The training of ABET educators and educators-in -training in the Nebo-district of the Northern Province

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dc.contributor.advisorKapp, C. A.en_ZA
dc.contributor.authorMminele, Monanana Margareten_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Centre for Higher and Adult Education.en_ZA
dc.date.accessioned2012-08-27T11:34:49Z
dc.date.available2012-08-27T11:34:49Z
dc.date.issued2000-12
dc.descriptionThesis (MPhil)--Stellenbosch University, 2000.en_ZA
dc.description.abstractENGLISH ABSTRACT: The proper training of Adult Basic Education and Training (ABET) educators-in-training could play an important role in the eradication of illiteracy in South Africa. ABET is a tool that can be applied to redress the imbalances of the past. Proper training implies the real, effective and accredited training that would be recognized by the National Qualifications Framework (NQF). The way the training of ABET educators is presented is lacking some form of recognition from other institutions. The research was undertaken in the Native Employment Bureau Offices (NEBO) District of the Northern Province in South Africa during the period from July 1997 to August 1999. The purpose of the research was twofold. Firstly to establish whether the programmes that are used by the various institutions to train ABET educators in the NEBO district are effective. That is whether those people who had been trained as ABET educators can teach adult learners in such a way that they are accepted by the learners and that there will be a decrease in the high numbers of illiterate people as a result of what ABET learners are taught. Secondly how suitable the people who are used to present these programmes are in relation to what is required of ABET educators. A literature review was done to establish the ABET activities in both developed and developing countries. In each of the countries the need and examples of the training of ABET educators were looked at. It was found that the same problems were experienced. Under the developed countries, Ireland was used as an example and for the developing countries South Africa and Tanzania were studied. In South Africa three ABET training programmes were studied and compared. These progammes are Project Literacy (PROUT), University of South Africa (UNISA) ABET Institute and the Rural Enterprise Agricultural Project (REAP). Qualitative data was obtained by means of the interviews, observation and analysis of existing data from the governmental documents. The result of the qualitative data showed a difference among the four groups of ABET educators. The group that was trained by the past PROUT, UNISA ABET and REAP programmes showed a higher level of understanding and empowerment in training the ABET learners. The present PROUT training programme was not so effective to train ABET educators-in-training. This research showed that the three ABET training programmes were producing different kinds of ABET educators with different status. By status is meant the recognition of the training by means of a certificate or a diploma. The research also indicated that the trainers of the trainees did not implement all of the written materials. The most important recommendation is that the National ABET Directorate should integrate the three training methods for better eradication of illiteracy, by means of well recognized trained ABET educators. The value of the research was that one integrated ABET curriculum was recommended that probably would be better for the achievement of the goals that are set by the National ABET Directorate.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die gepaste opleiding van Basiese Volwassene-onderwys en -opleiding (BVOO) se opvoeders-in-opleiding kan 'n belangrike rol speel in die vermindering van ongeletterdheid in Suid Afrika. Dit kan ook bydra tot die regstelling van, die ongelykhede van die verlede. Gepaste opleiding impliseer werklik effektiewe en geakkrediteerde opleiding wat erken sal word deur die Nasionale Kwalifikasie-Raamwerk (NKR). Die wyse waarop die opleiding van BVOO-opvoeders tans geskied kort een of ander vorm van erkenning deur ander instellings. Die studie is uitgevoer in die Native Employment Bureau Offices (NEBO)-distrik van die Noordelike Provinsie van Suid-Afrika. Die doel van hierdie studie was tweërlei. Eerstens om vas te stelof die programme wat deur verskeie instansies gebruik word om BVOO-opvoeders op te lei effektief is. Dit wil sê of diegene wat as BVOO-opvoeders opgelei is instaat is om volwassene leerders op so 'n wyse te onderrig dat hulle aanvaar word deur die leerders en dat daar 'n afname in die aantalongeletterde persone is wat toegeskryfkan word aan die onderrig van BVOO-Ieerders. Tweedens is die studie onderneem om te bepaal hoe geskik die BVOOopvoeders wat gebruik word om die programme aan te bied, is en hoe hulle vergelyk met die vereistes waaraan 'n BVOO-opvoeder moet voldoen. 'n Literatuuroorsig is gedoen om vas te stel wat in ontwikkelde en ontwikkelende lande gedoen word met betrekking tot BVOO. In elke land is daar na die behoeftes en die aard van die BVOO-opleiding gekyk. Daar is bevind dat min of meer dieselfde probleme orals voorkom. Ierland het as voorbeeld van 'n ontwikkelde land gedien en Tanzanië en Suid- Afrika as voorbeelde van ontwikkelende lande. In Suid-Afrika is drie BVOO-programme bestudeer en vergelyk. Hierdie programme is dié van Project Literacy (PROUT), Universiteit van Suid Afrika (UNISA) BVOO Instituut en die Rural Enterprise Agricultural Project (REAP). Kwalitatiewe data is verkry deur middel van onderhoude, observasie en die analise van bestaande data van staatsdokumente. Die resultate van die kwalitatiewe data dui op verskille tussen vier groepe BVOO-opvoeders Die groep wat met die vorige PROUT -program, en die UNISA BVOO en REAP-programme opgelei is, het 'n hoër vlak van begrip en bemagtiging getoon. Diegene wat met die huidige PROUT opleidingsprogram opgelei is was minder effektief. Hierdie studie het aangedui dat die drie BVOO-opleidingsprogramme verskillende tipes BVOO-opvoeders oplei en met verkillende status. Met status word bedoel die erkenning van die opleiding deur middel van 'n sertifikaat of diploma. Die studie het ook aangetoon dat die opleiers van die BVOO-opvoeders nie al die geskrewe materiaal gebruik nie. Die belangrikste aanbeveling is dat die Nasionale BVOO Direktoraat die drie opleidingsrnetodes moet integreer om deur middel van goed opgeleide BVOO-opvoeders beter daarin te kan slaag om ongeletterdheid uit te wis. Die waarde van die studie is dat dit een geïntegreerde BVOO-kurrikulum voorstel wat waarskynlik die doelstellings van die Nasionale BVOO Direktoraat beter sal bereik.af_ZA
dc.format.extent111 leaves
dc.identifier.urihttp://hdl.handle.net/10019.1/52030
dc.language.isoen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectTeachers -- Training of -- South Africaen_ZA
dc.subjectAdult education -- South Africaen_ZA
dc.subjectAdult education teachers -- Training of -- South Africaen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.titleThe training of ABET educators and educators-in -training in the Nebo-district of the Northern Provinceen_ZA
dc.typeThesisen_ZA
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