EMPLOYER GUIDE TO ADULT BASIC EDUCATION & TRAINING ... · Financial Services. Organisations whose core business functions relate to investment, administering financial markets, security

25806 Fasset (Converted)-1 3/3/05 9:02 AM Page 1

C M Y CM MY CY CMY K

PO Box 6801, Cresta, 2118. Block A, Third Floor,Eva Office Park, Cnr Beyers Naudé Drive& Judges Avenue, Blackheath, Randburg.Call Centre: 086 101 0001Tel: (011) 476-8570, Fax: (011) 476-5756E-mail: [email protected]: www.fasset.org.za

E M P L O Y E R G U I D E T O A D U L T B A S I CE D U C A T I O N & T R A I N I N G I M P L E M E N T A T I O N

I N T H E W O R K P L A C E



3 Statistics

3 Fasset, ABET & the purpose of this brochure

5 What is ABET

6 Changes in our system of education

7 What the NQF looks like

9 Changes in our labour dispensation

9 Level/s of ABET

10 What is the outcome of ABET?

11 Types of ABET interventions

13 How ABET is delivered

15 Factors to consider when choosing an ABETintervention

16 Assessment of the learner

16 Benefits of ABET

18 Finding an ABET provider

21 Cost implications of ABET

24 How do I start the process of implementing ABET?

25 Conclusion

26 Table of Acronyms

CONTENTSTABLE OF ACRONYMS

ABET Adult Basic Education and TrainingDoE Department of EducationDoL Department of LabourFET Further Education & TrainingGETC General Education & Training CertificateHET Higher Education & TrainingIEB Independence Education BoardLA Learning AreaNGO Non-governmental OrganisationsNQF National Qualifications FrameworkNSDS National Skills Development StrategyPALC Public Adult Learning CentreRPL Recognition of Prior LearningSANLI South Africa National Literacy campaignSAQA South African Qualifications AuthoritySARS South African Revenue ServiceSDA Skills Development Act of 1998SDL Skills Development LevySMME Small, Medium, Micro EnterprisesSSP Sector Skills PlanWSP Workplace Skills PlanWSPIG Workplace Skills Plan Implementation Grant

FOOTNOTES

1 SAFIKA! Summer 1997

January 2003

26



For a successful ABET intervention it is imperative to have the “buy-in” ofall affected parties and role-players.

It will not be beneficial to impose an ABET programme onto staff. Learnersand managers must be informed of the goals and structure of the programme,of what their responsibilities are and managers must give the programmecomplete support. Learners must feel that the learning environment is safeand supportive.

Managers must be sensitive. Not every person wants to make the commitmentto becoming educated. Some are afraid of looking foolish or of failing. Thesupport of key people who speak the employees’ language is needed tointroduce the idea of education and to motivate and encourage learnersthroughout the process.

... Johanna’s employer enrolled her in an ABET class 4 months ago. Part

of the training Johanna receives is basic financial life skills, including banking

and ATM procedures. She is already beginning to understand her payslip

and its implications and is finding it easier to budget each month. She is

feeling progressively more empowered and is looking forward to the day

when she is sufficiently literate and numerate to help her 12 year old niece

complete her homework.

CONCLUSION

support

25

Johanna, 49 years old, has been serving tea at XYZ Auditors for the past

21 years. In the past she was paid weekly in cash. Her employer changed

the payroll system 6 months ago so that Johanna’s salary is now paid

monthly by direct deposit into a bank account. Johanna has little formal

education. She struggles to read and to understand her payslip, which

reflects ordinary tax and other legal deductions and she has no knowledge

of banking procedures and systems ...

ABET IS A FUNDAMENTAL HUMAN RIGHT!

“Everyone has a right to a basic education, including adult basiceducation...” (Clause 29(1) (a) The Constitution of Republic of SouthAfrica Act 108 of 1996)

2



According to the 1996 General Population Census, the figures relating to basiceducation levels and literacy of South African adults are the following :

Total number of adults in South Africa (age 15 and over) 26,3 million (100%)Number of adults with less than Grade 9/Std 7 education 13,2 million (50%)Number of adults with no schooling 4,2 million (16%)

These statistics indicate that ABET is an area of significant concern in our countryas the percentage of functional illiteracy is high.

Fasset is the Seta for Finance, Accounting, Management Consulting and OtherFinancial Services. Organisations whose core business functions relate to investment,administering financial markets, security dealing activities, tax, asset portfoliomanagement, company secretarial services, accounting, bookkeeping, auditing orbusiness and management consulting fall under the sector to which Fasset relates.SARS and Departments of State Expenditure and Finance are also registeredwith Fasset.

Fasset has identified ABET as a sector skills priority. This means that Fasset iscommitted to ensuring that the organisations paying SDL to Fasset are encouragedto implement ABET in their workplaces.

The Management Board of Fasset determines the areas of strategic importance forthe sector. Using information from the WSP, WSPIG, the SSP for Fasset, and otherresearch that may be conducted from time to time, areas of strategic importanceare decided upon. In addition to this background research and information, theNSDS, coordinated by the DoL, guides the development of strategic areas withinthe sector.

STATISTICS

3

guidance

FASSET, ABET & THE PURPOSE OF THIS BROCHURE

If your organisation identifies a need to provide ABET training to one ormore employees but you feel uncertain of how to begin, feel deterred bythe potential cost implications or you are overwhelmed by the prospect ofimplementing and managing the process effectively, then consider thefollowing useful, guideline steps :

• Establish a forum to discuss the prospect of ABET• Conduct a needs analysis• Ask various ABET providers to make presentations on ABET in the

workplace to the committee• Discuss and weigh up the various options and make a decision on the

appropriate intervention, method of delivery and service provider• Develop an ABET policy• Create awareness of ABET for employees and other stakeholders. This

is to promote the training, to dispel any misconceptions of ABET and toallow for questions and answers that may otherwise prevent the learnerfrom attending

• Arrange assessment of learners (to establish levels of ABET required)• Schedule timetable for lessons (in or outside working hours)

The above steps should be taken in consultation with all parties (includingmanagement and employees).

HOW DO I START THE PROCESS OF IMPLEMENTING ABET?

achieve24



The costs outlined above are guidelines only. Costs will vary due to manyfactors and may be negotiated depending on organisation needs.

Note: To acquire a GETC certificate learners need to achieve competencyin 8 learning areas. An ABET curriculum comprises learning areas from 3main categories :

(1) fundamental (numeracy and literacy)(2) core (human and social sciences, life orientation etc)(3) elective (eg SMME orientation, agriculture, tourism, etc). The time

required for a learner to complete a learning area will depend on several factors, including the time dedicated to ABET training, the learner’s ability and his/her prior learning

training

23 4

Research shows that whereas approximately 3% of employees in theFasset sector do not possess basic education and training, only a verysmall percentage of employers in the Fasset sector provide ABET for theirstaff. The following factors contribute to this low percentage of ABETimplementation in the Fasset sector :

• General confusion about exactly what ABET is• Employers in the Fasset sector do not know that ABET is a sector

skills priority• A general feeling that low education levels and illiteracy are not

problems specific to the Fasset sector• Many employers in the Fasset sector do not feel that ABET adds any

real value to their business• A lack of knowledge and resources in organisations to source and

implement appropriate, cost effective ABET interventions• Most employers registered under Fasset are SMMEs, ie less than

50 employees, having few employees who require ABET

This brochure is intended to provide practical guidance to organisations,including SMMEs, in the Fasset sector surrounding ABET and itsimplementation. Fasset is committed to ensuring that myths and any confusionsurrounding ABET are addressed and hope that employees requiring ABETin the Fasset sector are able to receive it.

purpose



5

WHAT IS ABET?

ABET is an acronym for Adult Basic Education and Training.

ABET refers to education and training for people aged 15 and over whoare not engaged in formal schooling or higher education and/or whohave an education level of less than Grade 9 (Standard 7).

ABET covers more than literacy and numeracy. It includes basic life skills,attitudes and behaviours needed for effective functioning in society (oftenreferred to as functional literacy), and forms the basis for life-long learningand development. ABET includes education and training that will supportopportunities for social transformation, income generation, access tonationally recognised certificates and real improvement in the adult'squality of life.

The term needs to be understood in the light of the sweeping changes thathave occurred over the past few years in South Africa's education andlabour systems.

• If computer-assisted ABET is used and an external facilitator is used thefee should be in the region of R1800-00 per learner per learning area(this fee may be reduced if a facilitator from within the employer organisation conducts the training)

• If a private service provider is used for face-to-face facilitation, the fee, although varying from level to level (of ABET), should be in the region of R1500-00 - R2000-00 per learner per learning area (subject)

• It should be noted that an ABET provider’s fee will usually include a costfor course material, a training cost and a cost for assessment (both assessing the learner’s level at the beginning of the programme andassessing his/her competence at the end). The ABET provider may quotea comprehensive fee

• Course fees for a diploma or advanced certificate at a university to become an ABET trainer (if the organisation elects the “train-the trainer”option) range from approximately R3200-00 to R5700-00 per year, depending on the type of course

• Distance learning courses are approximately R1500-00 per year. Manyprivate providers also offer short “train-the trainer” courses and usuallycharge a fee per group of educators attending the course

training

22



The following factors will affect the cost of implementing ABET :

Where ABET is conducted

Will training be conducted in the workplace exclusively for employees ofthe organisation, or, will employees attend ABET classes, possibly withemployees from other organisations and other learners?

Who conducts the training

Will ABET be conducted by a member or employee of the organisation,who will need to be qualified to train in ABET or will ABET be conductedby an external ABET provider?

How ABET is delivered

Will ABET take the form of face-to-face facilitation or will computer assistedABET be sought and/or will other ABET support aids be used?

When ABET is delivered

Will ABET be implemented during or outside of working hours?

Whether ABET will be standard or customised to suit the needs ofthe particular organisation

Many ABET providers conduct organisation needs analyses and will assist in the formulation of ABET policies and the development of ”tailored“ABET material and programmes, specific to an organisation’s needs.

The costs of implementing ABET will naturally vary, depending on the type of intervention used, the mechanism of delivery and the fees of theparticular ABET provider.

The following may be used as a broad guideline as at 2003 :

• If the ABET learner attends an Adult Learning Centre which is largely donor-funded, then the cost of ABET could be as little as R200-00 perlearner per year for two learning areas. Unfortunately, due to shortagesin donor funding and pressures on NGOs to become more self-sufficient,this highly subsidised fee may change in due course

COST IMPLICATIONS OF ABET

sources21 6

education

Our education system has undergone major changes since 1995. TheDoE, recognising that the “old” system of education in South Africa nolonger suited the needs of a post-apartheid South Africa, initiated legislation(SAQA Act 58/1995) that introduced a “new” education framework,called the NQF.

The NQF identifies 8 education and training qualification levels in SouthAfrica, level 1 being the lowest and level 8 being the highest on the NQF.A person who does not have the equivalent of nine years schooling (Grade7 / Standard 9) requires ABET in order to be placed at level 1 on theNQF. The level of ABET required depends on the schooling equivalencethat the person currently possesses. The table below indicates there are4 levels of ABET, each level corresponds to number of years schooling.A person moves up each level of ABET as they acquire the required skillsand competencies at each level.

CHANGES IN OUR SYSTEM OF EDUCATION



7

WHAT THE NQF LOOKS LIKE

GRADE NQF LEVEL BAND

HIGHER EDU

8

7

6

5

HETC

FURTHER EDU

4

FETC3

2

12 (STD 10)

11 (STD 9)

10 (STD 8)

GENERAL EDUCATIO

7-9

4-6

0-31 GETC

8

schoolingTYPES OF QUALIFICATIONS & CERTIFICATES

UCATION & TRAINING

Degrees, (including 1st degrees, Honours, Masters and Doctorates)Diplomas (including National Diplomas and Higher Diplomas) andNational Certificates

UCATION & TRAINING

ON & TRAINING CERTIFICATE

Schools, Trade Certificates (N3, NTCIII)

Schools, Trade Certificates (N2, NTCII)

Schools, Trade Certificates (N1, NTCI)

Equivalent to nine years schooling

Equivalent to seven years schooling

Equivalent to five years schooling

Equivalent to three years schooling

ABET Level 4

ABET Level 3

ABET Level 2

ABET Level 1



9

learning

CHANGES IN OUR LABOUR DISPENSATION

There are 4 levels of ABET. The level/s of ABET instruction required in theworkplace depends on the equivalent years schooling that the affectedemployees have received.

The progression of ABET instruction will depend on the employer’s needsand on the employee’s level of education and training. An abridged orcustomised ABET programme may be appropriate depending on the needsof an organisation.

LEVEL/S OF ABET

18

communication

adaptABET providers arise from diverse sectors of South Africa, including state,business, NGOs, churches and municipalities.

The State :

1. Department of Education• Minister of Education, Prof Kader Asmal, has vowed to “break the back

of illiteracy” in South Africa. In June 2000 he launched SANLI with aview to promoting literacy among adults and youths in the country.

• The DoE is a key provider of ABET. All the provincial departments of education have a unit (usually a sub-directorate) dedicated to adult (or more specifically adult basic) education.

• Actual delivery of ABET takes place at Public Adult Learning Centres (previously known as the ‘night schools’). Classes usually run after-hourson public school premises by part-time teachers.

FINDING AN ABET PROVIDER

With the introduction of the SDA, and the 1% SDL, the workplace is nolonger viewed merely as a place of work but also a place of learning.Employers who plan and implement training for staff may recover a portionof their SDL. Since at least 50% of the adult population of South Africa isfunctionally illiterate, and since ABET (or general education and training)is the foundation of our NQF, employers cannot dismiss the fact thateducation and training in the workplace should begin with ABET, whereappropriate. A primary objective of the DoL is that 70% of all workers inSA have at least NQF level 1 by 2005.



17

BENEFITS FOR EMPLOYEES BENEFITS FOR EMPLOYERS

• Employees acquire vital life skills as thecritical cross-field outcomes are dealt with inan ABET curriculum (eg teamwork, problemsolving, group sensitivity, tolerance of others,safety and environmental issues, etc)

• ABET may be an affirmative action measuretowards employment equity in the workplaceand may be incorporated into theorganisation’s employment equity plan

• Improved communication and articulation(including written communication andproblem solving)

• Educated employees make less work-related errors

• Self-esteem, confidence and feelings of self-worth improve, leading to greater motivation,improved work activity and enhancedcustomer service

• Employer’s may participate in Fasset’sstrategic cash grant, obtaining a refund ofSDL for ABET training

• Employees who have had previous educationhave a chance to improve on their education,which can lead to further qualifications

• There can be proper career planning aseducated employees become candidates forinternal promotions and job advancement

• Employees experience better relationships intheir immediate community and with thebroader community

• Educated employees are more self-sufficientand become better equipped to resolve theirday-to-day problems, which do not becomethe burden of the employer

• Education assists employees in their role asspouse and parent and are able to help theirchildren with homework

• Employees are better equipped to deal withfinancial issues, such as home budgeting,reading and checking payslips, electronicpayments and ATMs

In the light of these benefits, organisations employing staff who lack the equivalent of9 years of schooling (little or no formal education) are advised to consider implementingABET as a training intervention!

• Employers who implement ABET areembracing social responsibility and areassisting to redress the legacy of apartheidand to promote a functionality literate workforce

10

ABET may be implemented with a view to employees acquiring a GeneralEducation & Training Certificate (NQF level 1) or it may be implementedpurely for practical purposes for employees to become functionally literate.An ABET curriculum includes all sorts of life skills, such as taking telephonemessages, using an ATM, withdrawing and depositing money, homebudgeting, HIV/AIDS awareness and prevention, child care, home nursing,growing vegetables, starting a small business and other information - health,local government, human rights. ABET is the starting point for articulationand movement up the NQF. It should enable an employee to work towardsqualifications and it should support career progression.

WHAT IS THE OUTCOME OF ABET

literate



11

TYPES OF ABET INTERVENTIONS

Most ABET service providers offer one or more of the following types ofinterventions :

1. ABET classes2. ABET programme management3. “Train-the-trainer”4. ABET assessment and recommendations5. Curriculum and material development

1. ABET classes

Here the service provider runs ABET classes which employees from thesame, or different, workplaces may join. The classes are at an agreed venue, which may be at the workplace, in reach of the workplace, or in employees’ home areas.

2. ABET programme management

Here the external ABET service provider manages the ABET programmein the workplace, conducting the training itself and offering support at all levels. This type of intervention may be appropriate for an organisationwith a large workforce and numerous ABET learners.

programme16

BENEFITS OF ABET

Once a learner has completed an ABET level he/she needs to be assessedat that level. At ABET levels 1-3 assessment may be conducted internally.At ABET level 4 (GETC) assessment must be conducted externally. Externalassessment may be conducted in the following ways :

• Department of Education ABET Sub-directorate examination; or• IEB (Independent Education Board) examination; or• Completion of a portfolio of evidence, which is assessed by the DoE or

UNISA

In 1997, John Gomomo, the then President of Cosatu stated :

“It is without doubt that the deficits in this country are brought about becauseof the lack of basic education and technical skills. Our workers haveinadequate levels of the basic educational skills needed to handle newwork systems and technologies ... A solid grounding in reading, writing,maths and communication skills would help the workers not only to learnbut actually how to learn and how to adapt to the changing demands intheir job situation.” 1

ASSESSMENT OF THE LEARNER



15

FACTORS TO CONSIDER WHEN CHOOSING ANABET INTERVENTION

• The ABET intervention must be appropriate to the learners and the organisation. It should encourage and promote the knowledge, skills, attitudes and values that the learners need to display to perform theirjobs.

• The ABET program must be holistic and integrate life skills.• The ABET intervention should foster social, economic and political

participation and transformation. The intervention should support real transformation and must be aimed at improving the learners’ quality of life and getting a better grasp of skills.

• The ABET intervention must be relevant and take into account thepeculiarities of the audience. This means that the intervention must besuited to the learners and the environment in which they function. Forexample, in an all-female ABET class in an accounting firm, you wouldprobably not teach the learners how to inspect a car engine, but basiccomputing skills and financial life skills may be more relevant.

knowledge12

3. “Train-the-trainer”

This option allows a person in the organisation to be trained to becomean ABET trainer so that the organisation may run their own in-houseABET training. The person being trained (usually an employee in theorganisation) is trained in the basic ABET subject/s - mother-tongueliteracy, English and numeracy - so that they may implement ABET inthe workplace. The organisation trainer may be trained to conduct ABETat the various levels in the workplace. Many universities offer diplomasand other accredited qualifications to become an ABET trainer, whichmay be completed by correspondence.

4. ABET assessment and recommendations

The ABET provider will assess employees, determine the levels of ABETinstruction required and make recommendations regarding the mostappropriate intervention.

5. Curriculum and material development

A service provider may develop an ABET curriculum and learningmaterial to suit an organisation’s unique needs. Numerous factors,including, but not limited to, the size of the organisation, the number ofpotential ABET recipients, its geographic location and the needs of theemployer and employees should be considered when choosing an ABETintervention. It is recommended that the decision be made in consultationwith employees and an ABET service provider.

interventions



13 14

ABET may be delivered in various ways :

1. Face-to-face facilitation

ABET classes may be held in the workplace or elsewhere. The actual timetable for classes will be negotiated with the employer and learners.Often classes will run for 2 hours twice a week (during or after workinghours), but this will vary, depending on employer and learner needs. Advantages of this method of delivery are that it promotes interaction and participation. A comfortable learning relationship between facilitatorand learners can be fostered. Learning can be fun as games and groupwork can be used. The rewards for the teacher are almost immediate asthe learners tell stories of what they have been able to do in their lives as a result of the learning. However, this option may be time consumingand requires commitment from all stakeholders.

2. Computer-assisted training

Instead of direct participation from a facilitator, the learner receives ABETinstruction from, and works on, a computer.

There are arguments both for and against computer-assisted ABET :

Proponents of computer-assisted training argue that it introduces learnersto technology, it achieves a high concentration and retention rate inquicker time than classroom-based training and it allows learners towork through the instructions at a pace comfortable to them. It issuited, and cost effective, for organisations with a small number ofABET learners who cannot fill a class of learners nor wish to pay forthe services of a facilitator.

HOW ABET IS DELIVERED

Those against computer-assisted training cite its inability to interact andbuild a relationship with an individual, embrace his/her opinions, viewsand feelings and think critically. Furthermore, writing the symbols of thealphabet may be regarded as the most effective way to experience thedifferences in forms. As an inhuman object, with limited response capabilities,a computer is unable to accept the challenge of teaching people whorequire more than subject matter, but also exposure to life-skills.

3. Other visual and audio aids

There are numerous ABET visual and audio aids (eg videotapes, CDs,posters, news publications and radio and TV programmes). These aidsare effective when used to supplement or enhance an ABET programme.

relationship



13 14

ABET may be delivered in various ways :

1. Face-to-face facilitation

ABET classes may be held in the workplace or elsewhere. The actual timetable for classes will be negotiated with the employer and learners.Often classes will run for 2 hours twice a week (during or after workinghours), but this will vary, depending on employer and learner needs. Advantages of this method of delivery are that it promotes interaction and participation. A comfortable learning relationship between facilitatorand learners can be fostered. Learning can be fun as games and groupwork can be used. The rewards for the teacher are almost immediate asthe learners tell stories of what they have been able to do in their lives as a result of the learning. However, this option may be time consumingand requires commitment from all stakeholders.

2. Computer-assisted training

Instead of direct participation from a facilitator, the learner receives ABETinstruction from, and works on, a computer.

There are arguments both for and against computer-assisted ABET :

Proponents of computer-assisted training argue that it introduces learnersto technology, it achieves a high concentration and retention rate inquicker time than classroom-based training and it allows learners towork through the instructions at a pace comfortable to them. It issuited, and cost effective, for organisations with a small number ofABET learners who cannot fill a class of learners nor wish to pay forthe services of a facilitator.

HOW ABET IS DELIVERED

Those against computer-assisted training cite its inability to interact andbuild a relationship with an individual, embrace his/her opinions, viewsand feelings and think critically. Furthermore, writing the symbols of thealphabet may be regarded as the most effective way to experience thedifferences in forms. As an inhuman object, with limited response capabilities,a computer is unable to accept the challenge of teaching people whorequire more than subject matter, but also exposure to life-skills.

3. Other visual and audio aids

There are numerous ABET visual and audio aids (eg videotapes, CDs,posters, news publications and radio and TV programmes). These aidsare effective when used to supplement or enhance an ABET programme.

relationship



15

FACTORS TO CONSIDER WHEN CHOOSING ANABET INTERVENTION

• The ABET intervention must be appropriate to the learners and the organisation. It should encourage and promote the knowledge, skills, attitudes and values that the learners need to display to perform theirjobs.

• The ABET program must be holistic and integrate life skills.• The ABET intervention should foster social, economic and political

participation and transformation. The intervention should support real transformation and must be aimed at improving the learners’ quality of life and getting a better grasp of skills.

• The ABET intervention must be relevant and take into account thepeculiarities of the audience. This means that the intervention must besuited to the learners and the environment in which they function. Forexample, in an all-female ABET class in an accounting firm, you wouldprobably not teach the learners how to inspect a car engine, but basiccomputing skills and financial life skills may be more relevant.

knowledge12

3. “Train-the-trainer”

This option allows a person in the organisation to be trained to becomean ABET trainer so that the organisation may run their own in-houseABET training. The person being trained (usually an employee in theorganisation) is trained in the basic ABET subject/s - mother-tongueliteracy, English and numeracy - so that they may implement ABET inthe workplace. The organisation trainer may be trained to conduct ABETat the various levels in the workplace. Many universities offer diplomasand other accredited qualifications to become an ABET trainer, whichmay be completed by correspondence.

4. ABET assessment and recommendations

The ABET provider will assess employees, determine the levels of ABETinstruction required and make recommendations regarding the mostappropriate intervention.

5. Curriculum and material development

A service provider may develop an ABET curriculum and learningmaterial to suit an organisation’s unique needs. Numerous factors,including, but not limited to, the size of the organisation, the number ofpotential ABET recipients, its geographic location and the needs of theemployer and employees should be considered when choosing an ABETintervention. It is recommended that the decision be made in consultationwith employees and an ABET service provider.

interventions



11

TYPES OF ABET INTERVENTIONS

Most ABET service providers offer one or more of the following types ofinterventions :

1. ABET classes2. ABET programme management3. “Train-the-trainer”4. ABET assessment and recommendations5. Curriculum and material development

1. ABET classes

Here the service provider runs ABET classes which employees from thesame, or different, workplaces may join. The classes are at an agreed venue, which may be at the workplace, in reach of the workplace, or in employees’ home areas.

2. ABET programme management

Here the external ABET service provider manages the ABET programmein the workplace, conducting the training itself and offering support at all levels. This type of intervention may be appropriate for an organisationwith a large workforce and numerous ABET learners.

programme16

BENEFITS OF ABET

Once a learner has completed an ABET level he/she needs to be assessedat that level. At ABET levels 1-3 assessment may be conducted internally.At ABET level 4 (GETC) assessment must be conducted externally. Externalassessment may be conducted in the following ways :

• Department of Education ABET Sub-directorate examination; or• IEB (Independent Education Board) examination; or• Completion of a portfolio of evidence, which is assessed by the DoE or

UNISA

In 1997, John Gomomo, the then President of Cosatu stated :

“It is without doubt that the deficits in this country are brought about becauseof the lack of basic education and technical skills. Our workers haveinadequate levels of the basic educational skills needed to handle newwork systems and technologies ... A solid grounding in reading, writing,maths and communication skills would help the workers not only to learnbut actually how to learn and how to adapt to the changing demands intheir job situation.” 1

ASSESSMENT OF THE LEARNER



17

BENEFITS FOR EMPLOYEES BENEFITS FOR EMPLOYERS

• Employees acquire vital life skills as thecritical cross-field outcomes are dealt with inan ABET curriculum (eg teamwork, problemsolving, group sensitivity, tolerance of others,safety and environmental issues, etc)

• ABET may be an affirmative action measuretowards employment equity in the workplaceand may be incorporated into theorganisation’s employment equity plan

• Improved communication and articulation(including written communication andproblem solving)

• Educated employees make less work-related errors

• Self-esteem, confidence and feelings of self-worth improve, leading to greater motivation,improved work activity and enhancedcustomer service

• Employer’s may participate in Fasset’sstrategic cash grant, obtaining a refund ofSDL for ABET training

• Employees who have had previous educationhave a chance to improve on their education,which can lead to further qualifications

• There can be proper career planning aseducated employees become candidates forinternal promotions and job advancement

• Employees experience better relationships intheir immediate community and with thebroader community

• Educated employees are more self-sufficientand become better equipped to resolve theirday-to-day problems, which do not becomethe burden of the employer

• Education assists employees in their role asspouse and parent and are able to help theirchildren with homework

• Employees are better equipped to deal withfinancial issues, such as home budgeting,reading and checking payslips, electronicpayments and ATMs

In the light of these benefits, organisations employing staff who lack the equivalent of9 years of schooling (little or no formal education) are advised to consider implementingABET as a training intervention!

• Employers who implement ABET areembracing social responsibility and areassisting to redress the legacy of apartheidand to promote a functionality literate workforce

10

ABET may be implemented with a view to employees acquiring a GeneralEducation & Training Certificate (NQF level 1) or it may be implementedpurely for practical purposes for employees to become functionally literate.An ABET curriculum includes all sorts of life skills, such as taking telephonemessages, using an ATM, withdrawing and depositing money, homebudgeting, HIV/AIDS awareness and prevention, child care, home nursing,growing vegetables, starting a small business and other information - health,local government, human rights. ABET is the starting point for articulationand movement up the NQF. It should enable an employee to work towardsqualifications and it should support career progression.

WHAT IS THE OUTCOME OF ABET

literate



9

learning

CHANGES IN OUR LABOUR DISPENSATION

There are 4 levels of ABET. The level/s of ABET instruction required in theworkplace depends on the equivalent years schooling that the affectedemployees have received.

The progression of ABET instruction will depend on the employer’s needsand on the employee’s level of education and training. An abridged orcustomised ABET programme may be appropriate depending on the needsof an organisation.

LEVEL/S OF ABET

18

communication

adaptABET providers arise from diverse sectors of South Africa, including state,business, NGOs, churches and municipalities.

The State :

1. Department of Education• Minister of Education, Prof Kader Asmal, has vowed to “break the back

of illiteracy” in South Africa. In June 2000 he launched SANLI with aview to promoting literacy among adults and youths in the country.

• The DoE is a key provider of ABET. All the provincial departments of education have a unit (usually a sub-directorate) dedicated to adult (or more specifically adult basic) education.

• Actual delivery of ABET takes place at Public Adult Learning Centres (previously known as the ‘night schools’). Classes usually run after-hourson public school premises by part-time teachers.

FINDING AN ABET PROVIDER

With the introduction of the SDA, and the 1% SDL, the workplace is nolonger viewed merely as a place of work but also a place of learning.Employers who plan and implement training for staff may recover a portionof their SDL. Since at least 50% of the adult population of South Africa isfunctionally illiterate, and since ABET (or general education and training)is the foundation of our NQF, employers cannot dismiss the fact thateducation and training in the workplace should begin with ABET, whereappropriate. A primary objective of the DoL is that 70% of all workers inSA have at least NQF level 1 by 2005.



2. Business :• There are a number of commercial training organisations that provide

ABET.

3. NGOs :• NGOs also provide ABET. Classes are run at workplaces, in schools,

community centres, churches and, in some cases, homes and even garages - anywhere that can house a group of adults who want to learn.

• Notwithstanding severe funding problems experienced in this sector,several NGOs have survived and are excellent sources of ABETprovision (possessing expertise in literacy teaching, methodologyand materials development).

4. Universities, technikons and colleges :• Many universities, colleges and technikons have adult education

departments offering ABET related courses. Most certificates, diplomasand other qualifications on offer are to become an ABET trainer.Employers may call the higher education institutions in their area tofind out about the type of ABET courses offered.

The table below provides a list of sources that may be used to obtain namesand contact details of ABET providers in your area from the various sectorsoutlined above.

communication

19 8

schoolingTYPES OF QUALIFICATIONS & CERTIFICATES

UCATION & TRAINING

Degrees, (including 1st degrees, Honours, Masters and Doctorates)Diplomas (including National Diplomas and Higher Diplomas) andNational Certificates

UCATION & TRAINING

ON & TRAINING CERTIFICATE

Schools, Trade Certificates (N3, NTCIII)

Schools, Trade Certificates (N2, NTCII)

Schools, Trade Certificates (N1, NTCI)

Equivalent to nine years schooling

Equivalent to seven years schooling

Equivalent to five years schooling

Equivalent to three years schooling

ABET Level 4

ABET Level 3

ABET Level 2

ABET Level 1



7

WHAT THE NQF LOOKS LIKE

GRADE NQF LEVEL BAND

HIGHER EDU

8

7

6

5

HETC

FURTHER EDU

4

FETC3

2

12 (STD 10)

11 (STD 9)

10 (STD 8)

GENERAL EDUCATIO

7-9

4-6

0-31 GETC

ABET Sources CONTACT

• The provincial ABET Sub-Directoratesof the DoE

Look at the back of your telephonedirectory for the contact detailsof the National and/orProvincial DoE

• The ETDP Seta has a list of accredited ABET providers

www.etdpseta.org.zaTel : (011) 807 5621Fax : (011) 807 7490E-Mail : [email protected]

• UMALUSI Council for QualityAssurance in General and FurtherEducation and Training

Tel : (012) 349 1510Fax : (012) 349 1511E-Mail : [email protected]

• Municipal libraries often keep alist of ABET providers and may,in some cases, facilitateABET themselves

Look under “Municipality” inyour telephone directoryfor your municipal library’scontact details

20



The following factors will affect the cost of implementing ABET :

Where ABET is conducted

Will training be conducted in the workplace exclusively for employees ofthe organisation, or, will employees attend ABET classes, possibly withemployees from other organisations and other learners?

Who conducts the training

Will ABET be conducted by a member or employee of the organisation,who will need to be qualified to train in ABET or will ABET be conductedby an external ABET provider?

How ABET is delivered

Will ABET take the form of face-to-face facilitation or will computer assistedABET be sought and/or will other ABET support aids be used?

When ABET is delivered

Will ABET be implemented during or outside of working hours?

Whether ABET will be standard or customised to suit the needs ofthe particular organisation

Many ABET providers conduct organisation needs analyses and will assist in the formulation of ABET policies and the development of ”tailored“ABET material and programmes, specific to an organisation’s needs.

The costs of implementing ABET will naturally vary, depending on the type of intervention used, the mechanism of delivery and the fees of theparticular ABET provider.

The following may be used as a broad guideline as at 2003 :

• If the ABET learner attends an Adult Learning Centre which is largely donor-funded, then the cost of ABET could be as little as R200-00 perlearner per year for two learning areas. Unfortunately, due to shortagesin donor funding and pressures on NGOs to become more self-sufficient,this highly subsidised fee may change in due course

COST IMPLICATIONS OF ABET

sources21 6

education

Our education system has undergone major changes since 1995. TheDoE, recognising that the “old” system of education in South Africa nolonger suited the needs of a post-apartheid South Africa, initiated legislation(SAQA Act 58/1995) that introduced a “new” education framework,called the NQF.

The NQF identifies 8 education and training qualification levels in SouthAfrica, level 1 being the lowest and level 8 being the highest on the NQF.A person who does not have the equivalent of nine years schooling (Grade7 / Standard 9) requires ABET in order to be placed at level 1 on theNQF. The level of ABET required depends on the schooling equivalencethat the person currently possesses. The table below indicates there are4 levels of ABET, each level corresponds to number of years schooling.A person moves up each level of ABET as they acquire the required skillsand competencies at each level.

CHANGES IN OUR SYSTEM OF EDUCATION



5

WHAT IS ABET?

ABET is an acronym for Adult Basic Education and Training.

ABET refers to education and training for people aged 15 and over whoare not engaged in formal schooling or higher education and/or whohave an education level of less than Grade 9 (Standard 7).

ABET covers more than literacy and numeracy. It includes basic life skills,attitudes and behaviours needed for effective functioning in society (oftenreferred to as functional literacy), and forms the basis for life-long learningand development. ABET includes education and training that will supportopportunities for social transformation, income generation, access tonationally recognised certificates and real improvement in the adult'squality of life.

The term needs to be understood in the light of the sweeping changes thathave occurred over the past few years in South Africa's education andlabour systems.

• If computer-assisted ABET is used and an external facilitator is used thefee should be in the region of R1800-00 per learner per learning area(this fee may be reduced if a facilitator from within the employer organisation conducts the training)

• If a private service provider is used for face-to-face facilitation, the fee, although varying from level to level (of ABET), should be in the region of R1500-00 - R2000-00 per learner per learning area (subject)

• It should be noted that an ABET provider’s fee will usually include a costfor course material, a training cost and a cost for assessment (both assessing the learner’s level at the beginning of the programme andassessing his/her competence at the end). The ABET provider may quotea comprehensive fee

• Course fees for a diploma or advanced certificate at a university to become an ABET trainer (if the organisation elects the “train-the trainer”option) range from approximately R3200-00 to R5700-00 per year, depending on the type of course

• Distance learning courses are approximately R1500-00 per year. Manyprivate providers also offer short “train-the trainer” courses and usuallycharge a fee per group of educators attending the course

training

22



The costs outlined above are guidelines only. Costs will vary due to manyfactors and may be negotiated depending on organisation needs.

Note: To acquire a GETC certificate learners need to achieve competencyin 8 learning areas. An ABET curriculum comprises learning areas from 3main categories :

(1) fundamental (numeracy and literacy)(2) core (human and social sciences, life orientation etc)(3) elective (eg SMME orientation, agriculture, tourism, etc). The time

required for a learner to complete a learning area will depend on several factors, including the time dedicated to ABET training, the learner’s ability and his/her prior learning

training

23 4

Research shows that whereas approximately 3% of employees in theFasset sector do not possess basic education and training, only a verysmall percentage of employers in the Fasset sector provide ABET for theirstaff. The following factors contribute to this low percentage of ABETimplementation in the Fasset sector :

• General confusion about exactly what ABET is• Employers in the Fasset sector do not know that ABET is a sector

skills priority• A general feeling that low education levels and illiteracy are not

problems specific to the Fasset sector• Many employers in the Fasset sector do not feel that ABET adds any

real value to their business• A lack of knowledge and resources in organisations to source and

implement appropriate, cost effective ABET interventions• Most employers registered under Fasset are SMMEs, ie less than

50 employees, having few employees who require ABET

This brochure is intended to provide practical guidance to organisations,including SMMEs, in the Fasset sector surrounding ABET and itsimplementation. Fasset is committed to ensuring that myths and any confusionsurrounding ABET are addressed and hope that employees requiring ABETin the Fasset sector are able to receive it.

purpose



According to the 1996 General Population Census, the figures relating to basiceducation levels and literacy of South African adults are the following :

Total number of adults in South Africa (age 15 and over) 26,3 million (100%)Number of adults with less than Grade 9/Std 7 education 13,2 million (50%)Number of adults with no schooling 4,2 million (16%)

These statistics indicate that ABET is an area of significant concern in our countryas the percentage of functional illiteracy is high.

Fasset is the Seta for Finance, Accounting, Management Consulting and OtherFinancial Services. Organisations whose core business functions relate to investment,administering financial markets, security dealing activities, tax, asset portfoliomanagement, company secretarial services, accounting, bookkeeping, auditing orbusiness and management consulting fall under the sector to which Fasset relates.SARS and Departments of State Expenditure and Finance are also registeredwith Fasset.

Fasset has identified ABET as a sector skills priority. This means that Fasset iscommitted to ensuring that the organisations paying SDL to Fasset are encouragedto implement ABET in their workplaces.

The Management Board of Fasset determines the areas of strategic importance forthe sector. Using information from the WSP, WSPIG, the SSP for Fasset, and otherresearch that may be conducted from time to time, areas of strategic importanceare decided upon. In addition to this background research and information, theNSDS, coordinated by the DoL, guides the development of strategic areas withinthe sector.

STATISTICS

3

guidance

FASSET, ABET & THE PURPOSE OF THIS BROCHURE

If your organisation identifies a need to provide ABET training to one ormore employees but you feel uncertain of how to begin, feel deterred bythe potential cost implications or you are overwhelmed by the prospect ofimplementing and managing the process effectively, then consider thefollowing useful, guideline steps :

• Establish a forum to discuss the prospect of ABET• Conduct a needs analysis• Ask various ABET providers to make presentations on ABET in the

workplace to the committee• Discuss and weigh up the various options and make a decision on the

appropriate intervention, method of delivery and service provider• Develop an ABET policy• Create awareness of ABET for employees and other stakeholders. This

is to promote the training, to dispel any misconceptions of ABET and toallow for questions and answers that may otherwise prevent the learnerfrom attending

• Arrange assessment of learners (to establish levels of ABET required)• Schedule timetable for lessons (in or outside working hours)

The above steps should be taken in consultation with all parties (includingmanagement and employees).

HOW DO I START THE PROCESS OF IMPLEMENTING ABET?

achieve24



For a successful ABET intervention it is imperative to have the “buy-in” ofall affected parties and role-players.

It will not be beneficial to impose an ABET programme onto staff. Learnersand managers must be informed of the goals and structure of the programme,of what their responsibilities are and managers must give the programmecomplete support. Learners must feel that the learning environment is safeand supportive.

Managers must be sensitive. Not every person wants to make the commitmentto becoming educated. Some are afraid of looking foolish or of failing. Thesupport of key people who speak the employees’ language is needed tointroduce the idea of education and to motivate and encourage learnersthroughout the process.

... Johanna’s employer enrolled her in an ABET class 4 months ago. Part

of the training Johanna receives is basic financial life skills, including banking

and ATM procedures. She is already beginning to understand her payslip

and its implications and is finding it easier to budget each month. She is

feeling progressively more empowered and is looking forward to the day

when she is sufficiently literate and numerate to help her 12 year old niece

complete her homework.

CONCLUSION

support

25

Johanna, 49 years old, has been serving tea at XYZ Auditors for the past

21 years. In the past she was paid weekly in cash. Her employer changed

the payroll system 6 months ago so that Johanna’s salary is now paid

monthly by direct deposit into a bank account. Johanna has little formal

education. She struggles to read and to understand her payslip, which

reflects ordinary tax and other legal deductions and she has no knowledge

of banking procedures and systems ...

ABET IS A FUNDAMENTAL HUMAN RIGHT!

“Everyone has a right to a basic education, including adult basiceducation...” (Clause 29(1) (a) The Constitution of Republic of SouthAfrica Act 108 of 1996)

2



3 Statistics

3 Fasset, ABET & the purpose of this brochure

5 What is ABET

6 Changes in our system of education

7 What the NQF looks like

9 Changes in our labour dispensation

9 Level/s of ABET

10 What is the outcome of ABET?

11 Types of ABET interventions

13 How ABET is delivered

15 Factors to consider when choosing an ABETintervention

16 Assessment of the learner

16 Benefits of ABET

18 Finding an ABET provider

21 Cost implications of ABET

24 How do I start the process of implementing ABET?

25 Conclusion

26 Table of Acronyms

CONTENTSTABLE OF ACRONYMS

ABET Adult Basic Education and TrainingDoE Department of EducationDoL Department of LabourFET Further Education & TrainingGETC General Education & Training CertificateHET Higher Education & TrainingIEB Independence Education BoardLA Learning AreaNGO Non-governmental OrganisationsNQF National Qualifications FrameworkNSDS National Skills Development StrategyPALC Public Adult Learning CentreRPL Recognition of Prior LearningSANLI South Africa National Literacy campaignSAQA South African Qualifications AuthoritySARS South African Revenue ServiceSDA Skills Development Act of 1998SDL Skills Development LevySMME Small, Medium, Micro EnterprisesSSP Sector Skills PlanWSP Workplace Skills PlanWSPIG Workplace Skills Plan Implementation Grant

FOOTNOTES

1 SAFIKA! Summer 1997

January 2003

26



PO Box 6801, Cresta, 2118. Block A, Third Floor,Eva Office Park, Cnr Beyers Naudé Drive& Judges Avenue, Blackheath, Randburg.Call Centre: 086 101 0001Tel: (011) 476-8570, Fax: (011) 476-5756E-mail: [email protected]: www.fasset.org.za

E M P L O Y E R G U I D E T O A D U L T B A S I CE D U C A T I O N & T R A I N I N G I M P L E M E N T A T I O N

I N T H E W O R K P L A C E

Documents

EMPLOYER GUIDE TO ADULT BASIC EDUCATION & TRAINING ... · Financial Services. Organisations whose core business functions relate to investment, administering financial markets, security