Community ABET is one of the means that we can fight high poverty levels in South Africa.
More than 4 million South Africans are functionally illiterate. Without foundational skills, these citizens have limited opportunities for employment or other ways of generating an income.
Many of the unemployed South Africans are young adults who do not have a matric qualification. They, therefore, lack the absolute basic skills that are required to participate in a modern economy. This is one of the primary causes of high youth unemployment in the country.
Meanwhile, those functionally illiterate citizens who do work, perform general and mundane jobs that do not pay well. This type of work also provides scant opportunity for growth and development, as well as very little in way of job security. This is considering the changing nature of the local economy which is increasingly relying on knowledge workers. According to the World literacy Foundation (WLF) [https://worldliteracyfoundation.org/], functionally illiterate people earn up to 42% less than their literate counterparts. They also lack the foundational skills that are needed to continue learning so that they can improve their circumstances. According to a study, incomes of unskilled and semi-skilled workers will remain the same throughout their working life. Meanwhile, people with only a primary school education will probably never be able to escape poverty, whether they work or not.
According to the Human Development Index [https://hdr.undp.org/data-center/human-development-index#/indicies/HDI], about 11 million South African adults live on less than R28 a day. Of these, 4 million adults live in multidimensional poverty. They, therefore, also do not have access to proper healthcare; clean water and appropriate sanitation; and housing. Many also suffer from malnutrition. ABET, especially those programmes targeted specifically at communities where illiteracy and unemployment are rife, has never been more important.
The importance of ABET
The WLF emphasises the importance of ABET as a means of tackling global illiteracy. Currently, at least one in five people in the world are illiterate. This significant challenge costs the global economy US$1 trillion every year. Bear in mind its negative impact on business. This is through lost productivity and efficiencies, as well as a lack of skills needed to use technology or adapt swiftly to change. Moreover, illiteracy contributes to crime and unhealthy and unhygienic lifestyle choices. Considering the role that it plays in poverty illiteracy also increases the welfare burden of countries.
The role that education plays in lifting people out of poverty cannot be overstated. For every year that the average level of education of adults is raised, there is a corresponding 3,7% increase in long-term economic growth. This is in addition to a notable 6% increase in per capita income.
Meanwhile, 171 million people could escape poverty, if all children in low-income countries knew how to read when they left school.
Relevant and practical ABET
The foundation emphasises the importance of highly relevant and practical ABET. This is opposed to merely focusing on the mechanics of literacy.
ABET must be connected to job or income-generation opportunities and the completion of relevant daily tasks. This is very much in line with the way in which many South African companies continue to approach ABET for their semi-skilled and unskilled employees. The training focuses on imparting workplace literacy skills that will enable employees to progress in their careers. The ABET programmes of the local mining industry, in particular, have had a significant impact on the country’s high illiteracy levels. This is evidenced by the decline in the number of learners entering this programme over the years. It can, therefore, be assumed that basic skills have improved in the industry. Bear in mind that this was an industry that used to rely heavily on unskilled and semi-skilled labour.
Certainly, the focus of community ABET is also on imparting relevant and useable skills. Participation in these programmes increases the chance of securing employment. This is in addition to the role that literacy and numeracy skills play in the effective functioning in communities and society at large.
The WLF also encourages adult literacy programmes that help parents to improve their own reading and writing skills. These programmes also need to show participants how to encourage their children to enjoy literacy. Many participants in South African workplace and community ABET programmes are parents who pass their newfound passion for learning onto their children.
Quality ABET programmes
Individuals who complete quality ABET programmes are functionally literate.
Functional literacy is a concept that was introduced by the United Nations Educational, Scientific and Cultural Organization [https://www.unesco.org/en] in 1965. According to UNESCO, functionally literate individuals “can engage in all activities in which literacy is required for effective functioning”. They can also “continue to use reading, writing and calculation for their own and communities’ development”.
Previously, literacy was merely thought of as an ability to read and write a short simple statement on everyday life with understanding. It was, therefore, defined as such. However, as society becomes more sophisticated, so too have literacy and numeracy skills.
In 1987, the definition of literacy was expanded even further by the Toronto Seminar on Literacy in Industrialised Countries. This is considering the rapid introduction and adoption of technology at the time – a trend that is still continuing at an unprecedented rate. It noted that “literacy is more than the ability to read, write and compute. The demands created by advancing technology require increased levels of knowledge, skills and understanding to achieve basic literacy”.
We now refer to this ability as digital literacy. The American Library Association’s digital literacy task force best defines this skill. It describes digital literacy as “the ability to use information and communication technologies to find, evaluate, create and communicate information. It entails the use of both cognitive and technical skills”. Without strong literacy and numeracy skills, this important proficiency is difficult to achieve.
Individuals who complete ABET
Individuals who complete quality ABET programmes are able make informed decisions and participate fully in everyday life. For example, people use their literacy skills to read medicine or nutrition labels on food products. They also deploy them to complete a job application and read a bank statement for meaning. We also use our literacy skills to compare the cost of two products to determine which one offers the best value. Literate people are also able to calculate the correct change that they need to receive after paying for goods or services. These are just a few ways in which we use our literacy and numeracy skills in everyday life.
Poor literacy skills also hinder peoples’ ability to think critically and logically. For example, functionally illiterate people will not be able to understand government policies and voting processes in elections. They are also unable to use a computer to do banking or interact with government agencies. It is also unlikely that they will be able to use other electronic devices, such as mobile phones, to access useful information. This includes reviews on and prices of goods and services that will improve their lives. They will also not be able to communicate with others via the plethora of available digital platforms. This, on its own, is a significant impediment in this digitally connected era. Moreover, they may not be able to calculate the cost and potential return of a financial investment. They may also not be able to critically analyse media and advertising, while also safeguarding against scams.
Notably, these individuals are also unable to assist their children with their academics. This fuels a cycle of illiteracy from one generation to the next.
ABET breaks intergeneration illiteracy
By equipping parents with literacy skills, ABET, therefore, also breaks intergenerational illiteracy.
As the WLF notes, illiterate parents tend to have lower expectations and aspirations regarding education for their children. Poor families often place more emphasis on work than education to survive. In many rural areas of the country, school children, especially females, are expected to help bring incomes into their families. They also have to assist in caring for younger siblings. These activities leave them with very little time for academic pursuits.
Illiterate parents are also unable to participate in their children’s education. In these instances, young learners usually start displaying behavioural problems at school. This includes high absenteeism and poor results and, in extenuating circumstances, even completely dropping out of school.
Notably, illiterate parents also cannot read to their children.
Conversely, parents who have completed ABET are also able to help their children with their homework. Moreover, they can read correspondence from teachers and understand the school system in which their children engage. This helps them to support their children in their academic pursuits.
According to the WLF, children from the poorest homes are almost a year behind children from middle-class backgrounds by the time that they start school. Children with parents who have professional jobs have learnt more than 33 million words by the time that they start school. This is compared to the 10 million words that children from disadvantaged groups have learnt by the time that they begin their education. During children’s early years, this has a significant effect on their vocabulary growth and standardised test scores.
The ABET levels
The various ABET levels impart literacy skills incrementally.
ABET Levels 1 to 3 teach the foundational skills that are needed to satisfy immediate needs using rehearsed speech. This marginal literacy is equivalent to about three years of schooling.
Individuals who have completed ABET Level 1 have minimal survival literacy skills. These are developed further by ABET Level 2. Individuals who have completed this ABET level understand some simple words and phrases but cannot yet communicate effectively. By using rehearsed speech only, they are able satisfy immediate needs, such as accommodation, meals and transportation. However, they are not yet fluent in English.
After completing ABET Level 3, individuals have minimal social or limited working proficiency skills. They can, therefore, participate in a simple conversation and provide basic instructions without explaining. Moreover, they can exchange greetings; elicit predictable information; and explain procedures in a restricted way. These literacy skills are adequate for people to perform mundane and general practical work. However, they are insufficient for real social or professional communication.
ABET Level 4 certificate
An ABET Level 4 certificate is equivalent to a National Qualifications Framework (NQF) Level 1, the minimal professional proficiency level. With literacy skills at this level, people can initiate and take part in ordinary social conversations. They can typically ask and answer predictable questions and receive and provide straightforward direction. Moreover, they can interact with descriptive or narrative writings. This includes routine reports; basic biographic information; and simple technical material for the general reader. They can even formulate business letters and discuss professional matters, although not always accurately or fluently.
Many individuals who have completed this ABET level pursue a matric which is at a NQF Level 4. Others have even gone on to complete a university education, such is their love for learning after they complete ABET. Alternatively, some learners enrol for a national vocational course after completing ABET. These provide alternative paths towards reaching NQF Level 4.
Provision of ABET
The provision of ABET is regulated by the Council for Quality Assurance in General and Further Education and Training [Home – Umalusi]. Training that is accredited by Umalusi is in line with the requirements of the ABET Act 52 of 2000. Refer to ADULT BASIC EDUCATION AND TRAINING ACT 52 OF 2000 240706.d… (dhet.gov.za).
Triple E Training is a leading accredited provider of all ABET Levels. These are being harnessed for both workplace and community training that are having a major impact on the lives of many people.
Learn more about Triple E Training and our quality ABET programmes. www.eee.co.za
