Outcomes-based education and training in adult basic education and training

M.Ed.Democratic South Africa finds itself involved in the policies and economics of the twentieth century world while it has inherited a legacy of myriad of illiterate adults, whose potential contribution to the economy is limited as a result of their lack of formal training. Nor can liberty and democracy flourish under such conditions. Adult education was low on the past state agenda and the traditional state literacy courses, which paralleled formal schooling had no link between education and real-life performance roles. Within the new constitutional framework, the state has prioritised the redress of apartheid inequities. A range of new legislation provides access for all South Africans to basic education and training provision, and establishes an outcomes-based education and training (OBET) system. Adult Basic Education and Training (ABET) is on the National Agenda and a Policy and a Multi-Year Plan (IMP) has been launched to redress the imbalances of the past. An OBET curriculum is currently being implemented formally at grade one level in the schools. An adult learner-centred OBET curriculum is envisaged to be implemented at ABET centres (ABETCs) by the year 2000. OBET requires that ABETCs be organised to enable adult learners to engage in intellectually stimulating learning experiences in which they can construct understanding of knowledge, skills, values and attitudes needed in the classroom and in real life. In the light of the above preamble, the central problem of the study is twofold, and explores the type of. • knowledge, skills, values and attitudes that ABET practitioners (ABETPs) need to be equipped with to transform teaching and learning in a way that it benefits and equips adult learners with the skills, knowledge and qualities needed to be successful in the learning situation and in the world of work; and • practitioner development programmes (PDPs) that will assist ABETPs to experience the epistemology underlying OBET so that they are empowered to implement OBET successfully in ABET practice. The primary aims of this study are to highlight, first, the underlying knowledge, skills and qualities that ABETPs need to transform teaching and learning at ABETCs by implementing OBET successfully in ABET practice. Second, to suggest guidelines to PDPs that would afford ABETPs the opportunity of understanding the epistemology of OBET by experiencing the basic tenets of OBET so that they begin to engage in creative and reflective practice. The research method of this study incorporates a study of literature, policy documents and media publications pertaining to ABET and OBE(T) in South Africa and internationally. A historical overview is presented aimed at outlining the shift from adult literacy to the present notion of ABET. Next, OBET as the vision for the fundamental transformation of education in SA is discussed in the light of the link between ABET and the background of the National Qualifications Framework (NQF). OBET envisions self-directed and responsible learners, independent, creative and critical problem solvers who are able to work and communicate effectively within a group context. Thus, it is argued that if ABETPs are supposed to facilitate such skills in their learners, it is imperative PDPs equip them with knowledge, skills and qualities to ensure simultaneous development of individual practitioners and organisational changes to effect ET reforms, so that successful and meaningful learning is facilitated for adult learners. I argue in the study that in order for ABETPs to approach their instructional practice creatively, reflectively, and hence effectively, they need to develop a deep epistemological understanding of the principles and concepts underlying OBET. Furthermore, ABETPs need to experience OBET in constructivist learning situations as dialogic-cooperative learning experiences, which will engender self-sustaining, generative change among practitioners. However, it is argued that if PDPs are to generate systemic and systematic change at ABETCs they must be rigorous and ongoing as opposed to one day workshops that have no bearing on preceding or subsequent PDPs