The ABET Policy Framework for the 21 Century: A Macro ... · 6. ABET definition (purpose) Is the general conceptual foundation towards lifelong learning and development, comprising

Opening the doors of learning through quality education for all adult learners

The ABET Policy Framework for the 21st

Century: A Macro Perspective for SA

ABET INDABA WORKSHOP 29 January 2009

Southern Sun, Pretoria

1. Aims of the presentation

Provide an overview of the current ABET policy framework;Emerging proposals – restructuring of the AET systemImplications for delivery within the public service

2. WHY‘Education changes lives, changes

communities’

“Education properly delivered and effectively implemented does change lives and communities for the better. We have

promised our people a better life. The road to that better life begins with education”

Minister of Education: Mrs GNM Pandor, MP (15 May 2008)

4. WHY – ADULT LITERACY (Community Survey 2007)

% of 20 year olds and above with no schooling (18% in 2001 according to Census)

10.3%

% of 20 year olds and above with some primary education as their highest level of education (16% in 2001 according to Census)

16%

% of population 20 years and above that attend ABET institutions (1278)

0.005%

5. The mandate of governmentAPEX and GPoA

The Accelerated and Shared Growth Initiative - South Africa (AsgiSA)The Joint Initiative on Priority Skills Acquisition (JIPSA)The Expanded Public Works Programme (EPWP)National Youth ServiceThe social grant programmeThe Community Development Workers programme (CDW)The National Human Resource Development Strategy

6. ABET definition (purpose)

Is the general conceptual foundationtowards lifelong learning and development, comprising of knowledge, skills and attitudes required for social, economic and political participation and transformation applicable to a range of contexts. ABET is flexible, developmental and targeted at specific needs of particular audiences and ideally, provides access to nationally recognized certificates.

7. The General and Further Education and Training QualificationsFramework

NQF Level Qualification types and variants Certificates for Units of learning

Level 1 GETC ABET & NQF 1 qualifications Subject statements for units of learning achieved

Level 2 National Certificate

Designated variants

(Grade 10) National Certificate (Vocational) Level 2

Unit of learning statements towards 1 or more qual designated variants


Designated variants

(Grade 11) National Certificate (Vocational) Level 3



Designated variants

National Senior Certificate (Gr 12)

National Senior Certificate for Adults

National Certificate(Vocational) Level 4


Level 5 National Higher Certificate (Vocational) Level 5

Unit of learning statements

8. Qualifications for Adult Education & Training

GETC Level 1 – ABETSenior Certificate (part-time; 2011)National Senior Certificate for AdultsLearning Area certificatesJoint certification w other QCs

9. Duration and General Requirement of the GETC for ABET Levels 1-4

Currently all of the qualifications require that the 120 credits for the qualification must be accumulated at NQF 1120 credits translate into 1200 notional hours in which a learner is supposed to complete this qualificationBearing in mind that an adult on average have about 6-12 hours available for studies per weekA learner would need about 100 weeks to complete her/his studies

Conti………………..As a result, a qualification could be completed at the learner’s (what do we mean by at the learner’s pace?)Should be compulsory for a learner to attend ABET classes?Should a learner attends at least a 50% of her/his study duration?Learners who have followed a different route could gain access thru RPL to move either laterally or vertically along the various pathways

Friday, September 23, 2011

"Promoting the quality of AET Educators" 11

10. Norms and Standards for Educators

11. Ministerial Committee

RECOMMENDATIONS

25 August 2008 Ministerial Committee on Adult Education & Training:Presentation to HEDCOM

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NATIONAL SPATIAL

DEVELOPMENT PERSPECTIVE

Demonstrable political will –such as displayed in Kha Ri Gude -absolutely critical

Prioritization of AET in provincial budgets & greater accountability from all concerned –linked to performance agreements

Create a single, differentiated AET system i.e publicly funded; using a variety of sites to ensure greater access

Promotion of Culture of learning & provision of multiple, unlimited opportunities for adults of different ages incl. people with disabilities

Legislative & policy

environment

Monitoring & Evaluation must be improved especially quality of the data – necessary mechanisms to be put in place.

Policy should support greater cooperation between various sectors of education, government and society


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Policy should be unambiguous about support for NPO sector –including for non unit standard based courses that are responsive to learners needs in a variety of contexts – this will unlock donors support

Create mechanisms to secure funding for AET in provinces e.g. ring-fence, create conditional grant, transfer funding directly to providers, establish an arms-length agency to implement AET including responsibility for managing AET funds

More efficient utilization of current SETA funds would require greater cooperation between the Departments of Education and Labour than has historically been the case.

Need to create stability in AET sector: investigate appropriate level of funding; make enforceable commitment to progressively achieve appropriate

funding level; National Minister to set policy of minimum % of budget for ABET

Policy recommendations: Funding


Support use of all institutional forms including PALCs, FET colleges, higher education institutions, community colleges, colleges of education, community halls, tribal courts, Thusong Centres, public libraries and workplaces,

Make institutions accessible to adult learners & create supportive environments

Investigate feasibility of establishment of an “arms-length” parastatal type of agency for South Africa as is the case with FET provision in the United Kingdom.

Ensure skills funding is available to public & non profit institutions – to avoid capture of this system by private for profit service providers

Investigate & encourage greater use of information communications technology in AET especially in view of high levels of mobility of learners & mismatch between settlements locations and physical infrastructure

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Policy recommendations: institutional landscape


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Adult educators should be offered long-term contracts of employment

Experience of educators to be recognised through RPL for accessing further learning opportunities

Expansion of posts establishment & establishing AET at chief directorate level with a number of directorates

Adult educators without relevant qualifications should be employed at entry level (REQV11) and given a period of 10 years to improve qualifications to the required level

Adult educators should have access to bursaries to support their development – provided principally by the Department of Education

Set policy for ongoing professional development of adult educators, providing a coherent qualifications framework

Policy recommendations: HR Framework


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Policy recommendations: curriculum & qualifications framework

General principle: provision of high quality general education for adults by DoE & environment that encourages and supports a wide range of non formal educationNew simplified NQF level 1 qualification with four compulsory subjects: language, maths, natural sciences and social sciencesNew simplified NQF level 4 qualification with four compulsory subjects: language, maths, natural sciences and social sciencesHigh quality, clear, succinct, national curricula should be designed for these courses, containing clear guidelines in terms of content, sequencing, pacing, and assessment standards.


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Policy recommendations: curriculum & qualifications framework

A flexible assessment system should be designed for both the levels one and four qualifications, which allows assessment at regular intervals throughout the year.

Enrolment for assessment should not be linked to enrolment for courses

Guidance & counseling should be offered in a structured way –facilitated by assessment centres

Good learning support materials designed and distributed widely

Educators to be appropriately trained to deliver the new curriculum


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Conclusion

There should be greater and more effective monitoring and evaluation backed by reliable data –with regular surveys undertaken

Appropriate governance mechanisms at all levels that respond to the multi-faceted needs of adults and their contexts

The pillars of a good governance framework

Policy recommendations: governance framework

Accountability by all concerned from politicians, senior officials, centre governance & centre management

3 pillars of a good AET governance framework3 pillars of a good AET governance framework

However, the detailed design of the governance framework should However, the detailed design of the governance framework should take place take place once the new system is agreed upon once the new system is agreed upon –– form should follow functionform should follow function

12. Implications

Support for learners – learningABET provision and career pathingUse of Public-public partnershipsCustomization – curricular and qualifications implicationsFunding

THANK THANK YOUYOU

Contact numbers

National ABET Office: (012) 312-5515/ (012) 312-5493

Toll Free 0800 2029 33

Email: [email protected]

Website: www.education.gov.za

Documents

The ABET Policy Framework for the 21 Century: A Macro ... · 6. ABET definition (purpose) Is the general conceptual foundation towards lifelong learning and development, comprising