CAPACITY BUILDING FOR EDUCATORS OF ADULTS Veronica McKay Norma Romm Herman Kotze ADEA GABON March...
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Transcript of CAPACITY BUILDING FOR EDUCATORS OF ADULTS Veronica McKay Norma Romm Herman Kotze ADEA GABON March...
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CAPACITY BUILDING FOR EDUCATORS OF ADULTS
Veronica McKayNorma Romm
Herman Kotze
ADEAGABONMarch 2006
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AIMS OF PAPER
1 To examine the development of capacity for adult/nonformal education in three non PRSP countries
• South Africa• Namibia• Botswana
2 To examine capacity building within the philosophy of Lifelong Learning (LLL)
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Impact of globalisation on learning
• Globalization and the new emerging economic and social order demand new, more complex competencies.
• The poor have acute knowledge needs to cope with globalization.
• The poor need opportunities for meeting their basic learning needs, to go beyond basic learning, and to have their knowledge validated.
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The paper looks at the extent to which these countries
• Global changes mean moving beyond communal validation of knowledge to a more public system of validation
• The new knowledge economy & social interactions transcend national borders (as people are compelled to pursue work opportunities) highlighting the need for the validation of basic learning.
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Challenges for nonformal education
• Challenges for people with low levels of education are exacerbated by eg drought, famine poverty, unemployment and work instability, violence, conflict, environmental degradation, HIV/AIDS
• Adult basic education has come to be viewed as a key strategy within the overarching goal of poverty alleviation
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Lifelong learning as an organising principle presupposes that nonformal learning
•is accredited as being equivalent to a corresponding (formal) qualification.
•Receives the same value as formal learning
•Requires that learners might access the same benefits and opportunities as learners of the formal system
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Why locate basic education/NFE within the NQF?
• The perspective of lifelong learning requires articulation (or bridges) between the different levels and different kinds of learning (formal, nonformal and informal).
• From education to learning, from time & space bound to lifelong and lifewide education - across a variety of sites and through a variety of modes
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“Gone are the days when educators are drawn from the streets”
Qualification equivalence and accreditation within the system of non-formal education brings to the fore the need for educators to be sufficiently capacitated to work within the framework of lifelong learning.
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The relationship between formal and nonformal systems
• There are many practices within the non-formal system of education which could be emulated by the formal system.
• The relative freedom and the space for experimentation within the mode of non-formal education has given rise to many methods and processes which can (and have) contributed to and enriched the formal systems of education.
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What is defined as an adult educator?
• Nonformal education embraces all those whose job function includes helping adults to learn such as:
• Literacy, agriculture extension workers, trainers for water and sanitation, trainers in health, nutrition, HIV/ AIDS, and family planning, environmental educators, job skills trainers, trade unionists, worker educators, youth service workers, community organizers, materials developers
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Areas of foci
• How long are teachers trained, where, and what is involved?
• What is involved in “quality assuring” the quality of educator training and delivery?
• What conditions of service do educators have?
• Have roles and functions of educators become (re)defined?
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The scope of the research
• What policies support adult education, and what is the relationship between policy and practice?
• Examples of reforms to the education system which may facilitate change in practice – including across sectors
• What curriculum issues are there?
• How are sites of teaching and learning dealt with?
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Some findings
• There is a need for “mass” training where quality is not compromised
• Educator development as an imperative of LLL
• Professionalizing adult educators• Other partners and stakeholders can help• Distance education can be used for going to
scale• Issues of quality assurance: balance between
bureaucratic burden and accountability• Materials and other learner support for
educators and learners – cross country sharing
• The conditions of service for educators including “workplace”conditions
• Policy and practice: developing a culture supportive of adult learning
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Thank you …