Literacy and Adult Basic Education and Training (ABET) in South Africa

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CHAPTER 3 The importance of Outcomes-based and Competence-based Education to ABET

Introduction

A synthesis of information cited from various authors resulted into the establishment of the information requirements as part of the content analysis. The chapter serves also as additional discussion of the information introduced in chapter one of the study (see paragraph 2.2.5 in this regard). Furthermore, literature review helped the researcher to gain further insight into the study and to place the result of the study in a historical perspective. According to Leedy and Ormrod (2001:70) and Latham (2004:106), literature review has numerous benefits which could be highlighted as follows:
· Literature review creates shared quantity and contested nature of content
· It impact on the researcher and research as it can provide the researcher with new ideas and approaches
· Furthermore it can give insight on how others handled methodology issues and sources of data, in the studies similar to your own
· Finally it can help you to interpret the findings correctly.
Different definitions and descriptions of the concepts of content, competency and competencies addressed in literacy programmes as presented by different writers are discussed. Reference is also made to the outcomes-based education (OBE) policy introduced after 1994 and its influence on adult basic education and training (ABET). Since education system in South Africa changed from content-based to OBE it was necessary for the researcher to include this section in the study as it introduces the researcher to the issues that follow. In addition, a report on the investigation into the information needs analysis of the people of Damonsville and Onverwacht including learning programme design in order to assist with the design of suitable literacy programmes is made.

The issue of content: Some general principles of Content-based syllabuses

Content may be described as the subject matter, ideas, skills or substance of what is taught. Content comprises an integral part of curriculum and include academic subjects such as Mathematics, Science, Languages, Social Studies, Creative Art, Business Education and recreational activities such as drama and sports (Nacino- Brown, Desmond and Brown, 1989:25). According to Spady (1993:3) and Kotze (2004:46) content involves knowledge derived from significant problems, and the challenges and opportunities people are likely to face after leaving school. Content in labour practices consists of what students need to know and to understand
about inter-personal relationships, work and resource management, and managing finances in order to be able to work and survive. Content may also refer to academic content or content in terms of cultural themes (Government Communication, 2002:1).
The programme of content-based syllabuses is usually built around chapters, units, blocks, and other segments that have little meaning within the particular occupation (Blank, 1982:5; Killen, 2004:68 and Reddy, 2004:31). Content-based programming places emphasis on covering a curriculum in which teachers teach a predetermined amount of content within each time period (Killen, 2000:7). The content which is taught is linked to a subject-based textbook. Characteristics of this type of programming generally focus on the following: spending a fixed amount of time
studying certain subjects regardless of the volume to be learnt, what the learners knew prior to starting the course, the rate they are able to learn, and what they know at the end (Killen, 2000:7).

Characteristics of Content-based programmes

The following are characteristics of content-based programmes:
· The time frames of the programmes are inflexible.
· The whole programme is examination-driven
.Learning entails parrot-fashion drill and rote learning.
· Syllabuses are content-based and broken down into subjects.
· Rigid adherence to textbooks and worksheets, and thus completely focused on the teacher with the result that the learner perceives the syllabus as rigid and non-negotiable.
· Emphasis is placed on what the teacher hopes to achieve.
· The public at large is not encouraged to comment or contribute to the process of curriculum development.
· The teacher is responsible for the learning of the pupils therefore motivation depends solely on the personality of the teacher (Department of Education, 2002: 5; 1998:20; Naicker, 1999 and Van Etten and Smit, 2005:49).
Rademeyer (2003:13) and Olivier (1998:33), contributes the following to the list of characteristics of content-based education:
· There are only correct or wrong answers.
· Learners acquire knowledge solely in order to obtain a certificate which does not guarantee/mean that he/she is competent.
· Tests and examinations are used exclusively to measure the learners’ progress and performance.
· Teachers are not overloaded.
· Teachers are in control of the class and learners are expected to listen and absorb/understand what is being taught.
· Teachers follow a curriculum that is broken down into a syllabus, a year programme, a quarterly programme and eventually a weekly programme. A section of work is then prepared to be taught to the class.
· The learners’ performance is measured strictly by means of tests in order to ascertain whether they have understood the work. If they fail the test, the lesson will be repeated.
The characteristics of the content-based programmes listed above can best be summarised as programmes that are inflexible, consisting of learning methods that are rigid, which implies the strict adherence to text-books, rote learning and the teacher being the only person who could take decisions.
Learners also rely on paper and pencil tests and each learner’s performance is usually compared to the group norm (Blank, 1982:5; Olivier; 1998:32 and Van Etten and Smit, 2005:49). According to the above, Naicker (1999:93) and Anderson (2005:108), summarises the characteristics of content-based education as inflexible, oppressive and segregated in terms of disability and race. He maintains that content is determined by time (how much time to spend on a specific aspect), calendar (contents to be covered for the term or year) and the passing or failing of examinations.

Instructional methods related to Content-based Education

In this approach, Mckay (2004:151) says, the educator is the man source of information as well as the role model with regard to setting of norms and standards. According to Olivier (1998:30), the teacher determines the learning content and the pace of learning. The method of sharing and imparting information to the learners results in telling and demonstration sessions with the teacher as the focus of activities.
The teacher is in control and learners absorb, interpret, understand and memorise the
content. According to Loubser (1999:2), Bhola, Impara and Buckendahl (2003:24) and Schwillè and Dembèlè (2007:50), the following are the most frequently content-based instruction methods used in content-based education:
· The teaching instruction is teacher-centred whereby the teacher transmits information to the students who are passive learners.
· Teaching style is rote learning without necessarily making sure that learners understand the contents.
· Learners all work at the same pace dictated by the teacher without taking into account the different levels of the learners’ abilities.
· Learning expectations are not explained to learners.
· A single style of teaching is used and this style does not take into account any different styles of learning preferred by learners.
Ono and Ferreire (2010:62) specify that teachers` method of teaching wascharacterised by the, following:
· Teachers were trained to follows rigid patterns and prescribedclassrooms.
· The above mentioned pattern of teaching resulted in passive learning bylearners
· Centralised workshops or programmes were followed
· There was little inclusion of teacher knowledge and realities in theclassrooms.

The characteristics of Content-based learning materials

According to Olivier (1998:39) and Anderson (2005:109), content-based curriculum development was not open to the public which characterised the syllabus as a rigid and non-negotiable.
Typical content-based learning materials would for instance include the following:
· The textbooks are the most important learning material used by both teachers and learners in content-based education and concentrate mainly on presenting the content of the syllabus.
· The arrangement and complexity of the subject matter is in a fixed order that lead to a progressive line in the presentation of content, for example a strict, inflexible grading of material, for example, from simple to difficult.
· Facts have to be revised, especially before tests and examinations (Loubser, 1999:3).
· Blackboards are the main and most important teaching aid, and due to an inadequate infrastructure. Various departments of education supported this approach in the past (Van der Horst and McDonald, 2009:28).
· Worksheets were explained more clearly to the teacher with the result that the teacher perceived the syllabus as rigid and non-negotiable.
· Teachers alone are responsible for motivating the learning process, and for encouraging a love of learning. This in turn places great stress on the emotional reserves of the teachers and what they hope to achieve.

Acknowledgements
Abstract
Declaration
List of figures
List of tables
Chapter 1: Background rationale, problem statement, research question and aim of the investigation
1.1 Introduction
1.2 Research aim
1.3 Research question
1.4 Value of this research
1.5 Limitation of the study
1.6 Research design and methodology applied during the investigation
1.6.1 Research approach applied during the investigation
1.6.2 Information requirement/needs assessment
1.6.3 Content analysis of literacy material
1.7 The theoretical framework underpinning the Investigation
1.7.1 Curriculum design
1.8 Terminology
1.8.1 Clarification of terms and concepts applicable to this study
1.8.2 Abbreviations
1.9 Chapter allocations
1.10 Summary
Chapter 2: Literacy and Adult Basic Education and Training (ABET) in South Africa
2.1 Introduction
2.2 Literacy and Adult Basic Education: Some general principles
2.2.1 The concept “Literacy” in the content of adult education
2.2.2 Adult Basic Education and Training (ABET) in South Africa
2.2.3 Global perspective of ABET in South Africa
2.2.4 Establishment of ABET in South Africa
2.2.4.1 Introduction
2.2.4.2 ABET-its origin to 2010
2.2.5 Decision to move from Content-based Education to Competency-based Education (CBE) as a reflection of change in education policy in general
2.2.6 The relationship between education and training
2.2.7 The inclusion of the concept of Lifelong Learning
2.2.8 Characteristics of ABET
2.2.8.1 Instructional methods associated with ABET
2.2.8.2 Use of learning materials in Adult Basic Education
2.2.8.3 Assessment in Adult Basic Education
2.2.8.4 Disadvantages of Adult Basic Education and Training
2.2.8.5 Advantages of Adult Basic Education and Training
2.9 Summary
Chapter 3: The importance of Outcomes-based and Competence-based Education to ABET
3.1 Introduction
3.2 The issue of content: some general principles of Contentbased syllabuses
3.3 The issues of Competency: some general principles of Competency-based Education and training
3.4 Competency-based Education and Outcomes-based Education
3.5 The issues of outcomes- some general principles of Outcomes-based Education in South Africa
3.6 Introduction into the information needs that can assist with the curriculum design of suitable literacy programmes
3.7 Information needs
3.8 Summary
Chapter 4: Research methods selected to investigate the information needs of Damonsville and Onverwacht communities
4.1 Introduction
4.2 Purpose of investigation and motivation
4.3 Location of study-Communities of Damonsville and Onverwacht
4.4 Methods to research Information needs
4.5 The content validity of the questionnaires
4.6 Summary
Chapter 5: Results and the analysis of the empirical data 
5.1 Introduction
5.2 Background information of respondents
5.3 Main activities of participants and engagement of Damonsville and Onverwacht communities
5.4 Information based on Adult Basic Education and Training Course (ABET)
5.5 The best ways the respondents can learn a new skill by the respondents from Damonsville and Onverwacht who participated in the investigation
5.6 Summary
Chapter 6: Content analysis of existing Afrikaans literacy programmes
6.1 Introduction
6.2 Literacy materials
6.3 Content analysis of the literacy materials
6.4 Discussion of the selected Afrikaans ABET programmes
6.5 Findings of content analysis
6.6 Conclusion
6.7 Summary
Chapter 7: A comparison of findings drawn from the empirical work and the contents of literacy Programmes
7.1 Introduction
7.2 The findings of the general needs derived from the empirical data of communities of Damonsville and Onverwacht
7.3 Findings from the analysis of the literacy programmes
7.4 New themes to serve as the contents of literacy programmes
7.5 Reflection regarding the relevance of content and activities in the 3 programmes as measured against the empirical findings
7.6 Summary
Chapter 8: Learning programme design in the context of the findings of the investigation
8.1 Introduction
8.2 Learning programme development
8.3 Conditions to be met when designing a programme for the adult learners
8.4 Social content of learning
8.5 Aim of concept lesson plan
8.6 Addressing the outcomes of literacy and communication in general
8.7 Examples of concept lesson plans
8.8 A lesson plan based on the information transfer about alcohol and drug abuse
8.9 Summary
Chapter 9: Summaries of chapters, conclusions and recommendations
9.1 Introduction
9.2 Summary of the chapters – A reflection on the contents thereof
9.3 Concluding remarks on addressing the research questions
9.4 Recommendations
10. Bibliography
11. Appendixes
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