WHAT MAKES ADULT LEARNING CENTRES WORK? A MULTI-CASE STUDY FROM SOUTH AFRICA
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1 WHAT MAKES ADULT LEARNING CENTRES WORK? A MULTI-CASE STUDY FROM SOUTH AFRICA Peter Rule Centre for Higher and Adult Education Stellenbosch University
2 PURPOSE OF PRESENTATION To report on characteristics of good adult education centres from a multi-case research project To begin to conceptualise efficacy in adult learning centres
3 BACKGROUND TO RESEARCH New dispensation in SA adult education New policies: White Paper on Post-School Education (2013) New structures: Community Colleges, Community Education and Training Centres New qualifications: GETCA, NASCA General sense that the system has failed in the past BUT very little research on adult education centres and what makes them work
4 INVESTIGATING THE EFFICACY OF ADULT EDUCATION CENTRES: A MULTI-CASE STUDY Purpose To establish the factors that contribute to the effective and efficient functioning of adult education centres in relation to three domains: governance; teaching and learning; and wider community and institutional relations.
5 RESEARCH QUESTIONS What factors contribute to the effective and efficient functioning of adult education centres with regard to: governance? teaching and learning? wider community and institutional relations?
6 CENTRES SELECTED FOR THE STUDY 12 centres from 4 provinces Mix of centres: public; NGO; prison-based; industry-based; university-based; churchbased; urban and rural; large, medium-sized, small. Criteria: - Good performance in GETC exams; - Good reputation among stakeholders; - Positive impact on community.
7 PARTICIPATING CENTRES Province Centre Location Sector Gauteng KwaThema KwaThema (township) Public St Anthonys Reiger Park, Boksburg (urban) Public, church-based Woolworths Midrand (urban) Industry-based KZN Endleleni Madadeni (peri-urban, township) Public Family Literacy Project Underberg (rural) NGO Thandiwe Ntuzuma (peri-urban, township) Public Limpopo Motupakgomo Motupa Village (rural) Public O R Tambo Dennilton (urban, small town) Public Thusano Makhado (urban, small town) Prison-based W. Cape Elsies Rivier Cape Town (urban, suburb) Public Malmesbury New Prison Malmesbury (urban, small town) Prison-based Maties Community Outreach Stellenbosch (urban, town) University-based
8 METHODS OF DATA COLLECTION AND ANALYSIS Data collection Site visits Interviews with stakeholders Focus groups Classroom observations GETC exam results from Umalusi Data analysis Qualitative thematic content analysis Quantitative analysis of exam results
9 FINDINGS OF THE STUDY Governance Factors that contribute to efficacy of adult education centres Teaching & Learning Community & Institutional Relations
10 FINDINGS: GOVERNANCE 1. Visionary leadership 2. Planning 3. Monitoring 4. Evaluating 5. Effective governance structures 6. Efficient systems 7. Relations with host institution 8. Promoting professional development 9. Networking and relationship-building 10. Team work and distributed leadership
11 LEADERSHIP IS CRUCIAL Visionary leadership the centre manager sees the GETC as an investment in a bigger plan to develop these learners into productive citizens (Elsies River) Distributed leadership The centre manager delegates tasks to educators and develops their management skills: -one educator responsible for collecting monies for learners trips; -another collects and checks the educators claim forms; -a third acts as secretary and takes minutes of centre meetings. (Endleleni)
12 EFFECTIVE STRUCTURES MAKE A DIFFERENCE KwaThema Committee System Centre Governing Body Centre-based Support Team Peer Learner Support Committee Learning Area Heads Class reps Assessment Committee Advocacy Committee Bereavement Committee
13 EFFICIENT SYSTEMS PROVIDE THE FOUNDATION Financial Administrative Personnel Assessment Student records
14 FINDINGS: TEACHING AND LEARNING 1. Knowledgeable and committed educators 2. Relevant curriculum 3. Holistic curriculum 4. Learner support network 5. Ethos of care 6. Accurate placement 7. Continuing assessment 8. Culture of teaching and learning 9. Adequate / minimum resources 10. Progression pathways
15 EDUCATORS ARE THE KEY Management aspires to the following principles: Happy employees, produce results Educators have a license to teach, so they should teach and ensure learning takes place Educators should have a love and passion for teaching The Centre should provide a conducive teaching and learning environment. (KwaThema Adult Centre)
16 MAKING CURRICULUM RELEVANT TO LEARNERS LIVES Adult projects Livelihood Family and relationships Community Leisure Conviction Adult roles Work-seeker, employee, entrepreneur Parent, son/daughter, lover, spouse, carer Resident, consumer, voter, member of community organisation Team member, club member, social circle Citizen, advocate, activist, believer
17 Make a living Believe and create a better future LIVELIHOOD PROJECT Love and be loved CONVICTION PROJECT ACADEMIC PROJECT FAMILY/ RELATIONSHIP PROJECT Relax and have fun LEISURE PROJECT CIVIC PROJECT Participate in community
18 LINKING THE ACADEMIC PROJECT TO: LIVELIHOODS Project Aim Links Livelihood Make a living Link academic subjects to livelihood opportunities: Examples 1. Agriculture to a gardening project 2. Art & Design to a clothes production project 3. SMME to income generating projects 4. ECD to working in creches. Link centre to TVET Colleges, EPWP, local industries, etc
19 EDUCATING AS CARING It is the teachers, they carried us.then she also helps with anything that we need to know they did more than what a teacher would do for their children.. and those two are my heroes because, if it was not for them.. (Learner, Elsies Rivier) I am very proud of Endleleni and the way the teachers take care of the adult learners (Chairperson, Endleleni Governing Body). It s the love we give them, we make them feel important and special and give them a reason to come back tomorrow. (Educator, Endleleni)
20 TAKING ASSESSMENT SERIOUSLY FOR LEARNING Diagnostic Assessment Assesses prior knowledge Correct placement of learner Formative Assessment Continuous Can be oral, written, visual Can be educator, peer, self assessment Feeds into learning Summative Assessment Happens at the end Indicates overall achievement Exams or tests Assessment Continuum
21 FINDINGS: COMMUNITY AND INSTITUTIONAL RELATIONS 1. Community advocacy 2. Proactive recruitment 3. Developing a local network 4. Sharing the message 5. Using local resources
22 ADVOCATING FOR ADULT EDUCATION IN THE COMMUNITY We go outside to recruit. We don t wait until the learner is coming because sometimes we will wait but when it is February we will find the learners are few. So we go house-tohouse for recruitment and we also advertise the opportunity and explain what is done at school (Educator, O R Tambo) St Anthony s: -visits churches and community gatherings to advocate their centres and the courses that they run. -has Open Days when pupils from local high schools attend the centre to find out about skills courses and other offerings. Local businesses also attend to offer support and internships.
23 DEVELOPING A LOCAL NETWORK Church: Local schools and organisations: Industry St Anthony s Education Centre Community structures: Further Education: Government: Funders:
24 SHARING THE MESSAGE This family visiting is known as the Khulisa Abantwana programme. Participants visit two families each three times a month and conduct a planned one-hour session with the caregivers, for example on immunization or children s rights. For the children, the sessions include fun activities such as reading and drawing. The whole family thus learns simultaneously in ways that are appropriate to both adults and children. (Family Literacy Project)
25 SIX CROSS-CUTTING VALUES FOR CENTRE EFFICACY Commitment Connected curriculum Core of instruction Crosscutting values Care Community Collaboration
26 LINKING TO RESEARCH IN SWAZILAND ON NEETS (PEOPLE NOT IN EMPLOYMENT, EDUCATION OR TRAINING) TIBEKILE MANANA DOCTORAL STUDY - The NEET category is reductive: Defines youth by what they are not; Often through research that does not involve them; No focus on what they are and do.
27 FILLL FRAMEWORK F - FAMILY I - SOCIAL INSERTEDNESS L - LEARNING L - LIVELIHOODS L - LEGACIES
28 LIFELONG LIFE-DEEP LEARNING LIFE-WIDE Formal Informal Non-Formal
29 AREAS FOR FURTHER RESEARCH Effectiveness of new DHET structures: Community Colleges; Community Education and Training Centres. Possibilities of articulation between Kha Ri Gude and CETCs Possibilities of articulation between community education and TVET Educator profiles and trajectories in Adult and Community Education and Training Implementation of new curricula: GETCA and NASCA Exploring links between ACET and livelihoods The roots of SA acronymophilia (SACRY)
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