuals, families, communities, societies and the planet are well documented. Thus, English and maths training and other types of ABET training must receive sufficient policy attention and financial support.
In 2021, countries with the highest female literacy rates were Taiwan, Estonia and Italy at 99,9%, 99,8% and 99,97%, respectively. Refer to Countries with Highest Female Literacy Rate in the World in 2021 (%) – GlobalData.
One Campaign estimates that more than 130 million girls worldwide fail to attend school every single day of the year, exacerbating high female illiteracy. Refer to Join – ONE.org US.
South Sudan is the most difficult nation in the world for girls to receive an education. Nearly three-quarters of the country’s young female population does not even attend primary school.
Female illiteracy is also high in the Central African Republic, where there is only one teacher for every 80 students.
In Niger, just 17% of women aged 15 to 24 are literate. Other sub-Saharan African countries with high gender disparity in primary school include Chad, Mali, Guinea, Burkina Faso, Liberia and Ethiopia.
Although many school-age boys in conflict zones often fail to attend class, in some of these nations, the gender gap is very wide. In the Central African Republic, for example, nearly twice as many girls are out of school as boys.
Technology in adult education programs
The framework also emphasises the important role that technology plays in adult education programs. More older adults need to become familiar with digital technologies. This is considering the important changes that these systems are introducing to the ways in which adults learn and are taught soft skills. Technology has become a powerful facilitator and a catalyst of individual learning. This includes participation in English and maths training to acquire basic education skills.
It can be a driver of progress in adult literacy training and numeracy training. However, technology can also create new barriers that make social or collective learning more challenging; widen existing social divides; and create new ones. Equal access of all learners to learning in digital environments addresses these challenges. Digital literacy enables adults to engage as active members of society. It also facilitates critical thinking, communication, empathy and social skills when navigating online environments to counteract mis- and disinformation. The transformative and emancipatory power of ABET training is, thus, dependent upon building effective strategies, policies and instruments that bridge the digital divide. This entails increasing access; addressing online power relations; and preventing the abuse of technology. Effective digital pedagogies also require new models of teaching and learning in face-to-face, distance and blended formats.
European Union countries have already made major strides in the field. A case in point is the ABEDiLi project, which was driven by partners across seven countries. They include Niedersächischer Bund für freie Erwachsenenbildung of Germany; Ireland’s National Adult Literacy Agency; and ABF Göteborg Vuxenutbildning of Sweden. This is in addition to Valo-valmennusyhdistys of Finland; Ljudska Univerza Ormoz and Skola za osnovno obrazovanje odraslih of Slovenia; and Croatia’s Andragog open university.
A rethink of adult education programs
ABEDiLi is a rethink of adult education programs, including adult literacy training and numeracy training, for a digital era.
The initial product is going to be an electronic bundle of ABET training digital materials. This adult basic training content will be clustered according to categories, types and topics. Once completed, ABEDiLi will be launched as an open educational resource based on Google Educational Apps. This will significantly extend the reach of adult literacy training and numeracy training in the EU. In this way, more people will be able to learn important basic education skills.
It will be complemented by a Digital Educational Escape Room (Deer), an innovative adult literacy training and numeracy training method.
Being designed at the same time as Deer is a Train the Trainer programme, a core intellectual output of the program.
The final aspect of the program is the development of a handbook. This can be used by further education organisations to design upskilling courses and to aid educational trainers in the conceptualisation of ABET training. It can also be used by stakeholders to embed digital tools from the digital product in their activities and to implement Deer.
Refer to ABEDiLi – Adult Basic Education Digital Literacy for more information on ABEDiLi.
Adult education programs prepare adults
The framework also emphasises the need for adult education programs to better prepare adults for the future of work. Demographic shifts; the fourth industrial revolution; globalisation; and climate change are deeply transforming world economies and labour markets. The nature of work; employment structures; content of jobs; and competencies and skills required are constantly changing. A dominant pattern for decades, the linear education-to-work transition is becoming less relevant. Increasingly, adults follow complex trajectories throughout their working lives.
The International Labour Organisation notes that there is a need for robust, high-quality and relevant adult training, including ABET training. Without these, we are in danger of neglecting our workforce and reducing the chances of a sustainable future. Many unskilled workers are not being given the chance to learn essential soft skills.
The ILO recognises that individuals are most employable when they have received broad-based education and training. This is in addition to basic and portable high-level skills, including the ability to work in teams; problem solve; and ICT. Sound communication and language skills also enable individuals to adapt to changes in the world of work. These proficiencies are addressed by quality English and maths training.
The ILO, therefore, emphasises that governments consider adult learning and education as a sector and a network of adult education training providers. This includes training providers that specialise in adult literacy training and adult numeracy training. These stakeholders demand support so that they can achieve their potential of meeting the diverse need of adult learners and communities around the world.
It notes that adult education providers are uniquely placed as anchor institutions in their communities. They provide programmes to develop employability and are, thus, important contributors to local skills ecosystems. These adult education training providers play a key role in offering pathways into the various learning options that support employability. Refer to Adult learning and education, work and a sustainable future | ONLY CONNECT (unesco.org).
Adult education programs impart knowledge
The framework also notes that adult education programs need to impart relevant knowledge, competencies and skills in a flexible manner. This is in addition to providing vocational guidance and other learning support to employment, decent work, career development and entrepreneurship.
Meanwhile, demographic trends also indicate that the life expectancy of people across the globe continues to rise. This is contributing to the emergence of an ageing world. In an increasing number of countries, a large portion of the population will not be in work. Therefore, the focus of adult literacy and numeracy training also needs to be on preparing older adults for post-work activities. This includes facilitating their continued meaningful contribution to societies and placing stronger emphasis on their wellbeing and enjoyment of all aspects of life.
In the interim, achieving carbon neutrality and protecting the environment is creating an urgent need to reskill and upskill adults who are already working. For many individuals, upskilling and reskilling starts with ABET training. This is considering that basic education skills facilitate further learning.
Adult education programs undertaken holistically
The framework also notes that adult education programs need to be undertaken in a holistic manner. This is considering that lifelong learning is key to addressing the challenges faced by humanity. In addition to climate change, these include technological and demographic transformation, as well as growing inequality. Adult basic training needs to encompass all sectors and fields and various learning sites, including online and blended learning. Moreover, ABET training needs to include diverse learning groups. In this way, inclusive and quality education and lifelong learning environments are created for young and old adults. These also serve the world of work and individual wellbeing and the common good.
A sound example of such an approach is the Promoting of Education, Altruism and Civic Engagement (Peace) project in Algeria. Algerian university students and young leaders with support needs are working together to address social problems within their communities. The project aims to enhance the capacity of Algerian universities and civil society organisations to collaboratively provide students with voluntary and career opportunities. It also wants to provide project leadership, with planning and training on employable skills. Moreover, it strives to increase student participation in community service projects and maximise future programme sustainability by developing existing government and donor initiatives. This is in addition to strengthening standing civil society networks, creating new partnerships and building local training capacity.
Quality adult education programs
Notably, UNESCO’s survey brought to the fore a marked improvement in the overall quality of adult education programs offered by countries.
Most countries reported progress with regards to the quality of ABET training curricula. This is in addition to the assessment and professionalisation of adult basic training educators. Over two-thirds reported progress in pre-service and in-service adult literacy training and numeracy training providers, as well as employment conditions. However, progress in terms of adult basic training still varies considerably by region and income group. Therefore, improving the quality of adult education programs, including English and maths training, will remain a focus moving forward.
The Philippines stands out as a sound example of a country that is committed to raising the standards of ABET training. In 2017, the country’s Department of Education issued a memorandum for the Philippine Professional Standard for Teachers. Based on the principles of lifelong learning, it recognises the importance of professional standards in the continuing professional development and advancement of teachers. Following the release of the memorandum, the orientations and trainings were rolled out in 2018 and 2019. A results-based performance-management system for teaching personnel of the department was also updated and harmonised with the PPST. Triple E Training is a leading accredited training provider. Our quality adult literacy training and numeracy training is equipping many South African adults with basic education skills. Learn more about Triple E Training and our quality adult basic training that imparts soft skills quickly and efficiently. www.eee.co.za
