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LE3O OPENING CONFERENCE: BACKGROUND INFORMATION

COMPILERS: Vic Webb and Tineke Brunfaut

The purpose of this document is to provide background information on the Colleges for Further Education and Training (organisation, tasks, policies, legislation, etc.) for presenters at the Le3o conference. It is simply a more or less unstructured compilation of facts extracted from various sources. Hopefully, the document contains information which you can use in the preparation of your papers.

Contents

1. Introduction

1.1 Basic features of Le3o1.2 Project organisation1.3 Completed and on-going work1.4 Paper presentations at conferences and seminars

2. Some definitions

Further education and trainingVocational trainingEnglish for Specific Purposes

3. Vocational training in South Africa

3.1 General characterization3.2 Courses and subjects3.3 Demographic profile3.4 Assessment results

4. The sociolinguistics of the Tshwane Metropolitan Region

4.1 General sociolinguistic character4.2 General educational profile in Mamelodi and Atteridgeville in 1998 4.3 Employment status in Mamelodi and Atteridgeville in 1998 4.4 Distribution of occupation in Mamelodi and Atteridgeville in 19984.5 Language use, preferences and opinions in Mamelodi and Atteridgeville in 1998

5. The educational needs of learners in the CFET

6. The vocational needs of learners in CFET

USEFUL REFERENCES1


1. INTRODUCTION

1.1 Basic features of Le3o

The immediate problem Le3o wants to address is the obstructive (non-facilitative) role of language in the training programmes of the Colleges for Further Education and Training (CFET), in particular the use of English as medium of instruction (MoI). (For supporting arguments and data see Webb 2002.)

Le3o is directed at demonstrating on theoretical as well as empirical grounds that the use of an African language as MoI (including being able to write exams in the African language) will lead to more effective education, that is, improved vocational knowledge, understanding and skills

Le3o argues that improved vocational knowledge, understanding and skills will lead to more effective workplace performance and, eventually, to positive economic outcomes. If this happens, the gap between workers who are presently without power and those presently empowered, will diminish

Given that Le3o achieves its empirical goals, it will formulate proposals for the adaptation of existing language-in-education policies, providing, also, associated cost-estimates

1.2 Project organisation

(a) The research will be directed at learners in TWO Pretoria colleges (named A and B)(b) Two groups of learners will be involved in the research: a control group who will receive their training

in English and an experimental group who will be taught through L1(c) Given the crucial role of English in the workplace the experimental group will be given a course on

English for Specific Purposes (ESP) in addition to their normal courses(d) The preparatory phase of the project will be handled in 2002 and 2003, and the empirical phase in

2004. 2005 will be used for project reporting

1.3 Completed and on-going work

Ambrose, M. 2001. A needs analysis of learners in electrical engineering at the CFET. Unpublished manuscript, CentRePoL, University of Pretoria

Brunfaut, T. & Read, J. 2001. Audit of the SA Technical College Context. LAO IV report, Centre for Language and Speech, University of Antwerp & CentRePoL, University of Pretoria, http://www.uia.ua.ac.be/centrum/lao

Brunfaut, T. (On-going.) A language assessment instrument for measuring learners’ proficiency in their primary languages and in English as a second language

Netshitomboni, L. & Webb, V. (On-going.) A survey questionnaire for the construction of a sociolinguistic profile of the learner population of the two colleges involved.

Read, Julia. (Compiler). 1998. The technical college sector: A summary. Unpublished manuscript, CentRePoL, University of Pretoria

Webb, V. & F. Grin. 2000. Research proposal: Language, effective education and economic outcomes (Le3o). Unpublished manuscript, CentRePoL, University of Pretoria

Webb, V. 2002. A survey of the linguistic skills expected by the Department of Education as formulated by the National Qualifications Framework. Unpublished manuscript, CentRePoL, University of Pretoria

Webb, Vic. 2002. English as a second language in South Africa’s tertiary institutions: A case study at the University of Pretoria. World Englishes, Vol 21 (1), 49-61

1.4 Paper presentations at conferences and seminars2


Webb, Vic. 2000. Language, effective vocational training and economic outcomes. UNESCO seminar. Botswana, 5 to 8 December.

Brunfaut, Tineke & Julia Read. 2001. Assessing ESL proficiency. Le3o workshop, University of Pretoria, 26-27 November.

Webb, Vic. 2001a. The African languages as languages of vocational training. 12-14 January, Linguistics Society of Southern Africa, Cape Town.

Webb, Vic. 2001b. Academic literacy and language development (Universitaire Instelling Antwerpen, Antwerp), October

Webb, Vic. 2001c. Language proficiency assessment in vocational training. International Literacy Conference. University of Cape Town. 13-17 November

Brunfaut, Tineke. 2002. Language skills assessment. Department of Afrikaans Spring Seminar, University of Pretoria, 11 October

Webb Vic. 2002a. ESL as language of learning and teaching: Economic genocide? Conference of the English Academy, UP. April

Webb, Vic. 2002b. Problems with language proficiency assessment in vocational training in South Africa. 25-28 May, Toronto, Canada, at the annual conference of the Canadian Association of Applied Linguistics.

Webb, Vic. 2002c. The NQF list of language skills to be developed in Grades 10 to 12. Department of Afrikaans Spring Seminar, University of Pretoria, 11 October

2. SOME DEFINITIONS

(a) Further education and training: “further education and training”: (this) “means all learning and training programmes leading to qualifications from levels 2 to 4 of the National Qualifications Framework as contemplated in the South African Qualifications Authority Act, 1995 (Act No. 58 of 1995), which levels are above general education but below higher education”

(a) Vocational training is understood to refer to “the development of the skills and knowledge required in a particular occupational cluster and be linked to the workplace. However, it should also include generic skills.”

(b) English for Specific Purposes: teaching English “for a clearly utilitarian purpose of which there is no doubt”, for example particular workplaces or particular learning purposes.

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3. VOCATIONAL TRAINING (COLLEGES FOR FURTHER EDUCATION AND TRAINING) IN SA(Information from Read, 1998, Brunfaut & Read, 2001, and Ambrose 2001.)

3.1 General characterization

The Green Paper on Further Education and Training describes FET as follows:

“FET consists of all learning and training programmes from NQF Levels 2 to 4, or the equivalent of Grades 10 to 12 in the school system. It is the band within the NQF which follows directly on GET and precedes HE. Learners enter FET after the completion of the compulsory phase of education at Grade 9 or Level 1 of the NQF.”

The place of FET in the general education system is also described in the following tabular diagram:

NQF level Qualification type where?

Hig

her

Educ

atio

n an

d Tr

aini

ng

8765

Post-doctoral research degrees and doctoratesHigher degrees and professional qualificationsFirst degrees and higher diplomasDiplomas and certificates

University, technikon, college, professional bodies

Furth

er

Educ

atio

n an

d Tr

aini

ng

Further Education and Training Certificate (FETC)

4 (Grade 12)32

National certificates Senior secondary schools, technical colleges and community colleges, private providers and NGOs, training in industry training centres, labour market schemes

Gen

eral

Ed

ucat

ion

and

Trai

ning

General Education and Training Certificate (GETC)

1 (Grade 0 to 9)ABET level 4: Senior phaseABET level 3: Intermediate phaseABET level 2: Foundation phaseABET level 1: Pre-school phase

School, private providers and NGOs, employer training, college, labour market schemes

(a) Colleges for FET provide training from N1 to N6 as well as diploma courses. N1 to N3 is equivalent to Grades 10 to 12, is part of the FET band, and focus on vocational training. N4 to N6 form part of the higher education (HE) band.

(b) Admission to the Colleges for FET is obtained by being 16 years of age and having passed Grade 9 of the GET band (or its equivalent).

(c) In the engineering field one level (e.g. N1) takes a trimester (so that N1 to N3 can be completed in one year). In business studies N1-N3 each take one year, and N4-N6 each take one semester.

(d) Students can exit after N3.(e) Students can obtain a National Intermediate Certificate or a National Senior Certificate if they also pass

two official languages. N6 engineering students can opt to undergo practical training and do the Olifantsfontein Trade Test after which they can receive a national ‘N’ diploma (National Technical Diploma).

(f) The colleges involved in Le3o do not provide courses in languages as subjects (except for business Afrikaans and English)

(g) Vocational training programmes at Colleges for FET provide both theoretical and practical training(h) Staff are said to be either qualified technically, but lacking teaching qualifications, or the other way

around(i) In 1998, 29% of the staff of Colleges of FET had degrees and 66% diplomas. 4% had certificates.

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(j) The majority of students are between 17 and 26 years of age, and fall mainly in the pre-employed category

(k) Stakeholders (employers) have indicated that “skills such as report writing, minute-taking, supervisory management and health and safety need to be taught”

(l) Lecturers report many syllabuses to be “irrelevant”, adding that poetry and comprehension exercises are beyond their students.

3.2 Courses and subjects

ELECTRICAL ENGINEERING

Light Current Instrumentation Heavy CurrentN1 N2 N3 N4 N5 N6 N1 N2 N3 N4 N5 N6 N1 N2 N3 N4 N5 N6

Mathematics x x x x x x x x x x x x x x x x x xIndustrial Electronics x x x x x x x x x x x x x x x x x xEngineering Science x x x x x x x x xLogic Systems x x x xRadio and TV theory x x xInstrument Trade Theory

x x

Electrical Trade Theory

x x x

Electrotechnology xDigital Electronics x x x x x x x x xCommunication Elect.

x x x

Computer Principles x x xControl Systems xIndustrial Instruments

x x x

Electrotechnics x x xFault Finding x x x

MECHANICAL ENGINEERING

Motor mechanic Fitter & Turner BoilermakerN1 N2 N3 N4 N5 N6 N1 N2 N3 N4 N5 N6 N1 N2 N3 N4 N5 N6

Mathematics x x x x x x x x x x x x x x x x x xEngineering Science x x x x x x x x x x x xEngineering Drawing(or Industrial Electr. for motor mechanic)

x x x x x x x x x

Diesel/motor/motor electr. trade theory

x x x

Trade Theory x x xFitting & Machining Theory

x x x

Mechanotechnology x xMechanotechnics x x x x x x x x xMech. Draughting x x xMechanical Drawing and Design

x x x x x x

Power Machines x x x x x xEngineering Physics x x x xStr. and Structures x x x x x xFluid Mechanics x x x x x x

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BUSINESS STUDIES N2 N3 N4-N6 study fields:Business English x x - National Certificate Introductory N4

- Management Assistant- Human Resources Management- Marketing Management- Financial Management(all with Communication, Management Communication or Marketing Communication subjects)

Applied Accounting x xBusiness Practice xComputer Practice & Typing Technique

x

Office Practice xInformation Processing

x

3.3 Demographic profile

Distribution of students by age

-18 18-20 21-24 25-29 30-40 40+College A: trimester 1, 2002 323 1397 1782 392 84 142College A: trimester 2, 2002 282 1439 1748 355 109 126College A: trimester 3, 2002 260 1331 1603 334 118 116College B: Engineering, 2000(incl. workshop)

41 832 1597 402 69 7

College B: Business, 2000 5 169 646 424 87 8

Distribution of students by gender

male femaleCollege A: trimester 1, 2002 3232 888College A: trimester 2, 2002 3184 875College A: trimester 3, 2002 2896 866College B: Engineering, 2000 (incl. workshop)

2228 718

College B Business, 2000 317 1022

Distribution of students by population group

Asian Afr Col Ind WhiteCollege A: trimester 1, 2002 1239 2625 46 8 158College A: trimester 2, 2002 1005 2817 33 11 157College A: trimester 3, 2002 887 2682 39 14 117College B: Engineering, 2000 (incl. workshops)

0 2946 2 0 0

College B: Business, 2000 0 1339 0 0 0

Distribution of students and staff by population group in %

Gauteng, 1998 Black White Coloured & Indian% Staff 20.5 76 3.5% Students 82 15 3

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Language profile of students

College A: trimester 1,

2002

College A: trimester 2,

2002

College A: trimester 3, 2002

College B: Engineering, 2000

(incl. workshop)

College B: Business, 2000

Xhosa 152 149 140 36 13Zulu 137 144 133 252 157N. Sotho 481 542 521 1746 865Sotho 345 406 405 97 31Tsonga 1901 1604 1390 155 68Venda 213 226 234 69 30Swati 55 70 72 101 17Ndebele 118 159 150 273 90Tswana 402 449 419 217 63English 167 153 170 0 4Afrikaans 117 130 102 2 1Other 32 27 26 0 0TOTAL 4120 4059 3762 2948 1339

3.4 Assessment results

Term marks

College A, trimester 2, 2002

N1 N2 N3average mark %

% of students passed

drop-out rate %

average mark %


drop-out rate %

average mark %


drop-out rate %

Mathematics 47 62 19 45 59 10 41 52 9Industrial Electronics

43 58 19 43 59 9 43 61 8

Engineering Science

42 48 18 45 61 10 31 26 10

Logic Systems 46 69 9 44 62 7Radio & Television Theory

39 46 16 45 61 9 37 64 11

Instrument Trade Theory

48 79 7 33 35 0


39 51 18 39 44 10

Electro-technology 35 31 7Engineering drawing

47 65 21 40 58 11 42 59 14

Motor trade theory 37 44 22 40 56 11 51 84 14Fitting and machining theory

46 66 16 43 59 10

Diesel trade theory 35 41 9 37 39 25Mechanotechnology 38 48 6

College B, Engineering studies, trimester 2, 2002

% passed % passed at 80% attendance

N1 66 74N2 65 76

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N3 46 57

College B, trimester 2, 2002

N1 N2 N3pass % written

pass % enrolled

% passed at 80% attendance

pass % written

pass % enrolled


pass % written

pass % enrolled


Mathematics 77 62 87 57 55 65 45 43 66Industrial Electronics

75 72 80 65 61 83 44 43 48

Engineering Science 57 54 51 65 63 75 30 29 35Logic Systems 81 81 91 74 71 77Radio & Television Theory

84 80 84 76 74 77 54 54 54


61 59 67 65 58 87

Electro-technology 49 49 52Engineering drawing

78 74 91 37 36 56 53 53 57

Motor trade theory 61 58 61 56 56 50Fitting and machining theory

75 75 88 88 88 100

Mechanotechnology 50 50 57

4 THE SOCIOLINGUISTICS OF THE TSHWANE METROPOLITAN REGION

The information contained in the following tables was obtained, firstly, from the census of 1996 (which means it is now probably quite outdated), and, secondly, from research work done by Louise Strydom, a D. Litt student in Linguistics at the University of Pretoria, in 1998 in two residential areas in Tshwane: Mamelodi and Atteridgeville. Strydom worked with 150 respondents from each area, and her statistics can therefore also not be regarded as representative of either the two areas or of Tshwane. Both sets of data do, however, have value for Le3o, albeit only as indicators of tendencies, which may still be present.

4.1 General sociolinguistic character

Table 1: L1 speaker distribution in the Tshwane Metropolitan Municipality by language and residential area in 1996 by N and %

Afrik. English N. Sotho Setswana Zulu Tsonga Sesotho NdebelePretoria 343 000 110 000 82 000 33 000 25 000 21 000 18 700 11 000Soshanguve 47 4 5412 5233 1916 2650 0 0Atteridgeville 178 172 41 459 10 320 7363 1870 0 0Mamelodi 9 0 83 931 46 961 24 108 ? 0 0TOTAL 343 234 110 176 212 802 95 512 58 387 25 520 18 7000 11 000

39.21% 12.6% 24.3% 10.9% 6.67% 2.9% 2.1% 1.25%Source: Statistics South Africa 1999 (1996 census)

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Table 2: Distribution of languages in the Tshwane Metropolitan Municipality by race in 1996 (%)

Afr Eng N. Sotho Zulu Tsonga Tswana OtherAsian 3.1 90.6 0.0 0.0 0.0 0.0 6.3Black 0.0 0.0 41.1 13.9 11.4 9.8 23.8Coloured 88.9 7.5 0.0 0.0 0.0 0.0 3.6White 78.9 17.5 0.0 0.0 0.0 0.0 3.6

Source: Statistics South Africa 1999 (1996 census)

Table 3: Home language distribution of 300 respondents in Mamelodi and Atteridgeville in 1998 (%)

N. Sotho Tswana Zulu Ndebele OthersMamelodi 41 13 21 13 13Atteridgeville 39 27 13 3 20“Others” (in decreasing order): Tsonga, Swazi, Venda, Sesotho, Afrikaans, English & Xhosa

Source: Strydom, 2002

4.2 General educational profile in Mamelodi and Atteridgeville in 1998 by %

Table 4: % of level of education by population in the Tshwane Metropolitan Municipality in 1996

None Gr 1-5

6 7 8 9 10 11 12 Gr. 11/12 + dip.

Degree

Asian 19.6 12.1 3.5 4.5 7.8 5.5 12.9 6.7 20.4 3.6 3.4Black 26.7 18.2 5.7 8.1 11.2 6.0 8.6 4.6 9.2 1.3 0.4Coloured 19.8 13.4 3.8 6.0 12.1 10.1 14.8 5.9 10.9 2.3 0.8White 12.1 7.1 1.4 1.6 4.5 3.4 13.4 3.8 31.5 10.3 11.1

Source: Statistics South Africa 1999 (1996 census)

Table 5: Educational levels (300 respondents) in Mamelodi and Atteridgeville in 1998 by %

No education Grade 1 to 7 Grade 8 to 9 Grade 10 to 12

Tertiary

Mamelodi 5 13 14 48 19Atteridgeville 1 9 11 45 33


4.3 Employment status in Mamelodi and Atteridgeville in 1998 by %

Table 6: Employment status (300 respondents) in Mamelodi and Atteridgeville in 1998 by %

Unemployed Learner Full-time

Part-time

Disabled Hsewife Self-employed

Mamelodi 33 21 20 8 9 5 4Atteridgeville 15 39 27 6 5 8 1


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4.4 Distribution of occupation in Mamelodi and Atteridgeville in 1998 by %

Table 7: Distribution by occupation (300 respondents) in Mamelodi and Atteridgeville in 1998 by %

Skilled Services Public service

Profess. Teacher Domest. Nurse Police Inf. sec.

Mamelodi 16 12 12 4 12 12 10 10 10Atteridgeville 26 22 13 17 7 7 4 2 2


4.5 Language use, preferences and opinions in Mamelodi and Atteridgeville in 1998

Table 8: How well respondents in Mamelodi and Atteridgeville understand the following languages as % by self-evaluation (N = 300)

Afr English N. Sotho Tswana Zulu TsongaWELL 46 82 78 62 59 20NOT AT ALL 7 2 6 14 16 53

(Intermediate category, “Little bit”, not included.)Source: Strydom, 2002

Table 9: How well respondents in Mamelodi and Atteridgeville speak the following languages as self-evaluation (N = 300)



Table 10: How well respondents in Mamelodi and Atteridgeville read the following languages as self-evaluation (N = 300)



Table 11: How well respondents in Mamelodi and Atteridgeville write the following languages as self-evaluation (N = 300)



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Table 12: How important it is to study particular languages at school in Mamelodi and Atteridgeville together as %

English N. Sotho Afrikaans Tswana Zulu100 80 63 53 60


Table 13: Language use in Mamelodi and Atteridgeville by domain in %

Family Friends Hospital Shopping ChurchN. Sotho 37 42 37 38 41Tswana 15 14 12 11 16Zulu 16 10 7 9 14English 0 4 21 19 4Multilg 8 13 14 14 9Other AL 19 6 6 6 10


Table 14: Language respondents in Mamelodi and Atteridgeville most like to speak, in %

N. Sotho Zulu Tswana EnglishMamelodi 40 16 11 14Atteridgeville 27 20 21 17


The language most residents in Mamelodi like to read is English (71%), and in Atteridgeville it is also English (80%). The preferred listening language (on the radio and TV) is also English: Mamelodi 55% and Atteridgeville 59%.

Table 15: Preferred MoI in primary school in Mamelodi and Atteridgeville as %

English Eng, Afr and ALs N. Sotho Tswana ZuluMamelodi 20 73 1 0 2Atteridgeville 3 89 3 0 0


Table 16: Preferred MoI in secondary school in Mamelodi and Atteridgeville as %

English Eng, Afr & ALs N. Sotho Tswana ZuluMamelodi 28 70 0 0 0Atteridgeville 12 88 0 0 0


The occupational categories which preferred English as MoI in the primary school in the two residential areas were as follows: teachers 33%, professional people 30% and domestic workers 22%. In the case of the secondary school the order was: professional people 50%, teachers 33% and domestic workers 33%.

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Table 17: Languages perceived to certainly increase employment opportunities in Mamelodi and Atteridgeville together as %

English Afrikaans N. Sotho Zulu Tswana94 74 49 41 38

Source: Strydom 2002: 168

5 THE EDUCATIONAL NEEDS OF LEARNERS IN THE CFET(Extracted from Brunfaut & Read; Ambrose, 2001.)

(a) Bloom’s 6 categories for the cognitive domain: knowledge, comprehension, application, analysis, synthesis and evaluation

(b) Educational tasks learners need to perform: define, name, state, give, describe, explain, calculate, determine, draw, make a labelled sketch, show, refer

(c) Learning words: symbols, terms, types, methods, characteristics, features, components, (dis)advantages, purpose, principles, values, differences, formula

(d) Technological skills: word processing, spread sheets, database, graphics, CD-rom referencing, internet, intranet communication, e-mail (chatting on the e-mail, developing mailing lists)

(e) Read and write/produce

6 THE VOCATIONAL NEEDS OF LEARNERS IN CFET(Extracted from Ambrose, 2001.)

(a) Read and write/produce texts: reports, write detailed accident reports, describe procedures, fill in log books, reports on faulty instruments/apparatus, take notes at seminars, time-sheets, memos, daily reports, complaints, technical manuals, read drawings, tables, graphs, maps, instructional texts, bookkeeping journal entries, figures, diagrams, read contracts, read documents relating to working conditions (pensions, labour relations), conduct meetings (compile agenda, write minutes),

(b) Handle job interviews, apply for a job, construct a CV(c) Communicate with people (colleagues – superiors, subordinates; clients) who speak different English

accents

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