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THE ROLE OF ADULT BASIC EDUCATION AND …

THE ROLE OF ADULT BASIC EDUCATION AND training PROGRAMMES IN THE development OF RURAL BLACK WOMEN IN THE OMUSATI REGION IN NAMIBIA. by SELMA TILOMALENGA NAMBINGA submitted in partial fulfillment of the requirements for the degree of MAGISTER TECHNOLOGIAE in the subject HUMAN RESOURCE development at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: H MEYER JOINT SUPERVISOR: DR. S A SMITH NOVEMBER 2007 CONTENTS Pages i ii iii List of Abbreviations& iv Abstract .. vi CHAPTER 1: ORIENTATION TO THE STUDY 1 Background to the problem and research 4 Significance of the study .. 6 Research 7 Research 7 Current knowledge 8 General overview of the remaining 9 10 CHAPTER 2: REVIEW OF RELATED LITERATURE 11 The concept of 11 Nature of ADULT BASIC EDUCATION and training (ABET).

the role of adult basic education and training programmes in the development of rural black women in the omusati region in namibia. by selma tilomalenga nambinga

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1 THE ROLE OF ADULT BASIC EDUCATION AND training PROGRAMMES IN THE development OF RURAL BLACK WOMEN IN THE OMUSATI REGION IN NAMIBIA. by SELMA TILOMALENGA NAMBINGA submitted in partial fulfillment of the requirements for the degree of MAGISTER TECHNOLOGIAE in the subject HUMAN RESOURCE development at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: H MEYER JOINT SUPERVISOR: DR. S A SMITH NOVEMBER 2007 CONTENTS Pages i ii iii List of Abbreviations& iv Abstract .. vi CHAPTER 1: ORIENTATION TO THE STUDY 1 Background to the problem and research 4 Significance of the study .. 6 Research 7 Research 7 Current knowledge 8 General overview of the remaining 9 10 CHAPTER 2: REVIEW OF RELATED LITERATURE 11 The concept of 11 Nature of ADULT BASIC EDUCATION and training (ABET).

2 12 Definition of 13 ABET 14 ABET South African 16 ABET Namibian 17 ABET in Omusati 20 Learning 21 The social context in which learning takes 37 ABET 40 ABET teachers and teaching 42 ABET programme and women 47 Poverty and 52 Motivation and barriers to ABET 54 Income Generating 57 ABET and family 57 61 CHAPTER 3: RESEARCH METHODS AND PROCEDURE 62 Research 63 Sampling 67 Pilot 68 68 Data 70 Data 70 Validity and 75 Interview 76 77 CHAPTER 4: RESEARCH RESULTS 78 Sampling 79 Data 80 Data 99 103 CHAPTER 5: DISCUSSION OF THE FINDINGS 105 ABET 105 Motivation and barriers to ABET .. 107 ABET teacher and teaching 110 Income Generating 111 Limitations of the 111 Personal 113 Suggestions for further 114 115 116 LIST OF TABLES Table Participant 70 Table Schedule of 83 Table Codes for 85 Table Frequency of 85 Table Learners experience of 90 Table 91 Table Learners 98 Table 101 118 APPENDIX Interview 136 Student number: 36904252 DECLARATION I declare that THE ROLE OF ADULT BASIC EDUCATION AND training PROGRAMMES IN THE development OF RURAL BLACK WOMEN IN THE OMUSATI REGION IN NAMIBIA is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references.

3 23 November 2007 SIGNATURE DATE (MS ST NAMBINGA) i ACKNOWLEDGEMENTS I wish to thank my supervisors, Mr. Marius Meyer and Dr. Stan Smith, who guided me through this study, for their valuable advice they gave me in compiling this document. I would also like to express my sincere gratitude to the Omusati Region ABET coordinators, ABET facilitators and the ABET female learners in the centres where the research took place. Without them the research wouldn t have been possible. Lastly I wish to thank all the people who contributed in different ways in making this study a success. Everything considered I wouldn t have done anything without GOD My creator. All the honour and glory to Him! ii DEDICATION TO MY PARENTS Without their guidance, love and care I would never come this far.

4 Iii LIST OF ABBREVIATIONS AND ACRONYMS ABET ADULT BASIC EDUCATION and training EFA EDUCATION for All ASDSE ADULT Skills development for Self-Employment CCN Council of Churches in Namibia CEDAW Convention on the Eliminations of all forms of Discrimination against Women DABE Directorate of ADULT BASIC EDUCATION DWA Department of Women Affairs GAD Gender and development NLPN National Literacy programme in Namibia NLP National Literacy programme NQA Namibia Qualification Authority RLO Regional Literacy Officer UN United Nations iv UNESCO United Nations Educational, Scientific and Cultural Organization WAD Women Action development WID Women in development v SUMMARY The study aimed at investigating the role played by ABET programmes in the development of rural black women in the Omusati Region.

5 The study was to determine whether the ABET programmes that are provided in the area are offering relevant EDUCATION that helps the women of the area in their development . The research findings indicated that the ABET programmes offered are not providing the relevant skills needed to develop the women participants. The programmes that are offered concentrate on literacy and numeracy, and it seem not to be very effective in making a difference to the women s lives. Women needs skills that can help them generate income to improve their living conditions. The study, in summary, established that the programmes offered by the ABET centres would be more effective if skills training is included to uplift and improve the lives of the participants on a social, economical as well as educational level. Key terms ABET programmes; Income-generating skills; women development ; rural black women; Pedagogy; Andragogy; Family commitment; Employment opportunities; ABET curriculum; Previous experience; Teaching methods.

6 Vi 1 CHAPTER 1 ORIENTATION TO THE STUDY Introduction The debate about the provision of BASIC literacy to all people has been a bone of contention in today s changing world (UN Report, 2002:13). A number of United Nations Resolutions, International Conventions and Conferences ascertain the Right of EDUCATION for all as a fundamental human right (UN Report, 2002:15). A United Nations Report on EDUCATION has shown that more than forty years ago, the nations of the world speaking through the Universal Declaration of Human rights asserted that everyone has a right to EDUCATION (UN Report, 1990:21). It seems that many countries to date have failed to make this human right a reality, despite certain notable efforts by some countries around the globe to ensure the right to EDUCATION for all (O Malley, 2005:17). According to Freire (1991:201), the following persists: More than 960 million adults, two thirds of who are women are illiterate, and functional illiteracy is a significant problem in all countries.

7 More than one third of the world s adults have no access to the printed knowledge, new skills and technologies that could improve the quality of their lives and help them shape and adapt to social and cultural changes. 2 More than 100 million children fail to complete BASIC EDUCATION programmes, millions satisfy the attendance requirements but do not acquire essential knowledge and skills. All these realities in many countries have led to the establishment of non-formal EDUCATION , which is an alternative branch to formal EDUCATION to respond to challenges that have become a major priority in most African countries including Namibia (Davies, 2002:65). In Namibia, the enshrinement of Article 20, in the Constitution which states that: All persons shall have the right to The Constitution of the Republic of Namibia (1990:12) shows the country s commitment to provide EDUCATION to all Namibians.

8 Though the provision of quality EDUCATION remains the challenge, ensuring greater access, equality and equity is equally important to achieving EDUCATION for all. The launching of the National Literacy programme in Namibia was an affirmation to the government s commitment to provide EDUCATION for all. The objectives of this programme , among the others were to: Empower adults so that they can participate in a fuller manner in the general development of the country and their own personal growth; Correct imbalances in educational provision by providing ADULT EDUCATION Programmes for those adults who were not admitted to, or did not complete primary school; and Narrow the educational gap between parents and their children, and render the more capable of a fuller participation in community life (Ministry of EDUCATION , 1993:98). In the past the status of Namibian women was undermined, yet they have the potential to contribute to the country s economic and political sphere.

9 Maseka and Makotong (1999:112) support the statement by pointing out that, Namibian women are indeed 3gaining recognition through several structures including legislative structures such as, the Gender Equality and Affirmative Action Act, which were passed in 1999. However, women in the Omusati Region still lack the BASIC reading, writing and associated life skills, and are unable to effectively access benefits brought by these legislative reforms. Pre-independence governments denied black people access to free, compulsory and general EDUCATION , and this leads to a high rate of illiteracy amongst blacks. The policies of the former government fragmented the EDUCATION and training into different ethnic and racial sub-systems with unequal allocation of resources (Ministry of EDUCATION , 2003:21). Namibia had inherited a differentiated educational provision system along colour lines.

10 This had led to a segregated society and massive exclusion of ADULT black population especially women from taking advantage of whatever benefits modern EDUCATION provided, in terms of skills, competencies and capacities for beneficial functioning in society. training in the past was transference of knowledge by one set of people to another. In such training programmes the trainees were merely passive receipts of whatever the trainers decided to give them. Freire (1991:73) has a differing perspective of ADULT EDUCATION . According to him learning is not a quantity of information to be memorized or a package of skills to the students. Knowing, according to Freire (1991:73), means being an active subject who questions and transforms the world one is functioning in. Rural black people are the most disadvantaged because of rural areas being so underdeveloped. Their lack of EDUCATION contributes to their lack of employment, which results in poverty.


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