Group learning in adult basic education and training

M.Ed.Recent literature and current views on group learning in adult education support the idea that an adult classroom, where learner centred methods such as group learning are used, is often very productive and permits a critical approach to knowledge by adults. The purpose of this study was to explore the extent to which group learning group is used in an ABET centre in Tzaneen in the Northern Province. In order to achieve this aim, a qualitative method of data collection was used to determine the possible implications for literacy programmes in South Africa. The empirical data were obtained via observation and was analysed by unitising, categorising and patterning to arrive at the research findings. The following are the main research findings: Currently group learning is not practised effectively in the ABET center of the Northern Province because of the following: The teacher seems not to understand how and why group learning should be implemented. Learners are not exposed to social and interpersonal skills which are important for the functioning of group learning. Group learning was introduced too late in the academic year, which made it difficult for the learners to cope well with the group learning methods. The following are the main implications of the study: There is a need for training teachers to be familiar with the group learning approach and the methods for practising group learning in ABET. Group learning methods would be productive if introduced in the early part of the academic year