Policy formulation and implementation of adult basic education programmes in selected areas of the North West Province from 1978 - 1994

MEd, North-West University, Mafikeng Campus, 1996This study concerns itself with issues relating to policy formulation and implementation with special reference to Adult Basic Education programmes in selected areas of the North West Province from 1978 - 1994. It is assumed in the study that policy formulation and implementation of Adult Education programmes is dependent on a multiplicity of variables. These variables include the following: the extent to which a policy formulated is clear, unambiguous and achievable. The participants in the actual process of policy formulation are crucial as their particular background, experiences determine the nature and focus of the policy, the availability of resources for implementation, the ability to meet cost implications, mechanisms for monitoring the process, the timing of the policy formulation and implementation. The researcher studied the primary sources in the form of departmental policy speeches, documents, publications such as annual reports, circulars, dealing specifically with Adult Basic Education. Interviews were conducted with officials of the Department of Education. Two questionnaires, the first for completion by the organisers for Adult Basic Education as well as the Circuit Education Officer and two inspectors, the second for completion by adult tutors. Finally interviews were conducted with the clients, viz the adult learners. The major findings are that by 1978 trained and experienced adult tutors were not available. Adult tutors had no specialised qualification in adult learning methods, they had been trained for Primary, Secondary or Early Childhood Education. The situation by 1994 has to a large extent improved as some of the adult tutors have qualified for diplomas in Adult Basic Education. While some of the adult tutors were in the employ of the Department of Education by 1978 they were not in their present positions as adult tutors, they have expressed the view however that policy formulation has remained an exercise that is handled from Head Office. Adult tutors have not had a say in the policy formulation. It was found in the study that the Government of the erstwhile Bophuthatswana accepted all the recommendations of the National Education Commission of 1978 but the financial implications were not determined. As a result of a shortage of funds the infrastructure was not provided. To ensure successful implementation of policy resources should be available.Master