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DOCUMENT RESUME

ED 388 754 CE 069 792

AUTHOR Mackenzie, LizTITLE Integrating Adult Education & Training: Possibil:ties

& Constraints. Report of a Colloquium (Bellville,South Africa, October 21-22, 1994).

INSTITUTION University of the Western Cape, Bellville (SouthAfrica). Centre for Adult and ContinuingEducation.

REPORT NO ISBN-1-86808-246-6PUB DATE Oct 94NOTE 59p.

AVAILABLE FROM CACE Publications, Centre for Adult and ContinuingEducation, University of the Western Cape, PrivateBag X17, Bellville 7535, South Africa.

PUB TYPE Collected Works Conference Proceedings (021)Viewpoints (Opinion/Position Papers, Essays, etc.)(120)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Adult Education; Change Strategies; Classroom

Desegregation; Clasroom Techniques; *DesegregationMethods; Desegregation Plans; Educational Change;Educational Policy; Financial Support; ForeignCountries; Industrial Training; *IntztgrationReadiness; Lifelong Learning; *Meetings; Models;Policy Formation; Program Administration; RacialBalance; *Racial Integration; Racial Relations;School Business Relationship; *School Desegregation;Technical Institutes; Unions; Workshops

IDENTIFIERS *South Africa

ABSTRACTThis document resulted from a 2-day colloquium

devoted to the possibilities and.constraints of integrating adulteducation and training in South Africa. The colloquium broughttogether 77 practitioners from various sectors of adult education andtraining, including representatives of the state adult educationcenters, industrial training boards, tertiary institutions, technicalcolleges, trade unions, nongovernmental organizations, employers, andministries. This document presents the following papers: "TheChanging Policy Development Context" (Jeanne Gamble, Clive Millar);"Views from the Ground" (Zweli Nokhatywa et al.); "Issues ofGovernance and Financing" (Papie Moloto, Judy Favish); "Life-LongEducation: International Perspectives" (Bernt Gustavsson);"Reflections on the Day" (Zelda Groener, Keith Jackson); "Summary ofKey Issues from the First Day (Snirley Walters); "Workshop onIntegrating Adult Education and Training" (Adrienne Bird); "TheEducation, Training, and Development Practitioner (ETDP)" (KeithJackson, Linda Cooper, Crispin Swart); and "Summary and Reflections"(Zelda Groener, Bernt Gustavsson, and Joe Samuels). Many papers arefollowed by a summary of the questions and discussion that occurredafter their presentation. Appended are a list of acronyms, thecolloquium agenda, and a list of colloquium participants. (MN)

ititogrAtihg Atli*foil & Training.

ossibilities & ConstraintsREPORT OF A COLLOQUIUM:

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Integrating AdultEducation & Training:Possibilities & Constraints

REPORT OF A COLLOQUIUM:21 - 22 OCTOBER 1994

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Team of note-takers at the colloquium:Roy Crowder, Jonathan Geidt, Salma Ismail, Liz Mackenzie, Tammy Schefer

Writun by: Liz Mackenzie

Editorial suggestions from:Roy Crowder, David Kapp, Joe Samuels, Tammy Schefer, Jonathan Geidt, Shirley Walters

Photographs: Willie de KlerkDTP design: Mandy Moss

Printed by: University of the Western Cape Printing Department

Published by CACE Publications, Cape Town, March 1995

ISBN: 1-86808-246-6

ACKNOWLEDGEMENTS

Grateful thanks to the British Council and theSwedish International Development Agency

(SIDA) who gave financial assistance which enabledKeith Jackson and Bemt Gustavsson to make theirvaluable contributions to the colloquium.

Many thanks to the team of note-takers at the col-loquium, from whose notes most of this report waswritten. And thanks to Cecile-Ann Pearce for theadministrative assistance with the report.

See Appendix I for the programme and Appendix IIfor the list of participants.

PREFACE TO THECOLLOQUIUM REPORT

The proposal for an integrated education and train-ing system for South Africa, or a 'unified multi-

path model', that concretises the call for a culture oflife-long learning has had its fair share of support andcriticism over the past year. The concepts and prin-ciples that would underpin such a system have beenwidely circulated and debated through the policy doc-uments of the African National Congress (ANC), theCongress of South African Trade Unions (COSATU),the National Training Board (NTB) and the Centre forEducation Policy Development (CEPD), among others.

Over the last four years many people have beenengrossed in the production of education policyproposals. In 1994 alone at least 14 major educationdocuments have been produced (for the DEAL Trust:1994).

At this stage in the development of a democraticeducational dispensation, there has been a growingfeeling that, 'It is time to come out from behind closeddoors and face the real world.' It's time to move fromthe creation of policy proposals to grappling with therealities of policy implementation. At CACE it wasthis feeling that motivated us to hold the colloquiumon 'Integrating Adult Education and Training:Possibilities and Constraints'. We have been part of theprocess of creating policy proposals about 'integratedlife-long education and training', but like so manyothers have not had much opportunity to dig beneaththe surface of what this might mean in practice. Untilthe colloquium, the different understandings of'integration' had not been aired, particularly amongpractitioners on the ground.

The colloquium brought together practitioners fromvarious sectors of , adult education and training,

including representatives of the State Adult EducationCentres, the Industrial Training Boards, the tertiaryinstitutions, the Technical Colleges, the Trade Unions,the Non-Governmental Organisations (NG0s),employers and the Ministries. The aim was to givespace to practitioners from diverse sectors to discussand debate the possibilities and constraints for the suc-cessful implementation of an integrated approach toadult education and mining in South Africa.

1Nvo international visitors added important perspec-tivea to the deliberations. They are Dr BerntGustavsson, who is part of CACE's exchange pro-gramme with the University of Linkoping, Sweden,and Mr Keith Jackson, principal of Fircroft College inBirmingham, with whom we also have an exchangeprogramme. Their participation was supported bySIDA and the British Council respectively.

This report has been published to share the very richdiscussions that took place. It is hoped that through thedistribution of the report more practitioners will beable to engage in the urgent discussions that are nowtaking place in the provinces and at national level as wemove 'into the real world of policy implementation'.

I wish to thank the presenters and the. participants fortheir contributions, to Joe Samuels, Cecile-Ann Pearceand David Kapp who helped to organise the event, toLiz Mackenzie and her team who have written up thereport within a tight time schedule, and to SIDA andthe British Council for their financial support.

PROFESSOR SHIRLEY WALTERS

DIRECTOR, CACE

January 1995

6

CONTENTS

Preface 4Introduction 6

The Changing Policy Development Context 8

Ms Jeanne Gamble 8, Professor Clive Millar 12Questions and Discussion 13

Views from the Ground 14Mr Zweli Nokhatywa 15, Mr Ralph Alexander 16

Mr Peter Riches 17, Ms Chris Winberg 18, Mr Victor Weber 19Questions and Discussion 20

Issues of Governance and Financing 22Mr Papie Moloto 23, Ms Judy Favish 24

. Questions and Discussion 25

Life-Long Education: International Perspectives 26Dr Bernt Gustavsson 26

Questions and Discussion 32

Reflections on the Day 33Ms Zelda Groener 33, Mr Keith Jackson 33


Summary of Key Issues fron the First Day 35Professor Shirley Walters 35

Workshop on Integrating Adult Education and Training 36Ms Adrienne Bird 36

The Education, Tr aining and Development Practitioner (ETDP) 42Mr Keith Jackstln 42, Ms Linda Cooper 45, Mr Crispin Swart 46


Summary and Reflections 48Ms Zelda Groener 48, Dr Bernt Gustavsson 48, Mr Joe Samuels48

Comments from the Floor 49

Glossary 50Appendices 51

7

INTRODUCTION

CHANGES IN ADULTEDUCATION AND TRAININGHow do South Africans negotiate a way out ofapartheid in adult learning? The colloquium reportaddresses aspects of this question and provides somebackground understanding of the challenges which thequestion poses for us.

In every sector of South African life in the last fouryears there has been a conceited effort to negotiateways of transfonning an inequitable, autocratic andoppressive heritage into something democratic, non-discriminatory and just. This has also happened in thetwo areas of adult education and training which, in theapartheid era, had developed in different directions.

A key initiative in the process towards an integrated,democratic adult education and training system camefrom the trade union movement. The National Unionof Metalworkers of South Africa (NUMSA) started byre-evaluating its entire policy on education and train-ing. It examined its members' experience of receivingSouth African education ind training and also sent outjoint shop floor worker and union official delegationson international study visits.

The policies and demands NUMSA developedwere then taken up within COSATU as a broad unioninitiative.

The unions realised that even radical improvementof the existing training system would still hold theirmembers in a second class position. Their membersneeded lo improve their own skills and knowledge toget better jobs. They needed to improve educationaland development opportunities in their communities toobtain a better life for their families and neighbours.

They also needed to contribute to a more productiveand world competitive economy to pay for thesecies. Only if the parallel systems of education andtraining were integrated would it be possible to offerequitable educational access which might address

6

these goals. That is why the issue of 'Intzgrating AdultEducation and Training' which sounds like a dry andbureaucratic procedure is such a hot political andsocial issue. The De Klerk government tried throughits National Training Board to change the training sys-tem unilaterally; the COSATU unions refused toaccept these exclusively detennined policies and pro-posed integration; the employers realised that theirworkers would not tolerate a training system whichexcluded educational development for themselves andtheir communities.

But changing such an entrenched division betweeneducation and training systems is no easy matter. Aswe learnt at our colloquium, we are not only dealingwith decades of apartheid but also with centuries of thedivision of hand and brain which is deeply embeddedin western philosophical traditions. These issues arenot ours alone and other countries with widely differ-ent political histories from ours nevertheless face sim-ilar issues in education and training. There are noquick fixes.

THE RATIONALE FORTHE COLLOQUIUMThat is the background to both the colloquium and thiscolloquium report. However, despite the grand sound-ing policy statements from various quarters about inte-gration which were made in the build-up to the firstSouth African election, virtually nothing has happenedsince to bring it about. Some reasons are not hard tofind, for example the existence of two separate min-istries of education and labour, the pressing crisis-ridden demands of schooling, the lack of fundingset aside in the current budget, and the priorities forpeople in key positions

Therefore, it seemed important by the end of 1994 toexamine the issues in more detail and in more depth, to

take the political and local moment seriously but alsoto take in the longer philosophical and broader inter-national perspectives. Adult educators felt that theyneeded to act. These feelings led CACE to initiate thecolloquium. The feelings were reciprocated in manyquarters as a broad spectrum of about 80 participantsconverged on UWC from various sectors and differentparts of the country. The idea for a colloquium hadstruck a chord.

THE CONTENT OF THE COLLOQUIUMThe colloquium began by taking stock of some of thehistory of South African education and training policydevelopment and also of the recent policy work whichhas been done to prepare for the new era in the coun-try. Jeanne Gamble and Clive Millar from UCT pro-vided this perspective. They had both played leadingroles in the DEAL Trust investigation into the trainingof the (newly conceptualised) Education, Training andDevelopment Practitioners.

The second session offered the opportunity to listento views from the ground from organisations which arestruggling to implement integration in practice.Contributions came from a union and a training board,a technical college, a long established Adult Basic

Education and Training (ABET) non-governmentalorganisation (NGO), and a recently established com-munity based educational project. The third sessionpresented an insight into the current state of play athigh level policy and ministerial arenas. Papie MOlotofmIll the Department of Labour and Judy Favish fromthe African National Congress's (ANC) Centre for

Education Policy Development (CEPD) opened upthese debates.

In the fourth session one of the international visitors,Bernt Gustavsson from Sweden, presented an interna-tional theoretical background to the debates on educa-tion and training.

In the fifth session summaries were given on theday's deliberations; they were from Keith Jackson ofBritain and Zelda Groener, a returning CACE staffmember on study leave in the USA.

On the second day of the colloquium, at the sixthsession, Shirley Walters, CACE Director, presented a

7

summary of the key issues from the previous day.Everyone present at the seventh session had the oppor-tunity to participate in the complexities of constructingaspects of the National Qualifications Framework.Adrienne Bird, seconded from NUMSA to theNational Training Board (NTB), was joined by gov-ernment and training board personnel in coordinating aworkshop. Within the workshop, participants grappledwith practical issues of identifying learning abilitiesand outcomes in particular settings.

During the next session, Keith Jackson also present-ed an understanding of the history of the debates oneducation and training in the British situation. Therethe issues we are facing in a matter of months andyears could be seen operating throughout the 70s and80s. He saw great opportunity in the coining of theconcept Education, Training and DevelopmentPractitioner as a way of moving the debates forward.Other panellists, Linda Cooper from the University ofCape Town, and Crispin Swart from the Centre forLocal Government Training gave their perspectives onthe possibilities for the training of ETDPs.

In the last session reflections on the colloquiumdebates and proceedings were again given by ZeldaGroener, Bemt Gustavsson and Joe Samuels, a CACEstaff member and one of the colloquium organisers.

THIS COLLOQUIUM REPORTIn this document we have presented reports of thespeaker's talks. They were wiitten from notes taken bya team of scribes during the colloquium and, whenavailable, from speaker's own notes. We have writtenthe reports in the present tense to retain a sense ofthe immediacy of the debates, although they are notdirect quotes.

There is one exception to this, as we have repro-duced in full the paper by Bernt Gustavsson titled"Lifelong Learning Reconsidered" which was avail-able at the colloquium.

ROY CROWDER AND LIZ MACKENZIE

JANUARY 1995

9

THE CHANGING POLICYDEVELOPMENT CONTEXT

IN BRIEF ...Education and training operated separately in South Africa. Links were not forged between them untilvery recently. The drive for the integration of adult basic education and training has come mainly fromorganised labour. It is not yet clear whether education and training will be integrated into a unitary sys-tem, or how, or by whom, or how an integrated system would be implemented. Educators and trainersare still grappling with what integration means in practice. Adult educators and trainers involved inpolicy are now thinking about more pragmatic and feasible policy options, strategies and mechanismsfor adult education and training, given the current constraints education and training face in terms offinance, structures and governance.

MS JEANNE GAMBLE

Ms Gamble, from the Department of Adult Educationand Extra-Mural Studies, University of Cape Town(UCT), was the first speaker. She gave a broadoverview of 20 years of policy work, mainly focusingon the 1980s and early 1990s. To interpret the currentpolicy context within the ideology of the new SouthAfrica, she said that one has to understand the previousshifts in thinking. These shifts have given legitimacyto the integration of education and training.

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1994 1

POLICY IN THE 90s "Integration"

Nov '93 NTB

1 National TrainingStrategy Initiative/ I \

NQF SAQA RPL

ANC

Framework

Integration NQFABE ABEMTrainer Dev. Teacher Dev.

NTBWorking Committee 9

(NQF in detail)

IPET22 Task Groups

White Papers

NEducation RDP

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INTEGRATING ADULT EDUCATION AND TRAIN.NG

POLICY IN ThE 1980sIn the 1980s education and training were separate.There was one policy discourse in education andanother in training. In education, there was a dominantdiscourse used by the State and employers. This wasresponded to with an opposing discourse from organi-sations within civil society, specifically the communityand labour.

EDUCATION1980: Under extreme pressure from widespread andgrowing resistance to State education since 1976, theState commissioned the Human Sciences ResearchCouncil (HSRC) to investigate all aspects and levels ofeducation. There was a strong sense of a breakbetween academic and vocational education.

1981: The HSRC investigation resulted in the DeLange Report, which recommended equal opportun-ities and equal standards in education.

It also recommended a more open and flexibleapproach, with teachers, parents and communitiesbecoming more involved in decision-making.

1983: The State's delayed response to the report, pub-lished in a white paper, accepted for the first time inSouth African history, the principle of equal opportu-nities and standards.

But this acceptance was subject to the principle thateach 'population group' would have its own schoolsand education authorities.

In the early 1980s, the State discourse had thereforeshifted from an ideology of 'separate and unequal' toone of 'equal, but not identical, and still separate'.

1986: The Department of National Education (DNE)introduced a 10-year plan to equalise funding in thevarious education departments.

1989: The DNE plan was dumped due to a crisis infunding. But this gave rise to the Education RenewalStrategy (ERS).

1991: The ERS Report was published.

In the meantime there were developments in civilsociety ...

9

CIVIL SOOETY1983: The United Democratic Front (UDF) was formedas a co-ordinated voice of a Congress tradition. TheUDF was specifically against inequality in educationand called for an alternative education system under theslogan of 'People's Education'. The aim was to destroyand replace the State institutions and curricula.

1986: The National Education Crisis Committee(NECC) was formed. This marked the shift from boy-cotts to constructing formal alternatives ih education.The NECC built alliances across civil society for aco-ordinated national response to the education crisis.It formed an 'alternative mainstream' in educationdiscourse.

1990: Research into feasible education policy optionswas initiated by the National Education PolicyInvestigation (NEPI) of the NECC.

1992: The NEPI research reports were published, givingoptions for short- to medium-terrn policies in 12 sectors.

In the meantime reformist developments had alsooccurred in the labour field ...

TRAINING1977: The Wiehahn and Riekert Commissions ofInquiry into labour legislation and legislation for man-power utilisation or 'influx control', signalled a Stateshift from a migrant labour force to a more stable one.

Legislative changes followed the commissionsof inquiry.

1979: Statutory job reservation was lifted.

1981: The Manpower Training Act institutionalised'the right to training' for all workers. The WiehalmCommission recommended that mobility of all classesof labour should be facilitated. This was deemednecessary to prepare South Africa for an expectedeconomic upturn and an adequate supply of labour forthe growing needs of industry and commerce. The Actprovided for a National Training Board (NTB) toadvise on training issues.

1990: The Manpower Amendment Act, which current-ly governs all industry-based training, provided forindustry training boards. This indicated a devolution of

11

INTEGRATING ADULT EDUCATION AND TRAINING

power from the State to industries. It can also be seenas a shift of power, regarding training, from the Stateto employers, giving them increased autonomy to pro-mote sectoral self-interest.

The Act therefore allows for a narrow concept oflearning with a major focus on functional training.This led to further fragmentation of training provisionand resources.

1991: The NTB's first training strategy report waspublished. However, i. had no input from labour andwas subsequently rejected by COSATU.

EDUCATION AND TRAINING:AGREEMENT ON SOME ISSUESIn 1991 both the ERS and the NTB reports werepublished. They did not 'talk to each other', althoughthey agreed that:

the State's role should be decreased and that ofemployers increased.

a system of formal accreditation for vocational ed-ucation was need d, and a dual structure of accred-itation for educatiun and training with links betweenthe two was recommended.

they were opposed to State intervention in the for-malising of non-formal education (although the NTBreport proposed a strong role for employers as media-tors between education and training authorities).

State policy discourse in the 1980s reads like anuneasy 'dance' between education and training. Eachtalks about the other but does not cross territorialboundaries. Non-formal education emerges as dividedterritory and does not include training in terms of theManpower Training Act, 1981.

Capital emerges as a dominant stakeholder, promot-ing a voluntarist approach and relieving the State offull responsibility for non-formal education, but doesnot commit capital to any coherent form of long-termprovisioning in the non-formal sector.

THE ROLE OF COSATU1981: The Labour Relations Act gave legal recogni-tion to black trade unions, which had strongly chal-lenged industry and the State in the 1970s, despitebeing illegal.

1985: COSATU was formed.

10

1989: COSATU played a dual role, as part of the com-munity struggles for social change, and using educa-tion and training in an industrial relations frameworkas a bargaining tool with employers. Its participationin the NECC formed a link between community strug-gles for social change and workers' struggles for work-place change.

1991: COSATU entered the National ManpowerCommission (NMC) and the NTB. It now .has an insti-tutional base to challenge the State and employers. Thisstimulated internal research into restructuring adult basiceducation, training and grading systems in South Africa.

POLICY IN 11-IE 1990s1993: The NTB has four parties debating policy for-mulation. They are the State, providers of training,employers and labour. COSATU objected to the ideaof a vocational training strategy as it could becomesynonymous with second class status. Instead,COSATU proposed the integration of education andtraining into one system.

THE INTEGRATION OFEDUCATION AND TRAININGThe African National Congress (ANC) has given acommitment to the development and provision of anational system of adult basic education and trainingwithin a unitary educational system. Such a commit-ment has never been given before by a government orruling party in South Africa. The principle of integra-tion has been a cornerstone in national policy develop-ment, insisting on the equivalence of adult basic edu-cation, vocational training and schooling, and onbridging the gulf between education and training.

1994: The NTB report made various proposals. Onewas for a national qualifications grid, the NationalQualifications Framework (NQF), which would secureintegration, equivalency and access across a newnational education and training system. Another wasfor a South African Qualifications Authority (SAQA),which would administer the NQF. A broad 'compe-tency model' has been adopted to define and assesslearning outcomes at all levels of the NQF.

In these debates Dbout education and training, a newlanguage began to be used more generally. It seemedeasy to get consensus, but people often used the same

INTEGRATING A ULT EDUCATION AND TRAINING

words but did not attribute the same meanings. Termssuch as 'adult basic education and training (ABET)','further education' and 'higher education', for exam-ple, have not been given clear definition. This has beenuseful though, in that people can agree on the necessi-ty, for example, for ABET, without disagreeing overdetails. People in both education and training use thevarious terms in relation to their own areas.

The NTB has not stopped its work. Its working com-mittee No.9 seem to be an integrated committeeworking out the detail, of the NQF, where the different

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systems of education and training are 'talking toone another'.

All these developments in education and tratinghave been sifted into the 1994 white paper on educa-tion and the Government of National Unity'sReconstruction and Development Programme (RDP).The RDP is clearly a huge site for various forms ofABET in areas such as housing, health care and jobcreation, where trained educators could be drawn intothe development processes. How this could happen isnot yet clear.

tlirl 14\t

1.* . t.&

Educators and trainers are still grappling with what integration means in practice

11 13BEST COPY AMIABLE


PROFESSOR CLIVE MILLAR

Professor Millar, from the Department of AdultEducation and Extra-Mural Studies, vcr, began histalk by saying that. he was attempting to bring thepolicy debate up to date and to look into the future.

He said this was a time of new rules for educationand adult education. People had been through a four-year phase of policy development which had nowended. Policy production had run far ahead of itsimplementability. It was a highly sig Lificant achieve-ment to have reached the various policy formulationsin adult education and training and adult basic educa-tion. The vacuum of policy and governance had beentaken and used, but it was now over.

However, we are not moving into a policy imple-mentation phase but a new and different phase ofpolicy development under different rules. And it is amore contested political process than 1990-93, he said.

It has been like playing poker without real moneynow we have to leam the rules and it's not an easy game.We don't need more time to write policy, we're interest-ed in strategy and mechanisms of implementation.

Policy now regresses to principles or proposals.In terms of governance, some people don't favourimplementation. Key staff appointments representmainstream educational locations. We're seeing thepower of provincial bureaucracies.

The white paper was disappointing in the area ofABET. The State looks for funding other than its own.There is no mention of the need to train adult educa-tors and trainers. And ABET delivery is talked aboutas though it is easy to implement.

We have only a vague sense of *he learners for whomadult education and training is intended. What would

ABET provide access to? What would validate it?The financial resourcing is difficult given the

bureaucratic restructuring into single provincialdepartments, the priority of schooling, and the move-ment towards equity in a provincial context where nomoney has been spent on ABET.

What characterises the policy phase we are movinginto?

ABET will be uneven in development There will bea rationalisation of present resources; regionalism;inherited institutional practices; the institutions' oldlocations will persist. The training sector could devel-op with relative autonomy. The night schools could berefuthished under a different authority. The commu-nity sector could be linked with the RDP.

There are enormous expectations for the NQF to sortthings out and provide the authority.

In the new policy phase the old discursive terms losetheir status. The term 'education and training develop-ment practitioner' (ETDP) has a diversity of interpre-tations and mobilisations. Political pressure is requiredfor ABET and whoever wants it badly enough mustpush for it. The providers of adult basic education andtraining can't do this.

Fiscal mechanisms are crucial in developmentalareas. But fmancial arrangements talance betweenmaintenance and equity. Mechanisms for fundingdevelopment are hard to find.

The phase we are now in is more challenging, we arenow playing with real money and real power. We firstneed to learn the rules. This colloquium will help uswith our strategies. We don't want to write any morepolicy documents. We are interested in strategy andmechanisms, and maintaining the inspiration of thelast four years.

12 i A


QUESTIONS AND DISCUSSION

The panellists took several questions and com-ments before responding

What is the definition of adult basic education(ABE) and what are the primary needs theproviders have to consider?

Comment from the floor: The political engage-ment of the democratic movement 4vas structuredthrough a policy-making mode, i.e. writing policyfor a future minister. We are now moving into apolicy mode of political contestation for very limit-ed resources.

How do the principles of the RDP guide theimplementation process and why is the policy of

life-long learning not addressed in the previousspeeches?

What is the relationship between the policy in avacuum and projects on the ground?

There is a range of needs and no in-housestructure to give priority and direction. Can you[Prof Millar] comment?

Clive Millar: We had believed that we would movefrom policy to implementation. We are trying tomove out of advocacy mr de into the position weare now in, from 'should' to 'can'. We are in a phaseof constructing policy, given stem conditions. TheRDP has possibilities for providing direction.

.1 -

Participants discuss strategies for the implementation.of an integrated system

VIEWS FROM THE GROUNDChairperson: Mr Roy Crowder CACE, UWC

THE PANEL IN BRIEF ...

Mr Zweli NokhatywaInthando Yethu Adult Centre, KhayelitshaAdults need a curriculum relevant to their lives as adults, which gives them skills in a range of areas,from spraypainting to participating in meetings and business skills.

Mr Ralph AlexanderSouth African Clothing and Textile Workers Union (SACTWU)Workers can move beyond jobs in which they get trapped, through industry making education and train-ing programmes more relevant and accessible, with accreditation and better rewards. This would, inturn, contribute to more flexible, better skilled workers, higher productivity and the working of the RDR

Mr Peter RichesClothing Industry Training Board (CITB)The CITB plays a co-ordinating and facilitating role for education and training provision in the clothingindustry.

Ms Chris WinbergUse, Speak and Write English (USWE)USWE is developing core curricula for an integrated education and training system using outcomes, witheach outcome having affective, cognitive and behavioural aspects.

Mr Victor WeberProteaville Technical CollegeThe perception needs to be changed that technical colleges are for people who are not clever enoughto manage university. There is also a need to affirm and increase partnerships with other institutions, sowork is not duplicated, and to share resources more.

14 4 e _

MR ZWEL1 NOKHATYWA

Mr Nokhatywa, from Inthando Yethu Adult Centre inKhayelitsha, was the first speaker. He introduced himselfand began speaking of how he became involved in adulteducation. He was born and raised in the Eastern Cape,Transkei region. He has been living in Khayelitshawhere he became involved in adult education. In 1992 hehelped to start a night school in Khayelitsha. The idea forthis came from the community who said that they need-ed an adult education centre. It was named InthandoYethu', meaning 'our aspirations'.

What are the people's aspirations? Zweli said thatthis was what he would share. The need for an adulteducation centre came as a result of the backlog ofBantu education 'gutter education' the inferior sys-tem of education designed for the majority of people,the African people, in South Africa. Education forAfricans was seen as education for learning how totake orders. Apart from communication skills forworking in industry, no other skills were taught.

Our philosophy, he said, is to overcome that. Adultsneed to be educated, to be given a chance. Peopleshould also get skills to be independent and self-reliant.But how do we bring this into the education system?

We need a centre or college where, during the day,people are trained in skills and at night, night classestake place. We want to bring in the teaching of skills sowe can improve our contributions at work, at meetingsand at home.

There therefore needs to be a centre which will offerskills training including things like spraypainting,sewing, typing, business skills, mechanical skills, run-ning meetings and so on. Only with these skills willpeople be able to play a role in the economic growth ofthe country.

15

In this way it will be a multi-purpose centre whichwill teach skills and will also act as a night school foreducation for certificates. For jobs you often needskills, but to get the skills training you might need cer-tain educational qualifications in the fonnal system.There is a need for a centre which will integrate andoffer both aspects.

So far, we have been operating at a primary school inHarare, Khayelitsha, as there is no high school. Wehave secured a piece of land, but have not yet foundsponsors for the building. We need a centre or highschool to properly recognize our dream.

In September, we had a meeting with the Minister ofEducation, Martha Olckers. She made points aboutfinance for adult education which made us realize thatit is underemphasized and is not a priority rather it isat the bottom of the list. So they're saying to those whomissed out on education it's just hard luck.

The people are saying that that is a mistake weneed education to fully participate in the RDP, in allspheres of life. Olckers also said that education andculture is one thing, training is another. Adult educa-tion must raise funds for itself, the State has no moneyfor it. However, we are saying that education and train-ing should be integrated.

We should be looking at the needs of people; if welook we will be able to address some of the problemswe face in society.

While we philosophise, we must listen to whatpeople themselves are saying. The RDP should bepeople-driven. This means that they need to beinvolved directly. But how do they do that if they don'thave the skills or the education?

We need to address this problem. The views of thepeople are clear: they need education integratedwith skills.

17

MR RALPH ALEXANDER

Mr Alexander from sAcrwu spoke about SACTWU'svision of education and training. He said that he was aworker in a factory and represented other workers.

Workers are trapped in certain jobs because it isargued that they don't have the education or skills tomove further so they stay there. Workers have com-pelled the union to consider how they can break out ofthis and also make a contribution to the RDP.

There are a number of points to be made.

PRODUCTIVITY AND SKILLSIn tenns of our roles in productivity and skills thetwo go hand in hand. We can improve quality, absen-teeism, shrinkage, wastage and so on by improvingworkers' skills.

WORK ORGANISATION AND SKILLSWith newly acquired skills there must be the opportu-nities to practise them. We have seven million withoutjobs, so we need to change the work structure, e.g. longproduction lines are not as flexible as small work-teamsand short-cycle manufacturing. We're saying that achange in the work organisation will also determinewhat skills and therefore education and training arerequired. Then we must focus on creadng a system oftraining that is not ad hoc. The whole way in whichtraining occurs is very ad hoc and this is problematic.

REFORMS TO THE TRAINING SYSTEMThe training system must deliver quantity and qualityskills flexibility, quality-control skills, communica-tion skills, machine maintenance, health and safety, etc.

At the moment, people are caught up in one specifictask and don't, have an understanding of the wholeprocess. This must be challenged through training andreorganisation of work.The curriculum for trainingmust be negotiated among all stakeholders and theremust be systems of accreditation.

ACCESS TO TRAININGWe're experiencing barriers to education and skillstraining because of the low level of formal education,as in numeracy and literacy.

Also, we find that:

levels of education required for skills training areoften used as an excuse to prevent someone fromdoing the job, though that person can do the job.

there are artificial baniers requirements that areunnecessary.

Employers should pmvide a general ABET pro-gramme for workers, consistent with nationally agreedphases, standard :. and curricula.

The question asked earlier What is ABET? We canspend years defming it but in the end it must empowerpeople to contribute in all areas of life.

Entry requirements are very restrictive. We needpeople to participate in the development of the countryand we must have realistic requirements and find waysof accrediting people for the skills they already have.

We also need to look at paid time for education.There is a high drop-out rate at night schools. But inplaces where there is paid time for education and skillstraining there is a reduced drop-out rate. We need paidtime for education. People have families and that hasto be taken into account, and training should happen attimes appropriate for workers. Employers and theState must finance this. There should be modular-based courses.

REWARDSThere must be rewards for training. If there is noreward, for example higher wages for improved skills,workers will not want to learn. The grading systemtherefore needs to link wages to skills and provideclear career-paths. The grading system must allowfor mobility.

THE TRAINING BOARDSCurrently they do not deliver the kind of trainingneeded for a flexible workforce, but they could be thevehicles through which the training system isreformed. Key issues are: there must be equal tradeunion and employer representation; it must cover allworkers in the industry; it must be responsible for edu-cation and training policy and programmes; and itmust operate within agreed guidelines.


MR PETER RICHES

Mr Riches, from the aothing Industry Training Board(CU Li), outlined some of the philosophical assump-tions which underlie their commitment to an integratedtraining and education framework.

Any industry that wishes to stay in business mustachieve a state of international competitiveness, and todo this they must have skills to put a product on themarket at the right place, time etc. T. he primary reasonis to increase profits but a secondary reason is toincrease economic growth and improve the living stan-dards of everyone in the country. The purpose of work-ing is to enjoy a standard of living we wish to raiseit for all. The RDP is geared to that.

Any industry that seeks to be competitive must besupported by an education and training system whichis competitive internationally. It must be world-class.

To do this the industry must:

."

deliver high-quality training in the areas that it knowsidentify other providers of education and training for

the industry in that region and ensure co-ordination.

This is what CITB has been trying to do over the lastdecade, and especially during the last five years. Wehave been trying to deliver as well as enter into pan-nerships with others like universities, technikons,other NO0s, etc. The purpose is to provide a co-ordinated, all-embracing picture of education andtraining in the clothing industry.

Previously,, most of the training was at the behest ofmanagement. It shouldn't be like that.

CITB would like to become a primary resourcecentre for education and training in the clothing indus-try, so anybody in the industry should be able to accesstraining resources. CITB should be expanded to all inthe industry, including families, so that all can haveaccess to education and training. In this way, CITB cancontribute to improving the backlog in education inSouth Africa.

wa,

2.

The panel covered a wide range of views


MS CHRIS WINBERG

Ms Winberg, from Use, Speak and Write English(USWE), spoke of how USWE and Pentech (PeninsulaTechnikon) have been collaborating on an ABET prac-titioners' diploma. They will start running it from thebeginning of 1995. Her talk focused on the process ofcurriculum development.

It's a process of trying to implement some of thepolicies put forward by various working groups. InJuly 1994, USWE, Pentech and other providers intraining and community-based education and training,collaborated to try to define the core curriculum for apractitioners' course in ABET (This would be the firstyear of tertiary level study, currently NQF5.)

In the process there were two opposing discourses:The first was the discourse where the traditional

oppositions privilege education over training where,on the one hand, you are creating a well rounded indi-vidual with broad critical knowledge who feeds intomanagement, and on the other, the utility approachwhere you give training for workers who then havemarketable, useful skills.

However, many practitioners have the experience thatlearners' expectations and assumptions are different tothis. The other discourse is where education is seen asuseless for income-generation, and is a low-prestigeoption, suited to women and the unemployed. Training,which is more useful for job opportunities, has a higherstatus and is seen as appropriate for men and workers.

In the process of curriculum development, for eachsuggestion that problematises the relationship of edu-cation to training there is an opposite one. For exam-ple, how do we make academic knowledge appropriateto the training sector and include realities from theworkplace in the classroom? lb this trainers wouldrespond with questions like: 'Is the classroom the onlysite of learning?'

These discourses were premised in different assump-tions about education and training.

"But we began to bridge the divides when we reacheda breakthrough question: What does a literacy teacherhave in common with .a health instructor and a cloth-ing industry trainer?

The framework came out of identifying the com-monalities and was built on eight basic outcomes/areasof competence.

These were:1. Learning skills2. Language and communication skills3. Theorising adult learning4. Contextual understanding5. Administrative skills6. Teaching/facilitating skills7. Assessment skills8. Evaluation skills

A ninth area was added: Subject/content knowledge.Reconceptualising ourselves as 'education, training

and development practitioners' has helped us.We recommended that each outcome comprise an

affective, cognitive and practical/behavioural aspect,(feeling, thinking and doing). We also decided that theeight generic outcomes should not operate indepen-dently of one another. For example, administrativework should include all of the basic outcomes/areasof competence.

To ensure portability and transferability we wouldintegrate skills outcomes with content knowledge. Theintegrated model would include all nine areas.

If we were to offer a model of our work for integrat-ing education and training it would be a processmodel. We are still in the process of understandingintegration. It is one of finding common ground and itwill more clearly evolve as we implement the course.

IA 11


MR VICTOR WEBER

Mr Weber, from Proteaville Technical College, spokenext. He spoke on behalf of 150 technical institutionsand Proteaville in Cape Town. He said technical col-leges fell within the 'further and higher education sec-tors' and had direct links with adult education, andadult basic education and training.

The biggest problem of 'techs' was that, 15 yearsago, universities were seen as highly theoretical, whiletechnical colleges were seen as practical, and tech-nikons were seen as the place in between, combiningtheory and practice. The institutions are changing butthe general thinking is still much the same: 'As jy domis, gaan na technical colkge."If you don't have it uphere, then use your hands.'

We provide structured vocational education andtraining (full-time, part-time and distance) leading toaccreditation. Cape Town Technical College haschanged to vocational education and training withemphasis on preparing people for the marketplace.That is one function of a tech; secondly, to provideshort specialised courses. A third function is to offereducation and training programmes aimed at life-longlearning ABET, bridging courses. A fourth is deve-lopment and enrichment aimed at the empowerment ofcommunities at large.

la

I want to end off by talking about partnerships. Thereare so many courses going on, and there is unhealthycompetition and duplication at great cost and effort.

At the 'tech' we don't only offer apprenticeshiptraining, but other courses like educare, assistance forthe disabled, art, computers, etc.

We offer something before a bridging programmefor someone with a Standard 4, for example. We havean advanced course in clothing design and a relation-ship with the Clothing Industry Training Boani ajoint training contract.

In Atlantis, near Cape Town, we have entered into arelationship with ADE, a big employer. The question iswhat to do with those who don't have the educationalqualifications to do an apprenticeship? They can'tenter a formal programme because of lack of formaleducation qualifications. We are entering into negotia-tion on this with the employers.

We also have a relationship with Pentech and we'reexploeng the possibility of using each others' infra-structure to offer courses. Community colleges haverequested to use our facilities. So whether it's commu-nity colleges, commerce or industry, we should shareresources with those who don't have.

Our college operates financially like an ordinaryhigh school, but money is the greatest constraint facingus all.

21


There was interest in the frustrations and difficul-ties, the conflicts and tensions that the differentbodies, represented by the speakers of the panel,had in working together.

What do members of the panel have to say toeach other? I'm interested in the gentleness with-which the union treats the industry training board.The CITB makes a bid to becOme the institutionalcentre for education and training, but we still don'tknow who would teach the learners, wno thelearners would be and so on.

Zweli Nokhatywa: To a great extent the philoso-phy and approach does meet our requirementsand aspirations but these structures, like the tech-nical colleges, have to be taken to people to makethem accountable.

Ralph Alexander: We've reached a new relation-ship between trade unions and industry in the lastyear. It is one of working jointly. We see the train-ing board as a vehicle for providing, together withother providers.

Peter Riches: We have links with other providersin the clothing industry and played a role in initiat-ing dialogue. For example, a few years ago weintroduced the two departments of clothing designat Pentech and Cape Technikon to each other. Sowe've brought people together. We're facilitative,not prescriptive. Looking around the table wehave worked with just about all of them (indicatingthe panellists).

I think the panel misunderstood me or duckedthe question. i want to know what are the frustra-tions you have with each other? There must behonesty about the difficulties in working together,so we can have one stream rather than twostreams.

What are the differences between you? Whatdo the bridges look like, do they overlap or link?

Response from the floor: As I'm from SACTWU, Ican touch on areas of difference that SACTWU

has had with the training board. A lot of work in thepast was driven by employer needs; training wasaddressed largely at management and artisanlevels. Our workers are concerned about whattraining is to be offered to them. ABET is still notavailable. It is seen as an indMdual thing and sep-arate from the fac. that individuals also need train-ing at the workplace. Our job must be to integratethese things, not education for individuals andtraining at the workplace, but integration of boththat increases the rewards for workers.'

Peter Riches: People don't like change. They arecomfortable with where they are. Some of ourfrustrations include the fact that a lot of peopledon't want partnerships. For example, I suggest-ed to Pentech and Cape TeChnikon that sincethey have the same programmes they shouldcombine their courses. They were horrified. Butwe have to begin rationalizing. There is notenough money for duplication.

If you run a clothing design course and then aliteracy course, are there learning principles thatcut across them?

Chris Winberg: There is difficulty in workingtogether. For example, some of the trainerswalked *out of a session on whether critical think-ing should be in the course as they thought it wasirrelevant. We negotiated to get our differentagendas on board. However, while we are stilloperating in dual paradigms there will be peoplefalling between them. As a lot of courses present-ed by individuals are not integrating the two.

Problems emerge when you bring two differentworlds and political traditions together. What doesintegration mean in terms of compromise andwhat falls off the list? To go back to RalphAlexander's list and also cast your mind back tothe tradition before you would have seen a verydifferent list, with things like political economy,etc. Now you see a list with productivity, etc.Where have the main tensions been and whathas fallen off the agenda?

What are the implications of integration of edu-cation and training on curriculum design?

22


When we talk about integration it often meansone section deals with skills and the other dealswith the broader education. Much more thinkingneeds to be done. Are there concrete examplesof what has been done?

Ralph Alexander: Integration should not be a bitof this and a bit of that. Integration means devel-opment, for example, career pathing. Whereveryou are, there will be an educafional aspect at thecore. I'm not sure exactly how to respond but I'mcertainly not saying that training is here, educa-tion is there and over there is integration. But it istrue that things have fallen off our agenda.

Chris Winberg: Designing an integrated curricu-lum is very difficult. We are hoping to present themodel we have used in a document our guide-lines to help others who want to develop at adiploma level and use our framework as a guide.We'll only be able to see if it works when we haveused it in different arenas.

We've also lost a lot in the integration. The wholeFreirian approach, for example, is changing. Weare seriously concerned about what education and

11,

training is doing to USWE's mission statement. Butwe have also gained things. Using the compe-tency based model from industry with our learner-centred approach we've come up with quite astrong model. We have a learning contract with thetrainees which demonstrates how each outcome ismet. We have created our own understanding ofwhat we're doing, become part of the curriculumdesign. The sorts of things that weren't consciousbefore we have tried to make conscious in the cur-riculum. We have lost a lot, but also gained things.

Peter Riches: When Chris mentioned the trainerswalking out she was too polite to say that it wasCITB's trainers. They just weren't properly pre-pared. This is one area of frustration between us,but we've got to work things out.

Zweli Nokhatywa: One of the frustrations weexperience is that employers are not willing torelease employees early to get to classes. Alsothe fact that the curriculum used is often the sameone used with children. Adults are insulted bythis. They need a more appropriate curriculumit must be reworked.

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fiab=Innovative work has been done in designing an integrated curriculum

01 23

ISSUES OF GOVERNANCEAND FINANCING

Chairperson: Mr Siven Matslamoney South African Institute for Distance Education (SAIDE)

IN BRIEF ...Policy development work for educational reconstruction has had open learning and access as goals.ABET was seen as an integral part of a life-long learning system. Learners were envisaged as beingable to move about in an articulated system, gaining credit for their learning. New bodies would be setup to manage these processes. All stakeholders should be drawn into devising such a system and a.focus should be maintained on the needs of the most disadvantaged people.

However, in practical terms, and despite the rhetoric on life-long learning in the white paper on edu-cation, the present national budget has no money set aside for adult education. The budget was basedon certain priorities from the apartheid era, with no acknowledgement of the needs, for example, of thoseoutside the formal sector. Possible solutions, such as borrowing money, were cited.

At the same time, there has been no move to take on the integration of education and training at State .

level; there is no ministry or person in charge of it and there remains no budget for it.There was an interministerial committee examining integration but it was conflicted between the old

order and the new. New terms, such as 'life-long learning', were being used in old ways by those inpower from the apartheid administration. The committee included only one woman and no black people.Its activities were unclear to the participants at the colloquium.

The issue of integration was rooted in political contestation over who would control what.

f) 4


MR PAPIE MuLOTO

Mr Moloto, from the Department of Labour, spokefirst. He said he was supposed to be talking from aposition of power about the integration of educationand training, but that they had 'nothing of the sort'.

There are two separate ministries labour and edu-cation and no talk about integrating the two. 'No-oneat State level has taken this baby to nurse it. We are nottalking about integration.'

There is a R24-billion education budget, and R300-million has been set aside for training by the Ministryof Labour (as such, about 1,3% of the education bud-get). There is no budget for adult education. And evenin the RDP, adult education falls under a literacy pro-ject, funded by donors until 1997, he said.

A colonial system still operates in South Africaregarding education and training: education for thecolonial masters and training for the servants. There isnothing for competing in international markets.Education is an end in itself, the content leads younowhere. You are unemployable at the end of matric.

NT= are the options? How is it possible to financeABET? There is no effective planning. Can we exertpressure on the government to commit itself to ABET?Government funding is remote except for one possibil-ity such as a levy on every institution in this countryfor ABET We need consensus, a legal framework andinvolvement from all the stakeholders. Another sourcewould be loans. But at what cost?

ABET is neither in education nor in training. Interms of the white paper we are using money for struc-tures for industrial relations. Who carries the respon-sibility to see that the structure is developed, that themanagement systems happen? Here I am as a memberof the Ministry of Labour talking about training, butthere is no single person dealing with trainers, trainingcurricula and so on. In terms of the governance of thepmcess, what are the goals, what are the deliverables?And why?

We need to make sure that the education process has,as its end goal, the improvement of people's quality oflife. The child at school must be prepared for the worldof work.


MS JUDY FAVISH

Ms Favith, Centre for Education Policy Development(CEPD) said that her contribution was based on theCEPD task-team report and also on work by her col-league, Shireen Motala.

She said in order to talk about governance and finan-cing she needed to revisit the original gOals and objec-tives in the process of educational reconstruction. Theseincluded the RDP, educational reconstruction in the con-text O. wider reconstruction. reorientation and access,redistributive and democratising policies and processesof enskilling people for political and social participation.

The vision was for open learning and access.Learners need to be able to move between differentparts of an integrated education and training system.An integrated qualifications framework is required.You can't achieve the restructuring of education andtraining if you don't address the needs of all parties.Access was very important in this process.

Proposals for governance included the provision ofABET as an integral part of a life-long learning system.

Other proposals were for a South AfricanQualifications Authority (SAQA) which would setstandards and enable a national articulation of courses,a national qualifications framework (NQF), an overallco-ordinating stakeholders' structure and an ABETsubstructure linked through an adult education andtraining council to an overall co-ordinating council.

Another proposal was for a national ABET direc-torate within a single education and training ministry.It should draw on input from all stakeholders in thedevelopment of a national framework for ABET.Provinces would be responsible for delivery andwould need advice from stakeholders. The CEPD task-team on ABET says that you still need a separate coun-cil for education to ensure a focus on the needs of all,especially the disadvantaged, and that you should not

be swamped by the well-organised, for example, thetrade unions and industry. You need representativesfrom youth and women's groups as well.

No money was set aside for adult education. A re-organisation of priorities within the budget is needed.The present budget was based on current thinkingwhich had retained many notions from the apartheidera. For example:

There was no broader vision to include a budget foreducation outside the formal sector.

There was a concentration on formal education, andschooling in particular.

However, there are solutions ...

The white paper on education talks about a commit-ment to life-long learning but without any commit-ment as to how this would happen. Its goals are not setin a fmancially viable framework.

Judy Favish said that her information indicated thatwe were well within the limits of borrowing money,while we needed to re-orient the budget We need moreresearch into an adequate financial framework. Weneed a time-frame for integration and for funding inte-gration. We need to retain a focus on struggle wecannot go into an implementation phase withoutmobilising and lobbying.

People questioned choosing adult education overchildren. However, this was a false dilemma, she said,quoting Rosa Maria lbrres, UNICEF:

This either-or option, children versus adults, is a falsedilemma. Educ/.- ; adults is educating for both thepresent and uture. Because it is we adults who areshaping tot.- world and shaping our children'slives. We are shaping our own future. It's a matter ofbalances, and finding the right combinations. This isthe great challenge we are facing.



Why were the Ministry of Labour and theMinistry of Education set up, but no Ministry ofEducation and Training?

Papie Moloto: It was horse trading. The gover-nance structures were the same old ones with asprinkling of new faces. Where changes weremade, we were finding resistance to change.Orga.lisational transformation was requiredbecause the objectives for the future are different.

Judy Favish: We need to look at weaknesses inour own ranks. The old faces from the DNE arerunning the show. Clearly ABET is not a priority forthem. We have not developed a clear politicalstrategy to deal with the constraints regarding thepublic sector. Are we outside government? Do wecontest this? Do we want to be more mainstream?A market-driven education and training systemmeans that the disadvantaged suffer most.

What is happening with the interministerialstructures?

Papie Moloto: Those structures are not brought to. places of legitimacy, relevance and affordability.

We need to canvas the opinions of the stakehold-ers. There Is a tendency to do things the old way.

There is not one black person on the intermin-isterial committee, and only one woman, why?

Papie Moloto: We're dealing with conflicts in this sit-uation the old order versus the new aroundresponsibility, power and authority. What does itmean for people in power? The people in charge ofchange, are they themselves changed?

Judy Favish: The problem is wider how compe-tent is that committee to link education and train-ing with an overall RDP? The old people therefrom the DNE need to be struggled against aspart of .a wider struggle for life-long learning.

Where do you go back to? We are movingbetween two completely different debates. Theseare the context of Jeanne Gamble's historical out-

line of education and training, and the debateregarding the struggle for resources, Judy Favishsaid we should go back to.

Response from the floor: The radical discourse ofthe one debate, where proper Consensus hasn'tbeen reached, is being used by people from theapartheid era as an indication of the status quo.

Papie Moloto: People from the old DET(Department of Education and Training) and DNEagreed for the sake of agreement when theseissues were being discussed before the NTB. Sotheir old ideas are now being dressed as recon-struction and development. Cosmetic change isemerging in many government departments.

Do people in the ministry have a plan to tacklethis?

Papie Moloto: An interim committee will give re-commendations to the ministers and this wouldgo through being accepted in parliament into anew Act of Education and Training.

Response from the floor: The old bureaucrats area stumbling block. But it is my impression thatthey think they are integrated into the process,they are not wilfully holding it up, they think theyare doing it

Statement from the floor: Economists are definingthe parameters of the education debates and a Itechnicism is creeping in.

Would the ABET task-team be able to come upwith a plan?

Judy Favish: The task-team has not yet been for-mally constituted, though it will be led by JohnSamuels and the dominant voice would representthe majority of South Africans. There is a lot ofconsensus on the NQF. The key is that all stake-holders are involved in developing the standards,otherwise technicism could take over.

Response from the floor: The integration of edu-cation and training is not just a professional ques-tion but a hot political issue of who controls

25 M.

LIFE-LONG EDUCATION:INTERNATIONAL PERSPECTIVES

Chairperson: Mariam Sekati Adult Education and Training Association of South Africa (AETASA)

OR BERNT GUSTAVSSONUniversity of Linkoping, Sweden

Bernt began his talk by saying he wanted to give aperspective on the international debates whichappeared in different fonns from country to country.He would do this through the basic question: What isthe purpose or intention of adult education? He wouldanswer this from two perspectives. There were twodominating streams in both Europe and the ThirdWorld. One was recurrent education and the other waslife-long learning.

LIFE-LONG LEARNING RECONSIDEREDAlthough it has a longer history, life-long learning, asa concept, was introduced by UNESCO at the begin-ning of 1970. From the beginning it was meant as ameans to solve the problems and crises within the edu-cational system in western societies. In Europe it wasoften discussed in relation to the development of adulteducation. In practice, the concept of life-long learningwas used as a parallel to the concept of recurrent ed-ucation, which was introduced by OECD during the1960s. By contrasting the original ideologies of thetwo concepts (life-long learning and recurrent educa-tion) it may be possible to shed some light on theirmeanings and the traditions behind them.

From the beginning, lifelong learning has beenrelated to a humanistic tradition, where all human-beings are considered capable of learning and devel-oping their potential abilities. Recurrent education waslinked to the labour market. In the 1980s, however, itwas reintroduced and now relates to the view of ahuman-being as calculating within his or her advan-tages often referred to as 'Economic Man'.Nowadays we fmd this picture presented in neoliberalideology and used when education is discussed interms of a market and investment in human capital.

If it is used as a tool to understand and organize edu-cation it is reductive. Life-long learning is, given thisperspective, an integrative concept. 'Life-long' meansthat learning and education is possible at any agefrom the cradle to the gravelt is integrative as far asage is concerned. Different generations are related toeach other in learning. This could mean that one wayof reaching the goal of equality in education is to edu-cate the parents as what children pick up from homeis important when it comes to assessing how they man-age at school.

This leads to another form of integration betweenlearning at school and learning through everyday lifein the home, through a movement, or through localsociety. Life-long learning adopts a broad approachto knowledge which has the potential to develop amore democratic form of education. Formal and infor-mal learning could be integrated. The concept isdescribed as integrative in two dimensions: horizontal(between home, local community, the world of work,and mass media) and vertical (between different stagesof learning).

HUMAN CAPITAL AND HUMANISMIn advanced capitalist societies, life-long educationand recurrent education are used as theories and ide-ologies when discussing adult education. This is alsothe case in many Third World countries despite differ-ent motivations and approaches. In the theories of edu-cation, the dominating trend in the Westerr worldtoday is the human-capital school, mostly supportedby neoliberal ideology. In a context like this 'life-longeducation' can be used in a rhetorical manner, withoutmaking clear the distinctions between two differentworld views, which includes the view of the humanbeing and how learning processes and education arerealized. The theory of human capital expresses a viewconcerning the economic reasons for education, but

INTEGRATING. ADULT EDUCATION AND TRAINING

has nothing to say about how the learning process isworking, or how the resources of a human-being canbe developed. Distinguishing what is discussed inresearch and at policy level and what is actually usedin the field of education becomes necessary. If we lookaround the world, approaches to education can be ana-lyzed as deep and dominating contradictions between,on the one hand, education as an instrument, a utilitar-ian and pragmatic approach where all knowledge andeducation can be transfonned into practice, and, on theother hand, the humanistic, denocritic ambitions, withbroader and holistic ambitions. For this reason, theschool of human capital is often contradicted by morehumanistic outlooks, such as life-long learning, vari-ations of the German concept 'Bildung', liberal or gen-eral education. If we look at the concept of life-longlearning as a humanistic concept and compare thiswith what happens in the educational systems of theUK and the USA, even this view can be problematicwhen it is integrated in a conservative context. In theUK, curriculum work under Margaret Thatcher wasdominated by a kind of 'vocational progressive'approach, which considered knowledge as being close-ly related to practice and the labour market. It was autilitarian approach, where every kind of knowledgehad to be motivated by its utility and potential useful-ness in the labour market. The approach was intro-duced by experts, especially in the field of scienceeducation. When John Major became Prime Ministerevery leading person from the department of educa-tional science was dismissed. Politcians took over andthe politics of education were transformed ovemight.The representatives of the progressive tradition wereaccused of being guilty for causing the economic cri-sis, although this form of pedagogy had never dom-inated the British school system. Words like 'culturalheritage', the `classical tradition' and eternal humanis-tic values were introduced as a means to cure thecultural and social crises. Knowledge was no longermotivated mainly by utility but by good manners anddiscipline. In terms of human capital and humanismwe can ask ourselves whether a utilitarian or a classi-cal approach to education and knowledge is the mostfruitful for the politics of education. The first appearsto be reductive and the second conservative. One wayout of the problem could be to develop the concept oflife-long learning theoretically. When it was intro-duced in the 1970s, it was described according to theavailable philosophical and sociological theories of the

27

time. Since then, many theoretical perspectives havebeen introduced, and these are useful tools in buildinga democratic educational system, where the centralobjective is equality through the different types of edu-cation. Our point of departure is a wide interpretationof the concept of life-long learning, and the intentionis to give it a new and forceful shape according to theestablished and available theoretical perspectives.

LIFE-LONG LEARNING AND DIFFERENCESWhat this example illustrates is that the modernistapproach to education, in the shape of 'vocational pro-gressivism', is not enough and can therefore be chal-lenged by other views on education. The modernistapproach can be challenged from different angles.With an example from the USA, we will show the wayin which it can be challenged, and then look at whatthis means for life-long education. Most countries arerecognised as multicultural societies and have in theireducational systems to consider the problem of socialdifferences. A base for the humanistic tradition is auniversal ambition. Every human being has the samevalue and has the right to be treated according to thisValue. This means that every human-being is defendedby human rights, of which the right to education is one,and that every human-being belongs to one and thesame race humanity.

In the USA, one of the main contradictions and strug-gles in the field of culture and education is thatbetween the so-called identity politics and the conserv-ative defenders of the Western, humanistic, classicaltradition. The spokesperson of identity politics identi-fies any minority group by the following criteria: class,race, ethnicity, gender and sexuality. They defend theright to study the culture of the group along these cri-teria according to their own writers, artists andthinkers. This opinion is directed at the conservativeright-wing politicians and intellectuals, who, accordingto the representatives of identity-politics, talk in theinterests of the white, middle-class, heterosexual male.

Compare these two examples from the UK and theUSA with circumstances in South Africa. Now that thelife-long learning concept has been introduced, it is ina totally different context. With further political moti-vation, humanistic values are used.

The important goal is to build a democratic and fairsociety for all groups of people. One of the routes torealizing this is to integrate and equalize differenttypes of education. Since education in general, and

it1


especially adult education, is leading the way in build-ing society, integration at all levels is important. Wewant to argue that choosing the concept of life-longlearning as a leading concept in the organization of theeducational system, is an exciting possibility. But to dothis it has to be problematized and elaborated in dif-ferent directions. The most fruitful way to do this is torelate the concept to existing knowledge from the fieldof education, both theoretical and practical, or it standsthe risk of being regarded as an idealistic vision that isnot a practical and useful tool in the democratic process.

Compared to the UK and the USA, where the sys-tems work for the elite, the intention in South Africanpolitics is to create an education with equal possibili-ties. The humanistic tradition conveys the universalvalues of every human-being's ability to learn. But thisequality has, as one of its most important precondi-tions, the concept of autonomous and free personali-ties, capable of orientating themselves in their societaland cultural conditions and, from a stock of knowl-edge, make decisions and act in society. This kind ofradical humanism is the only existing tradition whichcould be used as an alternative to or complement thetrend of the human capital school. However, it hasbeen problematized in modern sociological thinking.What we have to do is consider this critique and inte-grate it, to strengthen its theoretical base. We willargue that a progressive school system capable ofdeveloping the country has to consider that educationhas a dimension of economic investment. The mainmistake incurred by this approach is to reduce educa-tion to investment in human capital, and the humanbeing into 'Economic Man' in general. This form ofreductionism can neither handle the other dimensionsnecessary in education, nor the democratic picture ofwhat a human-being is, with the potential to develop.

The main mistake made by the defenders of identitypolitics is not realizing that each minority group is partof a greater whole. This is why it is necessary to havea universal, global outlook on education in the modernworld. The main mistake made by the defenders ofclassical cultural heritage and eternal humanisticvalues is not realizing that it is just one stream a..iongmany in the world. To regard this tradition as superiorto others is to be imperialistic in the classical sense.The humanistic tradition comprises many differentangles and is, in its history, used both elitistically andoppressively. But it has the potential to offer perspec-tives on the road to a democratic society built upon

equality and justice. One of the cornerstones in pro-gressive forms of humanism is that the individual edu-cates and develops him or herself when he or sherelates to what is universally human. The humanisticsaying 'nothing human is foreign to me' sheds light onthe view that every human experience and interpreta-tion of reality is important, wherever and whenever itoccurs or is expressed. But this ideal is easier to saythan to realize in our world. The forces in the develop-ment of society must be analysed sociologically inorder to tell us something of the possibilities and con-straints of such an ideal.

EXPERT AND EVERYDAY KNOWLEDGEOne tool that is useful when analyzing these possibili-ties is the sociology developed by Jurgen Habermas, afollower and elaborator of critical theory in the tradi-tion of Max Weber, Karl Marx and Ferdinand Tonnies.Habermas analyzes the modem work by distinguish-ing between two main concepts, the system-world andthe life-world. We can simplify for this occasion andsay that the system-world consists of the market andthe State the world of money and power. This sphereproduces and uses expert knowledge as its base. Therationality used here is an instrumental one, sometimescalled goal-means efficiency. The system-world isanalyzed, through system theory as a self-governingsystem not as a world governed by autonomous andself-reliant human-beings. The system is driven bystrategic action rather than the search for rightness andtruth, which carry the risk of distorting communica-tion. The life-world is a sphere where individualscreate their identities, values and meaning and searchfor truth, rightness and beauty.

In a modern society, it is not enough to understandwith your own consciousness it must be realized inconununication. Language is a central focus and therationality built up when free individuals communicateis called communicative action. The ideal or vision fora free society is, according to this view, undistortedcommunication. The problem of how we understandand interpret the world is central. The point of depar-ture lies in everyday interpretation, where things arewhat they seem to be and the world is self-evident.When the different interpretations made by individualsare transformed into language and communication, thesearch for truth becomes the central objective. Sharedvalues can be realized by common action derived fromfree, undistorted communication. This search for truth


and ability to act to transform society presupposes that,as part of a group and as an individual, you are free tothink and act relatively independently from the marketand the 'State, money and power.

There are two ways to integrate people in societyaccording to these spheres: through strategic and com-municative action. According to Habennas, the goal toaim for in a free society is referred to as distorted com-munication. Individuals say what they mean and dowhat they say in a truthful way. However, this is con-stantly distorted by power, money and strategic waysof thinking. This form of analysis has to be interpretedas a picture where one sphere overlaps the other, to seewhat is going on in society in the process of modern-ization. The world of money and power tends to colo-nize the life-world and this process leads to diminish-ing possibilities for people to understand their every-day lives and act as free human-beings a precon-dition for a free and democratic kiciety.

INTERPRETATION AND LEARNINGThis short and simplified overview of a complicatedtheory leads one to question the consequences it hasfor the process of learning and education in a life-longperspective. The learning process is linked to an indi-vidual's interpretation of the world and any newknowledge must, in one way or another, be integratedwith that individual's pre-understanding. This meansthat I must have the ability to relate my everydayunderstanding to the knowledge produced and trans-mitted in education. Very often this is not the case. Myown interpretation of everyday life and the knowledgegained in school are separate. One of the consequencesis that people are alienated and the possibilities to learndecrease. This view of knowledge with its origin ineveryday life, understanding and experiences, is, inour view, the important first-step in the learningprocess. But it can't stay at the already known andacquainted. So the next step is to distance ourselvesfrom the self-evident interpretations we make in every-day This means that we have to break away fromwhat we are accustomed to or are familiar with, andmeet that which is totally foreign and new. This leadsto a new qualitative step in the learning process. Thisapproach to learning and pedagogy implies a transfor-mation and development of the pragmatic and progres-sivistic tradition from Rousseau, Dewey and Freire. Ina multicultural society exposed to strong moderniza-tion, where individuals are constantly involved in a

rapid transformation and integration, we argue that thisis an important step to take. It can be labelled a dia-lectic approach to learning, in opposition to both amechanistic, traditional schooling form of pedagogy,and an organic, progressivistic one. Through this view,learning is considered a pendulum between the known,self-evident and acquainted on the one side, and theunknown, distant and foreign on the other.

SOCIAL MOVEMENTS AND LEARNINGOne of the main problems when we talk of ideals inlearning and pedagogy, is that educational institutionsare colonized by rules and curricula, traditions andbehaviour, that diminish individual possibilities andambitions. There is a conflict between learning and theinstitutions built to increase the process of learning andeducation in society. Curriculums, according toresearch, are not created and implemented for rationalreasons, but are developed in the interests of groups ofteachers. It seems to be a usual insight nowadays, thatstrong and deep traditions are sitting inside the institu-tional walls. This creates great problems for politiciansand administrators who want to transform the school-ing system.

This raises the question whether radicalized learningprocesses can be realized within the schooling system.When we talk of life-long learning, the question of therelation between formal and informal learning is act-ualized if looked upon from another angle. When pop-ular education is mentioned as its main feature it isregarded as grounded and realized by popular or socialmovements.

These movements and their contribution to the pro7duction of knowledge and learning processes are oftengiven an important role when discussing life-longlearning. Many people have, as their starting point, thelearning processes from studies and experiences insocial movements. In recent studies, social movementsare considered carriers of historical projects of impor-tance to all people and universal questions, such as therelation between man and woman, man and nature,master and slave. In their search for knowledgethrough their actions, people produce culture and newknowledge. This view brings us to the conclusion thata movement is identified with its concepts, ideas andintellectually-motivated actions, i.e. they are producersof new knowledge and create culture and world pic-tures. A social movement can therefore be character-ized by its cognitive praxis.

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This view informs us that it is not possible just toconsider scientific institutions and schools as produc-ers and transmitters of knowledge. Many people learn,act and create in social movements. The question iswhat role this kind of knowledge has in formal learn-ing as a necessary and continuing process in the mod-ernization of society.

CODES OF LEARNINGAccording to a recently formulated theory about learn-ing, 'situated learning' or 'situated cognition', theideal situation for learning is craft apprenticeship.Compared to learning by schooling this is more than aform of organized learning and teaching activity. Thisapproach focussing on 'learning in practice' opensnew possibilities to discuss the relation between train-ing and education. They are related to two differenttheories of learning, characterized by 'the culture ofacquisition' and 'understanding in practice'. The firstapproach understands learning and teaching. The sec-ond approach assumes that processes of learning andunderstanding are socially and culturally constituted inpractice, in situations where specific characteristics arepart of practice as it unfolds. Let us accept this divisionfor a while and call them two different codes of learn-ing. The division could be based on different subjectsof learning. For example, it is one thing is to learn his-tory and how society is constructed, and another tobuild a boat or mend a car.

If we go a step further there could be connectionsbetween how we learn in theory and in practice. Inmodern philosophy there are some approaches thatopen up for such a connection. One of these is 'tacitknowledge', a concept brought either from Witt-genstein or Polanyi. Tacit knowledge means the abili-.

we have in everyday life or in our professions to dothings, comprehend things, without having the wordsfor it and without the ability to express it in our vocab-ulary. For instance, one of the consequences whencraft professions are computerized is that tacit knowl-edge tends to decrease and professional knowledgetends to be more formal and expressible. This exampledemonstrates that it may be fruitful to make the dis-tinction between learning in theory and in practice. Wecould reformulate the problem pointed out by the situ-ated cognition school and say that they are rightregarding the first step in the learning process, in theinsight that learning is dependent on situation and con-

t in a modem society and a social context built upon

handicraft not in a computerized modern society.What we want to emphasize is that, in a learningprocess, it is necessary to break the everyday patternsand make a break where everyday knowledge and self-evident interpretations are pmblematized and ques-tioned. The way to do this is to open up possibilitiesfor distance and a critical approach. To realize thisthere must be a system of schooling in a society. Oneof the conclusions from the research of situatedcognition has been de-schooling. We conclude, inopposillon to this, that institutions are heeded in amodern society and for this reason cannot be basedupon craft apprenticeship.

THEORY AND PRACTICEThe division of theory and practice is a deep traditionin the western world, rooted in the division of labour.In Plato's time there was one class predestined to workwith their bodies the slaves and another to govern,think and produce culture and education the masters.This tradition follows us to the industrial society in the20th Century and Taylor, who distinguished betweenlabour by hand and planning of the labour of brain, thelabour on the floor and at the planning office. Even thissystem and organization of labour is on the way to col-lapse. It illustrates that motivation for work and flexi-bility are necessary conditions for a modem workingclass. This means that the whole productional systemneeds a competence other than just being able to doone particular movement, day after day. This is alsoone of the reasons, from the labour market perspective,as to why concepts like life-long learning and recurrenteducation are being reintroduced in the western world.Human resources are in demand more and more in thecompetition of the world market. Developed, creativeand flexible personalities, able to take responsibilityand co-operate seems to be the main characteristics forthe labour force of the future. This could give theimpression that the humanistic tradition and the worldeconomy walk hand in hand. Sometimes they do, asshown by the examples from the UK and the USA. Butif we look closely and carefully at the documents tohand there are completely different views of knowl-edge, learning and human-beings when it comes to, inour case, life-long learning and recurrent education. Itis not enough to use the right words, to be rhetoric.The world-view behind assumptions about the natureof the human-being, knowledge and learning processesmust be clear and elaborated.


CONTEXT AND DISTANCEWith the experiences of South Africa before our eyes,we could argue that a democratic educational system,with equal opportunities for all, has to be built upon aconscious view of the human-being and how learningprocesses can work most effectively. This includes aconscious view of the importance of tradition and cul-tural heritage. We are all working and leaming in oureveryday lives in a social context and tradition that weare not always aware of. Schooling, as an institution,carries its own traditions of what knowledge, teachingand learning are. To be aware of these traditions is aprecondition for changing them. From a learning andinterpretive perspective we are all impregnated by thepreunderstanding of our everyday lives. The languageand the traditions are preconditions for understanding.The first step to take in every learning process is to dis-cuss personal interpretations. But if we just stick to ourpresuppositions and take them for granted, we riskbeing 'home-blind', which could result in fear of theunknown. This is just aspect of living in a multi-cultural society. Different cultural rpoups make theirown interpretations of the world. To remove oneselffrom the self-evident and try to see things from a dis-tant view is the second step in the creative learningprocess. The usual mistake made in schools is not totake noticeof the views that participants bring into theclassroom. The precondition to breaking and distanti-ating is that we start with the known. In a modern soci-ety this step is an essential one. If we just remain withfamiliar and self-evident interpretations, nothing newhappens. A new quality in the learning process-is to goto the foreign and unacquainted and thereby resist ourself-evident interpretations everyday life.

According to a hermeneutical (understanding)approach to adult education and life-long learning,there are some interesting implications for developinga holistic view. A learning process can be compared toa circle, where the learner tries to understand what isto be teamed, guided by a preconception that creates acontext to which he or she can relate the unfamiliar.The learning circle can be described as the dialecticalinterchange of transcendence and appropriation alearning process of tradition. Traditions are operatingat every level, in the disciplines which structure thesubjects, the educational situation itself and in thesituation the student finds him- or herself. Whetherconscious or unconscious of traditions, they are animportant part of our preunderstanding.

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When it comes to the question of whether we arecapable of distancing ourselves from tradition andstudying them critically, there is disagreement betweendifferent schools. On the one side we have the pos-sibility to change and transform our appropriation ofthe cultural heritage. But its authority over the indivi-dual's mind is not to be questioned. On the other sidethere are different critical perspectives. One steptowards a critical approach is to consider interpretingthe traditions as a way of opening up 'new possibleworlds'. In other words, to be critical in the classicalsense, to be able to consider the circumstances as dif-ferent from what they appear to be. The name for thisapproach is usually 'hermeneutics of suspicious', or'deep hermeneutics'. This means being able to be sus-picious of the visible and the edge, with the help ofdeeper structures. There are, for instance, threethinkers in western tradition who have done this, all indifferent fields Freud in the field of psychology,Marx in the field of social science, and Nietzsche inquestioning the base for the whole western culture.This is the first step in a more critical perspective ofinterpretation and understanding. Its point of departureis that modern man is a communicative creature, whosearches for truth thmugh communiaation with others.The individual's consciousness is no longer in focus,but language and conununication is. The next questionis whether every field in society can be a part of inter-pretational knowledge and understanding. If interpre-tation is a linguistic question, as it is considered in thedominating hermeneutical field, a critical approachcould assume that there are extra-linguistic factors dis-torting ideal communication and interpretations. If wethink of material and hegemonic factors, such as eco-nomic status and social class (i.e. power, dominationand labour), should they be interpreted as linguisticfactors?

A CRITICAL APPROACHReturning to the theory described above, brought main-ly from Habermas and critical theory ... When translat-ed into our problem of whether the concept of life-longlearning carries the potential to create an equal anddemocratic education system, a critical approach is ableto tell us not only about the possibilities, but also aboutthe constraints and difficulties. One task is to create anideal and have a vision. There are elaborate and well-established theories in the field of pedagogy and epis-temological thinking, which have been touched upon


here and which could be deepened and used for thispurpose. For example, are there doors open to tran-scend the rift between training and education and howa learning process works best. Another task is to inves-tigate the sociological barriers and historical condi-tions for such an ambition. There are deep traditionsinvolved in every education system, all of which haveto be understood if they are to be transfonned. In theprocess of modernization there other obstacles which,with knowledge, can be analyzed fully, such as thespecialization of expert knowledge, the instrument-alization of knowledge and Man, and the importanceof money and power.

LITERATUREBall, Stephen: Education, Majorism and TheCurriculum of the Dead'Ball, Stephen and Staffan Larsson: The Struggle forDemocratic Education: Equality and Participation inSweden

Bleicher, Josef: Contemporary Hermeneutics:Hermeneutics as Method, Philosophy and C .qeEyennan, Ron and Andrew Jamison: SocialMovements: A Cognitive ApproachGoodson, Ivor F: Studying Curriculum: TowardsaSocial Constructionist PerspectiveHabennas, Jurgen: The Theory of CommunicativeAction

Jonsson, Stefan: The Others: American Wars ofCulture and European RacismLave, Jean and Etienne Wenger: Situated Learning:Legitimate Peripheral ParticipationParinger, William: The Paradox of Liberal ReformPolanyi: Tacit KnowledgeRicoeur, Paul: Hermeneutics in the Human SciencesShipman, MD: Education and ModernisationTitinus, Colin J: Life-long Education for Adults, AnInternational Handbook

QUESTIONS AND DISCUSSIONWhat's our alternative to being caught in human

capital thinking? We use both here.

Bernt Gustavsson: Education systems around theworld mingle both. Recurrent education at onestage meant equality, but equality has now gonefrom recurrent education. You need to definewhat you mean by life-long learning when youuse it. The broader humanist approach is moreuseful for education. Wily do Sweden, Japan andthe United States have the highest productivity?People say it is because they have very broadeducation systems.

What approach to life-long learning is carried inthe COSATU proposals?

Bernt Gustavsson: It is an integrative concept.

Is it based on human capital or humanism?

Bernt Gustavsson: In the COSATU proposals, theterm 'life-long learning' seems to be used in ahuman capital context. The integration of educa-tion and training to develop human resourcepotential is seen in a human capital framework.

Bernt Gustavsson: It is not so much values butmore of an analytical approach to see whatforces are working in society. They all mingle inreality. In analysis you make the differencessharper. I position myself in the humanist tradition.I'm committed to popular education for humanistreasons, not for human capital reasons.

We have invested in a hurnan capital discourserecently. Do you think it's possible to borrow bitsof the discourse of human capital, for example,the term 'competencies', or is this contradictory?

Bernt Gustavsson: There are contradictions andpossibilities. Competence means something verynarrow. Education is for human development, cre-ativity, language. The human being is not just aneconomic creature this is too reductive.

REFLECTIONS ON THE DAY

MS ZELDA GROENER

Ms Opener, from CACE, gave her reflections on theday. She had two questions and one comment.

Firstly, where are we at and where have we comefrom? We are emerging from a phase where the demo-cratic movement has developed policy options, etc.,for a new government for a democratic socialistsociety, in opposition to the apartheid government. Weare now in a new phase of policy development, withthe new government apparently not taking on thesepolicies. The contestation over future policies for adulteducation and training continues.

Secondly, what directions are emerging? TheCOSATU proposals on education and training havebeen dominant. They emerged in the context of theunions' struggle for socialism. Has this struggle beenabandoned? The ANC has built its proposals on theCOSATU proposals, but has linked them to demo-cracy. Education and training are being driven towardsa market-driven education and training model.

Thirdly, we need to debate these issues. One of theproblems has been the range of political issues whichextend beyond the educational sphere.

MR KEITH JACKSON

Mr Jackson, from Fircroft College in England, spokenext. He said the debates had had a breadth about themthat was encouraging. He touched on three points:

1. The interaction between the discussion on econo-mics and politics and that of professional methods andpractice is not clear. It is not clear where the politicalissues articulate with the practice. What has beengained and lost in the stages of policy formulation?There have been gains around the delivery of servicein terms of a market model, but political and socialdirection have been lost.

2. Policy and implementatidn. Both are problematic inthis case. They are prescriptions. Are we still policymaking, but now in a new mode? Implementation ispolicy when it is on new ground. The dangers of rapidimplementation are that people tend to use existingstructures and reinforce existing inequalities. The mostorganised sector in the move for integration is theorganised labour market, which is a minority of thepopulation at large.

3. There are real possibilities in integrating educationand training. The USWE definition of outcomes andthe affective, cognitive and practical aspects areapplicable to education and training within the RDP.The process-based model for new curriculum develop-ment may be useful for the NQF which is an area fordeveloping and contesting that process.

The process of implementation or new policy makingmay be an arena for new political strategy.

3 5



There is a notion that outcomes could be a wayof forming a common language for education andtraining. Could it?

Keith Jackson: If outcomes are clearly defined,they could be, although competencies are moredifficult. People don't just want to enjoy them-selves, they want outcomes that relate to theirneeds. Outcomes within the RDP can be seenas people needing to be able to communicate

effectively as part of civil society, and that is whateducation and training is all about.

Response from the floor: The language of out-comes carries such baggage that many of us dis-agree. However, if we can reach new interpreta-tions, we can make an international contribution.

Response from the floor: There is great concern thatthe field of adult education is being market-driven.

wi0

Participants reflect on the day's debates

SUMMARY OF KEY ISSUESFROM THE FIRST DAY

PROFESSOR SHIRLEY WALTERS

Yesterday we spoke about our context and themetaphor of a poker game was used. It was said thatwe are now playing with real money and real power,and difficulties are manifesting. It was said that weneed to shift from: 'What should we do?' to 'What canwe do?' and 'What is?'

In terms of our vision we asked whether we have lostour way. What are the competing visions? Can theNQF provide a vision? Is it a place to struggle over?

During the day Keith Jackson had identified two setsof issues:

Firstly, how do we struggle simultaneously forredress and economic growth?

Secondly, professional issues were raised, such as,what do competencies and outcomes mean?

We were warned not to go the technicist route. Weneed to develop our own strategies, to think as activists.

COMPETENCY WE DEMAND

OUTCOMES Peg fine elf

ASSESSMENT

PROFESSIONAL POLITICAL ISSUESISSUES Who govems E &T? Who pays? How much?

Bemt Gustavssm observed our frustration yesterdayand he asked about what we expect. Do we imaginethat our proposals will be implemented so soon and soeasily? He usefully reminded us that the split betweentheory and practice goes back centuries, and it mani-fests now on the shop floor.

Jeanne Gamble, in her presentation, showed that inSouth Africa, people in education and training hadn'tspoken to each other until 1993, which illustrates thedepth of the division between the two.

In terms of financing and structuring, the isFue ofidentifying 'training' came out. We heard from PapieMoloto that the Ministry of Labour has only R300-million for training, while formal education has R24-billion. So what are we talking about when we think ofintegration? Where is training? What is to be integratedwith what?

tIiiiilAse)

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WORKSHOP ON INTEGRA7INGADULT EDUCATION AND TRAININGChairperson: Sam Isaacs, Centre for Continuing Education (CCE), Peninsula Technikon

MS ADRIENNE BIRD

Adrienne Bird, from the National Union of Metal-workers of South Africa, opened the workshop by say-ing that the colloquium was timely and that they werehappy to be able to use the participants as 'guinea pigs'for some ideas they had been considering.

She introduced two colleagues from the NationalTraining Board Working Group No.9, who would helpto run the workshop. They were Tom Campher fromthe Department of Education and Lisa Gordon-Davisfrom the Hospitality Industry Training Board.

She said people had thought that the NQF wouldproduce magic for us. It was supposed to producecourses with credits that would be recognised nation-ally, with each credit being the basis for progression.

The vision was that everyone would finct a place,that there would be life-long learning, that priorlearning would be included and that it would be oneseamless system which would allow multi-modelearning.

The question is: How is it going to do this? The NQFis in danger of becoming all things to all people, agrand vision that loses its meaning.

Some people had felt that current courses should betaken and snipped off to fit into categories. However,some of' the courses currently being run are dated orinadequate. In some cases, for example for adult learn-ers, many courses don't yet exist. Some courses arecompany-specific and don't benefit the workers' stan-dard of living.

But this snipping and layering of courses into theNQF would not improve the quality of education to thelevel we want. We want something that will not re-invent the past and will be profoundly different.

So we started from another angle. We asked: Whatare the characteristics of a good learner? We came upwith the following:

critical thinkingproblem setting and problem solvinghow to work collaboratively respecting differenceswhile maintaining identitieseffective communicationeffective citizenship

and so on.

We decided to call these things learning abilities.If our NQF is to help learners, how can it help to

achieve these learning abilities?The NQFAs very difficult, but someone has to stick

their neck out. A few of us have been working on it in theNational Training Board, so here is our first crack at it

Internationally, people am asking similar questionsabout the abilities and how we list them. But the listneeds to be brought across into the system in terms oflearning competencies.

We came across an interesting place in America, awoman's college run by nuns Alvemo CollegeUniversity. At the heart of their system is the learner.From them we got two new ideas.

1. You can teach learning abilities in a way that can bedescribed in levels of progression. For example,Problem Solving I, Problem Solving IL etc.

2. You can teach learning abilities only through con-tent, not in isolation. The content and the learning abil-ities have to work together.

ME PROCESSAdrienne led the participants through the process thegroup had worked through for setting standards. Sheused overheads which are reproduced here for easierunderstanding. She said that the group then workedwith these ideas in its own context. They looked atinternational lists and came up with their own.

382S_


'The working group identified the following core abilities to be inchided in the approach.

NQF ABILITIES

ABILITY DESCRIPTION

Computation This means the calculating, estimating, organisingand interpreting of arithmetic and/or mathematicalinformation, patterns and relationships.

Analysis Clear and critical thinking based on the appropriatefusion of experience, reason and training. This includesthe locating, collating, organising, analysing, evaluatingand generating of information.

Connective thinking Taking multiple perspectives and articulatinginterconnections between and among diverse opinions,ideas, objects and beliefs on micro and/or macroissues. This includes thinking critically, creatively,reflectively and logically.

Problem solving Using analysis and connective thinking in identifying,describing, defining and redefining a problem.Inquiring, exploring, developing, testing, deciding andimplementing innovative and/or original ideas.

Managing resources and information,

Planning, scheduling, organising resources andinformation within the context of setting, evaluatingand achieving realistic goals.

Using technology identifying, using, maintaining, developing appropriatetechnology and related knowledge and skills.

Communication Being able to create shared understanding throughlistening, speaking, reading, writing and otherappropriate forms of communication. This includesthe seeking, questioning, receiving, clarifying andconveying of ideas, feelings, instructions andinformation.

Social interaction Developing good relationships with others and workingco-operatively to achieve common goals. Participatingin a range of social and cultural settings.

Values, ethics and aesthetic response Being reflective and empathetic in approaching value,ethical and aesthetic issues. This includes cognitive,affective and physical dimensions. Understanding themoral dimensions of decisions and accepting personalaccountability for the consequences of decisions andactions taken in all facets of life.

Effective citizenship Understanding and being sensitive to a variety ofperspectives and experiences in making decisionswithin micro and macro political, economic,environmental and social cOntexts.

37

INTEGRATING ADULT EDUCATION AND TRAIN;NG

We also looked at levels. We needed to write content-free descriptions of abilities at different levels. But theselevels shouldn't be confused with qualifications levels. For example, an adult can function quite well at level five,although there are eight levels.

LEVELS OF CORE ABILITIES

LEVEL COMMUNICATION COMPUTA110N CONNECTIVE THINKING PROBLEM SOLVING

Communicating concreteconcepts in a limitedrange of familiar situations

Basic arithmetic procedures(add, multiply, subtract, divide)in a limited range of familiarsituations.

Use senses and pastexperience in a limitedrange of familiar situations.

Solving problems relatedto a single activity in alimited range of familiarsituations.

2 Communicating concreteconcepts in a moderaterange of familiar situations.

Applying arithmetic proceduresin problem solving in amoderate range of familiarsituations.

Reflection using sensesand past experierce in amoderate range of familiarsituations.

Solving problems relatedto a range of activities ina moderate range offamiliar situations.

3 Communicating concreteand simple abstractconcepts in a significantrange of circumstancesoffering a clear choice ofroutine responses.

Application of mathematicaltechniques in a significantrange of circumstancesoffering a clear choice ofroutine responses.

Evaluation of the what, why,when, who, where and howof particular situations in asignificant range of circum-stanzes offering a clearchoice of routine responses.

Solving problems relatedto a single pfocess in asignificant range ofcircumstances offering adear choice of routineresponses.

4 Communicating concreteand abstract concepts ina significant range offamiliar and unfamiliarcircumstances.

Analysing and organisingtrends of data in a significantrange of familiar andunfamiliar circumstances.

Assess the optimal inter-action and utilisation of theavailable resources in a sig-nificant range of familiar andunfamiliar circumstances.

Solving problems relatedto a range of processes ina significant range offamiliar and unfamiliarcircumstances.

5 Commuricating complexconcrete and abstractconcepts in a wide rangeof specialised areas andcircumstances.

Questioning and interpretingtrends and patterns of datain a wide range of specialisedareas and circumstances.

Appraise the appropriatenessof the processes, modify orterminate them, develop newones and co-ordinate thevarious processes in a widerange ot specialised areasareas and circumstances.

Considering newprocesses required andexisting process notrequired any more in awide range of specialisedareas and circumstances.

6 Communicating complexabstract concepts in awide range of specialisedand changing areas andcircumstances.

Appraising and interpretingtrends and patterns ofunrelated data in a widerange of specialised andchanging areas andcircumstances.

Appraise the appropriatenessof processes in relation towhat is happening in theexternal environment in awide range of specialisedand changing areas andcircumstances.

Development of variousprocesses in relation tothe external environmentin a wide range ofspecialised and changingareas and circumstances.

7 Communicating complexabstract concepts sc as toexercise influence in avariety of situations.

Interpreting trends andpattems of unrelated datain a variety of situations.

Positioning of an area with-in a social context so as toexercise Influence in avariety of situations.

Developing the economic,political, social environ-ment so as to exerciseinfluence in a variety ofsituations.

8 Communicating complexabstract concepts so asto exercise influence in awide range of unpre-dictable siturflons.

Interpreting trends andpatterns of unrelated datain a wide range ofunpredictable situations.

Long-term viability andglobal contribution in awide range of unpredictablesituations.

Influencing the globalsocial, political, economicenvironment in a widerange of unpredictablesituations.

40


We then looked at draft content clusters. These wereslices of knowledge. We looked at ways of doing clus-tering internationally. The draft content clusters are:

1. Human and Social Sciences2. Natural Sciences3. Language and Communication4. Arts and Crafts5. Business and Financial Services (Computing)6. Agriculture (and Renewable Resources)7. Social and Health Services8. Education and Training9. Law and Security10. Utility Services11. Engineering

We then asked: How can we link all this together? Wewant the NQF to deliver the potential for learningexperiences that are identified in specific contexts.This relates to the lived experience of learners.

Looking at the grassroots level we asked severalquestions:The key purpose or abilities centred on this question:

What do we want the learner to know and be able todo? And we wanted to make it as participatory as pos-sible so people could identify the things they wanted.

Therefore, in terms of that:1. What contextual things must a person be able to do?And what are the underpinnings of these things?

2. What general things are needed, like which skillsand which skills in a particular language?

3. What core knowledge is needed?

The questions of contextual, general and core know-ledge govern the debate. The fourth was one of spe-cialisation. It combines content and learning ability.

PROCESS FOR SETTING STANDARDSSTEP 1: 'GRASSROOTS' LEVEL (i.e. ENTERPRISE, INSTITUTION, INDUSTRY etc.)Identification of key purposes and associated abilities

KEY PURPOSE/ABIL:TIES

What should thelearner know andbe able to do?

COMMON/CONTEXT

What contextualknowledge, skillsand abilities are

needed?

SPECIALISATION

What specificapplication knowledge,skills and abilities are

needed?

GENERAL

What languageand mathematical

knowledge, skills andabilities are needed?

CORE/KNOWLEDGE

What underpinningknowledge/theory andabilities are needed?


STEP 2: 'GRASSROOTS' LEVELWrite pmposed standards in agreed format by matching with NQF content and ability grids

QUALIFICATIONS/'JOB' ELEMENTS

General

Context

Core

Specialisation

EXAMPLE

e.g. Language/Communication 2Maths/Computation 2

1R/EffectiveCitizenship 1

Engineering Science/Analysis 2

Hand/Powertools/Using Technology 1

NQF GRID

Level ofcontent andabilities asmeasured

on theNQF Grid

The next step is the integration of content and leaming abilities, which occurs at the national standards bodies. Thesebodies would be crucial as they would write up the outcomes, design the courses and the job descriptions.

STEP 3: NATIONAL STANDARDS BODIESEach 'grassroots' standard should be submitted to the relevant NSB at which all relevant, interested stake-holders are represented

LANGUAGE/ ENGINEERINGCOMMUNICATION NSB (MECHANICAL) NSB

Tertiary/Prof.

ER/TUITB/s

Providers

Dev./RDP

Tertiary/Prof.

ev-

ERfruITB/s

Providers

Dev./RDP

OTHER NSBs

Tertiary/Prof.

ER/TUITB/s

Providers

Dev./RDP

STEP 4: NSBs SUBMIT THEIR PROPOSED STANDARDS TO SAQA

Outcome statements published for public comment by SA0A or the Interim NOF Group

and comment addressed by NSB

42


CASE STU DIESGiven this background the participants were asked toform themselves into groups around three case studies.

One case study was to develop an ABET programmefor a rural group of adult learners with limited access tofood, water, shelter and so on, to enable them to providethese basic necessities for their families. The ABETcourse should be able to be registered on the NQF.

This group was asked to:Define a ke; purpose for the programme, andBrainstorm answers to the two questions: 'What

should learners be able to do at the end of the ABETprogramme?' and What should learners know by theend of the programme?'

The group then had to take one thing a learner shouldbe able to do at the end of the course and answer twoquestions. The first one was: What general knowledgeand skills did you pre-suppose for managing that oneskill? The second was: In terms of this one skill, whichof the following abilities would form an integral partof acquiring that skill?

computationconnective thinkingusing technologysocial interactioneffecthe citizenshipanalysisproblem-solvingcommunicationvalues, ethics and aesthetic responsemanaging resources and infomiation.

41

REPORTS FROM THE GROUPSThe reports included the following issues.

For the group looking at the rural ABET programme,the process began to show how you could bring out thedermed abilities in a learner, irrespective of the contentyou worked through. For this group, all the abilitieswould be required for various skills, from discussionskills to planting crops.

This was not necessarily so for another group wholooked at a programme for fannworkers. They felt thatthe transferability of abilities from a farm setting oftraditional, non-literate knowledge to a setting of hi-tech fanning was not an easy, clear-cut issue. Theypointed out that the terminology of the exercise pre-sented the issues clearer than they were in life. Theysaid that as urban, literate people we were makingseveral assumptions about the way other people knewthings, for example, how many cows they had. Therewere many different ways people could achieve thesame types of knowledge and skills.

Another group, which looked at policy issues, ques-tioned the model being presented in several ways.These included concerns about the concept of learningin the model and that it may be a radical departurefrom current thinking, and the process and legitimacyof the model. A wider set of stakeholders would needto be involved in testing it.

Other concerns were whether it was implementable,that it came from a grouping that was very impatientior integrating ABE and training, and whether themodel furthered the process of integration or allowededucation and training to escape in different directions,while hoping that the national standards bodies wouldhold them together.

43

THE EDUCATION, TRAINING ANDDEVELOPMENT PRACTITIONER (ETDP)

Chairperson: Mr Noel Daniels South African Committee for Higher Education (SACHED).

MR KEITH JACKSON

Mr Jackson, principal of Fircroft College, England,was the first speaker. His first impressions were thatthe concept of the ETDP had considerable potential.He noted that the problem of integrating education andtraining was an international one.

WORKPLACETRAINER

INDUSTRYAND

COMMERCE

COMMUNITY-BASEDORGANISATIONS/NON-GOVERNMENTALORGANISATIONS

TECHNICALGREY COLLEGESAREA AND

ADULT ADULTTECHNIKONSBASIC BASIC

EDUCATION EDUCATIONGREY

OTHER AREA

TECHNICAL SCHOOLS TRAINING

TEACHER-TRAINER

Mr Jackson said that the abo./e diagram had led him toSouth Africa and had given him a "buzz of excitement".He said "international perspective" does not mean whatSouth Africa can learn from elsewhere but rather whatSouth Africa can teach the world. The diagram indicateseducational quining and development practitioners andwhere they function. On the left-hand side is thc techni-cal, the training which leads into industry and com-merce. On the right-hand side are the community-basedorganisations and NGOs who are somehow not con-nected to the rest of the diagram. Why is this so?

Certain groups are impatient about integrationemployers, unions, trainers. In the United Kingdom(UK) over the last 20 years we have had an elongatedversion of what is happening very rapidly here. In theUK, adult education, which is like popular education,and further education which is technical and voca-tional education, developed separately.

DEVELOPMENTS IN ADULT EDUCATIONIn the late 1970s, due to critical issues in the UK, therewere struggles around the welfare state and a socialmovement emerged. This led to the creation of com-munity and popular education in adult educationwhich came from an engagement with a loose socialmovement; a community movement incorporatingwomen, black groupings, etc. There was a genuine ele-ment of struggle. In the late 1960s, students' strugglesfed into this too.

Education underwent creative changes. Adult educa-tion had a changing curriculum and forms of deliveryas it engaged with community organisations and socialmovements. For example, in the late 1970s, a projectcalled 'Second Chance to Leam' re-wrote a working-class history of Liverpool.

Another example is in the literacy movement whichdeveloped into ABE. A journal called Write First TimewaS produced by literacy learners. So learners movedfrom formal literacy texts (like children's books) tousing their own texts, bringing their own experienceand critical thinking to the learning.

Adult education at this point had an uneasy relation-ship with the Thatcher government. This led to amovement towards emphasising access for studentsand the Open College Network. The strengths of theadult education movement were that it was open, flex-ible and it focused on the whole person, the wholesociety and critical thinking. A weakness of the move-ment was its unclear relationship wiith the labourmarket and economy.

A A


In the 1980s there were massive developments in fur-ther education and higher education. It was entirelyvocationally driven. Massive resources were put in toincrease qualifications. Vocational training was upgrad-ed and the National Vocational Qualifications systemwas formed. Its strengths were a focus on outcomes, areal allocation of resources and the possibility of part-nerships. But it touched on the human capital end of thespectrum (using Bemt Gustavsson's terms). Its weak-nesses were linked to a narrow focus on the labourmarket and that different access mutes were formed.

The tendency now is two streams of national qualifi-cations:1. The National Vocational Qualifications (NVQ), and2. The Open College Network (OCN)

So if you get into one or the other, that is where youwill stay. There are debates about this and how it canbe bridged.

In 1993, the Eumpean Union (EU) produced a whitepaper on social policy which pointed to why this is sodangerous.

'There is a high risk that the continued pursuit ofpresent policies will lead ultimately to a 'dual' societyin which wealth creation is primarily in the hands of ahighly qualified labour force, while income is trans-ferred to a growing number of non-active people as abasis for a reasonable level of social justice. Siich asociety would not only become increasingly less cohe-sive, it would also run counter to the need for the max-imum mobilisation of Europe's human resource wealthin order to remain competitive. The alternative wouldbe to seek to create an 'active' society where there is awider distribution of income, achieved by means otherthan simple social security transfers, and in which eachindividual feels able to contribute not only to produc-tion (as part of the search for full employment) but alsovia a more active participation in the development ofsociety as a whole.'

This is an international problem with modem marketeconomies, where you have a core of workers and aperiphery of contract workers and the unemployed.

PROBLEMSThe dAnger is that any qualifications system based onthe employed will further divide the employed fromthe unemployed. If two educational systems reinforcethat divide, it is a dangerous situation.

POSSIBILITIES OF ThE ETDPThe idea is to bring together popular education andtraining. ETDP is a concept at the level of profession-al practice, not just institutions. It is relevant to a

society which inciurics both economic and socialdevelopment as well as human resource developmentin the context of the RDP with education for a civilsociety and the economy.

There is an uneasiness that the NQF is shifting overto an economic focus and not human development. Butthe ETDP creates the opportunity for that merger.

It is possible for outcomes, accreditation, access andso on to include the recognition.of prior learning, non-formal education, formal education and the require-ments of both the labour market and civil society. Thiscan be done according to the learner's position, whichchanges during different life stages.

These interlink with each other and there are many dif-ferent options of movement from one to the other.

Research in Birmingham mapped out a group ofwomen in and out of formal learning, informal learn-ing and jobs, through different levels which built oneach other. Learning processes move from one area toanother in ways you can't predict. For example, some-thing learnt through personal development or by par-ticipating in a community organisation may helpsomeone obtain a job in the labour market.

The ETDP reinforces that process by being in over-lapped positions:

43 . Mr


CIVILSOCIETY

LABOURMARKET

E &T

ERSONALDEVELOPMENT

Three things need to be accepted as part of the process.

1. Purposes of learning could be placed on two axes:

PURPOSE/OBJECTIVES (IN RDP?)

ECONOMICDEVELOPMENT

TRAINING

EDUCATION

DEMOCRACYSOCIAL ANDCULTURAL

DEVELOPMENT

2. Institutional arrangements in such a way:

INSTITUTIONAL ARRANGEMENTS(Location and role of professional and resources)

. TRAINING

STATE

EDUCATION

NONSTATUTARY(civil society,

business)

44

3. Delivery in such a marmer:

DELIVERY/LEARNING ARRANGEMENTS

FORMAL

TRAINING

EDUCATION

NON-FORMAL

For this to happen you need a proper allocation ofresources to all the axes, not just the vocational one.The driving force again will come from social move-ments. To paraphrase RH Tawney:

If you want flowers which are not made of paper andtinsel, you must have flowers, roots and all.

In South Africa at the moment First- and Third-World economies are operating, with uneven develop-ment, and needs in both areas. And contestation istaking place within the formation of the ETDP.

4 6

INTEGRATING.ADULT EDUCATION AND TRAINING

MS LINDA COOPER

Ms Cooper, from the Department of Adult Educationand Extra-Mural Studies, UCT, spoke next. Her inputwas based on co-ordinating the UCT CommunityAdult Education Programme. She said she would talkabout the ETDP as a practitioner model, as developedby the NTB, with representatives from unions,employers and the State. She would explain how theyhad tried to translate it into the curriculum and howthis had helped test the feasibility of the concept

The model sketched by NTB practitioners is linked toa proposal for a generic curriculum.

It proposes a compulsory core curriculum in thedevelopment of practitioners covering three areas: pro-fessional expertise (occupational or subject matter);contextual understanding; and education, training anddevelopment expertise.

It argues that specialisation should be in particular.roles commonly performed by the ETDP, for example,materials development.

It uses an outcome-based model, and this is seen asvery exciting and challenging.

It breaks down some of the traditional hierarchybetween mental and manual work. For example, con-textual understanding should be present at all levels.

It foregrounds the role of the practitioner. For thoseengaged in training people, e.g. community educatorsor workplace trainers, it enables a shift from focusingon their site of practice to outcomes. The kind of spe-cialisation the curriculum should cater for centresaround role clusters in research, design/development,delivery, administration and management.

We've merged two courses into one certificate coursewhere this shift is evidenced: 'Training of Community

Educators' and 'Workplace Trainers'. Before, objec-tives were defined in terms of' sites of practice so wehad to define them in other ways. Also, we had to linkto the roles. We attempted to build a spiral develop-ment including integration of context, understandingand practical skills at all levels. But we had problems.

We found the roles listed here did not link directly tocourses in the ways we had hoped. We need a betterunderstanding of the roles in the curricula.

We also found it difficult, in the complex universitydepartmental setting, to provide subject expertise, e.g.health-care education.

Outcomes can be talked about in very general terms,but can general competencies translate into specificcompetencies in trainees' particular working sites?

It was exciting and frustrating to work with outcomes.A key task will be to develop methods of assessment

On the question of ETDP identity, there are effortsto professionalize the field. The question is: 'Is theETDP an analytical concept or will we identify our-selves by it?'

Also, what will happen when we bring togetherincredibly diverse people with different ideologicalpositions? It might be very productive, it could bedifficult.

We are proposing that 'development' forms thebr ige between the education and training worlds.There are two groups of people who understand boththe world of black working-class experience and thetraining world and can bridge them: shopstewards/trade unionists and ABE practitioners.

We need to do more work towards a better under-standing of who our learners are and how they con-strue their own identities, roles, and the contexts inwhich they work, to see whether our curricula canbe implemented.

47


MR CRISPIN SWART

Mr Swart, from the Centre for Local GovernmentTraining, was the next speaker. He said he saw himselfas a trainer and was facing the problem of creating asystem of local government which is legitimate andmeets the needs of people.

We can change our organisations but we are still veryfar from restructuring the way people think about edu-cation and training. The debate has been to integratethe two paradigms. The main challenge for organisa-tions in South Africa, particularly local government, isto niove away from passive learning in the classroomwith a teacher. People on the non-statutory side illus-trate a far deeper understanding of what restructuringis all about and this proves to me that training can alsohappen outside the classroom.

This is not very comfortable for trainers as theirexpertise is tied up with training packages and presen-tation skills, but organisations now need more thanthis. If you change the role to include more than justrunning a training package it becomes threatening.

.111:IL _

'JO.01*

11111111r

Their performance has been assessed in terms of howmuch training they do not whether people have actu-ally learned. My experience has taught me that peopleoften learn in spite of my input.

We need to be assisted in formalising this concept of'practitioner'. Is this a teacher, a trainer or a synergy ofthe two? What can we do to maximize our resources?There are a lot of resources in organisations which weneed to use to multiply our education. Also, there aretwo categories of peop'e that we can include in theprocess to facilitwo learning for others: line manage-ment/ supervisors, and shopstewards/union officials.

Could we integrate the ETDP with supervisors andshop stewards to address the dire need for educationand training?

In the debate about competencies, outcomes andskills, something is missing. In our context of localgovernment, what is more important is the understand-ing of the environment in which we are living.Teaching hard skills is not enough. We must addressthe context in which we are. This is where shop stew-ards and line management could play a role.

Participants discuss the nelWy coined ETDP

48



We all agree on the need to bring two worldstogether and reject the notion of two tracks whereone has less status. In the interests of compro-mise we have gone more and more over to theeconomic development side to meet industryneeds. Do we need to revisit the debate? Do wewant to go for integration in any other way than onthe basis of a compromise in which we exclude alot of social and democratic development? Or arewe forced to accept an integration within a quali-fications framework, but allowing that there aretwo very different traditions operating. It would bea pity to lose the things that we fought for. How dowe ensure that the voice of weaker sections ofsociety is actively able to engage in this process?

Comment: We can argue that the shift to eco-nomic development is also coming strongly fromthe learners. My own deep belief is in democracy,social and cultural development, but I'm sittingwith the skills and who am I to say 'No' whenothers want them?

Keith Jackson: That's why this ETDP model isexciting. People want both. Zweli Nokhatywa indi-cated that people want both the practical skillsand the broader knowledge. You can teach skillsin a way that also integrates broader knowledge.You could see something at a training level whichwill also educate more generally. People do makeprogress personally and vocationally from learn-ing in other areas. You need resource allocationat both ends.

Linda Cooper: Some of the issues raised by thefirst question relate to huge political forces. If thetechnicist voice is dominating, it is also relatedto a weakness in the organisational sphere. Butwe must resist depoliticising education. We mustmaintain that aspect of education and trainingwork.

Crispin Swart: Where does education stop andwhere does training begin? Will there be separatecurricula for trainers and educators?

Response from the floor: The ETDP concept wascreated for that specific reason. It was felt at thetime that the ETDP was a way of integrating thenotion but was not a melting pot. It would retainsome.of the good things around educators but notcreate amorphous facilitators.

Keith Jackson: The social movement is a driyingforce behind proper integration. The first thingdid in South Africa was to go to a workshop withcivics. The energy and engagement was higherthan I'd expected. I felt the culture of struggle wasnot lost at all. The debate was active and engag-ing. I am reluctant to accept that the NGOs andcommunity-based organisations (CB0s) aren'tbrought in. Employers and industry will movequickly.

Noel Daniels: In summing up this session, thereare questions about what we need to do to max-imise the strength of each sector and how we areactually going to bring practitioners into forumslike this one?

SUMMARY ANDREFLECTIONS

MS ZELDA GROENER

In conversation with people, I've heard that this collo-quium is very timely. Congratulations to the organisers.

I have a concern about process. ibday, all the pre-senters were white, and all the people who participat-ed in debates were white. In terms of the content, therewas not much debate on the wisdom of integratingeducation and training in provision. An integrated sys-tem has become accepted as a point of departure, butthere are concerns about this.

Bemt's paper was very useful in illuminating funda-mental questions regarding an integrated model. Life-long learning could be based on a human capital modelwhich is economically driven, or a humanist model,which is broader.

During the debates, tension was evident between thetwo. How can wr, rescue an integrated system frombecoming technicist and aimed at developing the'Economic Man' and ensure that we have a systemaimed at social development, contributing to democra-cy and fundamentally redressing the racial ald genderinequalities in our society?

DR BERNT GUSTAVSSON

Various tensions have been operating. There was a ten-sion between general education and specialisation,which is the most forceful trend you can find all overthe modem world. What you lose with a vocationalapproach to life-long education are the other featureswhere people are seen as citizens and as individualpersonalities in a context.

The strongest argument I can find is that in thosecountries where you have a general education for thelargest part of the population, you also have the mostsuccessful levelS of productivity.

There was also tension between education as a freeprocess and goal-oriented education. As a free processevery participant has the-opportunity to develop per-sonally, socially and culturally from the point at whichthey are. A free process must be defended both fromthe State and from the market

Elitism was in tension with equality, which happensin any education system, where some people can climbthe ladders. So you need a strong counter movement ofpopular education for those people who haven't gotinto mainstream education. There is tension betweenempty theory and blind practice.

Integration of education and training must be a com-bination of theory and practice. Integration is notcon-structed from the people, or the politicians, but theteachers in their own interests, to defend their ownsubjects. It is very hard to implement policies for cur-ricula. Implementation happens through rules on theone hand and objectives and evaluations on the other.

MR JOE SAMUELS

A key element w' ich runs through the colloquium iscontestation. We need to fight for our different positions.

Areas that have emerged as ones to concentrate on are:We need to defend the integration of ABE and train-

ing in the context of the RDP.We need to find balances, not set one against the

other, for example, children's versus adult's education,formal versus non-formal.

A key area to intervene in is the ministerial one. Butwe need to identify what committees exist, what weneed to get to, what jobs to get through our plans, andwhat strategic thinking is necessary.

We need clear strategies for implementation, for exam-ple, the ABE task-team is an important starting point.

11_


We need to get onto an interministerial task group.Budgets we need to develop and propose an alter-

native financial framework.Legislation we need to know what we want, what

to change.We need to involve the learners and mass-based

organisations, for example AETASA, in this process.

COMMENTS FROM THE FLOORAdult education is part of provincial control. There

are specific circumstances in the Western Cape andNatal. We need to insert our needs in the ministry andthe bureaucrats' thinking.

Our reality is the Western Cape. We were told by ourMinister of Education that she can't deal with thetraining in ABET because it is not part of her portfolio.

The session yesterday afternoon was disconcerting.We don't have a Ministry of Education and Training.Who do we talk to? If the Minister of Labour is notconcerned about it, who is?

If the private sector is given the responsibility forfunding ABET, what kind of training will we have?

The problem with life-long education with a vocationalapproach is that in countries where you have a generaleducation for the majority of the people, you also havethe most successful productivity

The problem with goal-oriented learning is that researchhas shown that you cannot predict where, when and howlearning will be used.

GLOSSARY

ABE Adult Basic Education NEPI National Education PolicyABET Adult Basic Education and Training InvestigationAETASA Adult Education and Training NGO Non-Governmental Organisation

Association of South Africa NICE National Investigation intoANC African National Congress Community EducationCACE Centre for Adult and Continuing NLC National Literacy Co-operation

Education (UWC) NMC National Manpower CommissionCASE Community Agency for Social NQF National Qualifications Framework

Enquiry NTB National Training BoanlCBO Community-Based Organisation NTS National Training StrategyCCE Centre for Continuing Education NUMSA National Union of Metalworkers ofCEPD Centre for Education Policy South Africa

Development NVQ National. Vocational QualificationsCITB Clothing Industry Training Board OCN Open College NetworkCOSATU Congress of South African Trade RDP Reconstruction and Development

Unions ProgrammeCOSATU PRP COSATU Participatory RPL Recognition of Prior Learning

Research Project SACHED South African Committee of HigherDET Department of Education and Training EducationDNE Department of National Education SACTWU South African Clothing and TextileEPU Education Policy Unit Workers UnionERS Education Renewal Strategy SAQA South African QualificationsETDP Education, Training and Development Authority

Practitioner SIDA Swedish International DevelopmentEU European Union Agency

Human Resource Development TITB Transnet Industrial Training Board.HSRC Human Sciences Research Council UDF United Democratic FrontJET Joint Education Trurt USAID United States Agency for InternationalNCBP National Capacity Building Development

Programme USWE Use, Speak and Write EnglishNECC National Education Crisis Committee UWC University of the Western Cape

542

APPENDIX I ,

INTEGRATING ADULT EDUCATION AND TRAINING 21-22 OCTOBER 1994

PROGRAM

FRIDAY, 21 OCTOBER 1994

08:30 09:00Registration

09:00 09:15Opening and Welcome

Prof Nasirna Badsha University of the Western Cape (UWC)

09:15 09:30Introduction and Purpose of Colloquium

Prof Shirley Walters Centre for Adult and Continuing Education (CACE), UWC

09:30 10:30The Changing Policy Development Context

Ms Jeanne Gamble Department of Adult Education and Extra-Mural Studies, University of Cape Town (UCT)Prof Clive Millar Depahment of Adult Education and Extra-Murai Studies, UCT

10:30 11:00TEA

11:00 12:30Views From the Ground

Chairperson: Mr Roy Crowder CACE, UWCMr Zweli Nokhatywa Inthando Yethu Adult Centre, Khayelitsha.

Mr Ralph Alexander South African Clothing and Textile Workers Union (SAC TWU)Mr Peter Riches Clothing Industry Training Board (CITB)Ms Chris Winberg Use, Speak and Write English (USWE)

Mr Victor Weber Proteaville Technical College

12:30 13:30LUNCH

13:30 14:30

a'ssues of Governance and FinancingChairperson: Mr Siven Matslamoney South African Institute for Distance Education (SAIDE)

Mr Papie Moloto Department of LabourMs Judy Favish Centre for Education Policy Development (CEPD)

INTEGRATING ADULT EDUCATICN AND TRAINING

14:30 15:30Life-Long Education: International Perspectives

Chairperson: Ms Mariam Sekati Adult Educators and Trainers Association of South Africa (AETASA)Dr Bemt Gustavsson University of Linkoping, Sweden

15:30 16:00Reflections on the Day

Ms Zelda Groener CACE, UWCMr Keith Jackson Fircroft College, England

SATURDAY, 22 OCTOBER 1994

09:00 09:15Summary of Key Issues from the First Day

Prof Shirley Walters CACE, UWC

09:15 11:00Workshop on Integrating Adult Education and Training

Chairperson: Mr Sam Isaacs Centre for Continuing Education (CCE), Peninsula TechnikonMs Adrienne Bird National Union of Metalworkers of South Africa (NUMSA)

11:00 11:30TEA

ll:3G 13:00Panel Discussion on Education, lraining and Development Practitioners (ETDPs)

Chairperson: Mr Noel Daniels South African Committee of Higher Education (SACHED)Mr Keith Jackson, Fircroft College, England

Ms Linda Cooper Department of Adult Education and Extra-Mural Studies, UCTMr Crispin Swart Centre for Local Government Training

13:00 13:30Summary and Refle :dons

Ms Zelda Groener CACE, UWCDr Bemt Gustavsson University of Linkoping, Sweden

Mr Joe Samuels CACE, UWC

13:30 14:30LUNCH

APPENDIX II

The participants at the colloquium were:

Shirley WaltersCACE, UWC, Private Bag X17, Bellville 7530Tel: (021) 959 2798/9 Fax: (021) 959 2481

Wallace ReedingNUM-Eskom, Eskom, Bellville 7530Tel: (021) 553 2133 x334 Fax: (021) 553 1938

Ci BritzBureau for University and Continuing EducationStellenbosch University, Private Bag X5018,Stellenbosch 7599Tel: (021) 808 3078 Fax: (021) 887 6763E-Mail: [email protected]

Roy CrowderCACE, UWC, Private Bag X17, Bel lville 7530Tel: (021) 959 2798/9 Fax: (021) 959 2481

Liz MackenzieCACE, UWC, Private Bag X17, Bellville 7530Tel: (021) 959 2798/9 Fax: (021) 959 2481

Ralph AlexanderSACTWU, 3 Typhoon Street, Factreton 7405Tel: (021) 705 3730

CA PharoahNUM-Eskom, Eskom, Bellville 7530Tel: (021) 980 3325 Fax: (021) 981 8958

AC KlaasenNUM-Eskom, Eskom, Bellville 7530Tel: (021) 980 3325 Fax: (021) 981 8958

MJ Mayekiso (MP)PO Box 15, Cape Town 8000Tel: (021) 403 3116

Zweli NokhatywaIntando Yethu, F329, Khayelitsha 7784Tel: (021) 361 4345

Gladys RyanEnglish Resource Unit, 301 Berea Centre,Berea Road, Durban 4001Tel: (031) 21 8265/6 Fax: (031) 21 5644

Leslie PitseEskom, PO Box 1091, Johannesburg 2000Tel: (011) 800 2777 Fax: (011) 800 5512

Felicity MeyerEskom, PO Box 2100, Bellville 7530Tel: (021) 915 2380 Fax: (021) 915 2183

Thandi MkhizeSA Breweries, PO Box 833, Durban 4000Tel: (031) 910 1184 Fax: (031) 910 1346

Ray MaleleCBPWP, Private Bag X9490, Pietersburg 0700Tel: (0152) 295 7013 Fax: (0152) 295 7008

Tanya GoldmansAcrwu, PO Box 194, Salt River 7925Tel: (021) 47 4570 Fax: (021) 47 4593

Chris WinbergUSWE, Unit 25, The Waverley, Weymouth Road,Mowbray 7700Tel: 448 7070


Jeanne GambleDept. of Adult Education EMSUniversity of Cape Town, Private BagRondeboSch 7700Tel: (021) 650 3251 Fax: (021) 650 2893

Kevin ThompsonALDPa: (021) 403 3518 Fax: (021) 461 9190

Vincen. DanielsNUM-Eskom, PO Box 2100, Bellville 7530Tel: (021) 915 2249 Fax: (021) 915 2271

Victor WeberProteaville CollegeTel: (021) 24 4380 Fax: (021) 23 2589

Caterina PatelUWC, 7D Pont Du Gard, Cape Town 8001Tel: (021) 439 7343

Judy HarrisDept. Adult Education, University of Cape Town,Private Bag Rondebosch 7700Tel: (021) 650 4088 Fax: (021) 650 2893

Joe SamuelsCACE, University of Western Cape,Private Bag X17, Bellville 7530Tel: (021) 959 2798/9 Fax: (021) 959 2481

Tembile KulatiEducation Policy Unit, University of Western Cape,Private Bag X17, Bellville 7530Tel: (021) 959 2514 Fax: (021) 959 3278E-Mail: [email protected]

Rosemary LuggHSRC. Private Bag X41, Pretoria 0001Tel: (012) 202 2235 Fax: (012) 202 2532E-Mail: [email protected].

Mignonne BreierCACE, University of Western Cape,Private Bag X17, Bellville 7530Tel: (021) 959 3002 Fax: (021) 959 2481

Cecile KotzeBerzicht Off Sales, PO Box 985, Stellenbosch 7599Tel: (021) 883 3525 Fax: (021) 883 3525

Nina BenjaminCAEP, University of Cape Town,Private Bag Rondebosch 7700Tel: (021) 650 4088 Fax: (021) 650 2893E-Mail NBCAEP

Janice McMillanCAEP, University of Cape Town,Private Bag Rondebosch 7700Tel: (021) 650 488 Fax: (021) 650 2893

Kathy WattersCACE, University of Western Cape.Private Bag X17, Bellville 7530Tel: (021) 222 631

Tammy SheferCACE, University of Western Cape,Private Bag X17, Bellville 7530Tel: (021) 959 2798/9 Fax: (021) 959 2481

Helen CampbellSt Francis Adult Education.PO Box 77, Crawfonl 7764Tel: (021) 694 1801 Fax: (021) 694 2458

Salma IsmailCACE, T Tniversity of Western Cape,Private Bag X17, Bellville 7530Tel: (021) 959 2798/9 Fax: (021) 959 2481

Lindy DardaganDakawa, PO Box 733, Grahamstown 6140Tel: (0461) 26335 Fax: (0461) 29733

Jenny Lou ViailArgus, PO Box 56, Cape Town 8001'rel: (021) 488 4218 Fax: (021) 488 4075

Thumeka LugaloGrassroots, 35A Klipfontein Road, Atrilene 7704Tel: (021) 638 3111


John 'TyersTransnet Training BoardPO Box 1283, Joubert Park 2044Tel: (011) 486 0916 Fax: (011) 486 0916

VV HlekoSA Post Office, Box 10000, Pretoria 0001Tel: (012) 421 7559 Fax: (012) 421 7239

Siven MatslamoneySAIDE/EME, Box 31822, Johannesburg 2001Tel: (011) 403 6519 Fax: (011) 403 1841

Martin EvertsESKOM, PO Box 2100, Bellville 7530Tel: (021) 915 2372 Fax: (021) 915 2342

Mariam SekatiFAAE, PO Box 469, Wits 2050Tel: (011) 339 6322 Fax: (011) 339 6886

Mpume NkabindeSA Breweries, PO Box 10, Isando 1600*Tel: (011) 974 2911 Fax: (011) 974 1465

Josie EganSACHED Tmst, 5 Howe Street, Observatory 7925Tel: (021) 448 2729 Fax: (021) 448 2080

Linda CooperCAEP, Univenity of Cape Tnwn, Private BagRondebosch 7700Tel: (021) 659 3999 Fax: (021) 650 2893

Faith i3ooiUSKOK, Stellenbosch 7599Tel: (021) 889 6378

Do If De VriesCape Technikon, PO Box 652, Cape Town 8000Tcl: (021) 460 3980

MH M:rizivraSFW, PO Box 46, Stellenbosch 7599Tel: (021) 808 7606 Fax: (021) 886 4465

Ntombi MakwasaCACE, D130 Monde Crescent, Kayamandi 7600Tel: (021) 889 5697 Fax: (021) 959 2481

John NobleHui, PO Box 476, Paarden Eiland 7420Tel: (021) 511 1335 Fax: (021) 511 1335

Zelda GroenerCACE, 20 Elpark Road, Crawford 7764Tel: (021) 638 4521

Judy FavishCEPD, 3rd Floor, 76 Juta Street, BraamfonteinTel: (011) 403 6131 Fax: (011) 403 1130

Tim MosdellEducation Policy Unit, University of Western Cape,Pthate Bag X17, Be llville 7530Tel: (021) 959 2580 Fax: (021) 959 3278

Desi AngelisPETF, 20 l ow Street, Observatory 7925Tel: (021) L. ,037

David Abral'amsDAG, 101 Lower Main Road, Observatory 7925Tel: (021) 448 7886 Fax: (021) 47 1937

B KoopmanSACHED, 5 Howe Street, Observatory 7925

(021) 448 2729 Fax: (021) 448 2080

A HassanESKOM, 6 Liverpool Road, Wynberg 7800Tel: (021) 761 3761

J HefeleESKOM, 1 Brandon Close, Lotus RiverTei: (021) 706 1346

Anne ShortELRU, 18 Queen Victoria Road, Claremont. 7700Tel: (021) 61 3659 Fax: (021) 61 8238

G BouwerDakawa, Box 733, Grah.arnstown 6140Tel: (0461) 29393 Fa'r: (0461) 29733

AL MaselanaDakawa, Box 733, Grahamstown 6140Tel: (0461) 29393 Fax: (0461) 29733

55 1-;


D Van ZylSokhanya, Box 523, Sanlamhof 7532Tel: (021) 959 2632 Fax: (021) 959 3355

Bev ThayerCACE, University of Western Cape,Private Bag X17, Bellville 7530Tel: (021) 959 2800 Fax: (021) 959 2481

Irene MpolweniGrassroots, 335A Klipfontein Road, batesville 7764Tel: (021) 638 3111

Peter RichesCITB, PO Box 226, Salt River 7925Tel: (021) 448 2471 Fax: (021) 47 9189

Papie MolotoMinister of Labour120 Plein Street, Cape Town 8001Tel: (021) 461 6030

Crispin SwartLGTB, PO Box 2, Bellville 7530Tel: (021) 919 0610 Fax: (021) 919 5430

Elizabeth FullardUSWE, 25 The Waverley, Mowbray 7700Tel: (021) 448 7070

Sr MonicaAdult Education Khayelitsha,PO Box 155, Khayelitsha 7784Tel: (021) 361 1163 Fax: (021) 853 6225

Noel DanielsSACHED Trust,5 Howe Street, Observatory 7784Tel: (021) 448 2729 Fax: (021) 448 2080

Samuel IsaacsCentre for Continuing Education,Peninsula Technikon,PO Box 1906, Bellville 7530Tel: (021) 959 6353 Fax: (021) 959 6107

Lisa Gordon-DavisHITB, Box 1239, Rivonia 2128Tel: 803 6010

5 886

Thomas CampherPrivate Bag X122, Pretoria 0001Tel: (021) 314 6232 Fax: (021) 323 2720

Nobom MashalabaUSWE, Unit 25, The Waverley, Mowbray 7700Tel: (021) 448 7070

Anthea BillyAdvanced Diploma of Adult Education(UCT Student), 9 Civic Road, Lansdowne 7800Tel: (021) 696 8870

Bemt GusstavssonLinkoping UniversityDepartment of Education and PsychologyS-581 83 Linkoping, SwedenTel: 0946 13 28 21 36 Fax: 0946 13 28 21 45

DR GUSTAVSSON is a research associate in adult edu-cation in the Department of Education and Psychologyat the University of Linkoping. He completed his doc-toral studies in the Department of History of Scienceand Ideas at the University of Gothenburg. DrGustavsson has been working within the popular move-ment in Sweden. He visited South Africa in March1994, where he led a seminar series on UnderstandingPopular Education: Theoretical Perspectives. He hasrecently organised a seminar series on InternationalPerspectives on Life-long Learning in Sweden.

Keith JacksonFircroft College of Adult Education1018 Bristol Road, Binningham B29 6LHTel: 0944 21 427 011612845 Fax: 0944 21 471 1503

MR JACKSON is principal of Fircroft College,Birmingham, England. The College has had stronglinks with the trade union movement for over 80 years.It offers a one-year residential access diploma coursefor working-class students. Recently, it has also devel-oped a Centre for Active Citizenship which providesshorter training comes and capacity-building workwith tenant, civic, and women's organisations in theWest Midlands. Mr Jackson brings rich experiences ofworking-class and community adult education, havingpreviously worked for the Liverpool CommunityDevelopment Project and at the Northern College. Hehas published widely.

Participants at the colloquium

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