The Value of Adult and Community Education and Training to the Empowerment of Rural Women in South Africa

In South Africa, Adult and Community Education and Training (ACET) is established to cater for the educationally disadvantaged individuals, especially rural women, hence, ACET programmes are running in the country nationally. One of the aims of ACET is to open economic opportunities for women; however, the majority of rural women are still performing poorly economically. This empirical study aimed to explore the effect of ACET on the economic development of women in the Lusikisiki district of South Africa. A qualitative approach in the form of a case study design was used for the study to help the researcher relate to the real life circumstances of the women. Purposive sampling was used to select 35 participants from a population of 115. The participants were selected because they had wealth of information and could explain better the phenomenon under study. Data collection instruments used were face to face individual interviews which were audio recorded with the consent of participants. The major findings of the investigation include the following: inadequate learning resources available to women; inadequate skills development programmes provided and skeptical perception of the economic benefit of ACET to women. The study suggested that the programmes of ACET should be restructured and skills driven to meet the needs of women, especially in rural communities.

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Integrating the World of Work Into Initial TVET Teacher Education in South Africa

Journal of Education and Research ◽

10.51474/jer.v11i1.496 ◽

2021 ◽

Vol 11 (1) ◽

pp. 13-28

Author(s):

Andre J. Van der Bijl

Keyword(s):

South Africa ◽

Community Education ◽

Education And Training ◽

Development Project ◽

Vocational Education And Training ◽

Integrated Learning ◽

The European Union ◽

Curriculum Framework ◽

Work Integrated Learning ◽

And Training

South African Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (2013) provides a framework of professional qualifications for lecturers in the TVET system, which requires work-integrated learning placements in both education and industry settings. South Africa, however, does not have a convention of industry placement for vocational lecturers. This absence led the Department of Higher Education and Training, with the European Union, to co-fund a research and development project, the ‘effective delivery of the work-integrated learning (WIL) component of TVET and adult and community education and training lecturer qualification programmes’. The key output of this project was the development of a comprehensive curriculum framework for the industry-WIL component of the qualifications. This paper provides a reflective analysis of the multiple institutions, the national process through which the curriculum framework was developed and the knowledge generated through it.

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The history and current state of Community Education and Training in South Africa

Getting Skills Right - Community Education and Training in South Africa ◽

10.1787/38cd8c95-en ◽

2019 ◽

pp. 29-38

Author(s):

Keyword(s):

South Africa ◽

Community Education ◽

Education And Training ◽

Current State ◽

And Training

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Community Education and Training in South Africa

10.1787/9789264312302-en ◽

2019 ◽

Author(s):

Keyword(s):

South Africa ◽

Community Education ◽

Education And Training ◽

And Training

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Recognition of prior learning: its relevance to the proposed unified model o f education and training for South African nurses.

Curationis ◽

10.4102/curationis.v23i2.661 ◽

2000 ◽

Vol 23 (2) ◽

Cited By ~ 2

Author(s):

T Khanyile

Keyword(s):

South Africa ◽

South African ◽

Nurse Educators ◽

Education And Training ◽

Unified Model ◽

Historical Background ◽

Nurse Training ◽

Prior Learning ◽

Recognition Of Prior Learning ◽

And Training

Recognition of Prior Learning (RPL) is a fairly new concept in South Africa, and hence different people have different views about RPL . Through this paper, an attempt is made to shed some light on the historical background as well as the philosophical and theoretical underpinnings of RPL . It is hoped that this information will help those nurse educators wishing to experiment with RPL to have a better understanding of how the concept came about. The relevance of RPL to the Unified model of nurse training proposed by the South African Nursing Council is also discussed.

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