This appendix presents write-ups of all the interviews held in the course of this research. The following is a list of organizations interviewed.

Interviews were conducted with individuals from organizations that could contribute ideas concerning a potential broadcasting initiative in the related spheres of adult education, youth development and social development in South Africa. The criteria used for the selection of these projects were:
- Field of specialization (either youth development or adult education)
- Involvement in youth development or adults education
- Involvement in broadcasting or technology education.

Government departments, private sector companies, labour movements and youth organizations and individuals who have expertise and experience in adult and youth development, were also interviewed. In summary, interviews were conducted involving the following types of organizations:
- Providers of adult education programmes
- Providers of youth development programmes
- Government departments
- Research organizations, projects offering bridging courses to higher education
- Projects involved media and technology education
- Community radio stations.

It was attempted to interview organizations across the nine provinces. However, time and resource constraints did not allow us to achieve this goal. As a result interviews were conducted in four provinces, namely Gauteng, Western Cape, Kwazulu-Natal and the Free State. Forty-five organizations and individuals were interviewed for this project. In most cases the individuals responded to the interview questions in their individual capacity and were not speaking on an organizational mandate. This was largely a result of the creative and probing nature of the interview questions. Where partnerships are concerned respondents commented on organizational possibilities for partnership and collaboration.

Once a list of possible interview candidates had been drawn up and circulated to SABC staff, a set of interview questions was compiled. As the interviews were all to be mediated by a SAIDE researcher, these questions were formulated as guidelines, and were not slavishly adhered to. The first draft of the interview question guidelines can be consulted at the end of this appendix. It was piloted with the first five organizations that were interviewed. Thereafter it was revised to its final stage, which is also presented at the end of this appendix. Revisions were based on researchers’ experience of using the instrument. The revision of the questionnaire was guided by the extent to which questions asked were providing answers to a possibility of a broadcasting intervention in the adult education and youth development spectrum. The first draft had more open-ended questions, while the second was more directed. The themes presented in the second version were drawn up on the basis of common responses to the open-ended questions in the pilot interviews. The interviewers stressed that these issues and themes were not binding or exhaustive, and that interviewees could extend the list of options if necessary. The revised questionnaire also contained some probing questions to be used by the interviewer. In reporting progress to the SABC, some suggestions were made concerning organizations that had to be included in the interview list.

Appointments were set up with interviewees, and background information including the questionnaire was circulated to the interviewees to ask them to prepare themselves for the interview. However, in some cases it was not possible to get the material to the interviewees on time. Only questionnaires without probing questions were sent to the organizations, and the interviewer used those with probes.(Probe questions have been included in italics in the sample questions persented at the end of this appendix)

The interview questions were interpreted as a loose guide for the interview, and were not followed rigidly. As a result interviews varied from organization to organization, with the interview process being guided by the experience and expertise of specific organizations. After the interview, SAIDE researchers wrote up the interviews and sent the write-ups back to the interviewees to ascertain that the interview had been correctly captured. Where responses and corrections were received, these were incorporated in the interview write-ups.

Date: 22 February 1999

Organizational Information
Contact person: Oscar van Heerden and Mzwandile Hadebe
Telephone:         011 333 6750
Facsimile:           011 333 9458

The African National Congress Youth League (ANCYL) mobilizes the youth for the ANC. One of the activities it is involved in is to organize programmes aimed at building the capacity of the youth for delivery of some national projects as well as prepare them for employment. The programmes are targeted at out-school-youth, students in higher education institutions and the unemployed youth. Over the past few years the ANCYL has been involved in policy development and it has recently started with the implementation process. One of the programmes which is presently being implemented is the National Youth Service Programme (NYSP) that is implemented through its youth brigades. There are water programmes and public works programmes that are offered in pursuit of the NYSP goals. Other projects that are being implemented are the literacy project, offered through some universities such as Pretoria and the North. This is done by education students, who are helping ‘illiterate’ adult learners working on these campuses. The project is offered in partnership with the South African Student Congress (SASCO).

Issues and Areas of Priority
Projects offered through the National Youth Service Programme (NYSP) i.e. the literacy courses and the Public Works Programme, benefit both the adults and the youth. Adults acquire literacy skills through the literacy project, and the youth (and students) acquire practical work experience by being involved in these programmes.

Roles for Broadcasting
The ANCYL sees a role for the public broadcaster in these activities, in particular in publicizing the NYSP. Part of the publicity of this programme could put emphasis on the role of the NYSP, its relevance, and why the youth should participate in it. The SABC could conduct a massive national launch of this programme.

In terms of the development of a programme, the interviewees favour a 1-hour programme, which should be broadcast during school holidays when the youth/students are at home. They argued that the programme should be presented in a dynamic way to draw the interest of the youth.

Elements for success include good publicity for the programme, good advertising, and involvement of the youth in the project. Other youth organizations should also be involved in the project. The programmes should be done in at least three national languages for national broadcast: Nguni, Sotho and English as well as Sign language. Other languages, should also be considered for regional broadcasts.

Possibilities for Collaboration
The ANCYL envisages possibilities for collaboration with the SABC in the delivery of this programme, by means of joint workshops to understand the basis of delivery of the project. Both parties could develop evaluation mechanisms for the project. The ANCYL could bring information, personnel, and contact people into the partnership for the delivery of the project, as well as civil society organization and youth formations involved in the NYSP to play whatever part is deemed appropriate in the programme.

The role envisaged for the SABC is that of management of the project. However a forum should be set up for the participation of stakeholders in the running of the project.

Emerging Ideas
This research should take into account and identify national projects that are undertaken by projects/organizations and are supported or have been adopted by government. These could be used for the development of some programmes and an evaluation of their impact on a national scale could be done. An example of this is the National Youth Service Programme which is endorsed by the government; some departments, such as Department of Health, have begun to formalize its implementation.

Date: 1 March 1999

Organizational Information
Contact Person: Dr. Zelda Groener
Telephone: 021 - 9592911/021 - 959 2799
Facsimile: 021 - 959 2481
E-mail: zgroener@uwc.ac.za

CACE was established in 1985 and is involved in the promotion and provision of adult and continuing education. Their work includes the following:
- The education and training of adult educators;
- Providing support and resources to adult educators;
- Materials development; and
- Research.

The professional training of adult educators and trainers, includes both certificate and advanced diploma courses. The learners who enrol for these programmes work as adult educators and trainers in a range of sectors such as health, small business development, early childhood development, and industry.

Possible Broadcasting Initiatives
Dr. Groener identified two possible roles for SABC-Education, namely to support an accredited and/or recognized qualification; and/or information dissemination and citizen education.

The first scenario focused on supporting an accredited and/or recognized qualification, with the target audience being any person wishing to engage in further/continuing education in specific areas such as agriculture, fishing, the hospitality industry, etc. An example of what such a broadcasting initiative might look like can be obtained by looking at the Open University series. This series is broadcast alongside degree and diploma courses offered by the institution. Dr. Groener suggested that one way in which the Open University programme can be applied or adapted in the South African context, may be to use the ASECA programme as a model for people wanting to complete their Matric education.

The second scenario focused on information dissemination and citizen education. A general adult and youth population was the envisaged target audience. The intervention would aim to inform and educate people on key policy issues dealing with democracy, human rights, workers’ rights, health, the environment, and so forth. The rationale for such a broadcasting service is that so much has happened post-1994, and hence there is a need to inform and re-educate people as to the nature of the changes that have taken place at all levels of civil society. Dr. Groener mentioned that such a broadcasting intervention would have to be accessible to both urban and rural audiences.

Key Elements
Dr Groener mentioned the following elements as essential to the success of such initiatives:
- A broadcasting initiative of this kind should be modelled on people’s real-life stories.
- Combine drama and humour to attract the intended audience.
- Ensure a high level of interactivity.
- Establish effective partnerships with community organizations and government departments.

Date: 25 February 1999

Organizational Information
Contact person: Shelley Seid and Sonya Keyser
Telephone: 031 260 2897
E-mail: seid@mtb.und.ac.za

The Centre for Adult Education is a unit at the University of Natal Durban. It offers courses for educators of adults from undergraduate to masters level. Students can exit with a certificated diploma or a postgraduate diploma. The postgraduate diploma in Adult Basic Education is offered as a Bachelor of Education. The learners on this course range in educational experience from qualified teachers who are looking to move out of schooling, to people with no teaching experience, or people working in ABE organizations who seek certification. Appropriate academic materials are used for all of these courses. The unit is involved in a number of community or outreach projects. This is most frequently done through consultancies and includes work on materials development, evaluating materials and offering critical comment on courses and materials. The unit frequently does plain English language editing. Materials developers who have an ABE target audience in mind, approach the unit to edit the language of booklets, pamphlets or posters to adapt the content to a suitable level. The unit also conducts research on an ongoing basis. The survey of ABE providers was done jointly with the centre for Adult education at University of Natal Pietermaritzburg. This is currently being updated and a new edition will be available by April 1999. A new section on available ABE materials has been added to this edition. Some work has been done for the Department of Education’s Communication Directorate on easy-to-read OBE materials. The distribution chain and impact of the materials was examined. The unit also critiqued the materials. Some support is offered to industry in terms of ABE programmes and the move to fit in with the NQF. Work in this line has been conducted for PortNet, Telkom and Maritime, among others.

The New Readers Project is also a Centre for Adult Education Initiative. This project was launched in 1991 with the intention of producing and publishing 30 easy readers in English and in Zulu and documenting this process. It was set up as a two-year project, but continues to function currently, having extended its production to Xhosa, Afrikaans and Sotho books as well. A research report on the project was published in 1995, and holds valuable lessons for materials or resource development for ABE learners.(Lyster, E , 1995)

Issues and Areas of Priority
Seid has strong opinions about debates around ABE and its foci. In her opinion ABE is a foundation towards something else. The fundamentals are primary skills, which should be focused on. These primary skills can be developed in tandem to basic skill development, but should not be ignored or taught through skills development programmes. Up to level three of ABE, the focus should be on literacy, home language and numeracy. She questions how unit standards can be developed for ABE electives and specialized courses if it cannot be assumed that that learners can read or write. Her argument is that while illiterate people can develop basic skills, without literacy and numeracy learners are not able to progress beyond the very basic. At some point they are blocked, as they are unable to read or write. Although viewed as a cliché, the distinction between learning to read and reading to learn is important. Seid is not suggesting that ABE numeracy and literacy courses are devoid of content. She is, however, convinced that the types of issues and content covered should be of interest to learners, and should be guided by the peculiarities of learners’ individual needs. Learners themselves should raise topics and issues that are relevant to their situations and should not be trying to learn additional specialized content while simultaneously trying to read and write. Both Seid and Keyser argue that trying to integrate specialized content into early level ABE numeracy and literacy classes would be boring for learners. In addition, concepts would be over-simplified to the point of being incorrectly presented when pitched at this level. They argue that some concepts are simply too difficult to teach at a very basic level. This has been the experience of the unit when developing an ABE book on rape. The concepts and vocabulary, particularly for legal terms, were found to be too complex for the book to be designed for level one or two ABE learners. The book was therefore designed for level four, where literacy skills are more developed. This observation has been confirmed by other work done by the New Readers Project. In research published on this project in 1995, the following observation was made:

At the request of learners, and because of the particular gap in the market, the project focused on beginner and intermediate level English books and intermediate and advanced Zulu books. This, however, proved difficult with the didactic books (Lyster, E, 1995, p.11)which proved very difficult to write at the very basic level.(Lyster, E, 1995, p.11)

This is expressed as one of the themes and issues raised in the project in the findings of the research report:

The central dilemma (is): can a brief story in simple sentences acknowledge the context, provide information and change attitudes? …. The more basic the literacy level, the more complicated these issues (become).(Lyster, E, 1995, p.11)

This issue is particularly felt when producing didactic books, but has a general applicability as well. Lyster refers to this as the ‘helium balloon effect’, that when designing materials for an ABE audience, the levels tend to rise higher than originally intended and beyond levels that are manageable for the target audience.(Lyster, E, 1995, p.11)

Seid and Keyser feel that lists of priority issues for learners that are designed by ABE educators are meaningless. It is crucial that learners themselves are involved in the identification and prioritization of issues on what they want to learn. While this is an important point, finding appropriate methods of eliciting useful ideas and responses from learners is not easy. For example, it is interesting to note the frustration experienced by the New Readers Project when learners were consulted for suggested topics for ABE books. The research report states that:

It was frustrating and sobering to discover that very little clear direction is gained by asking open-ended questions concerning what people would like to read … The tendency was to emphasis topics that had already been published because this was what people were familiar with. Very few imaginative suggestions were made. It became clear that it is difficult for new readers to make suggestions without direct experience of what is possible.

This is an important lesson for any SABC initiative that aims to consult learners. Perhaps collated ideas or existing programmes should rather be used to gauge response, rather than seeking to formulate ideas based on learner consultation. There are two related points that emerge from the concerns raised by Seid and Keyser and from the research report lessons:

- learner engagement with content foci and topics is important. Ways of conducting these consultation processes need to carefully considered for these processes to be meaningful.
- learner engagement or testing at a specific point during production is crucial. The New Readers Project found that testing materials with learners once a draft had been developed was particularly informative and important for adapting content, language and illustrations to suit learners.

Testing was a time-consuming and elaborate procedure, but one of the most worthwhile and satisfying aspects of the project.(Lyster, E, 1995, p.11)

Given these concerns about the lack of learner involvement in prioritizing issues, Seid and Keyser found it difficult to respond to the suggested themes presented in the interview themes. The following comments are, however, worth noting:

- ABE fundamentals are important, and this is an ABE area that is very poorly resourced. There is now quantitatively and qualitatively more relevant materials development taking place than was previously the case. Nevertheless there remains a dearth of good and suitable materials for basic numeracy and literacy - particularly as ABET levels one to three.
- There is no suggestion of fun, leisure, sport or recreation in the list of topics. It should not be assumed that ABE learners do not want to simply read for enjoyment. Basic stories in home languages or in basic English should be created simply for pleasure. These may be intended to develop language or literacy skills but need not be linked to didactic issues. ABE learners are also interested in fun, recreation, leisure and sport issues - these should not be neglected.
- Religion is another interest of adult learners that has been neglected.

Roles for Broadcasting
General Roles
Given the scarcity of resources for the lower levels of ABE learners, broadcasting can play a role in developing audio and video resources that are pitched at a suitable language level.

The following elements would be crucial for any broadcasting intervention aimed at ABE learners:

- The target audience must be clearly defined. Do not aim to include secondary audiences, if at all possible. These may develop incidentally but should not be actively sought. If too many audiences are targeted at once, the product is unlikely to be suitable for either. This is included as a helpful hint intended for producers of materials for adults with basic levels of numeracy.
- A key concept is to write (develop) for a single audience. In other words avoid the temptation to write for multiple audiences, either in terms of level or in terms of target groups …The chances of neither audience being satisfied is very high.
- Timing of broadcasts is important. Avoid broadcasting programmes when learners are likely to be at work or in church. Prime time programme allocation would be ideal, even if this necessitated a sacrifice in terms of the duration of the programme.
- It may be more appropriate to target ABE educators as they are more likely to have ‘television sense’ and to have access to television sets.
- Language of delivery is a key issue. This related both to the choice of language and appropriate language level. Presenters or actors should speak a language that is familiar to the target audience.
- Link broadcast interventions to other technologies. Television can be linked to radio. Print can be used to support either broadcast technology. Printed materials should catalogue existing video and audio resources for this audience.
- Advance distribution and publicity about such an initiative would be important.

The following points appear in the New Readers Project research report as hint for producers of materials for adults with basic levels of literacy. They are included here as all have relevance to general resource development (including video and audio resources) for this audience:

1. Write for a single audience (as mentioned above).

2. Remember how basic it is (refer to the ‘helium balloon effect’ mentioned earlier).

3. Choose experts carefully and beware of consulting too many experts. (Materials developers) can exhaust themselves trying to get definitive answers through a process of ever-widening consultation with experts. The better option is to choose an expert or two and stay with their opinions. Rather become exhausted through testing materials with learner readers than with collecting more and more expert advice.

4. Do not create separate rules for materials development for adult materials, except in terms of levels, design and layout. Censoring ABE materials should be avoided. This is a particular concern as ABE educators who tend to impose their own ideas of what is appropriate for learners do censoring. This imposition is generally to ensure a didactic focus or moral usually patronising lesson, onto material intended for developing reading and language skills. It is also important not to become enmeshed in ‘literacy for development’ ethos which suggests that unless a (resource) is about nutrition, income generation or ecology, it is not ennobling and therefore not worthy of (production).

5. Test materials with target audience and do not rely on mediators to provide information about what adult learners may or may not like or be able to read (or engage with).

6. Produce materials that are attractive, durable and marketable. It is possible to produce (resources) at a relatively low cost without sacrificing quality.(Lyster, E, 1995, p.81)

Potential Broadcasting Interventions
Two potential broadcasting initiatives were suggested during this interview. The first targets ABE educators and the second focuses on ABE learners.

Programme for literacy teachers of ABE educators that focus on educator’s attitudes, methodologies and practice - particularly around OBE would be welcomed. Such video or audio resources should show mock lessons that realistically highlight good and bad practice. A BBC video series, with such an approach, is used by the Centre for Adult Education in some of its courses. The first ten minutes show a class in progress and the reminder of the video is an exploration or deconstruction of this lesson. A local equivalent of such a series would be very much appreciated. Encouraging teachers to read would also be a valuable contribution. Alerting them to what resources are available or their learners would also be useful. Teachers do not understand the NQF and all the new terminology introduced with the new curriculum. Broadcasts could explain these new policies - ideally this should be done in languages other than English, as most policy documentation and support materials have been produced in English.

The second suggestion is around using broadcasting to instil a love of reading and support post-literacy interventions. To elaborate on this suggestion, it is worth reflecting on what is meant by post-literacy. The following extract is from the New Readers Project research report:

Unfortunately as with many other terms, post literacy has come to mean different things to different people. Originally it was used purely in its literal sequential sense: i.e. what happens after a basic literacy course has been completed. However, as the whole conception of literacy itself became much more complex and subtle, the notion of posted literacy followed suit. It has now come to mean:

- everything that goes on in adult basic education after the initial basic course which developed a very rudimentary level of skill in reading and writing.
- everything that goes on outside a ‘formal’ literacy class, which reinforces, supports and develops reading and writing skills.

Dave et al summarizes the goals of post literacy programmes as follows:

- retention and stabilization of literacy skills (here the terms supplementary materials, easy readers and neo-literates are most commonly used)
- continuation of formal learning beyond initial literacy (second chance learning)
- application of literacy learning to personal, social and vocational life i.e. to the larger process of development.
- … in plainer English the three goals can be summarized as follows:
- practising reading so that the skill of reading can be maintained.
- studying further
- reading to learn about a variety of things, many of which fit in with national development plans.(Lyster, E, 1995, p.81)

Broadcasting can play a useful role in supporting post-literacy initiatives. These could be specifically aimed to instil a love of reading, highlight the value of reading in education programmes, and emphasize that reading can be for entertainment and for fun. Broadcasts can be used to wet the appetites of ABE learners and educators. In Mochochonono, books relating to specific themes have been profiled with competition give-aways for some of the New Readers Project titles. Learners and educators need to know what is available for their level. The broadcasts can also be used to illustrate what mastering reading can do to improve someone’s life. This can be in terms of possible jobs and career paths as well as for day to day functioning. The broadcasts can also play a role in supporting African languages - both in terms of available reading materials and in producing audio and video resources in a range of African languages. Neville Alexander at UCT’s African studies department has done some interesting work into the importance of supporting a writing and reading culture in African languages. He opposes the perception that home language literacy should be seen as a stepping stone to English literacy. Attitudinal change around he value of African languages could be aimed for, although this would need to be a long-term strategy. Also, teachers themselves don’t read and this hinders the development of an ABE reading culture. South African celebrities could be seen to be reviewing books and encouraging reading in short inserts. DJs or continuity presenters could refer to books, and characters in soap operas or dramas could be shown reading and talking about its effect and enjoyment. That Oprah Winfrey is the biggest seller on books in the United States is significant. Similar South African talk shows should aim to encourage reading and profile books with give-aways, reviews and competitions for the ABE learner and educator audiences.

In line with this theme of encouraging a reading culture is an idea around profiling ABE initiatives to encourage learners to enrol in ABE courses. Existing competitions, awards and incentive programmes could be tapped. The Gilbey’s award for ABE education initiatives could be used. Rather than just covering the award as a news event - short programmes about the centres in the competition could be produced. This could be linked to teacher training and innovative practice. The series would build up to final announcement of prize winners and then be completed. It may also be possible to profile corporate involvement and sponsorship for such initiatives. Companies would get some media coverage and may therefore be more likely to sponsor education programmes, or fund the broadcast series itself. Incentive must be an integral part of programme planning; competitions and give-aways seem to work well for this. It is important for SABC to be aware that ABE learners are not likely to purchase printed resources. Distribution for the New Readers Project has illustrated this. Most purchases for books are made through ABE educators, libraries or resource centres. The New Readers Project research report states that:

Distribution remains a problem area. Poor people do not buy books in any numbers and as ABE adults are mostly poor, this will continue to be the case. Rather than research on more effective ways of selling books, research should look at more effective ways in which books can be circulated rather than sold. This is especially necessary in rural areas. Careful research in this field would make a positive contribution to accessibility of easy readers for adults.(Lyster, E, 1995, p.81)

Another potential broadcasting intervention which would support ABE learners would be the production of plain English stories and African Language stories that are pitched at ABET levels 1-3. As with reading material, there is not sufficient broadcast material that targets this audience. Some basic life-skills programme may be useful for this type of initiative. If these stories were broadcast on radio and television and then produced in printed materials intended as easy reading for adults, this could be a fairly substantial and useful intervention. Video or audiocassettes of the programmes could be used in ABE classes - and more detailed learning activities could accompany the printed versions of the stories, for distribution with the cassettes. In designing plain English and African language stories care must be taken in terms of language use. The subject matter must be interesting and the audience response well known.

Possibilities for Collaboration
The centre would be happy to collaborate with the SABC on a broadcasting initiative for an ABE or ABE educator audience. It can offer expertise in ABE and ABE materials development - particularly around content and language levels in English, Zulu, Afrikaans, Sotho and Xhosa. The new readers project books could be profiles or used as a basis for simple stories. Distribution of these materials could be linked to any broadcasting initiative that encourages reading for pleasure. Audio or video materials for ABE educators could be tested or piloted in ABE educator courses. The experiences at the centre and its New Readers Project should be used as a basis for any new projects in materials development for ABE audiences.

Emerging Ideas
A number of fairly detailed ideas - particularly around encouraging and supporting a culture of reading for ABE learners in English and African languages were raised in this interview. The main ideas are summarized here:

- Ideas around post-literacy programmes and encouraging a culture of reading in a mixed media strategy including broadcasting should be explored.
- Encouraging reading should cut across all programming with celebrities, talk show hosts and soap opera or drama characters being shown reading or reflecting on reading.
- Plain English stories and dramas on television or radio could be usefully used as resources in ABE classes. This could be usefully supplemented with printed materials for reading and ABE class activity.
- Resources for ABE (including broadcasts) should not only be didactic - or intended for developmental purposes. Resources at an appropriate language level that would encourage reading or further learning should also be developed. Sport, leisure, recreation and religion are also important issues for ABE learners.
- Involve learners in identifying priority areas. Be wary of ABE educators imposing their ideas of what is best onto learners. This tends to be patronizing and intended to portray a moral message to learners.
- Test any resources designed for ABE with learners and educators - before final production
- Profiling ABE programmes should be linked to incentives. A competition which aims to encourage adults to enrol in ABE programmes, as well as innovative methodologies and resource contributions in programmes, could be run with a build up to the awards ceremony showing a profile of entrants that is screened on television or documented on radio. Company sponsorship could be profiled - in an effort to encourage on going corporate funding for this sector.

 

Date: 25 February 1999

Organizational Information
Name:            Sandra Land
Telephone:     0331 220 5497
Facsimile:       0331 220 5756
E-mail:           land@cae.unp.ac.za

The Centre for Adult Education is in part an NGO and, in part a substructure of the University. It is housed on the University campus and three of its eleven staff are on the University payroll.

It offers the following formal courses:

- Postgraduate Diploma in Adult Education which is offered as a distance education course;
- Undergraduate community educator courses that focuses on community development issues relating to education and training; and
- Modules for a B.Ed that are increasingly offered in distance mode, following the partnership with SACTE.

The modules attract the most fee-paying students but students tend to be certification driven and not entirely committed to engaging with issues of Adult Education.

The Centre is also engages in a series of research projects. It conducted a survey of Adult Education providers in the country in 1995/96 that is well regarded. This has subsequently been up dated. Violence monitoring and peace study initiatives are also conducted. An exciting research project has been commissioned by the Finnish Embassy. This involves a consortium consisting of Tembaletu Community Education centre, Hope Second-chance Matric Project, Radio Ulwazi and the centre for Adult Education. Using learners at Tembaletu and its satellite centres a base-line study on the levels of democratic engagement (do people know their rights, their local councillors, can they access services, etc) will be conducted. Information about how to engage with problems and participate in a democracy will then be used in Tembaletu classes and flighted on radio. The impact of the interventions will then be assessed. The six satellite centres would make for interesting television viewing, as they are in very rural and scenic areas. The learners speak and dress in interesting ways. It would be an exciting project to follow and perhaps profile.

Materials for Adult Education are produced at the centre. Learn with Echo is a popular supplement weekly supplement in Echo newspaper. The supplement targets ABET learners and is in English and Zulu. The level is varied aiming to cater for learners engaging in ABET level one, to grade seven, second language English, learners. It is intended for independent study and is directed at first language Zulu speakers and aims to develop reading skills and picture literacy. Additional copies can be ordered and delivered free of charge to anywhere in Natal. There is a significant demand for the receipt of multiple copies. Some teachers stick rigidly to activities outlined in the supplement, while others use it creatively for numerous activities. The overall readership is estimated at 300 000.

The Centre also produces booklets on identified issues. The Mkhize stories from Learn with Echo have been compiled into such a booklet, and the centre has recently completed a book focusing on issues relating to women called The Women’s Handbook. The centre often takes up contract work for materials development. An example of such material is the Masakane Project materials. It also evaluates projects, materials and teachers through such contracts or commissioned work.

Issues and Areas of Priority
The centre aims to provide relevant and quality education to people who have been deprived of educational opportunities. Ms. Land is primarily concerned with the fundamentals of Adult Basic Education viz. Literacy, numeracy and language development. She feels that in levels one and two, these should be focused on directly. In level three and above, thematic approaches focusing on different issues can be introduced. She thinks that African Languages should be focused on in all levels in order to develop a culture of learning.

While unemployment is a major problem, a focus on work and entrepreneurial skills is not appropriate. It is unfair to expect people with minimal educational experience, who are struggling to find work in the formal employment sector to start their own business. Some people have a predilection toward operating a business, and are likely to have started something small in their environment. For such people it may be possible to improve the way in which they manage their businesses.

Personal finances would form the bulk of work covered in ABE numeracy classes. Concepts about hire purchase, lay-buys, credit cards and accounts could be focused on. A simpler version of the current SABC programme Money for ABE learners in a variety of African languages would be a useful broadcasting intervention.

Health issues are critically important particularly around AIDS and alcoholism. Men’s health should be focused on. In Sandra’s opinion, women seem to be more active in their communities and are becoming more employable than men. Increasingly men are unemployed, frustrated and angry about their situations. Health should not be focused on as women’s issue, particularly around alcoholism, stress and aggression. The same point holds true for a focus on Early Childhood Development. Increasingly, fathers are playing an active role in their children’s development/. This should be encouraged and built upon.

A focus on democracy, particularly in an election year is important. There is a vast amount that could be done around elections and citizenship. This could go beyond an election focus to attempts to try and address the uncomplaining and accepting attitude that is prevalent in Zulu culture.

Traffic, road safety and commuter rights and responsibilities may be another useful theme. Creative ways to track or report aggressive or poor driving should be sought and popularized through the broadcaster. Finally, a theme on the environment and caring for the surroundings would be useful. A broadcaster could participate in a campaign to ban plastic bags, as has been done in Zambia.

Roles for Broadcasting
General Roles
As a national broadcaster has to pitch its programmes for a wide audience in order to compete with other programmes, an educational programme has to be very flexible and pitched at a range of levels. Some parts of the programme would have to be in the mother tongue of the target viewers or listeners while other parts should be in simple English for the same group who may be learning English as a second language. There is a range of programming styles that could be used: from a talking head newsreader to a full dramatization.

Potential Broadcasting Initiatives
A programme like educator express that focuses on adults and models good practice would be well received. A well-resourced, well-trained educator in a well functioning centre should be profiled for use in educator training programmes. Five adult education centres in each province have been chosen to receive EU funding and be fully equipped and supported. This may be as useful network to tap if it is envisaged that audio and video resources are integrated into ABE lessons. A multi pronged approach between the New Readers project; Learn with Echo and the Natal Adult Support Agency (NASA) is being planned. Currently there is insufficient support for learners to find out where they can go for ABE fundamental classes. A broadcaster could play an important role in displaying contact numbers and venues in each region. Support on how to start a literacy class is also not sufficiently distributed or available. With offering such advisory services, care needs to be taken that the support is extensive enough for meaningful initiatives and projects to be launched. The concept of ‘each one - teach one’ assumes that teaching ABET levels 1 and 2 is easy and can be done with minimal expertise, and should be handled with caution. Cascading models of training very rarely work or have the envisaged impact - it may be better to invest in fewer, more established and well functioning projects than take such as fragmented approach. Notwithstanding these concerns, there is a clear need for individuals to know how to go about getting training to become an adult educator, which centres are functioning and what materials can be used to support their lesson activity. In terms of training people to be adult educators or run ABE centres, extensive support and training is required. Particularly now that funders, are no longer satisfied with a focus on literacy, numeracy and languages. Funders now expect some measure of skill development and want to see measurable impact. This is not always fair, as the impact of teaching some one to read is subtle. Few adult learners are suddenly far more employable and moving into professional positions. Nevertheless, many learners can now hold their hymnbooks the right way up, read the bible for themselves and are more engaged with their children’s learning. This is not measurable in terms of societal impact and community development, but does create a marked difference to lives, confidence and self-esteem of individuals.

ABE materials could be developed for use at home or in the classroom. The lack of textbooks in classrooms or for use in ABE programmes is chronic. Any material would be welcomed, however ABE educators would need training on how to use and integrate audio and video resources into their lessons. Such training should include as focus on how to use popular media in general in lessons. Adverts and snippets from programmes can be used well to stimulate class activity. Both video and audiocassettes for teachers to use should be readily available. A video in which as teacher uses bits and pieces of television material taken from all types of programmes would be as good idea.

All of the above points were reflecting key elements of consideration for potential broadcasting interventions. Sandra suggested two key ideas around specific interventions. The first had an adult educator as its focus and was similar to Educator Express in that key issues, information, model practice as profiling of centres takes place. The second was directed at learners. Sandra feels that there is not enough programming on television in simple plain English. Shot snippets of stories in which there is explicit and simple dialogue with as high level of redundancy and explicit action could be developed. A series of short dramatizations that are flighted on the broadcast and intended for second language speakers of English at ABET levels 1-4, could be compiled into video cassettes with accompanying print materials for classroom use. The characters in the drama could appear in the print. The main point would be to create low level dialogue that does not make assumptions about the language levels of the viewers. In some ways this is what the Mkhize stories in learn with Echo aim to achieve. A simple dialogue that is illustrated with pictures is presented in plain language. This forms the basis for learner activity, but can also just be appreciated as a story.

Possibilities for Collaboration
Sandra has already worked with SABC on a series that showed different scenarios for how tricky situations could be approached. The focus was on developing English skills to be able to assert oneself in as working or commercial environment. She also worked on as series for Mochochonono that was on as scientific view of the world. This was not successful, as the team involved in production did not have as common vision or approach. Sandra would be happy to continue to work with SABC and could offer content advice, script writing (in terms of as story line and language level). She is happy to continue to offer input on ABE production.

Emerging Ideas
The following potential contributions emerge from this interview:

- Sandra can offer consultancy and advice on ABE programming particularly on the use of plain English and the level of language (mother tongue and English).
- Learn with Echo is an existing newspaper supplement for Adult learners and educators in Natal. It could be use for regional distribution of ABE material.
- The EU funded Adult learning Centres, of which there are five in each province, could form the basis for as network in which video and audio materials are produced or tried out.
- Educator Express for Adult educators.
- Plain English stories and dramas, the characters of which are used in printed materials, and distributed as video or audiocassette would be a valuable contribution to the ABET sector.
- If health is a focus area, consult The Women’s Handbook.
- If democracy is an issue, then the Finnish and South African consortium should be followed up.

Organizational Information
Name:             Mervyn Swartz, Director, Radio CDC
Telephone:       403-2750 (ext.120)
Facsimile:         403-1510
E-mail:             msawrtz@cdc.org.za

The following extract describes the Centre for Democratic Communications:

The CDC is a non-profit, non-governmental organization (NGO) run under the auspices of the independent Democratic Media Trust. Initial funding and ongoing financial support have come from the Italian government’s international aid structures and the Italian trade union movement. Nelson Mandela and Jay Naidoo forged the link with the Italian union movement in the early 1990s during a visit to Italy.

The purpose of establishing this centre in 1994 was to participate in the facilitation of a healthy atmosphere of communication for the democratic transformation of South African society. The media, if properly utilized, have the potential to be an effective tool in the process of democratizing and reconstructing society, and in empowering people.

The CDC was established at a time when the SABC was still a government propaganda tool. Hence the need then to establish a centre that would be ‘the voice of the voiceless’ in an atmosphere that required a radical overhaul of the country’s information order. This took place at a time when South Africa had not yet had a legalized community radio station. CDC Radio has since become one of the main players in South Africa’s community radio movement. The unit produces a wide range of radio programming and feeds items by satellite to 21 of the newly-created (since l995) community radio stations around the country. CDC Radio has also become an important supplier of training and technical upgrading for the stations.

In cooperation with local and overseas NGOs, local community-based organizations(CBOs), government departments and agencies, independent research and advocacy bodies and the union movement, CDC Radio provides public information programming aimed at democracy-building, protection of the freedoms outlined in the Bill of Rights, and empowerment of the myriad communities -- and communities of interest -- in South Africa.

CDC consists of four units, each of which have been and are engaged in numerous projects.

1. Radio Unit: This unit develops radio programmes and supports the development of community radio stations. The focus is both rural and urban and there is currently a national network of 21 stations. The unit works with Ditsela on some projects. This unit has completed, or in some cases is currently developing, the following series:

- series for farm workers on basic conditions of employment (10 x 15 min in Zulu, Xhosa, Northern Sotho and English with dramatization and panel discussion;
- series on rights of shop stewards including legal components done with Ditsela.
- series on refugees (8x 15-20 min)
- women’s health project with Wits Department of Community Health and SA Institute of Medical Research (12X short inserts) complemented by print manuals and radio call ins to toll-free number for 21 stations;
- Weekly labour slot on 8 stations in 4 provinces with COSATU and an American African solidarity group
- call-ins on voter registration, TRC, housing and informal settlements, welfare, small business development
- radio spots on public information regarding AIDS, the Jobs Summit, Human Rights Day
- radio AIDS drama
- OLSET distributor for primary radio school project.

They have tendered for the Gauteng Provincial health services weekly 1 hour programme on health which is aimed at age groups 8-24 and 25-35. This is through the Gauteng department of Health. In addition the national Department of Education has put out a tender for 16 live broadcasts on education matters.

The following extract describes the SACRIN Radio network:

The CDC Radio Unit operates both analogue and digital professional recording and editing facilities, as well as a satellite audio distribution service. CDC Radio is affiliated to the National Community Radio Forum (NCRF), which itself is part of the National Community Media Forum. All programmes produced by this unit are aimed at community radio audiences whose stations are affiliated to the National Community Radio Forum nation-wide.

The CDC and the NCRF are working together to develop a formal national network of community radio stations called SACRIN (South African Community Radio Information Network). The aim of SACRIN is to link stations through a computer network, and also through a satellite audio service. CDC Radio is in charge of the audio component of SACRIN, and is presently feeding programming, via satellite, to 21 stations in all 9 provinces.

Despite the rapid growth of efficient communications technologies in South Africa, many communities are still without basic communications devices. It’s only the elites in this country who are enjoying the privilege of complete access. SACRIN is, therefore, meant to redress such imbalances by taking advantage of recent technological developments to produce and distribute information, while at the same time using an older, relatively low-tech, inexpensive, accessible medium - analogue radio - to deliver the end-product to communities and individuals. Stations receive sponsorship payments for most of the SACRIN radio feeds they carry.

SACRIN therefore:
- Links community broadcasters to the satellite network.
- Enhances community media programme exchange.
- Introduces community broadcasters to new technological innovations.
- Ensures an effective communication system between national community

media.

- Organizations and community-based projects at grassroots level.
- Promotes community media programming.
- Ensures sustainable community media development.

The CDC provides satellite up-link facilities and rented space on the Pas 4 satellite, as well as studio production facilities and personnel such as programme producers and presenters. The NCRF, in turn, provides member stations with satellite receiver dishes and decoders to enable them to receive the CDC’s satellite audio feeds. NCRF also provides research conducted on the programming needs at station level; facilitates training of personnel; and provides technical and marketing expertise. The CDC assists NCRF with training by conducting technical and journalistic training sessions.

The long-term intention behind this project is to enable member stations to receive and share a variety of programming, ranging from general current affairs to specific subject areas such as labour, health, education, arts, history, voter registration, social assistance, housing subsidies and HIV/AIDS awareness. Therefore, member stations are encouraged to contribute

with programmes and programming ideas. All programmes distributed across the SACRIN network by the CDC are accompanied by a programming guide and an evaluation sheet - which are either e-mailed or faxed.

2. Print Unit: Printed materials for trade unions, NGOs and other groupings are done. The client organizations submit the content and CDC does the DTP and printing. There is generally a labour focus in most of this work.

3. TV and Video Unit: This unit produces short videos and documentaries on various topics. Some examples include, work on an explanation of the RDP, a 6 part series on the LRA, 13 part Health Education series, drama on employment equity, roles and leadership in trade union. Documentaries on issues such as the SACP in the 1930s, a South African in Cuba and EU and SA trade agreements have been produced. Videos of events like national congresses are also produced.

The video unit was intended to produce finished-product videos for union trading. This has not been a major focus up to now, but some work with NUM and NUMSA is underway.

4. Photographic Unit: This unit has an archive of photographs that is made available to journalists for magazines, newspapers etc.

Both the Radio and Video Units are working on projects relating to:

- the employment equity act;
- NUM - hoping to get a broadcasting licence, radio documentary slots regarding NUM issues and TV documentary on the state of mining and shop stewards. This campaign is intended for the lead up to the wage negotiations.
- NUMSA shop steward training education project. In addition the CDC produced an award-winning 40 minute video on the right to communicate, focusing on civics and local governance.

Youth are a key focus for such educational initiatives, as such CDC has means of reaching them through the radio network. There is a strong youth support base - but educational content is lacking as music programmes dominate.

CDC and its network of community radio stations experience severe funding problems. ‘Volunteerism can only go so far’. This means that once people have been trained through community radio programmes they tend to get snatched by SABC and other broadcasters (like YFM). These two factors hinder continuity and the ability to deliver good quality productions.

Issues and Areas of Priority
CDC identified the following as key issues for this audience:
Economy and political economy

- Unemployment
- Job creation
- Business skills - small, medium and micro
- Vocational and career guidance

Social issues:

- Death penalty
- Human rights
- Bill of rights
- Crime
- Parenting
- Local government
- Environment

Roles for Broadcasting
General Roles
In summary, the following points that were seen to be key to the success of such an initiative were articulated:

- Timing of programmes is crucial. Effective marketing requires securing a regular daily or weekly slot for educational programmes on the entire SABC and/ or community radio schedule. Different days could cover different identified focus areas.
- Use a mixed media strategy.
- Open the production and distribution channels to a range of partners.
- Develop a physical network of hubs of activity (potentially with radio stations as the focus). User groups should be encouraged to share viewing and/ listening experiences.
- Commit to exploring popular formats like drama and documentary for educational purposes.

Potential Broadcasting Initiatives
The following ideas were generated by asking individuals from CDC to each contribute an idea (no order of preference is given):

1. Seek ways to empower people by using and targeting existing organized sections of civil society for example: civics, church groups, stokvels, labour movements, funeral societies etc. Key into these groups and relate to issues that are pertinent to them. Programmes should be made by and for them with the assistance of producers and directors who are experienced in the production of such projects.

2. There is unequal access to information between rural and urban groups. National events like the Grahamstown Arts festival or the All African Games could be used as areas of focus and directed to rural communities.

3. An intervention around industry is necessary. Career guidance for unskilled workers and artisans is very important. Map out paths for professional development or vocational training. Advocate for available learning opportunities. Publicize what is available with guidance on what is suitable for whom and for what reasons. For the unemployed the focus would be on how to get employment.

4. Plan an intervention around the Constitution. The print documents have not reached the majority of South Africans. A systematic series with a mixed media approach should be planned. Basic rights afforded citizens, individuals workers etc should be covered. This should not be too general and should be detailed enough to be of value - it may need to be stretched over two years and should aim to inculcate a sense of democratic responsibility.

5. Address issues around the South African economy. Where are we going? What are the issues? Link business, economic and environmental issues.

6. There is a role for all broadcasters in mentoring and providing internships for young producers. There should be ways in which those with potential can grow.

7. There needs to be an open network of TV and radio outfits both in terms of production and distribution. Community radio can distribute broadcasts with financial efficiency to community stations (that often have a strong youth support base). Educational content should be flighted on the entire radio network - community and SABC. This network can then be used as physical points of distribution for other media. Information centres, printed materials, potential one-stop computer stations could be centred at the radio station offices. These are popular and accessible venues that are often in public spaces like a mall or campus or community centre. This physical contact network could be exploited to include spaces for listening or viewing circles to take place. Building a network of group listeners/ viewers would be very important for sustained educational interventions. Radio station offices may for the hub for this.

Possibilities for Collaboration
CDC expressed caution in working with the SABC based on previous experiences. It has found working with the SABC to be very difficult and at times frustrating for the following reasons:

- lack of clear and consistent programming allocation to educational programmes;
- there is little regional or station coordination around education for SABC radio;
- regional station managers for radio can override or determine educational decisions;
- when tenders are issued it seems as if the person who wins the tender has been identified prior to the tender process;
- educational programmes are relegated to poor time slots - it is difficult to get prime time or near prime time slots;
- educational programmes do not exploit popular formats enough - the value of educational drama is underestimated (international experience has illustrated the value of educational drama)
- there is insufficient curriculum based materials particularly for ABET;
- more variety in terms of both formats and languages should be explored;
- SABC’s false divide between Economics and Labour frustrates CDC, as while there are many economic slots there are few labour ones. This is a false split as similar issues are covered in both areas.

Notwithstanding these difficulties - that are not seen to be insurmountable - CDC would be happy to work together with SABC. Suggestions for potential ways to collaborate with CDC are articulated in the next section.

Emerging Ideas
The following potential points of collaboration are worth exploring with CDC:

- Consider using CDC as producers of programmes. CDC involvement in establishing the programme content and entire strategy could be sought for labour or community issues.
- Consider using CDC national community radio network to distribute programmes. This would demand careful negotiation as SABC labelled or flagship initiatives would not be suitable for community stations. Nevertheless there is potential for partnership and/or joint venture.
- Consider using CDC radio call-ins on specific issues - these seem to work well, particularly for a youth audience, and can be easily arranged. A toll free number is already in place.
- The physical office network of community radio stations can be used as points of focus for distribution of non-broadcast material and potentially as venues for group listening /viewing.

 

Date: 21 February 1998.

Organizational Information
Contact person: Phumelele Ntombela-Nzimande (Deputy Chair)
Telephone: 011 - 403 7184
Facsimile: 011 - 403 7188
E-mail: phumnn@cge.org.za

The major thrust of the work of the CGE is to conduct public education and awareness around gender equality. Other major areas of work include: gender policy and institutional development; law and justice; safety and security; economic and political empowerment; capacity building. Thus the CGE ensures that gender issues are integrated into government policies and other institutional mechanisms of South African society, as well as attending to complaints of sexual harassment and violence in the workplace. The commission also works with other governmental departments where necessary. To support its activities, and to reach out to women in remote parts of the country, the commission, in partnership with SANGONET has launched an electronic mail and discussion group and various websites.

Issues and Areas of Priority
Ms. Ntombela-Nzimande identified the following as urgent priorities:

• Information dissemination around legislative policies (post 1994). The point was made that several key legislative and policy documents have come into effect since 1994, and may South Africans, particularly those with minimal education, are still not fully aware of how it impacts on their lives. The example, of the Maintenance Act was cited - most women do not yet know that they have certain recourse to law when it comes to the issue of maintenance. Similarly, the concept of domestic violence has been broadened within a legal framework, and people need to be made aware of this.

• Social and developmental needs. Ms. Ntombela-Nzimande felt that it is important to target the social and developmental needs related to health, welfare, safety and security of those communities in South Africa most afflicted by poverty. In this instance the example of rural and farm communities who are in need of running water were cited. This is a need which has far reaching implications for the development and sustainability of a community. Here it was pointed out that there are channels of communication and structures in place to address these needs, but often communities are not aware of these and subsequently do not know how to go about getting their needs addressed.

• Social responsibility. The need to promote social responsibility amongst South Africans was identified as another key area for intervention. Citizens need to recognize and understand what their roles, duties and obligations are as participants to ensure that the ideals of South Africa as a democratic society are realized.

Roles for Broadcasting
Potential Broadcasting Interventions
The SABC should explore a ‘case-study’ series which focuses on a particular community and its needs. Such needs may include: issues related to sustainable development; education and skills training; and income generating activities.

The case of the Nkundusi community was provided by way of example. The CGE, together with the department of Water/Environmental affairs embarked on a project with the Nkundusi community which resulted in the delivery of running water. This project gave rise to a number of issues - the lack of access to information; health issues; and the need for the community to get involved and explore ways to ensure sustainable community development.

The suggestion is that a community case-study series has the potential to develop various threads which arise out of the social and material circumstances of a particular community. These threads can include the priorities identified above:

- The need for information.
- The need for social and collective responsibility on the part of the community. Here the example of the Nkundusi community was raised, where it was found that a number of years ago water tanks and pipes were put in place, but these were subsequently stolen by person known to the community. This serves to illustrate the need for social responsibility as well as the need for people to be consulted on initiatives such as these so that they can take ownership and responsibility for it.
- The case-study series could also explore various income generating activities with a focus on SMMEs. One way in which it could do this, may be to take the case of the Nkundusi community, where a consequence of the project is that communities are provided with the impetus to form their own contracting organizations to ensure that the piping, etc, and maintenance is seen to, whilst relying on the expertise of more qualified persons like engineers.

Key Elements for Success
The following elements were identified as key to the success of potential interventions:

- A case-study series (as suggested above) must have the support and involvement of the community. In this instance the role of traditional leaders was cited. Traditional leaders are feeling threatened by development projects, which they perceive as undermining the position and power, they occupy in their communities. What is needed is to ensure that traditional leaders are engaged and brought on board to share and participate in any kind of developmental initiative.
- Another important element for a broadcasting initiative is the need for collaboration between organizations that have some kind of interest/involvement in the issues. For example, if one takes the Nkundusi community, then partnerships/collaboration is essential between the CGE, the Dept of water, and the dept of environmental affairs, other relevant community organizations, and government departments.
- It will also be important to involve the print media. The example given was, to involve the news-sheet, Reconstruct which is a weekly supplement, that deals with developmental issues.

Possibilities for Collaboration
Collaboration with the SABC is possible and desirable. The CGE could assist by facilitating the SABC’s work with particular communities (if it decides to go that route). They would also be able to play an advisory role. One of the major benefits for the CGE, from any collaboration, would be the promotion and enhancement of its work in the field of gender education.

COMMUNITY AGENCY FOR SOCIAL ENQUIRY (CASE)

Date: 18 February 1999

Organizational Information
Contact person: Tanya Samuels
Telephone: 011 403 6519
Facsimile: 011 403 1005
E-mail: Tanya@case.wn.apc.org

CASE is agency that conducts social research for clients such as government, business and parastatals. It also conducts public awareness campaigns on request. It has conducted a number of research and evaluations on media. This include evaluation of Soul City for the SABC (1997, 1998), evaluation of radio listenership for the Constitutional Assembly in 1996. Some of the findings of its research into the media reveal that more men have access to the media than women, younger people also access the media more than older ones, people in the urban areas have more access to the media than rural. Within the rural contexts there are more people (farm workers) who do not access the radio. The most excluded in terms of access to the media are the older and rural women. The research findings also show that whilst radio is available to both, men tend to have more access to TV, whilst women have more access to radio. It has also been revealed that women listen to radio whilst working.

Roles for Broadcasting
The broadcaster is seen as having a role to play in offering programmes that could benefit the adults. Radio and TV could be used in conjunction with other forms of materials. When these programmes can be broadcast depends on the target audience. If the target group is the unemployed they could be broadcast during the day, if they are targeted at working adults they could be broadcast in the evening or during the week-end, or those broadcast during the week could be repeated during the weekend. The problem with the evening and weekend slots is that children tend to determine what should be watched on television, thus inconveniencing adults. Duration of the programmes could be 30 minutes to 1 hour.

Themes of programmes that should be broadcast depend on the target audience. Health issues such as aids and hypertension, use and abuse of alcohol, parenting and child-care are appropriate for the family. A multimedia approach using TV radio and print could be used to present the programmes. Other forms of intervention could include face to face mode.

A number of key elements for the success of such broadcasting initiatives were mentioned. For example, teachers or practitioners should be trained on how to use the material. In addition, there is need for establishment of support groups for peer support. Choice of characters or actors was thought to be is crucial for the success of the programmes. The programmes should be presented in a professional way for the target audience to be able to identify with characters or presenters. There is a need to produce well-made productions. If characters are unrealistic, people will loose interest.

Possibilities for Collaboration
Case sees the possibility for collaboration with the SABC in this initiative. It is argued that the SABC does not have all the expertise to develop programmes without support. Case could collaborate by doing research for the SABC when requested.

Emerging Ideas
There is need for professionalism in the choice of characters/presenters and the production of the programmes. There is need to consider diversity issues in terms of who has access to what kind of media in the preparation and broadcasting of programmes. There is need to broaden understanding of adult education to go beyond mere literacy and numeracy to include health issues, parenting and childcare.

Date: 16 February 1999

Organizational Information
Contact person:     Carmel Marock
Telephone:             011 339 4911
Facsimile:                011 339 6954
E-mail:                    carmel@cosatu.org.za

Carmel works in the Negotiations Department at COSATU. The department is looking at policy implementation of education and training in the work place. There is also a Department of Education which offers education programmes to shopstewards.

The target group for the work of this Department is workers and to a lesser extent the unemployed youth.

Issues and Areas of Priority
The Department is focusing on human resources planning related to the Skills Act. Provision focuses on ABET and Further Education. These is offered at company level where negotiations are conducted with companies for the provision of ABET in the work place. The department is also offering training to affiliates to help them understand the economics of work. The forms in which training takes place is though meetings and workshops that take place every two months to discuss policy issues of things affecting workers.

The key priority issues facing the workers are the implementation of the new ACTS: Employment Equity Act and the Skills Act. There is also a need for democracy education, which needs some basic ABET skills. HIV and health issues as well as retrenchments are some of the priority issues facing adult workers.

Roles for Broadcasting
The following general roles for broadcasting were identified:

- promoting the rights of workers as enshrined in the ACT;
- examining what changes should happen as a result of the new ACTS;
- making information sharing to be more accessible; and
- providing information on health issues.

The organization envisages a role for broadcasting in terms of the promotion of the three ACTS. In particular, the focus could be on the changes to be expected as a result of the implementation of these ACTS. This should be done in a simple way to make the information that is shared more accessible and understandable to workers. The broadcaster could also focus on health and information issues for adults. Television and radio are the media to be used in sharing of information. This could be accompanied by pack materials that could backup the broadcast. The radio broadcast should be available in all languages. The duration of the programme depends on the nature of the issue that is being deal with.

Elements for success include:

- Public awareness of the programmes and what to be expected from it. This could entail advertisement, distribution of packages about the programme and good media build-up to the launching of this programme.
- The programmes should integrate education issues for assessment and accreditation purposes.
- Availability of videos and Television sets in the work places for workers to access the programme.

Possibilities for Collaboration
The organization envisages possibilities for collaboration with the SABC in this project. It could provide a resource in the form of groups or fora around particular issues that are being dealt with. For example, a health forum could be constituted for the programmes dealing with health issues. The organization could provide access to laws. It could make available some materials dealing with the workers perspectives on these laws.

The SABC could play a role of making resources available to record the programmes. It has the challenge of making the programmes interesting.

Emerging Ideas
The work of this department brings in a new dimension of issues faced by workers. These include the importance of workers to understand the laws that affect them, to know their rights, in a way a form of democracy education. This poses challenges for the SABC’s intervention in terms what it will regard as priority areas for adults.

Date: 1 March 1999

Organizational Information
Contact person: Tshediso Ntili
Telephone: 051 861 1354
Facsimile: 051 861 2107
E-mail: project1@agric.za

The Non-formal Training Unit in the Department of Agriculture offers short courses aimed at sharing information and skills with clients of the Department of Agriculture. The clients concerned are the staff of the Department of Agriculture in the Free State province, farmers, and interest groups within urban and rural areas and youth involved in the agricultural sector. The technical areas in which training in offered are crop production, vegetable production, large stock production, small stock production, and poultry production.

Issues and Areas of Priority
The project focuses mainly on farming, integrating farming with numeracy and literacy. It uses two delivery systems namely: out-reach and residential training. Outreach training is focusing at training sessions presented on-farm where the farmer can utilize his/her infrastructure. Residential training is handled on-station. This can be where the training centre is situated or a place of scientific research. The priorities facing adults in this spectrum are identified as skills development, literacy and numeracy, and a need for empowerment. The latter entails helping them to take decisions for themselves and using indigenous knowledge and resources to help themselves. Because they are operating in the agricultural sector, there is a further need for project management and marketing skills.

Roles for Broadcasting
Mr Ntili foresees a possible role for a broadcaster. A programme could be developed around a particular area of focus for the project. For example a project management course could be offered around an area in which training is already happening, like poultry farming. This could touch issues such as how to start a project, how to secure funding, the kind of labour required, how to market your products.

The programme should not be localized but be offered within a national context. The duration of the project depends on information that is required for a particular programme. A 30 minute or 1 hour series based on modules used for training is an option. This will also vary from module to module depending on the focus. Mr Ntili views television as an important medium that can be used in this kind of project. It could help the project to apply some of its principles namely, training principles which are based on listening, seeing and doing. Television will allow the viewers to listen and see what is being presented, and with good guidelines and explicit examples, viewers could do demonstrations on their own.

Other non-broadcasting interventions include face to face mode and video production. Elements of success could entail commitment to the process by both parties and proper planning.

Possibilities for Collaboration
The project envisages possibilities for collaboration. The project could make available its resources for this project. The facilities of the project could be used for broadcasting purposes. The project could use the experiences it has with working with the SABC for the benefit of the project.

The SABC could play a role of filming the programme. It could market the programme by publicizing it in terms of when it will be broadcast. Mr Ntili believes that the SABC could use the programme to encourage payment of services as it will be showing in practical terms how the SABC benefits the public, i.e. skills development programmes presented on television.

Emerging Ideas
The focus of this project in mainly on skills development and this benefits urban and rural farmers. The project sees the role the programme targeting adults and youth could be used to encourage payment of services based on the actual benefits of the project.

Date: 4 February 1999

Organizational Information
Contact Person:         Lucy Kaplan
[Cultural Industries Development Section]
E-mail:                       kl26@acts1.pwv.gov.za

In June 1997, the Department of Arts, Culture, Science and Technology (DACST) embarked on a number of initiatives to develop strategies to ‘enhance the economic and social benefits’ of the cultural industries such as, film, music, craft, the performing arts, and the emerging multimedia sector. To this end, DACST commissioned the Cultural Strategy Group, a multi-disciplinary consortium comprising KPMG, Centre for African Transformation (CART), LMA-SQW and BDM consulting to undertake a study of the cultural industries in South Africa. The overall aims of this research were to:

- make explicit the current economic and social contribution of chosen sectors;
- identify impediments to industry growth in each sector;
- explore the linkages between the cultural industries and the macro-economic policies of government; and
- propose industrial growth strategies for each sector and for the Cultural Industries as a whole.

This research has subsequently been used by DACTS to inform policy, and as a basis for strategies to promote the cultural industry as an ‘important sector in its own right’ which is able to contribute to South Africa’s social and economic development. On the basis of this research the Department of Arts, Culture, Science and Technology set up a Cultural Industries Development Section, equipped with the broad task of developing the cultural industries, ‘in particular to realize their potential to create an export market and employment’.

Issues and Priority Areas
The interviewee identified the needs of young adults as one of the most pressing priorities. In this regard it was pointed out that young people have limited career choices, and that their thinking is often limited to the more conventional career paths such as teaching, medicine, engineering, or manufacturing. Subsequently the suggestion was made that the cultural industry can serve as an important alternative for young people to unleash their potential and participate in the economic and social development of South Africa.

The following issues were identified as pertinent to the cultural industry:

- The rights of artists. It was pointed out that some musicians are not aware of the intricacies surrounding copyright and subsequently they do not receive the financial and other benefits that they are entitled to.
- Training and skills development.
- Lack of management and business skills.

Roles for Broadcasting
Ms Kaplan emphasized that television and radio have a potentially powerful role to play in contributing to the growth and expansion of the cultural industry. This role could be realized through raising awareness as well as contributing to training and skills development in the cultural industry.

Possible Broadcasting Interventions
A first example was suggested around the theme ‘Running Your Own Business’. It was explained that this could be aimed at people working in the craft industry. This industry comprises mainly rural women, who are not necessarily literate, and do not always have the skills needed to make their businesses viable and sustainable. Thus the focus of such an initiative would be two-fold, both as an information service, as well as a focus on skills development and training.

The second example for a broadcasting initiative was to target young peoples’ career choices and to present to them alternatives in the cultural industry, by promoting entrepreneurship and focussing on skills that will enable young people to explore creative income generating activities.

Focusing on the further education and training (FET) needs of the cultural industry was the third example made. The suggestion is that SABC could support a recognized qualification in the arts and culture industry. Such an initiative would need the involvement of the Sector Education and Training Authorities (SETA) for the cultural industry. OZMUSIC was cited as an example of such an initiative. OZMUSIC is an Australian education and training course for individuals working in the music industry. This course consists of modules dealing with a range of topics relating to the managerial and financial aspects of the music industry. Participants in this programme are expected to read the relevant course material as well as watch the programme own television - thus television runs alongside the ‘written’ component.

A similar approach could be adopted by the South African music and arts industry, by addressing for example the lack of managerial and financial skills in the industry.

All examples cited above should include an awareness-raising component, where the cultural industry is promoted as a powerful contributor to social and economic development in South Africa. The proposed broadcasting initiative can also deal with misconceptions about the cultural industry not being a ‘proper’ industry.

The following elements were identified as key to the success of such interventions:

- The target audience must be clearly identified.
- The format/style adopted is crucial - one way is to adopt a ‘case-study’ approach based on a real-life scenario.
- It must be interactive.
- Essential to work in partnership and collaboration with relevant organizations and government departments.
- Careful attention and planning must be given to non-broadcast support.

Possibilities for Collaboration
While the interviewee was not in a position to speak on behalf of DACST, it was said that in principle the department would explore working on a potential broadcasting initiative related to the work of DACST. Any collaborative effort will enhance the work of the DACST, enable the move from policy to practice

Emerging Ideas
The cultural industry, as a growing industry, has its target audience 18 -35 year olds and thus presents the opportunity to address the issue of youth employment and unemployment.

The SETA (Sector Education and Training Authority) could be approached to explore the possibility and feasibility of instituting a recognized and accredited qualification aimed at young people, to be supported by the SABC.

A potential broadcasting initiative can use the 42 community art centres which have been built in rural areas, townships, peri-urban settlements. These centres are equipped with television sets, and it is envisaged that they will be used for skills development and training in the arts and culture industry. The centres will also be used as rehearsal spaces.

Date: 23 February, 1999

Organizational Information
Contact person: Gugu Nxumalo and Noel Daniels
Telephone: 012 312 5493
Facsimile: 012 324 6335 / 324 2057
E-mail: nxumalo.g@educ.pwv.gov.za; daniels.n@educ.pwv.za

The Directorate of Adult Education and Training (AET) in the Department of Education (DoE) is involved in the development of policy frameworks and implementation plans for AET, with a specific focus on Adult Basic Education and Training (ABET). The focus on ABET has traditionally centred around basic education and training interventions focusing on the fundamentals of mother tongue language, literacy especially in English and numeracy. Increasingly the focus now includes an emphasis on training.. The Directorate sees the ABET curriculum as consisting of three main components: fundamentals, core or contextual areas and specialized or electives areas. The ABET fundamentals refer to basic language, literacy and numeracy skills. The core or contextual areas incorporate the six curriculum 2005 learning areas other than mathematical sciences and languages, that is: technology, arts and culture, natural sciences, life orientation, human and social sciences, management and economic sciences. Electives or specialist areas refer to training or theme-based programmes that link to the development of communities. Examples of elective areas include a focus on agriculture or SMMEs. Any ABET programme should cut across all three tires and include components on fundamentals, core contextual areas and electives. In this way, ABET goes beyond basic education of individuals to incorporate the broader training and development needs of individuals and communities. The Directorate subscribes to a view that sustainable development need to take adults beyond basic literacy to the General Education and Training Certificate (GETC).

The AET Directorate has been engaged in policy processes that focus on what the national contribution to ABET can be. The Department of Education is not seen as the only contributor to ABET in the country. The Department leads the process but draws on contributions from other state departments (like the Departments of Correctional Services, Welfare and Labour), the economic sector and non-governmental organizations. These processes have resulted in a Policy Document on Adult Basic Education and Training in South Africa (1997); and a Multi-Year Implementation Plan (MYIP) for Adult Education and Training which were endorsed by HEDCOM and CEM in 1997. A Green and White Paper and ABET bill are currently being developed.

The Directorate plays and important role in terms of advocacy for Adult Basic Education and Training within government. It works through provincial Departments of Education who deliver ABET through more than 3000 Public Adult Learning Centres (PALCs) around the country. In these centres a new ABET curriculum has been introduced that goes beyond the ABET fundamentals to include core or contextual areas, and in some cases, electives as well. Presently it has contracted the HSRC to conduct an audit of these centres. An Education Management Information System (EMIS) and an Education Geographic Information System (EGIS) is being developed for the DoE’s ABET provision. A clear picture of what is happening at these centres should emerge from this research.

One of the projects, the Directorate is currently involved in is the development phase of its Elective Project. Two elective areas have been targeted: SMMEs and Agriculture. These were identified through consultation processes with the sector. Pilot implementation projects for 1999 are being launched in the Northern Province and the Eastern Cape. There is partnership in the delivery of this programme between the state (DoE, Agriculture, Trade and Industry, Welfare, Labour Correctional Services), NGOs and donors (USAID) The second phase of the project will be full-scale delivery through a range of sites. The Directorate intends to pilot three new electives every year. The next three elective areas for 2000 will be identified shortly as consultation processes are already well underway.

Issues and Areas of Priority
Of primary concern to the Directorate is that any potential initiative should advance the objectives of the MYIP. Fundamentals of ABET should not be separated from the themes, rather ABET should be viewed as an umbrella term which incorporates fundamentals, core contextual areas and electives (or specialized themes). It is also important that any initiative is not over-formalized. While accreditation is important for some adult learners, access should be open to all adult learners who do not seek accreditation. The Directorate finds it difficult to single out certain areas as priorities because the needs in the ABET sector are so vast. However for the purposes of this project the following have been identified as priorities:

1. Support for electives projects. SABC could support the current pilot electives in Agriculture and SMME projects or focus on one or more of the new electives identified for 2000. Also, support for the new curriculum in the 8 learning areas would be welcomed.

2. Drafting of Legislation. The Directorate is engaged in policy processes that traditionally are only accessible to a few people. The adult learners who are effected by the policies do not know what is being developed and how this legislation affects them. A learner focus on ABET legislation would be useful. Learner rights as well as what courses are available and what life long learning and empowerment opportunities are available could be explored.

3. Themes that are relevant to adults in this spectrum could be explored. These need not be tied to accredited courses and could raise awareness and popularize issues. Such themes may include a focus on democracy, personal finances, et cetera.

4. Encouraging a new culture of learning fashioned around the needs of adults. This would include a sensitivity to, and a focus, on how adults learn, learning environments, methodologies, content and so on. Adults learn differently to children, and as such the type of learner support material presented needs to reflect these different needs. This could be linked to ways in which adult deal with each other on a day to day basis as well as to the need for adults to engage with each other and participate in a democracy. Social, economic, political and development areas could be included.

Roles for Broadcasting
The Directorate believes that there is a role for broadcasting, more especially to complement learning. In particular it sees media playing a dual role: advocacy of the ABET course and also in curriculum delivery. However, the broadcasts should not aim to replace the teacher, but should rather be used as a teaching resource. Radio and television could be used in a direct way to promote and support the projects of the Directorate. Some regional radio stations already support and promote some of the activities of the Directorate nationally and those of the ABET Units in the provinces.

Non-broadcasting interventions could include print materials and face-to-face interventions. There will be a need for training of adults to use radio and television in learning.

The following elements for success were identified:

- Clearly articulated indicators for quality of broadcast programmes;
- Measuring quality should be related to the entire programme and linked to non-broadcast strategies;
- Learner packs should be available to complement the broadcasts. These could include a videocassettes of one or more television programmes, a radio series and printed reading material.
- Resource centres like libraries and adult learning centres should be able to use the broadcast. This may either be for synchronous use or recorded. If possible audio or videocassettes should be distributed to these centres with the printed materials.
- Adult educators should be encouraged to record and re-use the broadcast programmes.
- Consideration needs to be given to how this links with the training of practitioners in the use of various media.
- Mechanisms for monitoring quality and effectiveness would need to be in place.

Possibilities for Collaboration
The Directorate sees a possible role for collaborating with the SABC, although it has personnel and resource constraints. Its first consideration would be an examination of what is meant by quality for broadcasting initiatives. A common agreement on the principles underpinning such an initiative would need to be established. The Directorate can offer advice, support and guidance on how such an initiative could unfold and how it would fit into a national framework and rationale for ABET in South Africa. As the ABET sector has limited resources it would be important to fit into the policy agenda in order for any initiative to contribute to the broader framework. The Directorate could ensure that SABC initiatives are inline with this, thereby avoiding unnecessary discord in the sector. in an environment of limited resources, tensions frequently emerge. It is therefore necessary to focus how to actualize the best possible initiative with the available resources. There will be a need for understanding of the sector for collaboration to be effective. Critical to any SABC-Departmental partnership would be clearly articulated expectations from each partner. The Directorate will be happy to give its energies to such an initiative. It could fundraise for where existing implementation is happening and could draw on partnerships with public and private providers.

Emerging Ideas
This Directorate is a locus of policy development and implementation of programmes dealing adults, thus no meaningful intervention in adults education can afford to ignore the role of this Directorate. The following ideas emerge from this interview:

- The Directorate should be involved reviewing the in principle statements about any ABET initiative.
- Any ABET initiative should be inline with the national policy objectives - the Directorate should be consulted on this once strategic planning begins.
- The Directorate should be approached to indicate which electives will be piloted in 2000. SABC should consider supporting the existing pilot projects on Agriculture or SMMEs, or some of the 8 learning areas in the new curriculum for ABET.
- SABC could play a role in popularizing ABET policy from a learner perspective. An initiative focusing on life long learning could include information on what is being done where. This may involve an information service or profiling existing ABET initiatives
- The provincial network of ABET learning centres could be used as the network of formal education and training sites that could make use of audio or video resources.
- The Department of Education has embarked on INSET training programmes for adult education practitioners working at Public Adult Learning Centres. SABC could support this process, or piggy-back on it to include components on how to use audio and video materials with adult learners.

 

Date: 5 March1999

Organizational Information
Contact person: Adrienne Bird
Telephone: 012 309 4458
Facsimile: 012 309 4048
E-mail: addriene@labour.pq.pwv.gov.za

Description of the Department of Labour’s (DOL) activities will be divided into current activities and future plans. Currently the Department of Labour is running a project called the ‘unemployed persons’ fund. Funds are made available to providers of education and training to provide courses for the unemployed people. The money is dispersed through the provincial departments which develop the funding criteria. One of the requirements for funding of a project is to link the training to placement of trainees in jobs. Presently the projects have 40% placement record and this is regarded as satisfactory by the DOL. The kinds of courses that are offered are in the areas of crafts, sewing, bricklaying and other vocational training programmes. Where accreditation structures are in place the DOL insists that courses should be accredited.

In terms of future plans, the DOL envisages that there will be a lot of work in the education and training of adults that will come out of the establishment of the Sector Education and Training Authorities (SETAs). The Skills Development Act recommended the establishment of the SETAs across 30-5 economic sectors. These range from tourism and hospitality, mining and quarrying, transport, personal care, cleaning etc. The Act also makes provision for the introduction of a levy on employers whereby the employers will be required to pay 1% of payroll levy.

The SETAs will be constituted by employers, unions, relevant government departments, any interested professional body and bargaining council with jurisdiction in the sector on approval of the Minister. Some of the functions of SETAs will be to develop a sector skills plan within the framework of the national skills strategy and to implement the sector skills plan by

- establishing learnerships;
- approving workplace skills plan; and
- allocating grants in the prescribed manner to employers, education and training providers and workers.

They will also monitor education and training in the sector.

Issues and Areas of Priority
The youth and adults in this spectrum have a need for training and jobs. Once they have undergone training they need jobs.

Roles for Broadcasting
There is a possible role for a broadcaster that is envisaged in the activities of the DOL. In the employment services, the broadcaster could play a role of preparing videos in a wide variety of issues that will inform the people about jobs and other opportunities for self-improvement that are available. Programmes focusing on career guidance and counselling could be prepared and distributed in different information centres in the provinces.

The broadcaster could also play a role of popularizing the SETAs and the kind of work they are doing. The broadcaster could present the theoretical part of the work of SETAs. Videos could be prepared to be accessed by people in different information centres. Because of the specialized nature of the work of the SETAs, they cannot be broadcast nationally, but a programme could be prepared for every sector.

The DOL would be interested in piloting a course for domestic workers that falls in one of the sectors of the SETAs. This could focus on cleaning, childcare and general housekeeping. Learners in this area would have the opportunity to be assessed and accredited in line with the principles of NQF.

There is a need for an institution that can back-up the SABC. This could be in the form of infrastructure, assessment centres, call centres or programme centres. The SABC could develop programmes on SETAs. It could also broadcast the launch of the SETAs.

Possibilities for Collaboration
The DOL envisages possibilities for collaboration with the SABC in the development of some of the programmes. In the case of a pilot for the course for domestic workers, the DOL could even fundraise or fund it. The DOL could also work out standards, curriculum, career paths and learning pathways for the sector. It could provide information on the learning pathways from full-time learning to the labour market and how to move within.

There are arrangements made for the passing of the Levy Act which will be effective from 1 April 2000. From then the SETAs will have money and can buy airtime from the SABC.

The SABC will be expected to play an advocacy role in terms of advertising the programmes and getting information to the people. It could provide overviews of industries, what role each sector is playing in the sectoral plan. It could also popularize the skills development strategy.

Emerging Ideas
The establishment of the SETAs will open opportunities for education and training which the SABC could play a role in. The roles could vary from popularizing the SETAs profiling of the work done by every SETA and where possible broadcast training programmes of the SETAs. The need for career guidance and counselling is also emerging as a need for the unemployed adults and youth. A pilot project of a training programme for domestic workers could offer them an opportunity for training leading to accreditation and will also be breaking ground for implementation of lifelong learning principle.

Date: 16 February 1999

Organizational Information
Contact Person: Bobby Marie
Telephone: 011 4032155
Facsimile: 011 403 1055
E-mail: bobbie@ditsela.org.za

Ditsela is primarily involved in the design and delivery of trade union education and training programmes. To this end Ditsela’s work programme consists of the following sections: education and training; research and development; support; and the provision of resources and information. The education and training programme forms the major part of Ditsela’s work. Ditsela provides advanced courses to bridge the gap between union education and the formal education system, as well as shorter courses dealing with different aspects of labour and industry related issues. The content of such courses range from the political economy, collective bargaining, health and safety, to organizational management. While these courses are recognized by UCT and WITS they are not as yet accredited by SAQA. Ditsela also designs and develops course materials and other resources, like videos to support its education and training programmes.

Issues and Priority Areas
The two Ditsela staff members interviewed indicated that the most urgent priority facing South Africa, is the alleviation of poverty, and subsequently the interviewees felt that it was crucial to respond to and tackle the needs of the poor in South Africa. However, it was emphasized that micro-enterprise activities and a focus on entrepreneurship, as ways of generating income and overcoming poverty would only benefit those people who have a good general basic education. Instead what was needed were initiatives and interventions aimed at empowering the poorest and uneducated sections of South Africa’s population. This could be done through building strong grassroots and community organizations.

Roles for Broadcasting
General Roles
The point was made that television and radio can play an important educational function, by supporting the efforts and educational programmes of organizations working in the field of adult and youth education. The impact of any broadcasting intervention in this spectrum will be greatest if SABC-education targets a niche audience as opposed to a more general/popular audience.

It was also stated that any broadcasting initiative must be purposeful, with a clear focus and carefully identified issues. Two potential broadcasting initiatives were identified, one targeting farming and rural communities, and a second aimed at organized union members.

Potential Broadcasting Interventions
Ditsela suggested two potential broadcasting interventions.

The first focused on farming and rural communities, with the aim of building strong, effective, and well-informed communities, capable of participating and contributing to civil society. The proposed broadcasting initiative will have as its primary purpose information dissemination and capacity building. Such an initiative must be based on needs analysis. This may mean, for example, approaching the Farmworkers Union, relevant NGOs, and other community organizations, and probe what might be needed to make the community more effective. Interviewees felt that for this target audience, radio would be more effective, simply because more people will have access to it.

The following elements that need to be in place for this to be successful:

- Collaboration and involvement of all community and commercial radio stations.
- There must be a commitment from all players involved in any potential broadcasting initiative to work with community organizations, as well as developmental organizations.
- An integrated and intersectoral approach is necessary. That is, collaboration and consultation must take place between community and public radio stations, community organizations, trade unions, and other relevant players, like the NLC (National Land Commission).
- People in charge of delivering the programmes must undergo proper training, that will equip them with the skills and insight needed for a broadcasting intervention of this nature.

The second suggested broadcasting initiative focused on union membership. Such an initiative should aim to address the educational and training needs of union members. This should not be confused with ‘union propaganda’, instead it will be an information and education service targeted at any worker who has joined a union and needs to be kept abreast of developments in industry and labour issues.

The topics must be carefully chosen to reflect the needs of members but also to capture their interests. Such an initiative needs the backing and support of unions.

The following possible formats were suggested:

- A half hour lunchtime slot every week. This rests on the assumption that workers will be able to access the programme at the workplace. Alternatively an evening or weekend slot will be ideal to reach this target audience.
- The programme must be newsy and investigative, not a lecture-style.
- Combine it with entertainment.
- Possibly include union members and leadership to present and talk about issues.

In addition to the key elements mentioned above, the interviewees mentioned that it is important to get trade union organizations involved, because membership comprises informed union members, who read the daily newspapers, watch television and listen to radio.

Possibilities for Collaboration
The following points emerged out of the interview:

- Ditsela is accountable to the trade union federations, hence it follows that any possible collaboration shall have to be discussed within the federations first.
- The extent and nature of collaboration shall depend on what is needed, and what Ditsela is able to offer.

 

Date: 1 March 1999

Organizational Information
Contact Persons: Linda Biersteker; Freda Brock
Telephone: 021 762 7500
Facsimile: 021 762 7528
E-mail: admin@elru.co.za

The Early Learning Resource Unit (ELRU) is a non-governmental organization administered by the Cape Educational Trust. It is a national research and development agency, working in urban and rural areas. According to its mission statement:

ELRU undertakes advocacy, develops programmes and accessible materials and offers non-formal adult learning to assist communities with learning and development opportunities for their young children.

ELRU designs and runs pre-school training programmes for teacher trainers and community workers; pre-school workers; and parents and child minders. Other programmes include:

- Leadership in Early Childhood Development, which is based upon the principles of prior learning, unit standards, and outcomes based education.
- Community Motivator Programme, which is aimed at community development workers in those communities where there is no centre-based Early Childhood Development (ECD) provision.
- The Anti-bias project. This project is aimed at teachers, adult educators and others in the formal and non-formal education sector. It provides support to educators in coping with the challenges of transformation by increasing knowledge and awareness of all forms of discrimination and oppression.

ELRU also assists other organizations to set up their own training programmes. To this end ELRU develops materials (written and audio-visual) to support all aspects of their work. ELRU is also engaged in developing appropriate curricula and training programmes for the Early Childhood Development (ECD) sector.

Issues and Priority Areas
Early Childhood Development was identified as a key area by the ELRU staff. The ECD sector is an important area of focus, because it is closely related to issues such as: crime and safety; abuse and neglect of children; and community development. It is also an important area within the broader context of social reconstruction and development in South Africa. A second key area identified was that of skills building. Skills building is important both in relation to a more general lifeskills approach, as well in relation to work and employment.

Possible Broadcasting Initiatives
Two possible broadcasting interventions were suggested. Each is described in turn

The first suggestion was an information and awareness-raising broadcasting service that focuses on the ECD sector. The target audience would be caregivers and parents who are unable to attend in-service or residential ECD training programmes. The target group of 9-15 years should also be included here, as evidence shows that in many communities, it is this age group who bears a lot of the responsibilities of childminding.

A proposed role for broadcast media is to capitalize on its publicity value, through providing up-to-date information about policy developments in the ECD field as well as to increase knowledge and raise awareness about ECD issues amongst the target group. At the same time it could address other social needs, whether around: health, gender issues, community development.

It was suggested that SABC adopt a drama-type format, which focuses on a particular family within a community. Such a format lends itself readily to the development of social and community issues such as child-abuse, violence, and other community and socially-related issues. The proposed broadcasting initiative could also explore the use of ‘children’s testimonies’, where children tell their stories and this is used as a basis for developing the series.

The second suggestion was a broadcasting initiative to support an accredited and/or recognized qualification/training programme. Again this was to focus on the ECD sector. All practitioners working in the ECD field, e.g., teachers, trainers and development workers, could be targeted.

SABC education could identify a recognized and suitable training programme/qualification offered in the ECD sector, and design an intervention to support and enhance the educational content of the ECD qualification. The identified training /programme or qualification must be one which is designed in such a way that it builds the capacity of caregivers, parents and families to provide for the development of young children in an integrative and holistic manner. Such an initiative would run alongside an accredited programme. It could draw upon the existing modules of ELRU, and other similar NGOs. The proposed broadcasting initiative must adopt a multi-lingual approach and must preferably be aired outside of working hours.

The following elements were identified as key to the success of either of these suggestions:

-The focus and target audience of any broadcasting initiative must be clearly defined.
- An initiative of this kind must be relevant, and reflect the experiences of the target audience.
- The initiative much encourage interaction.
- Support and outreach (print, workshops, etc.) is essential.
- Partnerships with developmental organizations, institutions, schools, community organizations, and trade unions must be forged.

Possibilities for Collaboration
ELRU would be interested in working on a broadcasting initiative that focuses on the ECD sector. To this end, it would be able to contribute the following:

- An advisory role
- Access to communities and their organizations/structures
- Sites for filming
- Provision of venues for workshops
- Act as a content provider.

 

Date: 19 February 1999

Organizational Information
Contact person: Zanele Sithole
Telephone: 051 401 2425
Facsimile: 051 430 6714
E-mail: ewet@wn.apc.org

EWET was established in 1992 and offers entrepreneurial training to in-school and out-of- school youth. Through the Youth Enterprise Society (YES) programme, EWET offers a programme, which promotes entrepreneurship as a career option. There are materials available for this course and this programme is offered in 9 provinces across 27 towns. The second programme is offered to out-of-school youth, some of which are graduates of the YES programme. These graduates are offered assistance with the development of business plans and training on entrepreneurship. The project also uses videos and cassettes developed by the International Labour Organization (ILO). The third programme is a partnership for development model (PDM), funded by the USAID and they help communities to engage local development issues. The project is accredited by NTSIKA as a local business service provider. The project has partnership with USAID and local micro-business developers.

Issues and Areas of Priority
The project focuses on programmes aimed at offering entrepreneurial training to the youth. The project regards Work, in terms of job creation, entrepreneurial training and development of life-skills as a focus. It helps the youth develop business plans using a feasibility study and submit these to micro-financiers for assessment.

Roles for Broadcasting
The project envisages a possibility for a broadcaster in its field. This could be in terms of profiling case studies of successful entrepreneurs. This could promote interest of the youth and adults in entrepreneurship. Precedence has been set by the popularity of Business Buzz programme on SABC TV that provided information on government tenders. People responded by coming to EWET offices asking for assistance to prepare business plans for the tenders.

A possible programme that could be developed is a computer programme focusing on upgrading of computers. Private companies could be approached to make old computers available. The programme could be presented for 20-30 minutes once a week or during the weekend. This could be presented though a TV medium or a documentary format. Programmes could be presented for organizations and people who are not aware of the effects of Y2K.

Some of the elements for success could be where the Department of Education buys the idea and sells it to the provinces for them to make schools available as venues for training. There will also be a need for volunteers to teach computers or offer some training, and for funding to cover student transport costs to and from the venue where training is offered.

Possibilities for Collaboration
The project envisages possibilities for collaboration with the SABC in this venture. In fact it sees a potential partnership between the Education Department, the SABC and the private sector. The private sector in the form of IBM could for example be asked to make its technicians available to offer training. EWET could bring into the partnership contact people who could teach computer programming. EWET could also develop a business plan of how this computer centre could be run. It could recommend people who could assist in the development of the programme. It can further identify entrepreneurs who can come and share their own experiences (both successes and failures).

The SABC could play a role of making its equipment and personnel available for the programmes. It could share its past educational experiences in developing educational programmes. It could play a role of managing the programme since it knows the underlying aims of proposing educational programmes.

- Entrepreneurial training is a useful channel to offer out of school youth an opportunity to be equipped with skills for development.
- The proposals offers potential for partnerships to be built drawing on SABC, the private sector, the Department of Education and local communities in the development of programmes.

 

Date: 2 March 1999

Organizational Information
Contact person: Joos du Plessis or Pius Zondo
Telephone: 011 - 651 6111
Facsimile: 011 - 651 6863
E-mail: dPlessjc@Eskom.co.za

Eskom offers ABET courses to its A band (lower level, semi-skilled or illiterate) employees. Approximately 8000 adults participate in Eskom ABET classes which are rune around the country and focus on the fundamentals of ABET as specified in the ABET curriculum (English, mother tongue and numeracy). Eskom’s HRD corporate group is responsible for the policy and direction of the company with regard to Adult Basic Education in other areas. Electives or specializations beyond the fundamentals of ABET, are career specific course offerings and driven by career developments. Each Eskom employee is profiled has their skills assessed and is directed on a relevant career path.

The ABET levels 1-4 classes are run in blocks at Eskom learning centres around the country. There are about 35 of these centres nationally, 12 of which are in Mpumalanga. This province has about 32 ABET facilitators and approximately 5000 learners. The remaining centres are in Gauteng, Kwazulu Natal, Free State, Eastern Cape and Western Cape. The ABET courses are accredited by the Eskom board to which the IEB subscribes.

In general, level three is seen to be a minimum entry point for career development of Eskom employees. The core skills acquired in these three levels, and functional literacy in particular, are critical to enable learners to pursue additional skills and career development paths. While ABET level courses are open access and conducted on a mass basis, candidates for further skills and career development are selected. Such courses vary from region to region and are not centrally coordinated.

Issues and Areas of Priority
It is possible and desirable to integrate themes into the ABET courses. This makes the materials more relevant to the learners. Du Plessis prioritized the following issues relating to ABET learners:

- Health and AIDS/HIV in particular. This has been focused on in Lethebe and Mega Watt park courses. Lipontso Phate is responsible for this AIDS programme,
- Environment. This is not coordinated for the ABET course, but is an Eskom focus for management and higher level employees.
- Personal finances and business awareness. Once again this has not been centrally coordinated. Lipantso Phate has been involved in initiatives relating to this issue.

Roles for Broadcasting
General Roles
Broadcasting can support ABET courses/programmes, particularly where the resources are theme-based and serve to introduce a topic. Audio and video materials could be used in Eskom ABET classes - although synchronous use of broadcasts would not be possible. Different modules happen at different times of the year and different times of the week at the various centres. Eskom has experimented with using broadcasts specifically designed for each lesson, but has found that this was not successful. This was largely due to the inability of facilitators to integrate the materials into the learning environments. The 12 video tapes were not appropriately managed.

Potential Broadcasting Interventions
Du Plessis suggested that ten minute, theme-based video or audio materials be produced for use in ABET classes. The intention would be to create interest and generate activity in the classes following the video or audio introduction. Print material would have to be designed for each broadcast programme. While the programmes could be of general interest to viewers and listeners – it would be used in ABET classes. Facilitators would require support and possible a facilitators’ guide on how to integrate the video or audio materials into their lessons. A learner workbook could complement this additional print support. The same themes and broadcast materials could be used by learners at different ABET levels. The differentiation in level would be apparent in the printed materials and the types of activities - and not in the broadcast material. Simple English would be important and the programmes should be designed specifically for an ABET audience. The programmes would assume that a facilitator would mediate the viewing. As all Eskom learning centres have televisions, radios and recording equipment, Eskom learners could use the audio or video resources in the Eskom ABET programmes. Relevant themes like AIDS or personal finance - or any of the other priority issues identified - should be focused on. Reading, writing and language development activities could then be designed for the different levels. Programmes designed for mother tongue classes, may prove difficult if broadcast nationally. There is an obvious regional distribution of mother tongue languages, but in many instances learners in the same class have different home languages. This would need to be looked into and considered when designing such programmes. Once again, it would be more likely to be successful if video or audiocassettes were distributed. Drama and story telling formats would be appropriate for this type of learning resource material. It would be important for learners to be able to identify and relate to the experiences shown.

Possibilities for Collaboration
Eskom would be interested in collaborating with the SABC on an ABET initiative. It would not be able to secure financial resource but could play an advisory role in content development - particularly in relation to ABET fundamentals. Video or audiocassettes of broadcast materials could be used in Eskom learner centres. This may either be as pilot stage or for the formal component of an ABET broadcasting initiative. The existing Eskom ABET materials could be used as source materials for such an initiative. Eskom conducts facilitator training around the country for its facilitators - this takes place at different times of the year. SABC could integrate training in the use of audio and video materials in these training sessions.

Emerging ideas
The following ideas emerged from this interview:

- Theme-based programmes of no longer than ten minutes that use real people that ABET learners can relate to would form useful introductory sessions for ABET lessons and serve to enrich the curriculum.
- Eskom learning centre network and its facilitators and learners could be used to pilot or use video or audio materials in formal ABET learning environments.
- Eskom could advise SABC on ABET levels and priority issues. It could give advice on content development - particularly for ABET fundamentals.
- SABC could piggy-back on Eskom facilitator training courses to include a focus on the use of audio and video resources in ABET lessons.
- Eskom is in touch with a large pool of ABET learners around the country - if surveys or information from these learners or about these learners were required it would be a good network to tap. (For example, Eskom ABET learners could be used to identify priority areas, from a learner’s perspective).

 

Date: 25/02/1999

Organizational Information
Contact person: Gabbi Witthaus
Telephone: 011- 487 2218
E-mail: witthaus@global.co.za

The Flagship project offers services in the form of training, materials development, assessments to and for NGOs. It has developed some tutor support manuals. It has worked with Soul City by editing some of its educational programmes, and has made some input on Adult Education policies such as making inputs into the development of adult educators. It further provides training for adult educators.

Issues and Areas of Priority
Though the project does not deal directly with adult learners in the provisioning, it works with them in an indirect way by providing training of ABET facilitators. Most of the clients receiving Flagship programmes are from industry: ESKOM and ABSA. The method that is used is face-to-face mode and where appropriate videos and cassettes. It has recently offered a training course for principals and district officials for the design of learning programmes for ABET level 4.

The interviewee regards ABET, Health issues and ECD as the most pressing priorities facing adults. It is noted that industry is the chief ABET provider as the NGOs that have been offering ABET are closing down because of funding crises. Some state-funded night schools are also closing because of lack of funding. There is a majority of adult learners that could still access ABET but are closed out because of lack of opportunities. Lack of proper formal education is beginning to affect adult workers. An example was given whereby some companies are beginning to require Matric as a minimum standard for all employees across the board. Those who do not have Matric have found themselves retrenched. Flagship had to offer training to employees of a security company to prepare them for an example that the company had introduced. The majority of employees did not speak English and stood the risk of being retrenched. People without qualifications loose jobs.

Roles for Broadcasting
Broadcasting has a role to play in adult education. Soul City was quoted as an example of a successful broadcasting intervention in reaching its target audience and adults. TV radio and print in Soul City have had an impact on people’s lives.

The envisaged programme could target adult education facilitators who are said to be anxious about the new policy. The interviewee argued that the success of ABET intervention depends on competent facilitators. There is a need to explain NQF terms and policy in simple terms, how NQF could enable them to have a career path. Case studies of successful national policy implementation could be explained. It should be mediated information.

The programme should focus on examples of good teaching practice. This could be done through videos. TV is said to be ideal for good models of lessons and radio is good for policy.

Elements for success of this intervention include credibility in the field. Consulting with people in the field, building strong partnerships by consulting across different sectors could do this. There is a role for industry and the DOE. Initiatives on the ground should be reinforced by SABC’s initiatives. There should be realism in terms of the resources to be used. It is also important to have a clear idea of who the audience is.

Possibilities for Collaboration
The interviewee envisages a role that could be played by Flagship in this programme. This could be in the form of offering training for facilitators. The interviewee could offer to present a lesson for adult education facilitators and thereafter offer a review or commentary on the lesson. Or someone else could offer a lesson and she could be part of the discussion afterwards. She could also offer a script for facilitators on bad practices. Other staff members could offer programmes on mediation of policy to make it accessible.

The role of the SABC could be to put money in the project or to work in partnership by embarking on a research process before doing the programmes. Productions should be done with educationists.

Emerging Ideas
An interesting dimension of adult education intervention has been raised. This is in relation to the role of facilitators. These are a key to the mediation of information and knowledge to adult educators. The importance of getting policy to be understood by practitioners in the field has been highlighted.

Date: 18 February 1999

Organizational Information
Contact person: Hillary Diemont
Telephone: 011-728 3413 (h)
Facsimile: 011- 728 5801 (h)
E-mail: jackal1@icon.co.za (h)
AETASA
Telephone: 011 333 8978
E-mail: aetasa@iafrica.com

The Forum for the Advancement of Adult Education (FAAE) is a Gauteng-based support and membership organization for Educators of Adults. It has been in existence for ten years and has had an interesting history. The description below summarizes its role and involvement in adult education in this period. It has been summarized from the organization’s ten-year report(Diemont, H, 1998).

FAAE originally started as a networking initiative of the 1987/88 class of the higher diploma of for educators of adults offered at Wits University. A forum was launched in 1989 which intended to:

- Provide a platform for adult educators to share ideas, to network and to fellowship
- Provide a support structure for often neglected and isolated adult educators
- Reach out to the community with a relevant adult education programme.

The strategy for achieving these intentions was to run a series of seminars that were held in the evenings and attended by interested adult educators. In 1991, in addition to the seminars as series of workshops were introduced. FAAE also played a lobbying role, responding to the Government’s Education Renewal Strategy. It contributed to a survey on adult education and training in industry and commerce in Gauteng for the National Education Policy Investigation.

FAAE produces a quarterly newsletter called The Network. FAAE was at its peak in 1993 with 1200 individuals and organizations on its mailing list. It continued to run workshops and seminars. Two additional publications, Skills Directory for Adult Education and Training and Literacy Link were published in this year. Literacy Link has been published four times a year since 1993 and is conceived as a resource for grassroots literacy teachers. 1994/1995 presented more difficult times for FAAE - it was involved in a plethora of task team committees and interim committees but continued to run workshops and seminars for its members. The funding situation changed and it was more difficult to get foreign and donor funding. Members also seemed reluctant to pay membership fees. Attendance at workshops and seminars declined. In October 1994 the Adult Educators and Trainers Association (AETASA) was launched and FAAE became the Gauteng provincial affiliate. As AETASA is a national body representing Adult Educators, FAAE no longer played such a strong lobbing role. A series of breakfast briefings on topical issues as well as a few workshops were run during 1996. Since 1996, FAAE has organized Adult Learners Week campaigns and events for Gauteng. It has continued to run some workshops and produce its publications The Network and Literacy Link. It has also run some workshops in Kwazulu Natal. From 1999, FAAE will be amalgamated with AETASA. The FAAE offices will be moved to the AETASA premises, as yet the terms and implications of the amalgamation are not clear. As AETASA has similar functions to FAAE - it produces publications (for example, Practitioner Talk), runs workshops, plays a lobbying role and is a membership based organization, it is not anticipate that FAAE’s work will change fundamentally. It will seek to continue to play a role in responding to learner queries with regard to opportunities in Gauteng.

Issues and Areas of Priority
Diemont prioritized the following as key issues facing adult learners: Work, Personal finance, and Health which she grouped with Early Childhood Development.

Work was her first priority as in her opinion unemployment is the biggest problem in South Africa. Addressing unemployment is tied to ABET and skills development. Adult basic Education should be seen as a mantle or umbrella term under which a variety of themes can sit. As such, attempts to address unemployment of focus on work as a theme, would include ABET programmes. Such a theme may focus on starting ones own business. A booklet titled Start Up may be a useful resource for this. It would be important to be careful ‘not to paint too rosy a picture’ regarding self-employment and small businesses. Learners should no think that this is and easy or trouble free option. A problem solving approach would probably be appropriate. Many people are not able to identify their own abilities and lack self esteem. As such, any initiative focusing on work should avoid making people feel that they are held back by a lack of qualifications.

Personal finance is crucial for everyone - not just ABET learners. Such skills should be included in programmes. This theme may include:

- An understanding of interest and interest rates, in terms of higher purchase and money lending in general
- Issues around savings and savings clubs
- The dangers of credit cards and accounts
- Planning a budget and budgeting in general
- Vocabulary used in banks, about money and finances in general.

Diemont felt that Health and ECD should be grouped as ECD should not be confined to ‘giving children things to do’ or occupying children, but should include issues like nutrition and ways of understanding and looking after one own health. Mothers tend to be the primary caregivers for young children. Therefore the mother’s health and knowledge of health issues is crucial to the well being of families.

Issues that were not presented in the interview questions, but which Diemont felt may be worth pursuing were Street Law and appropriate technology. The latter can link to environmental issues and focus on simple technologies that can be sued to overcome problems in a specific environment. Rutech has produced some materials on this. Zimbabwe has a rural newsletter titled Appropriate Technology would could be used as a starting point.

Roles for Broadcasting
General Roles
Diemont felt that a broadcasting initiative intended for use in ABET classrooms would face a number of serious difficulties. Firstly, there is not a significant number of ABET classrooms of learning environments that have television, video or audio equipment. It may be possible to encourage ABET educators to bring a radio into class, but moving a television is far more difficult and less likely. Secondly, scheduling of a broadcast would be extremely difficult as ABET classes take place a different times, and these times vary from class to class and centre to centre. Thirdly, most ABET programmes are following some kind of course and there is not substantial deviation from this course material. Linking to the varied curricular of different courses would be difficult.

As an ABET teacher Diemont said she would be very unlikely to bring a television into her class. She may use a radio or audiocassettes, but has reservations of the effectiveness of using such technologies, particularly for ABET levels one and two. If an edutainment format were used, she would be concerned about how much is actually learnt or retained and would not know whether learners would absorb any lessons and apply these to their lives. Neither technology is seen to be suitable for ABET level one or two. In Diemont’s opinion, people who have a low level of education tend to have a very narrow and limited general knowledge. They find it difficult to engage with thematic or contextual issues. Nevertheless, Diemont suggested that short radio programmes that reflect a real life situation and how to deal with it might be useful. Notwithstanding this suggestion for ABET levels one and two, she felt that broadcasting may have a greater impact with learners at higher levels. She sited two successful initiatives that may be considered: Ulwazi has had phone in questions from listeners of specific topics and Business Buzz on television offered a help line through the Small Business Development Centre. This enabled the audience to give feedback to a programme and request more information in a printed form.

Potential Broadcasting Initiatives
As Diemont did not think that broadcasts could be integrated into ABET learning environment, she found it difficult to suggest potential broadcasting initiative for mediated use or that could support ABET. She stressed that the time available in ABET classes is limited. It would be unlikely for facilitators to be able to use a video or audiocassettes, stop, rewind, discuss and complete what had to be done in the lesson. She questioned whether, in the absence of a teacher or tutor in the classroom, broadcasting could be a substitute. She thought that teachers of Integrated Science at level four might find video materials useful.

Possibilities for Collaboration

From a personal perspective, Diemont would not see any problems in working with the SABC. Formal AETASA or FAAE involvement in a project would have to be explored further following consultation with AETASA. Either of both organizations could contribute in the following ways:

- Assisting with conceptual development and offering consultation with a membership of Adult Educators
- Including information about the initiative and the use of audio and video resources, in organizational publications like The Network, Literacy Link or Practitioner Talk(some of these publications may change following the amalgamation with AETASA)
- Workshops, seminars, or more extensive training for Adult Educators on the use of a variety of resources (including audio and video resources) could be run through the organization
- FAAE or AETASA could be given as a contact for addition information about existing programmes for learners, or support for teachers in SABC programmes directed as these target audiences.

Emerging Ideas
Many of the difficulties of using audio and video resources or broadcasts in ABET classes were articulated in this interview. These focus on infrastructure, scheduling and curriculum integration. Some useful content focus areas for the themes of Work and Health were raised. FAAE and/or AETASA are important organizations to consult regarding issues pertaining to Adult Educators. Their networks could be tapped and piggybacked on using their publications and workshop series. Should a programme be designed to support adult educators these organizations would make important contributions to its conceptualization.

Date: 1 March 1999

Organizational Information
Contact person: Paul Helepi
Telephone: 051 401 2425
Facsimile: 051 430 6714

The FSHFETT has been established as regional structure aimed at fostering cooperation between among Higher and Further Education and Training in the Free State. It is hoped that such an initiative could form the basis of a single coordinated system and Post School Education and Training. One of the programmes run under the Trust is the ‘Career Preparation Programme’. This is targeted at the youth who could not meet the admission requirements of higher education institutions and it offers them an opportunity to study at higher and further education institutions. The programme provides disadvantaged students with an opportunity to enjoy general-formative and vocationally directed studies at various further and higher education institutions after successful completion of a bridging year. The options that are being offered are Economic and Management Sciences, Human and Social Sciences and the Natural Science. The courses are accredited by all the participating institutions. In the case of the University of the Free State students who pass this course go straight into their second year of study. The throughput rate of these students is said to be good.

The method that is used is resource-based learning and a greater use of facilitators. In this approach students take responsibility for their own learning. There are 35 students for every facilitator.

Issues and Areas of Priority
Urgent priorities facing the youth in this spectrum are

- Opportunities for development
- Linking the further and higher education sectors
- Providing opportunities for rural students to access higher education.

The Careers Preparation Programme (CPP) tries to address to address these issues. The beneficiaries of this programme are the poor and rural students who cannot afford higher education fees. Though this programme they are able to access higher education at a cost of 50% of university fees.

Roles for Broadcasting
The project sees a role for the broadcaster. The envisaged role would be development of programmes related to the CPP and presented through a simulcast mode reaching out to all the centres. Alternatively a programme could be recorded in one centre and the video thereof, be made available. The limitations of the broadcaster to cover all the 10 subjects taught through this programme were acknowledged. A way around this would be to record some modules of the courses that are taught in this programme. This could be done on a rotational basis to cover all the centres where the programme is running. Television and radio could play a role in this venture. Other non-broadcasting interventions that were noted included possibilities of using telematic learning, material production (print) to backup the programmes.

Elements for success included good orientation for students to learn about this broadcasting initiative and to learn to use it as a resource in learning. There will be a need for training of facilitators to be able to use the broadcast or recorded programmes to benefit the students.

Possibilities for Collaboration
Mr Helepi and staff see possibilities for collaboration with the SABC in this initiative. It could make facilitators available for recording purposes. They could advise on what content to be recorded. The project could provide the infrastructural support regarding dissemination of information on when will this broadcasting be taking place. The project could also fundraise for this initiative.

The SABC will be expected to provide the infrastructure, expertise and funding for recording purposes. The SABC should state from the beginning what its contribution is going to be. This partnership should be thoroughly planned and expectations and roles should be clearly spelt out from the beginning.

Emerging Ideas
The project provides a practical example of access opportunities that could be available for students to access higher education. It provides opportunities for a departure from traditional teaching to resource-based learning. Given the organization of the consortium, the number of participating institutions as well as the regional spread of the centres, this project could be used to pilot for any of the youth intervention initiatives that could be identified.

Date: 25 February 1999.

Organizational Information
Contact Persons: Christine Shingles and David Adler
Telephone: 011 - 482 2777
Facsimile: 011 - 482 2772
E-mail: christines@intercom.co.za; adlerd@pixie.co.za

The IEB is an independent non-governmental organization ‘specializing in the continuous improvement of education through the crucial process of assessment’(IEB Information Brochure). It regards education and training as the key to a better South Africa, and as such believes that there is an urgent need for quality and appropriate education and training. The IEB’s services can be divided into:

- Conducting reliable examinations
- Improving the country’s skills in assessment
- Shaping policy and innovation in education and training.

These services are offered in two separate areas - formal Schooling and the adult education sector. For each of these two areas the IEB provides specific services and runs training programmes into conducting reliable examinations; and assessment design and practices. It not only runs certified examination systems for schools and the adult education sector but also,

has various training packages at different levels to help educators come to grips with the new approaches to assessment. These packages deal with the development and use of assessment tools, and the need for new practices in the NQF.(IEB Information Brochure)

In addition the organization also contributes to the shaping of policy and innovation in education and training. This involves working with several provincial education departments, as well as in partnership with other organizations to explore ways of linking general education with industrial, agricultural and development learning needs. The IEB describes its role as follows:

The IEB’s public examinations are its key services, and create the foundation and springboard for the developmental side of its work.(IEB Information Brochure)

Furthermore, the organization has been instrumental to the development and implementation of the National Qualifications Framework (NQF), outcomes-based ABETS systems and aspects of Curriculum 2005. Its target audience includes NGOs; community-based learning centres as well as people in industry. The raison d’être for the work of the organization is described a follows:

School leavers, graduates and workers are not equipped with the knowledge, skills and values needed for a full life in the modern world - let alone competition in an increasingly global economy. And those who have gone through training programmes often come out with an inadequate range of skills.(IEB Information Brochure)

Issues and Priority Areas
In response to the question, what is the most pressing issues or needs within the broad spectrum of adult and youth education that falls outside of the conventional schooling and higher education systems, the respondents noted that, the main target audience would be women, rural people, and working people. However, it was emphasized that levels four and five of the NQF represents the ‘growing’ audience in terms of South Africa’s economic and social development. That is, those people who have a general basic education and are now moving towards Further Education and Training (FET) levels. It is this audience, which in the short to medium term, should be an important focus for education and training interventions. The point was made that even where skills development and training is in place it does not necessarily guarantee jobs, or facilitate the transition from school to the world of work. Subsequently, the issue becomes ‘What are people being trained for?’

Furthermore, the interviewees noted that, there is a range of people who fall within the spectrum that the SABC hopes to target. Subsequently cognisance needs to be taken of the fact that this spectrum can be segmented/consists of:

- People who have minimal or no education
- People who are currently employed
- People who have experienced long-term unemployment and have little prospects of finding employment.
- Youth who have completed a general basic education, but are not equipped with the skills and knowledge to participate in or pursue economic opportunities.

For each of these target groups the issues will be different. So for example, in the case of those people who experience long-term unemployment and may possibly never get jobs, the issue becomes one of ‘re-orientation’. That is, acquiring the skills that enables these individuals to create and engage in income generating activities that fall outside of the traditional economic sectors.

In light of the diverse nature of the spectrum of adult and youth education, the interviewees felt that the SABC needs to identify and target a niche audience, rather than pursue a more general audience. One such audience is those men and women who have a certain basic level of education but do not necessarily possess specific or specialized skills, which would enable them to access or create employment opportunities.

Roles for Broadcasting
The IEB interviewees suggested a broadcasting initiative to support a recognized and accredited qualification. The target audience would be a niche audience of either youth or young adults as per NQF levels four and five (see above).

They suggested the SABC establish a broadcasting initiative to support the delivery of educational content. More particularly, such an initiative should be based upon a recognized and accredited qualification. It would involve working with relevant organizations and educational institutions either to set up an appropriate qualification or to identify a suitable qualification/training programme. Such a qualification will have to go beyond just a focus on preparation for employment. Instead its ultimate aim must be to instill and promote creativity and initiative so that people are able to take advantage of, and create employment opportunities.

This niche audience is key, statistics indicate that 25% of economically active South Africans are without work. Thus a broadcasting initiative that targets this section could have tangible benefits and implications for South Africa’s social, political and economic development. It is this audience that will have the greatest impact in the short to medium term.

It could also serve the purpose of a bridging course for persons wishing to pursue further education possibilities - at present there’s a gap between Grade eight and technical colleges, and such an initiative could bridge this gap.

The educational content must be designed so that it has both a core as well as a generic focus. The generic component must be designed to include problem-solving skills (How, What, Why). Using case studies, which explore various kinds of situations requiring problem-solving skills, can approach this. The following suggestions were put forward in terms of content design:

- Organizations like, the Junior Achievement programme, can be approached to make input where relevant
- Existing qualifications that deal with generic entrepreneur skills such as IT/communication/bookkeeping could also be used
- Use the different Sector Education Training Authority’s, whose functions include the planning and establishing of learnerships, and the development of sector skills plan for the workplace
- The principle of lifelong learning and Recognition of Prior Learning (RPL) must inform any approach to content design.

The following elements were identified as being key to the success of such an intervention:

- The proposed broadcasting initiative must be linked to an accredited and nationally recognized qualification
- The qualification itself must be designed in such a way that people would want to pursue it. That is, it must be demand-led and must not be too prescriptive, don’t over-regulate, let it grow organically
- Support and outreach is crucial. This could involve the setting up of learning centres/or using existing ones with facilitators to deal with actual educational content
- Adopt a multimedia approach - the possibility of using a combination of video/television/radio/internet/print is a strong one especially for this niche audience that is reasonably educated
- Explore the use of other technologies e.g. satellite technologies makes computer based education more feasible
- Involve partnerships with the Youth Commission; governmental departments; developmental organizations; organizations involved in the job summit; educational institutions, SAQA; industry. It may also be important to get a player like MWEB on board

Possibilities for Collaboration
There are definite possibilities for collaboration around a broadcasting initiative as described above. The IEB with its experience and expertise in education and training would be in a position to offer not only conceptual input, but also assist in the development/setting up of a suitable ‘qualification’. In addition the IEB will also be able to assist with accreditation and assessment where necessary.

Date: 5 March 1999

Organizational Information
Contact person: Katrina Burts
Telephone: 011 440 1231
Facsimile: 011 440 1243
E-mail: iuphc@pixie.co.za

The Institute for Urban Primary Health Care is an NGO that focuses on training and research for education in the primary health care field. It is situated at the Alex Clinic and aims to develop models of good practice for health care education. IUPHC has been involved with a number of primary health related courses:

- It initiated a disease diagnosis and management course for nurses that has now been adopted by the Gauteng Health Department. It is still involved with some modules in this course that is accredited by the Anne Lutski Nursing College.
- It has developed a module on health promotion which has been integrated into the UNISA course for ABET educators.
- It is currently training health advisors from the Gauteng Health Department. Approximately forty people are enrolled in the first group, and an additional 160 staff are still to be trained. This course is not as yet accredited.

IUPHC’s major course focuses on community-based rehabilitation facilitators. Matriculants enrol on the course, which takes place at the IUPHC premises at the Alex clinic. This is a two-year course that focuses on disabled people and community involvement. It consists of various modules: primary health care, childhood disability, sensory disability, adult disability, mental health, work and employment and programme management.

An experimental course on home-based health care was run in 1998. The research unit of IUPHC has recently done some work for the Department of Health on Aids and health care issues. Aspects of home-based health -care were included in this. IUPHC also coordinates the practical components of the Wits Technikon health care course. Students do their practicals at and are evaluated by IUPHC. The research component of the IUPHC is currently conducting an evaluation of a module in health care course. This focuses on the ‘buddy system’ which is being used by Friends for Life - an NGO that supports people with AIDS - in a project done in collaboration with IUPHC.

Issues and Areas of Priority
IUPHC prioritizes issues relating to work and the economy above health issues. It is felt that without some form of income in a family, addressing health issues is very difficult. A focus on work should include a broad perspective on the economy and the changing nature of work as well as the personal focus on job creation and employment. Types of jobs, aptitude testing and matching as well as skill requirements and career paths for specific jobs should be made clear. An additional focus on how to create jobs and self-employment would be important.

IUPHC primary focus is in primary health care. It is felt that any focus on health should not be restricted to physical well being and health issues, but should include social, mental and emotional well being. For this reason, early childhood development and a focus on caregivers of children is seen to be a health issue. The following issues are particularly important when focusing on health:

- Teenage pregnancy. This should be focused on for both males and females. Consideration and support for the families, parents and guardians of teenagers who are pregnant should be included. An approach to this topic could be a focus on choices. This would include information and support for teenagers who are considering whether to be sexually active and what the implications and options are for these decisions, as well as the choices faced once a teenager is already pregnant. It would be important to link this to early childhood development. Teenagers and their families need support on how to care for children once they are born.
- STDs including AIDs/HIV. This is a key issue that requires on going information distribution and media campaigns.
- Dating and date rape.
- Disability issues. these should not be restricted to a physical health perspective of disability (causes, prevention, conditions, treatment etc) , but should include a broader focus on disabled people and how they fit into communities, their experiences and the support they require.
- Lifestyle issues and their impact on health would be another important focus. This could be a broad umbrella strategy for addressing many of the issues articulated above. Issues relating to alcohol, smoking, drugs, sleeping and nutrition could be explored. Moral questions and moral development would give an interesting slant on this theme. For example, the extent to which choices of friends influence health and lifestyle could be explored.

Roles for Broadcasting
General Roles
Broadcasting can play a role in advocacy around health issues in general. It could popularize and distribute information about support groups and available centres for health-related support or counselling. There are currently very few locally developed broadcast programmes that focus on health specifically. If such material is available on video or audiocassette its availability is not well promoted. Producing programmes that focus on health issues from a South African context would be useful. Broadcasts can be used successfully for phone-ins in which people from the public have their questions answered for a broader viewership. Discussions and debates about health would be well received. In playing this role, of involving the public and their concerns in a broadcast, SABC could play a role in identifying what the major community related health issues are. This information could then inform health focuses course designers and health workers on what the major problems and. This information could influence training programmes and result in the dissemination of appropriate information from people with health expertise.

It is critically important for health issues to permeate all broadcasting programming. Some good local videos on health issues have been produced locally and in other countries. SABC Education has an obligation to catalogue these video and audio resources and make their presence known to people involved in health education. Such resources should be easily available for use in health related courses.

Potential Broadcasting Interventions
IUPHC identified two potential broadcasting initiatives focusing on health issues. The first explored disability issues. People with disabilities and the people involved in their lives could share their experiences and talk about how their disability affects their lives and how they overcome of the daily difficulties faced. Information about how to support disabled people in their communities as well as sources for additional information and support could be included. SABC could play a very proactive role in supporting people with disabilities by employing disabled people as continuity announcers or newsreaders. This would work particularly well in children’s magazine programmes. A disabled child should be part of the teams of actors in children’s programmes. Disabled people should be seen an integral part of the South African communities and should be reflected as such, in national broadcasting programmes.

The second idea centred on teenage pregnancy. This would focus on the kinds of issues articulated when the issue was described above: choices, the role of guardians or parents and relating pregnancy to early childhood development. Support groups for the parents and guardians or family members of pregnant teenagers could be a part of such a programme. Parents frequently go into crisis when confronted with this issue - they too need support, as the child looks to them for advice and support.

A mix of programming styles could be used for these focus areas: talk shows, panel discussions, phone ins, dramas and stories from people affected could be used. For both of these ideas, links with health professionals and community health workers, support groups and a print support strategy would be important. Language and relevance would be important issues to consider for such an initiative. The presentation must be realistic so that the audience can relate to what is presented. This is the principle reason why IUPHC does not use foreign video material on health issues. The conditions in these materials do not reflect the realities of South African Communities. SABC should seek to use real people who speak the language spoken by the target audience. IUPHC would welcome audio and video resources on health issues that could be used in its courses.

Possibilities for Collaboration
IUPHC would be interested in working with the SABC on a potential health initiative. It could offer conceptual guidance and advice around content issues (as outlined above). The existing IUPHC course materials and promotional information may be used as a starting point for content for such a programme. Where IUPHC does not have the necessary expertise it will be able to draw on its network of people who would be able to fill these gaps. The IUPHC could pilot video and audio material on health issues in its existing courses. Also the IUPHC students could be approached to tell their experiences and stories of working with communities on health issues. This would be particularly rich for a focus on disabled people. IUPHC would be able to identify students and disable people who could be profiled for a broadcast programme. Where health issues are focused on in relation to community involvement, Gauteng viewers could be encouraged to enrol in the IUPHC courses for more in-depth development. IUPHC would also be in a position to refer SABC to potential students to other health care courses around the country.

Emerging Ideas
The following ideas emerged from this interview:

- Health related broadcast programmes should not only focus on physical well being but could link a number of issues around physical, mental and emotional well being. This could be done through an examination of lifestyle, teenage pregnancy (linked to ECD), or disabilities.
- Health issues should permeate all SABC programming - for example disabled people should be integrated into SABC staff and seen on television.
- Support groups and print materials should be an integral part of any health related broadcasting initiative.
- IUPHC courses and materials could be used as a basis for programmes. Locally developed programmes on health issues would be well received and integrated into IUPHC courses.

 

Date: 12 February 1999

Organizational Information
Contact person: Penny Foley
Telephone: 011 834 6865
Facsimile: 011 834 4955
E-mail: jep@wn.apc.org

Joint Enrichment Project is a youth development organization established in 1986. It focuses on young people at risk most of whom are between the ages of 18 and 30 and have been outside of schooling for more than two years. Many of the people JEP works with are the youth who have been through the criminal justice system in some way, or come from single parent families. There are high incidents of undiagnosed mental illness, as well as HIV infection. Some of the projects focus on young women involved in prostitution and homeless youth.

This target audience affects the way in which issues like unemployment and health are approached. For example preventative AIDS awareness programmes are not effective with groups that are already HIV positive. In JEP’s experience youth training programmes in which a high expectation is placed on gaining employment following the course tend to de-motivate youth. Failing to find a job on completion of a youth training or development project, leads to higher levels of disillusion and such youth are less likely to pursue other opportunities made available to them. As such, JEP adopts an integrated approach to youth development focusing holistically on the economic, educational and psychosocial issues facing young people.

Up to 1996, JEP focused most of its work on direct training for young people. The courses include some basic education, counselling, life-skills and technical skills training. Technical skills development courses offered by JEP are accredited but all other courses do not carry accreditation. Courses are run in face-to-face sessions with participants and in some cases printed manuals are used. Videocassettes are used in life-skills programmes. JEP has previously been involved in producing radio and video materials as well. Five or six half-hour radio episodes focusing on young women and coping with unemployment have been aired on a number of community radio stations. In terms of video production, JEP began a series with Africa Growth Network that focused on schoolteachers. The videos complemented printed materials and were designed to enable teachers to use JEP’s ‘It’s Your Choice’ life-skills course in schools. The project was not completed due to funding difficulties.

While working directly with young people JEP was involved with about 1000-1500 youth per year. As this was thought to be of limited impact, JEP has shifted its focus from working directly with youth to training youth service providers like social workers, teachers, and priests to work more effectively with youth at risk. While all the project-based work with youth is focused in Gauteng, the courses for service providers are run in all provinces.

JEP coordinates the Youth Development Network that is a network of organizations involved in youth development projects. It is also a member of the South African Youth Council and supports some of the work done be the National Youth Commission. The South African Association of Youth Clubs is one of its key partner agencies. It also works with schools, technical colleges, training institutions and the government departments of Education and Health.

Issues and Areas of Priority
When considering the main issues effecting the youth with whom JEP works, the following themes were raised: work, the economy, life-skills, health and ABET. Notwithstanding this prioritization, the importance of an integrated approach to development was seen to be crucial. Foley elaborated as follows on the first two issues(Penny Foley submitted a written responce to the interview questions, and elaborated on this during the interview):

Work
This links closely with the economy. There is a high need to let young people understand issues of unemployment, and why not immediately accessing a job is not a sign of failure on their behalf There also needs to be a lot exposure done on the expectations of work. Many young people are not aware of what work actually requires from them: for example, reliability, initiative, and so on.

There are also a number of issues, particularly around discrimination which young people, and particularly young women experience when looking for work. Programmes that highlight how and why this is happens, and possible strategies for dealing with it could be important.

JEP has run for several years a combined life-skills and preparation for employment programme that looks at how young people can sustain their search for work, cope with unemployment, gain work experience through voluntary activity and be creative in their expectations of work which they could undertake. The outline of the programme may provide a useful framework for a programme.

Life-skills
Life-skills, which encompasses a range of issues including decision-making, planning, problem solving, sexuality managing relationships, etc has to be presented differently for different target groups. A programme looking at life-skills would be very different for 14-17 year olds for example, than it would for 26-28 years olds, however both groups are in urgently need to be able to access such programmes.

Again this is an area in which JEP has done a lot of training work, and development of programmes and materials which we would be happy to make available for consideration. For example, in 1997 we began to make a series with Africa Growth Network for schools, primarily based at teachers, training them to use our ‘It’s Your Choice!’ life-skills programme with their students. The programme was stopped because of a funding shortage, but it demonstrated how these materials could be made available to larger audiences,

While programmes that let young people engage are extremely useful,’ it is also necessary to provide support material for service providers who will use the material and to give them guidance and assistance, as many teachers in particular struggle to use material in anything but its most rigid format.

When discussing these issues, Foley pointed out that the young participants in JEP courses currently are, on the whole far less politicized than previous groups. As such, an understanding of the economy, and global issues is an important area of focus. Without an awareness of a broader social picture, youth tend to personalize their situation and do not understand the broader forces at play. For example, there is a lack of awareness that unemployment is a major problem in South Africa and the reasons for this are economic and not a result of an individual’s appearance or personal difficulties. An objective of broader view of society helps youth to put these things in perspective.

Another important point was raised regarding young people’s response to ABET materials. In JEP’s experience, the young participants in its programmes find most ABET materials to be patronizing or ‘babyish’. ABET materials are generally designed for adults and do not seem to appeal to youth.

Roles for Broadcasting
Foley wrote the following about potential roles for broadcasting in supporting educational activities or interventions:

Broadcasting is a way of accessing the popular culture. It is also a good way to introduce young people to issues about which they may be concerned but with which they are not actively engaging. Broadcasting can provide a good support element for youth development programmes(Penny Foley submitted a written responce to the interview questions, and elaborated on this during the interview).

Two potential broadcasting initiatives were identified. The first was a suggestion for a series focussing on work, while the second was a series on life-skills. The types of issues that should be addressed in these programme series have been outlined above. Foley felt that an important part of such series would be the presence of young people - real people sharing their problems and experiences should be profiles no the shows. In addition, viewers or listeners should be able to offer feedback and voice their problems and concerns to the series. These series could then be used as video resources in existing programmes for young people. The materials should be made available through the fragmented network of people offering training of support to young people. Some of the types of networks which could be used for a more systematic use of the programmes could include: social workers, welfare offices, the department of health, clinics, churches and religious groups, sports clubs, libraries or youth council initiatives.

Possibilities for Collaboration
JEP would be happy to work together with the SABC on educational broadcasting initiatives directed at youth. It could offer conceptual consultative advice by for example participating in focus groups (as has been the nature of JEP-SABC collaboration for Yizo Yizo). JEP involvement could also be more substantial in that some of its course material or manuals could be adapted and form the basis for a series. JEP could then use the video or audio resources in its face-to-face training courses. JEP can also play an important role in its capacity as the coordinator of the Youth Development Network. It could bring in other NGOs working in youth development, thereby extending its reach to youth. Its emerging contacts with the Department of Health and Welfare and its training courses for people involved with youth development (like social workers, teachers, priests etc) would be an additional asset.

Emerging Ideas
JEP can potentially play three useful roles in a youth educational broadcasting initiative:

- conceptual development for programmes - based on existing manuals and JEP experience;
- using video or audio resources in its training courses - either directly with youth or with people involved with youth development; and
- participating in establishing a network of youth development initiatives - both in terms of formal structures like the Department of health, teachers and social workers and in terms of its coordination of the Youth Development Network.

 

Date: 17 February 1999

Organizational Information
Contact person: Patrick Mabude
Telephone: 012 312 5306
Facsimile: 012 324 2059
E-mail: sebelebelec@educ.pwv.gov.za

Mr Mabude has been working for the National Literacy Campaign (NLC) until its demise in 1998. The views shared here are on the basis of his experience at NLC. NLC was an organization that organized NGOs in the adult education and training (ABET) field for delivery of ABET. It concentrated on issues of capacity building of projects in terms of resources and personnel, and curriculum development. It also mobilized ABET projects to impact on policy development. It fostered unity amongst ABET projects at national, provincial and local levels and also collaboration between ABET projects and the state, business and funders.

NLC mobilized resources for the Thousand-Learner Unit across all the provinces. This was capacity building intervention at curriculum level aimed at changing adult education at learning and teaching level. The project organized around the idea that for every 1000 learners a million rand would be made available. This was in a quest to eradicate illiteracy. This also fostered collaboration between government, the state and NGOs.

Issues and Areas of Priority
The priorities identified for adults are divided according to urban and rural. Both communities need ABET intervention. Over an above that, the urban community was identified as having priorities in the following order: works ECD and ABET. For the rural communities work/farming and ECD are priorities. It was emphasized that these areas are integrally linked for the needs of adults. One cannot talk about sustainable work without ABET. There is also need to educate mothers, caregivers and the community to provide proper childcare.

Roles for Broadcasting
Mr Mabude sees a possible role for the broadcasting in this area. However, it was emphasized that the intervention should be based on proper research of the ABET field to identify what the needs are. The research should not be based on the experiences and views of upper class and urban communities, but should bring on board the views and experiences of working class and rural communities. The research should profile what adults are doing, what their needs are, what they are learning, how they are learning, for what purpose and what are their priorities. The broadcaster will have to build listenership by designing quality educational programmes that assist learners to go through the different NQF levels. The programmes could be presented for up to 30 minutes a day for 8 months over a year. The media to be used are radio and television. Print media can also be used as support mechanism.

Elements that need to be in place for the success of this intervention are, availability of learning materials, training for ABET practitioners to use the resource. The broadcaster should use skilled people who will produce interesting programmes at a minimal cost.

Possibilities for Collaboration
NLC does not exist so there is no possibility for collaboration. What is recommended is that national or provincial structures working in the ABET field may be identified and brought into the partnership. This intervention also needs partnership between NGOs, state, Business, Labour and NGOs.

SABC could play a role by providing resources for programming, bring unifying themes to the project, make available its skilled personnel and technology.

Emerging Ideas
The following important issues were raised:

- The need to distinguish the different needs of urban and rural communities;
- The relationship between ABET, ECD and work as linked to the needs of adults; and
- The importance put on research for this initiative.

 

Date: 17 February 1999

Organizational Information
Contact person: Ilse Wilson
Telephone: 011 403 3425
Facsimile: 11 403 1260
E-mail: ilse@mvula.co.za

Mvula Trust is a non-government organization involved in the supply of water to the rural communities. It is mainly involved in the installation of water pipes in communities to supply water. It further oversees the provision of training of the community members to administer the water project. Consultants employed by the community offer training and Mvula Trust oversees the implementation and quality control measures.

Issues and Areas of Priority
The needs in the rural communities which Mvula Trust work with are basic literacy and numeracy skills. On the development front, there is a need for the inculcation of management skills especially for local government to enable them to manage water provision, electricity supply and basic road maintenance. Furthermore, job creation, health issues in as far as preservation of clean water is concerned, are some of the urgent needs.

Roles for Broadcasting
There is a role envisaged for the broadcaster. Television, radio and documentaries on television are seen as the media through which these communities could be reached. The broadcaster could also develop programmes to promote Masakhane or payment of services. Radio can also be used to present programmes related to health and management. Provision could also be made for a phone-in programme to have topical issues debated. Presentation of programmes should be sensitive to the time people are available to listen. Communities should also be given chance to identify what their needs are. Non-broadcasting interventions include print back up to supplement radio and television programmes, i.e. booklets could be distributed in the communities. For example, a programme dealing with building of latrines, or causes of diarrhoea, could be followed up by print materials. In terms of possibilities for a dedicated education channel, Ms Wilson argued that people tune into existing station and she thinks that people will not be tune into special education channel or station

Elements for the success of this intervention include access to radio and television by communities, training of teachers or facilitators to use backup materials, broadcasting of the programmed at a time when the target audience could best be reached and community input into what their needs are.

Possibilities for Collaboration
Mvula Trust envisages possibilities for collaboration with the SABC in this initiative. This could be in the form of personnel that has expertise in sanity, community involvement, management and health issues. The SABC could play a role in the production of programmes. However, emphasis should be put on people taking responsibility for their own development. This entails partnership between the SABC and the communities.

Emerging Ideas
Education in general, and adult education in particular, goes beyond the traditional literacy and numeracy issues. It encompasses health issues and broader community development issues. The importance of having communities identifying what their needs are has been highlighted.

Date: 1 March 1999

Organizational Information
Contact person: Glen Fisher
Telephone: 011 482 5100
Facsimile: 011 482 5507
E-mail: glen@nbi.org.za

The National Business Initiative (NBI) is a not for profit, business-based, public interest organization with over 170 leading companies as its members. Its task is to enhance the business contribution to South Africa’s success…The NBI has four operating sections: housing and urban development, educational and training, local economic development and effective governance.(NBI, publicity information, internal document)

Increasingly the work and programmes in each of these sections is seen to be interrelated. For example, work on local economic development, which focuses on addressing unemployment, overlaps and complements work on effective governance particularly with regard to this section’s programme on capacity building for local government. Synergy with education and training in terms of the above is also apparent.

NBI was formed in 1994 out of an amalgamation of Urban Foundation and Consultative Business. Core income is generated through its member companies. This is supplemented through project management and research contracts. NBI is not a mandated organization and does not purport to ‘speak for business’. It aims to be an interface between public and private enterprises. Fisher is the head of the Education and Training section, which has conducted educational research work, particularly on teacher policy, school quality, financing, and school governance. It has also worked with the national Department of Education’s Further Education and Training (FET) policy processes, contributing to both the green and white papers. The section is currently working on proposals for human resource development and financial support for technical colleges. In this area of further education and training there are three key audiences:

- 16-18 year old school goers
- People in employment
- Unemployed people.

For people in employment, skill levels are no longer absolute, the labour market is changing and it is no longer expected that one has a single job from the cradle to the grave. Mobility for both the individual and the work force is therefore important. The FET report outlines the huge pool of South Africans that are unemployed. Of the four million unemployed people, more than two million are between the ages of 16 and 27 and have more than nine years of schooling. Most of them therefore have some general education, but without marketable skills tend to function in a survivalist mode. The Education and Training section of NBI conducts policy, field and empirical research, designs programmes and aims to bring public and private partners together. Companies and industries are put in touch with development in the FET sector. Some industry sectors are ahead of others in terms of NQF-based educational and training provision. Some have already established the new sectoral educational and training authorities, this is the case for mining and tourism and hospitality; while others are in need of more substantial support to move towards these.

Issues and Areas of Priority
Fisher prioritized Work and Health as key issues for this spectrum of people. He thinks that it is important for people to understand their place of work, the changing nature of work and kinds of work. The latter would include a focus on entrepreneurship, job creation, life long learning and up-skilling. These issues should hang together in a framework of understanding the dynamic modern economy. In this context the world of work, pathways to work from schooling and the importance of learning throughout life can be explored.

Fisher stressed that a focus on work with regard to SMMEs is a complex issue. At this stage the links with the NQF for this area are not clear. It is largely an unknown area with the success of a number of targeted programmes not yet apparent. It is difficult to be able to gauge or assess the capabilities that people bring with them to such programmes. Initiatives that involve training or support for SMME development must therefore be driven by a clear analysis of the identified target groups. They should be built on recognition of prior learning for the identified groups. The roles of FET institutions as incubators for small business should be explored and, if appropriate, harnessed for any such project. One of the problems apparent in such projects, is that it is very difficult for small businesses established at FET institutions to ‘move out of the nest’. Ways in which one brings together government, local government, NGOs, the private sector and education and training institutions need to be explored. Some spatial regeneration initiatives are exploring different possibilities with regard to this. Some European examples, like the regeneration of ship building in Scotland could present possible models.

Health was raised as a key issue, particularly with regard to AIDS.

Roles for Broadcasting
General Roles
Broadcasting can play a role in supporting the FET sector and adults and youth in this spectrum, in particular. For broadcasts to be successful, it is important to make the issues presented personal, real and immediate rather than abstract or theoretical. Broadcasting can be used effectively to show the interconnectedness of a range of areas in a compressed time. Multiple disciplines and actors can each bring their points to bare in a broadcast. For example, while educationalists generally approach issues from a curriculum perspective, companies tend to view the same issue from their organizational needs. Broadcasting can be used to show the interconnected and related nature of the two perspectives. No one player need dominate over another, the broadcast can raise awareness and make the interconnectedness alive.

Potential Broadcasting Initiatives
Fisher suggested a broadcasting initiative that focuses on work and the interconnectedness of different players. To do this it would be important to focus on real people, real problems and real solutions. Yizo Yizo is a good example of educational broadcasting that comes across as realistic. The envisaged programme should however, not fictionalize a situation or problem. It should aim to raise popular awareness of the importance of life long learning and should be human and immediate in its approach. Such an initiative may also target business leaders, government officials, educational providers and management to see issues as linked to a central goal of development. A case study approach would be most suitable for this. For example possible links between colleges, community-based organizations and industry could be explored. There is a college north of Pretoria that would make a good case study for a programme. A cement company is involved and provides the materials for students to learn about building. As part of their practical work, learners use the materials to build the college campus. The skills developed are wider than bricklaying as concepts like advertising, keeping records, and how to deal with customers. The students then make their services available to the surrounding community thereby developing small business skills. This example could be the basis for a programme that documents a development case study. Another example may be the local economic development on the Cape West Coast - again showing how different players’ came together to tackle a complex problem could be documented. The broadcast could be used for a general audience, and then used as video resource material in educational programmes that focus on development concepts. NBI runs local development workshops around the country. Such case study audio or video materials would be very useful in these workshops. NBI is also involved in training college management, broadcasts could contribute to raising general awareness of interconnected approaches to development and the materials could be used in training that is conducted with management teams at local, regional and national levels. Sabera Bobat is the NBI director of Local Economic development. Should a broadcasting initiative that focuses on case studies for development be pursued, she should be contacted and would be able to contribute to the conceptual development of such an initiative. NBI has also produced a book titled The Local Authorities Role in Economic Development: A handbook for Councillors and Officials, which follows a case study approach. The types of examples mentions in this book, as well as the types of issued raised would be worth consulting if such an initiative was selected.

The concept of a clearinghouse or ‘dating agency’ of organizations and potential partnerships in a localized area has been mooted by the organization. The intention would be to create a database of NGOs, local government and development organizations in a specific area in order for interest parties to find out whom to contact or talk to for new projects or possible collaboration. This may include as section on economic regeneration and job creation activities. The regional department of labour offices, may be a possible for locus for such information. The concept would be to create a one-stop shop servicing work seekers and companies in a specific area. Should such an initiative be actualized, it could for a useful support strategy for SABC programmes on work and development issues. SABC could also be used to profile the service and encourage contributions to the database.

Possibilities for Collaboration
NBI would be interested in collaborating with the SABC on an educational initiative. There are a number of possible areas of collaboration:

- NBI can put SABC in touch with its membership companies. This would be particularly useful to focus on business needs.
- Programmes that highlight development issues and showcase case studies could be used in NBI national workshops on LED, or in training college management.
- NBI could contribute to the conceptual development of programmes on FET or development.
- SABC could play a role in advocacy around the FET and colleges.
- NBI research could inform SABC interventions

Emerging Ideas
A clear idea of a possible broadcasting initiative that has work and job creation as its focus was articulated. Rather than focusing on content for potential entrepreneurs or people running SMMEs, the focus could be on the people that make decisions about such initiatives and provide training in this area. In this case a broader development focus would be introduced. The role of all players in creating an enabling environment for local economic development could be examined. This would be done by producing programmes that document real case studies of situations in which a number of players have been involved to find a viable solution. In this way, the viewing can be interesting for a general audience, but can also be used as resources for explaining development concepts in training environments. A case-study format would be less likely to simplify the complex issues pertaining to work, SMMEs, the economy and development. The support material or mediation used with the video resources could then pitch the analysis and lessons drawn from the case studies at different levels. This may be more viable and constructive than a direct focus on a single issue as a low NQF level, like job creation or SMMEs for ABET level 1 and 2 or out of school youth. The impact is also likely to be greater, and the contribution more supportive of existing initiatives. A case study format using real places, people, situations and solutions would also be making good use of the audio and video media. Using a broadcast would mean that national interest could be generated in local developments - with successful local developments being showcased to the public. This could be affirming for the identified project or initiative and in the national interest of job creation, small business development and local development.

NATIONAL COMMUNITY RADIO FORUM (NCRF)

Date: 2 February 1999

Organizational Information
Contact Person: Mr. Mfundo Majozi
Telephone: 011 - 403 4336

The NCRF is a membership-based organization based in Gauteng, consisting of community radio stations. The role of the NCRF is to provide community radio stations with the necessary resources, and ‘know how’ in terms of radio broadcasting. Thus the central function of the NCRF is the building of capacity amongst community radio stations; particularly those whose target audience is disadvantaged communities.

Another aspect of work for the NCRF is networking with other community radio stations to promote the sharing of ideas and programmes between the different provinces. The NCRF is also engaged in securing funding for community radio stations. The NCRF was one of the key players involved in the formation of SACR Network launched 2-years ago. SACRN beams programmes via satellite to radio stations across the country.

Issues and Priority Areas
The interviewee felt that Life Skills such as financial skills and skills related to peoples’ legal and constitutional rights, were important, particular in the context of new policy and legislation changes post-1994.

Roles for Broadcasting
General Roles
The following general roles for educational broadcasting were identified:

- It is an effective means of disseminating information.
- Radio and television allows people to ‘receive’ information as opposed to having to actively go out and seek it.
- Allows people to relate to issues in a less purposive manner - relaxed.
- The strength of radio and television is to be found in the fact that it consists mainly of ‘spoken information’ as opposed to written. This means that people who have poor written literacy skills will not be marginalized.

It was also felt that there is also a role for other technologies. In the first instance there needs to be minimum conditions in place to ensure that people have access to other technologies. People are still intimated by new technological developments. The new technologies are based in English -this is problematic in a country where English is not the first language of many people.

Possible Broadcasting Interventions
Any broadcasting intervention in this spectrum must be clear as to whom the audience is, and needs to be cautious of ‘wanting to be all things to all people’. Once the target audience has been identified, it will be necessary to identify what the needs are, and on this basis plan for an appropriate broadcasting intervention.

The interviewee felt that a radio programme aimed at rural communities, with a life skills focus necessary in the present context. Such a programme must have the following key elements:

- It must be interactive. That is, people should be able to engage with the programme. Allowing people to phone-in could do this.
- It must be relevant. This means, for example, if a broadcasting intervention is planned to address financial skills, then real life stories of success and failures must be used, so that the target audience is able to relate to it [Here an analogy was made with a children’s morning programme currently being aired on SABC where the kids are playing but in the process they are learning].
- Any broadcasting intervention with an educational focus must be entertaining.

Possibilities for Collaboration
Community radio producers have extensive experience in the spectrum which the SABC is planning to reach, subsequently these community radio producers can provide the SABC with programming material.

A possible collaboration between the SABC and community broadcasters will enhance service delivery - community radio stations have audiences, which for various reasons do not necessarily form part of the SABC’s listenership.

Finally, the interviewee felt that collaboration between SABC and community radio stations in particular, could assist with the ‘natural partnership project’ and idea first raised in 1993 to promote two-way cooperation and collaboration between the SABC as a public broadcaster and community broadcasters.

Date: 5 March 1999

Organizational Information
Contact person: Hantie Coetzee
Telephone: 012 349 1920
Facsimile: 012 349 1929
E-mail: hantie@netech.co.za

The National Educational Technologies (NETECH) was founded in May 1995. Since then it has been investigating alternative methods of technology assisted education. This involved the use of broadcasting and technology for communication. NETECH believes that you cannot show people education, you must involve them. NETECH system can be effectively used in communication, training and education.

- Communication: By incorporating the NETECH system in your communication network, you can on an ongoing basis keep the staff abreast of company and marketing strategy via the network, improve the staff’s communication capabilities and transform your organization into modern, people-driven and pro-active force
- Training: No longer need you be limited by physical constraints. By using NETECH’s interactive distance training system, a trainer can train students simultaneously at any remote location and receive accurate feedback from all trainees.
- Education: The state-of-the-art equipment employed in the interactive system enables a single teacher- the best available in his/her subject- to lead a large number of students throughout the country, simultaneously. The system promotes interactivity- and confidentiality between student and lecturer.

Issues and Areas of Priority
NETECH is involved in three projects that benefit both adults and youth. The first is the ABET programme at the City Council of Pretoria where they help them with study methods. NETECH’s system is also used by the City Council for internal communication and training. The second is the youth development programme where they run career guidance for the Department of Education in Mpumalanga. The other is a placement programme for out- of-school youth who need skills training. This they run in conjunction with the Department of Labour, the Department of Education, and the Private Sector.

The career guidance and skills training programme were started in 1998 when the concept and content were developed. At present one centre is running and these will be increased to three in 1999. The identified centres are Witbank, Malelane and Marble Hall. Reengineering will continue until right combinations are formed. The intention is to duplicate the programme in other provinces. The programme will benefit 8000 youth per year. There will also be emphasis put on ownership of the project by the people. The method and technologies used in youth programmes are booklets, computers, and videos with programmes highlighting popular careers. The career guidance programme focuses on possible study options and employment opportunities. Satellite TV will also be used in the future for the transmission of this programme.

Roles for Broadcasting
Ms Coetzee sees a possible role for broadcasting in this venture. This could be in the form of presenting short programmes on career guidance. The programme could also cover life skills issues dealing with individuality, self-perception.

These programmes should be short and could run for 15 minutes. Whilst dealing with issues of careers, other programmes could be tied to it. A multimedia approach covering radio, print, video, Internet could be used in the presentation of the programmes.

The broadcaster should consider the following in putting together any programme:

- Who are the people receiving the signal, what are their needs? What are their interests? and when are they available?
- There should be equipment (TV, videos) for people to receive and view programmes. The broadcaster should make sure that the target audience is reached, the equipment is in place and programmes are broadcast at a time the target audience is available. The motto should be: ‘right people at the right place at the right time and give them the right stuff’.

There should be proper planing and implementation strategies. Management control system and feedback should be in place. Though this is an education initiative it should be managed like a business. It should be goal driven, target driven with evaluation and monitoring mechanisms in place. There should be people put in teams drawn from education, business and technology for this project.

Possibilities for Collaboration
The project sees possibilities of collaborating with the SABC in this initiative. It could discuss the programme concept with the SABC and run it in a collaborative effort. NETECH could also do some consulting for the SABC in this venture.

The SABC’s role would be to provide infrastructure for broadcasting, building a value-system based on healthy principles.

Emerging Ideas
This is project with state of the art technology that is willing to collaborate with the SABC ad seems to be having some experience in educational technology and broadcasting. The issue of career guidance is emerging again as a priority for the youth. Skills training and development is also raised a need for youth. This should be linked to job-placement.

NATIONAL YOUTH COMMISSION

Date: 4 March 1999

Organizational Information
Contact Person: Yoliswa Makhasi
Telephone: 082 575 3988
Facsimile: 043 6421213

The National Youth Commission (NYC) was established in June 1996 and is made up of 19 members: five fulltime and five part time members who represent national interests of young men and women across the country; and nine part-time commissioners representing the nine provinces. The NYC is based in the office of the Deputy President. The mission of the NYC is,

to coordinate and promote the development of young women and men through the design and implementation of a holistic and integrated National Youth Policy and a national youth development plan by ensuring inter-ministerial, inter-sectoral and inter-governmental collaboration, for the advancement of young people through the involvement of all stakeholders.(National Youth Commission, 1998)

In order to achieve this mission, the NYC has targeted the following priority areas: education and training; health; economic participation; safety, security and justice; welfare and community development; sport and recreation; arts and culture; environment and tourism; and science technology.

One of the strategies employed to achieve the goals in the identified priority areas is the creation of a National Youth Service Programme (NYSP). This programme focuses on education and training, and the development of skills and capacities of young people. It also aims to develop a culture of service/volunteerism amongst young people - where young people volunteer their services for the benefit of their communities and the country as a whole. The target groups identified: out-of-school and unemployed youth; youth involved in Further Education and Higher Education; as well as graduates of Higher Education. The NYS is not a job-creation programme, but will work with a range of government departments, including the Departments of Education, Labour, Defence and Public works, Trade and Industry, to address the needs, interests and opportunities of young people.

The NYC is currently involved in planning pilot projects for the National Youth Service programme as well as developing the NYS White Paper.

Issues and Priority Areas
Yoliswa identified the following issues as important concerns in terms of South Africa’s social and economic development:

- Unemployment;
- Economic participation of young people;
- Crime; and
- HIV/AIDS.

Roles for Broadcasting
General Roles
Television and radio are powerful tools for communication and information, and to this end, have a tremendous role to play in raising the awareness of young people. Radio in particular has the potential to reach a wider spectrum of people, particularly those living in rural and semi-urban parts. These two forms of media allow people access to information in an ‘easy’ and relaxed format, and as such needs to be exploited.

Possible Broadcasting Initiatives
Two possible broadcasting interventions were identified.

The first focused on HIV/AIDS and Crime. A broadcasting initiative in these two areas must seek to raise public awareness as well as generate debate and discussion around how to combat crime or how to contain the spread of HIV/AIDS.

A second suggestion was a Youth talk-show, that is dedicated to youth issues. It was felt that at present the talk-shows currently being aired, only target ‘organized’ youth. That is youth who are part of formal structures and organizations, or who are engaged in further or higher education. There are many young people who are not organized in this way. Thus one of the main purposes of such a show would be to encourage and promote the participation of all young people in all aspects of civil society. Such a talk-show could also fill the ‘information gap’, that is, provide young people with relevant and useful information which relates to the issues they face.

Such a talk-show should not deal with youth issues in a ‘by-the-way’ or ad hoc fashion. It should allow young people the opportunity to talk about themselves, and must be run by young people, and must accommodate the language needs of all young people. The show can be used as an ‘information centre’, where initiatives such as the youth community colleges, or Joint Enrichment Project, and other organizations/ initiatives whose programmes/activities are related to youth development.

The NYC has established a toll-free Youth Line, which is a telephone information and referral service. This service could be linked to the proposed youth talk-show. Such a show should also aim to contextualize youth issues within the broader policy context. For example, the new Skills Development Act is a policy that will have implications for young people regarding the labour market, potential job opportunities and pathways to employment of further education and skills training. It could also be linked to other initiatives, which would involve engaging other young people in a number of stimulating debates taking place in the country such as the notion of an African Renaissance, etc. The programme must seek to transcend a Gauteng and urban bias - as is evident in most talk shows currently on air. Need to cater for rural and peri-urban youth. In this regard radio becomes crucial.

Partnerships are crucial to such an initiative. Such partnerships must be inter-sectoral, and must therefore include government departments such as health, labour, education, non-governmental developmental organizations, and business. The role of business should not be limited to that of funding, instead it should be seen as an important player in addressing the social and economic needs of the country.

The talk show could host ‘live debates’ around topical issues such as HIV/AIDS; termination of pregnancy; issues of national unity; democracy and citizenship; etc.

An example of a radio talk show for young people: In the Eastern Cape, the Youth Commission participates in a youth radio talk show every Thursday evening run by SABC Radio, Umhlobo Wenene. The programme focuses on various issues faced by young people, and gives a particular focus on how such issues could be addressed through the youth policy provisions.

Possibilities for Collaboration
The National Youth Commission would be interested in working on a broadcasting initiative that focuses on youth issues. To this end, it would be able to contribute the following:

- Lobbying and Advocacy. It can also give the necessary political clout - by virtue of the fact that it is situated within the office of the deputy president.
- The NYC has international and local networks which might enrich such a programme.
- The NYC is the convenor of an inter-department committee which consists of all state departments.
- The NYC in return believes that it could benefit from a possible partnership in the following ways:
- Raising the profile of young men and men, and their experiences whilst highlighting the work of the NYC and other developmental organizations focussing on youth.
- Such a broadcasting initiative could provide a consistent means of communication and feedback.
- Assist in generating a culture of youth activism
- Build and promote intellectual debate amongst young people

Emerging Ideas
The NYC is well placed to provide support and resources, and the network for a broadcasting initiative which has as its focus, youth. The information service, which comprises: a website and on-line database; telephone or help line service; a handbook on youth services and programmes, could provide a useful starting point for support and outreach for a broadcasting initiative in the area of youth development.

Its partnerships with national and international agencies could provide a useful network in terms of coordinating and implementing a potential broadcasting initiative.

Date: 25 February 1999

Organizational Information
Contact person: Mandla Mthembu
Telephone: 031 309 7541
Facsimile: 031 309 7547

Operation Upgrade is a national non-profit, non-governmental agency that provides integrated adult basic education training and development programmes for the historically disadvantaged to acquire the necessary skills for participation in all spheres of life.(Operation Upgrade)

This is done through training and support for ABET tutors, developing ABET materials and building project management capacity.

Operation Upgrade focuses its energies on the following functions:(Operation Upgrade)

• Training: Operation Upgrade offers generic training for ABET tutors, in basic courses, which are supported by in-service training visits. The courses enable tutors to teach up to ABET Level 3. Approximately one hundred tutors are trained per year and the course run in blocks through out each year. Operation Upgrade also runs the second module of the UNISA courses for ABET educators.

• Materials development: Contextually relevant first and second language materials which meet the outcomes requirements of the national processes and which also reflect the needs and interests of adult learners are produced.

• Learner assessment: This involves the systematic assessment of learners, within the framework of the Independent Examinations Board examinations for adults and in terms of developing unit standards. Operation Upgrade assesses learners’ suitability for ABET programmes and offers learner placement advice in terms of which ABET level the learner should enter.

• Tutor support: The organization offers longer-term professional development of ABET tutors, through individual support, development workshops, information, dissemination and materials provision. Fieldworkers observe ABET tutors in their learning and teaching environments. They observe lessons, discuss difficulties and problems and offer advice on methodology and available materials to ABET educators. Where common problems are identified from a number of tutors, a workshop on the relevant issue is convened.

• Capacity building: Operation upgrade aims to develop capacity in external organizations to establish and maintain adult basic education programmes and projects through work with company, community and NGO ABET project managers. It coordinates eThekwini - a network of community-based organizations that all have some involvement in ABET. This capacity building programme focuses on issues like setting up the organization, funding, recruiting learners, as well as managing finances and physical resources, programme planning and evaluation, group dynamics, learners assessments and project coordination. Approximately eleven, natal-based organizations are involved in this network and capacity building programme.

• Lobbying: The organization aims to ensure that the adult basic education needs in the country are represented and considered in as wide a range of discourses as possible.

• Programme management in partnership: In collaboration with local structures, Operation upgrade manages large-scale adult basic education programmes dedicated to development in specified areas. In particular, it has a Workplace Unit that manages workplace programmes on behalf of companies.

• Financial management support: A number of adult basic education projects use the Operation Upgrade banking and bookkeeping facilities to hold project funds and pay staff.

Operation Upgrade has a number of partnerships. It works with the British Council on English language teaching, Rotary club 9270 funds the CBO network, and it works with UNISA on the ABET educators module. The German Adult Education Association funds the capacity building programme and a manual, which has been produced for this course. In 1996 and 1997 Operation upgrade worked with the KZN Department of Education to train 350 ABET educators through the Ithuteng campaign. Mother tongue and English literacy books were produced. Finally the organization works directly with communities. For example some work has been done for the Tongaat ABET forum for this community.

Issues and Priority Areas
The key issues facing ABET learners differ from learner to learner and from class to class. Operation Upgrade encourages tutors to find out from learners why they are attending ABET classes and then to aim to meet the wide variety of needs that are mentioned during the course. Some anecdotal responses from ABET learners responses to why they want to read include:

- I want to be able to read the bible for myself and not rely on my children;
- I want to be able to count my change when shopping and to understand money when selling things;
- I want to be able to read the newspaper;
- I want to help my children with their school work; or
- I want to be able to read my girlfriend’s letters and not ask a friend to read it for me. I want to be able to write a letter back to her.

These types of personal aims inform the nature of the programme. The requests are then linked to curriculum outcomes in ways that make is clear to individual learners that they are reaching their objectives. The ABET curriculum must be informed by the conditions of learners and these conditions and aspirations can then be linked to the generic competencies.

Notwithstanding, the need to be directed be issues and needs identified by learners, Mthembu identified the following issues as important concerns for ABET learners:

- Work is the first priority. Most ABET learners want to learn in order to find employment or improve their employment situation. The learners themselves rarely join ABET classes in order to improve their confidence or for personal empowerment. These may be spin-offs of being in an ABET class, but the primary concern for learners is getting a secure job.
- ABET it the second priority for Mthembu. In his opinion, the conditions of adults are largely survivalist. Reading and numeracy are not the most important issues when one does not have a job and is unable to provide for oneself or ones family.
- Housing is the third key area, as many ABET learners are without suitable accommodation or shelter.
- Finally health and AIDS/HIV are seen to be important for ABET learners.

Roles for Broadcasting
General Roles
Broadcasting can play an important role in promoting and advertising ABET programmes and centres. Learners can be encouraged and motivated to enrol in courses and can be given information about where such courses take place or where to get additional information. It can play a second important role in conscientizing or sensitizing the public, communities and various stakeholders in community development about the need for ABET and development in general. ABET must be linked to community development and cannot be done in isolation. Mthembu gave an example of the Tanzanian literacy campaign in the 1970s. This resulted in a very high national literacy rate, but as it was not linked to development did not have a significant impact in the country. In the 1990s Tanzania’s literacy rate has fallen considerably. Broadcasters can therefore play a role in profiling the need for ABET and development in all communities. One way to do this would be to profile important events. The International Literacy Day can be the focus of a broadcasting campaign in which ABET centres and courses are profiled and popularized. ABET and development issues need to cut across all programmes broadcast and should not only appear in educational slots. Public service programmes like the news, current affairs and slots giving community information should include ABET issues.

It would be important for any educational broadcasting initiative targeting ABET trainers be suitably timed and in an appropriate language. Twenty minutes at prime time in the home language of the learner would be ideal.

Potential Broadcasting Initiatives
If an educational slot targeting ABET learners was developed a base line study of this audience would be essential. This should focus on the target audience, content, presentation formal and be linked to development. It should not be focused on ABE fundamentals but aim to be of interest to literate people as well. Mthembu suggested three possible scenarios:

- Create a programme that, through a story line, highlights the plight of people who are illiterate. Illustrate the daily frustrations and difficulties faced. This could be done through a specially designed programme that aims to link to educational and development issues. The aim would be to take viewers through an educational story line of community development.
- Follow a similar kind of format as Khululeka. This is an entertaining format that simultaneously teaches the viewer something. Real life situations are focused on and linked to an educational outcome (in this case the constitution, elections and democracy).
- Design programmes that seek to help someone who can read and write to support someone else to learn this. Broadcasts could popularize the idea and be used to support face-to-face interaction. In this case the target audience would be potential adult educators.
- Soap opera scriptwriters should be approached to include ABET issues into their scripts. For example, introduce a character in a local soap opera who is illiterate, in a local production like Generations or Isidingo. Focus in the way this effects his/her life as part of the soap’s story line.

With all of these ideas it would be important to use authentic people and everyday language. Yizo Yizo is a good example of this. Mthembu would however prefer if every episode had an educational punch line and did not just end with a cliff-hanger. He also feels that the English subtitles may improve reading and English competence for people who are literate but can improve their reading and English skills. What is done on a broadcast would need to be reinforced with printed materials. This is where more detailed educational content could be introduced, for use in ABET face-to-face environments. The story lines produced in the broadcasts could be used as reading materials for ABET learners.

When asked whether a broadcaster could play a role in supporting a reading culture, Mthembu thought this would be possible and useful. Reading materials for ABE learners could be profiled and fiction stories - particularly in African languages could be used as story lines for short dramas or inserts. The Natal ABE Support Centre should be approached in this regard and Operation Upgrade readers could be used. Plain English stories and programmes would be useful. Soap opera characters can be used to profile books - or be seen to be reading or discussing books in some episodes.

Possibilities for Collaboration
Operation Upgrade would be interested in collaborating with SABC on broadcasting initiatives for ABET learners or educators. The organization can offer expertise in ABET teaching and materials development for this audience. It is in touch with a number of NGOs and CBOs in Natal that have an ABET component. ABET materials developed could be used or piloted through this network. Operation Upgrade could include components how to use audio and video resources into its training courses for ABET educators or tutors. As the ABET classes all take place through different organizations and at different times of the week and times of the year, it would be difficult to use broadcasting materials synchronously with learners. There is some potentials for using video and audio resources - though these would have to be short.

Emerging Ideas
The following ideas emerged through this interview:

- Operation upgrade has experience in teaching adult educators and designing ABET materials - these expertise and materials could be tapped
- It is well situated to collate information about the CBOs and NGOs in Natal through the eTekhwini network, if ABE centres and programmes were profiled or used to pilot or use broadcast materials
- Operation Upgrade readers could be used as plain English or African language story lines.
- ABE issues should permeate all SABC programming. Literacy should be included in local soap opera productions.
- Entertaining formats like Khululeka should be used.
- Use of broadcasts and the related resource materials could be included in the Operation Upgrade ABET tutor training courses.

 

Date: 11 February 1999

Organizational Information
Contact person: Fikile Kantanzi
Telephone: 011 403 2750
Facsimile: 011 403 1510
E-mail: ownho@sn.apc.org

Open Window network (OWN) was established in 1995 at the Community Media 2000 conference organized by 32 audio-visual projects from across the country. It has its roots in the Film and Allied Workers Organization (FAWO) whose ‘free the airwaves campaign’ played an important role in defining the future broadcasting environment. It was established to take forward the challenge offered by favourable legislative environment and to further develop fledging developmental issues and community audio-visual medium as a tool for sustainable development and empowerment in the context of democratization in South Africa. This is being achieved through the development of Video Access Centre, Community Television Projects and Community based units. Presently, OWN operates as a membership-based network that includes three pilot community television projects, four video access centres, three audio-visual training institutions and 22 community based production units. It has active members in six provinces namely Gauteng, Kwazulu Natal, the Eastern Cape, Western Cape, North West and Free State.

Issues and Priority Areas
Most of the active members of the OWN network in the provinces are youth, thus they are also the beneficiaries of the OWN intervention. The intervention takes the form of training and capacity building of member projects in provinces by explaining to them the concept of community television, understanding of the IBA Act etc. This intervention and building of the network has led to the production of a network of broadcasters. OWN considers issues of economic growth and globalization as important in this sector it is working in. To this end, it subscribes to the philosophy of thinking globally and acting locally. This means development at a local level should also draw from the developments in the global context. This awareness is important for the youth sector.

Roles for Broadcasting
OWN envisages a role for broadcasting in its area of operation. The role should be that which has empowering effects on the communities. The communities need to own the process of programme development in this broadcasting initiative. OWN believes in a participatory process of programme production and interactive communication. These combinations will have positive developmental effects in the participating communities.

Elements of success include the involvement of the communities in the development of programmes, proper terms of the partnership negotiated from the start.

Possibilities for Collaboration
OWN envisages having a ‘natural’ relationship with the SABC and believes that it can work the SABC. In particular OWN could promote the concept awareness within the community through its community video project. It could bring into the partnership a network of organizations involved in community radios and broadcasting. It could further promote the concept of taking mobile video units to the people and encourage people to talk and engage with videos. With its networks of community based radio stations, it envisages to bring these communities into the partnership with the SABC. It could further facilitate access to stories and experiences of the communities it works with.

OWN further sees this relationship as having the potential to diversify the expertise base in broadcasting. All people irrespective of the accents they speak in should be given a chance. OWN emphasizes that for the partnership to work successfully, the terms and conditions of the partnership need to be clarified. The will also be a need for accreditation of community TV.

Emerging Ideas
There is more emphasis put on the initiative to be seen as partnership. There is an acknowledgement that there are resources within the communities, and these should be tapped. Emphasis is put on the need to clarify the terms and conditions of the partnership.

Date: 2 March 1999.

Organizational Information
Contact Person: Elise Levendal
Telephone: 021 697 0400 / 696 8470
Facsimile: 021 697 0222
E-mail: pphcwc@wn.apc.org

The Progressive Primary Health Care Network (PPHCN) is a national organization, whose area of work includes the training of community health workers and the setting up of community health committees (CHC). A CHC is a governance structure related to the Department of Health’s strategy to promote community representation at all health levels. PPHCN focuses on building both the knowledge base as well as the skills base of community health workers.

The PPHCN works in partnership with other organizations. One of their priorities is to get information out to people, and to assist them to understand and make sense of information. Such information is not only limited to health issues, but people are also informed about the RDP and the constitution for example. To this end the PPHCN conducts workshops which deal with a range of issues in the field of health education.

Their target audience is broadly speaking, those communities who have limited access to health policy information, and whose literacy skills are generally low.

Issues and Areas of Priority
The need to disseminate information or raise public awareness was identified as a key issue. Most people lack information or do not have access to information, particularly people in the more deprived communities of South Africa. The point was emphasized that many citizens do not see that they have rights, or are not aware of their rights and often do not know what structures or channels of communication to follow. Without information people will not know about particular services, nor will they know about their rights as citizens. Thus the interviewee regards information as an important first step towards empowering people. As a first step it is crucial to get information out to people, but people also have to be given the necessary skills to understand and interpret information. An example was cited of a community in the Eastern Cape, who were informed by the local clinic that no more cough mixture would be dispensed. However they were not informed that the effect of the cough mixture was that it masked the symptoms of TB. Subsequently the results of the clinics’ information campaign to halt the consumption of the cough mixture meant that in many instances TB cases went unreported until it was too far-gone.

Role for broadcasting
Ms. Levendal felt that television and radio are powerful information and communication tools, and could be used effectively to raise public awareness and to ‘get a message across’. Thus SABC- Education should capitalize on this. The following ideas were proposed.

Possible Broadcasting Initiatives
A first suggestion would be intended to get the message out - raising public awareness. An example of this is a radio programme called ‘Primary Health Care Connection’ which is a joint venture between the PPHCN and community radio stations. This programme invites ‘experts’ from government departments, health NGOs, and community organizations to talk to and advise listeners on a number of key health issues. Listeners are also invited to share their stories on air. The show is very interactive, and provides listeners with a helpline.

A second possible broadcasting intervention could be to support the development of community health centres. The primary health care sector could be the target area. The intervention would be intended to develop governance and support the development of community health centres. SABC could build a story-line around a community and use the experiences of that community to explore health and other related issues. This might involve targeting a specific community, identifying their needs and developing the story-line together with that community.

The following elements were identified as key to the success of such an intervention:

- A participatory approach is crucial, that is, involve the community right from the beginning. It might also be possible to involve some of the people as characters/part of the cast.
- Language. In order to deal with the diversity of languages, SABC should provide short summaries at the end of each episode and translate key words and concepts.
- Support and outreach is crucial. Any television or radio broadcasting intervention cannot stand-alone, the impact will be greater if there are other reinforcements and support in place.
- Promotion - A broadcasting intervention of this nature needs an effective and systematic promotional strategy. The conventional strategies such as, word of mouth and print media needs to be more effectively utilized.
- An intervention of this nature must be piloted.

Possibilities for Collaboration
The PPHCN is not opposed in principle to working with SABC-Education and other organization, however it would need support in terms of its time, and its human resources.

PROJECT LITERACY

Date: 4 March 1999

Organizational Information
Contact person: Andrew Miller
Telephone: 012 323 3447
Facsimile: 012 324 3800
E-mail: info@projectliteracy.org.za

Project Literacy is a Pretoria based Educational Trust working nationally across the nine provinces. With over 24 years experience in the field, Prolit delivers a wide range of Adult Basic Education and Training (ABET) programmes to educationally disadvantaged adults by way of managing Adult Education Centres, teacher training, curriculum development and community outreach. Prolit believes in literacy practices which form part of a specific social context and which effect change and bring about social reconstruction. Prolit’s materials and training courses offer learners the opportunity to embark on a programme of lifelong learning within the context of the outcomes based education approach. It has national contracts with Eskom, Telkom and Iscor to train the ABET facilitators of these organizations.

Prolit is committed to the professionalization and provision of provision of ABET in South Africa. As part of this commitment, Prolit offers a modular, generic training course which is essential for retraining facilitators or introducing of the theory and practice of Adult Education. The University of South Africa accredits Prolit training courses. Prolit also offer courses in Communication (in both English and Afrikaans), Mother Tongue, Communication, Maths, Science, Accounting and Business Economics. It further offers courses ABET courses in African Languages, three at Abet 1 Level and Three at Abet Level 2. The Independent Examination Board (IEB) accredits these courses.

Issues and Priority Areas
Prolit is involved in offering two types of courses relate to adults, namely course for training of adult educators and courses for adult learners. Issues that are affecting adults in this spectrum and regarded as priorities include:

- A need to acquire basic literacy and numeracy skills.
- Certification and recognition of what adults do. This could be realized through the financial benefits accruing from what they have learned and passed.
- Need for skills training. These incorporate technical skills once basic skills (literacy and numeracy) and life skills related to payment of services, telephone bills. They are further linked to adults need to be better parents, to be able to offer support to their children.

The interviewee held a strong view against the idea of teaching adult literacy though skilling programmes. He argued that this is a capitalist view of literacy which only see literacy through the skilling. The literacy level to be acquired will only be linked to the skills they need to perform job. He argued strongly for basic literacy and numeracy to be acquired before a skilling process begins.

Roles for Broadcasting
The interviewee sees a potential three-fold role for a broadcaster in adult education. Historically, day schoolteachers who were never prepared for the job offered adult education in the adult learning centres. They were using methods to teach the young students in teaching the adults. Broadcasting could be used to train these teachers to be able to offer proper ABET to the adult. He believes that the electronic media can transform the way a teacher teaches. He further argued that OBE propagates for a multi-media approach to learning with creative teachers without providing access to the multimedia apparatus to be used. Broadcasting can thus offer an ongoing programme that makes teacher to be better facilitators of learning and fostering creativity.

In the case of learners, materials that have been developed can be shown to demonstrate how OBE can be rooted in the experiences of the people.

A programme that touches on life-skills issues related to world of adults could also be developed. This could concentrate on how to get your way around the bank, the post office, payment of bills, budgeting etc.

A one-hour programme which allows space for interaction is being recommended. This should be as real to the experience of the target audience as possible. Radio an also play a role. Prolit has in the past hosted a phone-in radio programme for teachers dealing with OBE. Non-broadcasting interventions could include videos, travelling drama and life performances. The latter is advocated for because it could be adapted to meet the needs of the target audience.

The following key elements for the success of any broadcasting initiative were identified:

- Availability of funding.
- Proper planning and research which should be done by experts outside the SABC.
- Sensitivity towards the target audience. This entails knowing whether they have access radio or television. Arrangements should be made to make televisions available at the adult learning centres for adults to be able to view the programmes that are being broadcast.
- There should be clarity about who the target audience is and their views on what their needs are should also be accessed. It is suggested that the programmes should either focus on rural people or the marginalized youth in the urban areas.

Possibilities for Collaboration
The project sees possibilities for collaboration but not for free. It could contribute to the initiative practical learning sites, programme for teacher. At the moment Prolit has won a tender of a pilot agricultural project and SMME project. This is being piloted in the Northern Cape and the Eastern Cape. The Agricultural project is going to focus on sustainable farming. This will be piloted in government night schools where adults will be attending literacy classes but at the same time learning agriculture and SMME skills. At the end there will be a written assessment of the learners. This project is a partnership between the Department of Education, the provincial education departments and Prolit. Prolit also sees a possibility of raising funds for this initiative.

As for the role of the role of the SABC, advise and caution has been put forward that it does not have to be or try be educational experts. Their job is to make programmes, pilot some things like small farming courses on TV and they work. SABC should focus on what they know best, which is broadcasting.

Date: 16 February 1999

Organizational Information
Contact person: Sue Goldstein
Telephone: 011 728 7440
Facsimile: 011 728 7442
E-mail: Suegold@soulcity.org.za

Soul City is a non-governmental organization, formed in 1992, and that describes itself as ‘a dynamic and innovative multi-media health project’(Soul City). The organization produces television, radio and print resources that focus on an identified health issue. Most commonly, a Soul City series would include:

- a 13-part weekly television drama shown on SABC during prime time;
- a 60-part daily radio drama programmes on SABC radio;
- printed materials (including a comic reader, activity workbooks, facilitator’s guides and posters);
- audio cassettes of the comic reader; and
- a publicity campaign.

The television series are produced in a mixture of Sesotho, Zulu and Xhosa with English sub-titles, while the radio broadcasts are in the nine of the eleven official languages (excluding English and Afrikaans). The printed materials are in English and Zulu and the audiocassettes are available in four languages. Soul City is currently seeking funding for the production of printed materials in Xhosa and SeSotho for its adult education materials.

Soul City distinguishes between ‘mass media’ and ‘post - mass media’ production. The mass media component refers to the broadcast programmes on both radio and television and the printed booklets that are distributed through eleven national newspapers. Post-mass media materials are developed as follow-on resources that are intended for use in mediated learning environments. This includes the production of facilitators’ guidebooks, activity workbook designed for use in learning environments and ‘train-the-trainer’ courses offered by Soul City for educators using the materials.

Soul City targets children and adults separately through different series. Adult &YOUTH education series produced so far have focused on mother and child health, AIDS, energy, water and sanitation, violence in general and violence against women specifically. The post-mass media components for adult learners are designed for ABET level three and are intended for flexible use in ABET learning environments. A generic life skills series called Body and Soul has been developed for youth between the ages of 12 and 16. It deals with issues like self esteem, responsibility, choices and so on. These materials were distributed through the Joint Life Skills Committee of the Departments of Health and Education, to every high school in the country. Some training for teachers in the use of the materials, preceded this distribution (Operation Upgrade). A new series on life skills for youth is in development. This builds on the first life skills series but has a specific focus on AIDS and sexuality.

Soul City coordinates the production processes for all the materials it develops. In addition, it is involved in research and evaluation of these materials. While it organizes the distribution and use of its materials in mediated learning environment, this is not a primary focus.

Soul City develops a number of partnerships for each of its series and a variety of NGOs are involved in distributing its materials. The partnership arrangements are theme or issue-based and differ from series to series. For example, SANCA was a partner for the series on alcohol while the Department of Mineral and Energy Affairs contributed to the series on energy. Goldstein cited partnerships as one of the strengths of the organization as, although these have been at times difficult to manage, their existence has extended the reach and impact of the Soul City materials. Some of the strongest partnerships have been with the Department of Health’s AIDS unit, the National Network of Violence Against Women and UNICEF.

Soul City has a mixed funding source, drawing on donor agencies (notably the EU and Kagiso trust), commercial sponsorship (BP and Old Mutual for example) and government contracts (for example the Department of Health and the Department of Land).

Issues and Priority Areas
Soul City has prioritized health issues in terms of its scope of work. Its second priority would be a focus on work with a lesser focus on themes like personal finances, democracy and early childhood development. Within its focus area of health, Soul City has dealt with mother and child health, AIDS, TB, tobacco, violence in general, violence against women, hypertension and disability. In terms of a theme on work, Soul City would focus on SMMEs and development in general. It is in fact, currently working with Kagiso Television on a series on developing small businesses (more details can be obtained from Kagiso television). With regard to a theme of democracy, rights has been a recurrent issue.

Roles for Broadcasting
General Roles
Soul City believes its current approach to using broadcasting to support education is an appropriate use for broadcasts. The broadcast is used to popularize the characters and introduce the issues, while the follow-up materials are used in mediated learning environments. It is interesting to note Soul City choices with regard to appropriate uses of radio and television. Its radio programmes are broadcast daily, in a wide range of African languages and focus on a rural audience, while its television series are weekly and in a mixture of three African languages with English subtitles.

Soul City has found that its popular television broadcasts need to be re-versioned for use as video resources. The soap opera format has resulted in episodes being too long for easy use in a structured learning environment. Also, the need to grip and audience and draw them to the next weeks episode through the use of ‘cliff hanger’ endings is not seen to be educational appropriate. With regard to re-versioning its television material for use as video resources, Soul City is currently conducting research into the use of its materials in a clinic in KwaZulu Natal. One of its series, on ‘STDs and partner notification’, has been re-versioned and is being used together with a pamphlet and poster in a mediated training environment at a clinic. The re-versioning involved cutting some scenes form the soap opera format and including some scenes in which the soap opera characters reflect on what was happening to them in a more didactic style. The video is now 17 minutes long, as opposed to the original full soap opera episode that was 26 minutes in length.

Potential Broadcasting Initiatives
Soul City is already engaged in broadcasting initiatives that target youth and adults. Goldstein believes that the following elements are important to for the success of such initiatives:

- television and radio broadcasts are used to popularize the characters and introduce the issues;
- a mixed-media strategy is adopted over a specified time period for the mass media stages (Soul City series last three months);
- print materials and audio and video resources are made available for use in mediated learning environments;
- facilitators are trained in the use of the mediated materials;
- extensive testing and evaluation of all materials is done throughout the production process;
- research and monitoring accompanies all stages of the intervention; and
- appropriate issue-based partnerships are forged;
- appropriate networks for distribution of materials are tapped; and
- appropriate networks are used for ensuring that the materials are used in mediated learning environments.

Possibilities for Collaboration
Soul City has already established working relationships with SABC education. It is producing inserts on sex education for Take Five and plans a co-production with SABC Education on children’s health and rights, specifically trauma, disability and HIV/AIDS. Soul City would coordinate production processes for print, radio and television in collaboration with SABC Education. It would ensure that thorough testing evaluation and research was done. Other partners should be sought based on the focus issue and agencies for the use of the materials in mediated education environments would be necessary.

Emerging Ideas
Soul City’s approach to use of broadcasting for educational initiatives has some very useful ideas and lessons. Its evaluation reports can used to guide further plans in educational broadcasting and current and future research into how the Soul City materials are being received and used should be considered. Soul City and SABC Education have already committed themselves to working together through a production agreement for Take Five inserts and a commitment to a co-production for 2000. Soul City involvement with Kagiso Television and the planned production of video materials on developing small businesses should be of interest to SABC Education.

Date: 2 March 1999.

Organizational Information
Contact Persons: Osman Sydow and Avis Schur
Telephone: 021 448 2458
E-mail: stec@ mweb.co.za

The Skills Training for Employment Centre (STEC) is an independent non-profit organization established in 1990 to provide skills training in the following areas: Business English communication; Touch Typing; Book-keeping and Basic numeracy; office practice; job search skills; and computer literacy. The target audience is unemployed school-leavers with at least a standard eight certificate. More than 50% come from the Eastern Cape/Transkei region, and more than 90% are women.

The courses offered by STEC are not accredited locally, however students take the Pitman route.

Issues and Priority Areas
STEC staff members identified unemployment as one of the most urgent priorities that must be addressed. However it was emphasized that within the broad category of the ‘unemployed’ there are people who have skills and have gone through training programmes but may be unable to find employment. On the other hand there are those who have no skills or an inadequate range of skills and subsequently are not able to find work. It is important to address unemployment both from an economic and social development perspective, as well as from the perspective of individual families and communities. In the case of the latter, the point was made that, unemployment brings with it anxiety, insecurity, and instability for many individuals and their families communities. Thus programmes for training, education and job creation must pay equal attention to the personal development needs of individuals as well as the economic needs.

Potential Broadcasting Initiatives
A broadcasting intervention focusing on the unemployed was suggested. This would be intended to bring unemployed people into the mainstream, and to explore the meaning of ‘world of work’ within a changing national and international context. It was emphasized that one of the main problems faced by unemployed people is the negativity they have to face from the broader community.

One strategy for such an intervention, might be to adopt a general lifeskills approach.

- Such a broadcasting initiative may deal with a range of issues, ranging from issues of citizenship, democracy, and legislation, to how to use social services like banks, post offices, etc.
- It could also tackle public perceptions of people who are unemployed, by affirming the value systems and self-esteem of people who are unemployed.
- Such a strategy could also explore what ‘work’ means, in the current South African context. For example, for many people, the informal trade/business is not seen as work in the same sense as working in a bank, supermarket, or other recognized industry.

A second strategy could have a more specific focus on skills development for an identified target audience with a general basic education. In this instance STEC staff members suggested that it might be useful to incorporate the notion of a ‘work culture’, by giving people insight into the workplace.

The following elements were identified as key to the success of such an intervention:

- Make use of cameos.
- Introduce humour where appropriate, without trivializing the issue.
- Any broadcasting intervention in this area must be relevant to the target audience, that is they must be able to identify with what they see.
- Draw upon and make use of ‘popular culture’/characters. An example of this was provided: Use popular songs/music like a song called ‘Sopnat’ (where the lyrics are about unemployment ‘daar is nie werk nie ons kry almal swaar’) or a character like ‘Sollie’ Philander, who has mass appeal, particularly in the Western Cape.

Possibilities for Collaboration
The individuals working in STEC have a wealth of skills and insight to contribute through their work and involvement with unemployed people. Thus they could possibly play an important advisory role.

The benefits of collaboration for STEC and similar organizations would be that they would be able to use and distribute whatever materials the SABC uses. This will supplement and enhance existing teaching and learning resources.

Date: 12 February 1999

Organizational Information
Contact person: Alan Kichenbrand
Telephone: 011 910 4944/5
Facsimile: 011 910 4946

St Anthony’s was established in 1966 to provide for the needs of the broader East Rand community though a Day care Centre for the aged of the township. Through the years it has phased in different educational programmes in response to the needs of the community. For example, in 1976 the Centre was officially registered with the Department of Education and Training (DET), providing tuition from literacy to Matric. In 1986 the Franciscan Matric Project- a rewrite programme was started in response to urgent requests from the East Rand parents whose children had failed Matric in township schools. In 1992 as a result of further requests, the finishing school was registered under Adult Education. This enables students to write three subjects and so concentrate on the subjects for which they need higher symbols to enter tertiary institutions. These re-write Matric programmes enable over 900 student each year to successfully complete their Matric. In 1994, St Anthony’s Skills Training Centre was established to primarily equip the unskilled and the unemployed to improve their employment prospects.

Issues and Priority Areas
The three programmes outlined above are related to both youth and adults. Interviews were conducted with principals of the three programmes and each will be outlined.

Adult Education: This has two components: The evening school and the finishing school. The programmes are targeted at illiterate adults taking them from basic literacy to Matric through the evening school. The finishing school targets matriculants whose pass rate was too low for admission to tertiary institutions and courses of their choice, and to assist those students who passed three subjects and still require a further three subjects for a matriculation pass. Literacy reading and writing, numeracy and subjects leading to Matric are offered to adults and youth that are out of school. The literacy courses are accredited through the IEB and the Department of Education accredits the Matric.

Mode of delivery is mainly a face to face mode. Video cassettes, television and print media are also used. The principal of adult education regards: ABET; work; job creation; and health as the most urgent priorities in this spectrum.

Roles for Broadcasting
The principal sees broadcasting having a role in ABET in terms of offering lessons related to teacher’s lessons, literacy lessons, producing programmes for adults as well as lessons on finances. However, lessons focusing on literacy and numeracy are regarded as a priority.

Possible programme that could be developed around this area should last for 1 hour three times a week, through out the year. The media through which it could be broadcast could either be radio, television or documentaries. The non-broadcasting strategies could be the production and supply of learning materials, supply of libraries with magazines. The project envisages possible partnerships in the form of publishers who could produce the learning materials at zero cost.

Elements that need to be in place for such a broadcasting initiative to be a success include the availability of physical equipment, security for equipment and availability of facilitators.

Possibilities for Collaboration
The principal saw possibilities for collaboration in this venture by providing access to students to participate in the programme, by providing the organizational infrastructure and expertise (venue, facilitators) for use in this programme.

Emerging Ideas
These are captured in the in Skills Training Programme of this project below.

St ANTHONY'S MATRIC PROJECT

Organizational Information
Contact person: Mrs Rose Webb
Telephone: 011 910 4944/5
Facsimile: 011 910 4946

In 1986 the Franciscan Matric Project- a rewrite programme was started in response to urgent requests from the East Rand parents whose children had failed Matric in township schools. In 1992 as a result of further requests, the finishing school was registered under Adult Education. This enabled students to write three subjects and so concentrate on the subjects for which they need higher symbols to enter tertiary institutions. These re-write Matric programmes enable over 900 student each year to successfully complete their Matric.

The focus of the intervention is mainly on Matric subjects that are being repeated by students. This takes place though face to face contact with students attending school throughout the day. The Department of Education accredits the courses.

Issues and Priority Areas
Issues that are regarded as priorities for these youth are:

- Career Guidance. This entails guidance in terms of which subject combinations is required in order to pursue certain fields of student after passing Matric.
- Science development: This entails performance of experiments. Because of the lack of laboratories in black schools, most students reach Matric without having exposure to the performance of experiments.

Roles for Broadcasting
Broadcasting can provide support in this field by producing programmes that deal with career guidance, experiments related to the Matric lessons, and basically for the matrics what the learning channel is doing for the grade 1 and 2. The focus could be on Matric related lessons. A one-hour programme broadcast through medium of television, radio documentaries are recommended. Programmes should be produced in a way that will attract the attention of the youth. Non broadcasting interventions that can be used are books and CDs.

Elements for success: Programmes should be relevant. They should be related to what the teacher is dealing with in class. Producers of programmes should produce something that is appealing to the youth. They should go to the youth and talk to them to find out what they need. A suitable timeslot for the presentation of the programmes is another important factor.

Possibilities for Collaboration
The principal sees possibilities for collaboration with the SABC. The contribution St Anthony’s could make is in terms of expertise: well-trained teachers who could be used in the presentation of some of the lessons, experience of working with failed matrics. St Anthony’s can also provide space where the matrics/youth can watch the programmes.

The role of SABC. The broadcaster could be used to promote awareness of what the new government educational policies are, i.e. what is required to obtain a requirement for a university entrance, options available for repeating Matric or improving your pass rate in the event of failure.

Emerging Ideas
These are captured in the write-up of the Skills-Training Programme of St Anthony’s. See below.

St ANTHONY'S SKILLS DEVELOPMENT

Organizational Information
Contact person: Alan Kichenbrand
Telephone: 011 910 4944/5
Facsimile: 011 910 4946

This centre was established primarily to equip the unskilled and the unemployed to improve their employment prospects and to assist them to make a positive contribution to the country’s Reconstruction and Development Programme (RDP). The following courses are presently being offered: computer courses, knitting, sewing/dressmaking, welding, brickmaking, shoe repairs, upholstery, electrical operators, carpentry, plumbing and painting.

Issues and Priority Areas
The project is providing a skills-development programme and entrepreneurial training through face to face mode, videos and play. Their respective training boards accredit some of the courses. The project has developed some partnerships with industry, local councils and sponsors of the various students in the courses. The target audiences are the unemployed (men and women), youth, people living in the rural areas and the informal settlement.

The principal sees the skills training, job creation and entrepreneurial training as the three most urgent priorities for the people in this spectrum. These areas are chosen mainly because they are the once unemployed people are struggling in.

Roles for Broadcasting
Broadcasting can support educational initiatives in the area by producing television and radio programmes that deal with skills training. For this to succeed, relevance of content and presentation is important. The principal argues that producers of the new programmes need to take into consideration what has been produced in the past, how good or bad is it, and what has been the response of consumers to it. These programmes need to collected, and viewed with the target audience to get their feedback.

There could be collaboration between St Anthony’s and the SABC in the production of programmes dealing with entrepreneurial training, skills training and job-creation strategies. These should be targeted to the unemployed adults and youth. A thirty-minute programme broadcast once a week throughout the year s being recommended. The programme should be interesting and dynamic. The media that could be used in this programme is radio and television. Drama and role-play, documentaries are some of the non-broadcasting interventions that could be pursued. Role modelling by inviting successful business people to speak at the graduation ceremonies is another strategy that could be pursued. Bringing in a person who can speak the language of the people to talk to the unemployed could do this. This means having someone who has had the experience of being unemployed and is now employed or self-employed. Other strategies could involve having contact with developers, business, and through advertisements. The envisaged partnership is with the people who are beneficiaries and business.

Elements that need to be in place for success are good advertisement for the programmes, good local contacts, programmes that motivate, involving creative people in the presentation of the programmes.

Possibilities for Collaboration
St Anthony’s sees itself as playing a role in collaborating with the SABC by making its facilities and resources available for broadcasting. These include venues, equipment, students and trainers. The principal envisaged a collaboration strategy where the broadcaster works with them, has to watch the people on the ground, and is prepared to learn from them. They could also make their technical expertise and tapes/recordings of the work they have done to the broadcaster.

Emerging Ideas

- The emerging themes coming from the three principals are emphasis of the development of these programmes as a joint-venture between the broadcaster and the communities. The communities are perceived as having some resources in the form of the people (beneficiaries), trainers, equipment and physical infrastructure.
- There is also an emphasis on the fact that whatever will be embarked upon, is not something new. There is a need to learn from the experiences of the past.
- This venture should also not only involve the inputs of the broadcaster and the representatives or officials of the participating structures/institutions, it should also involve the input of beneficiaries of the programmes. This entails listening to the views of adults and youth in terms of what is good for them, what they think will work for them and not.
- There is also emphasis put on relevance. Relevance entails the content of what is presented, how is presented, and who presents it. The bottom line is that programme development should be produced in a dynamic and interesting way to appeal to target audience.
- Broadcasting times of the programmes should also take into account prime time or the best suitable viewing time for the target audience. In the case of Matric classes either the broadcaster or the teacher should ensure that s/he aligns the programme to the other’s presentation time. This is to ensure maximum benefit for the target audience.

Date: 26 February 1999

Organizational Information
Contact person: John Gardner
Telephone: 031 204 2516
Facsimile: 031 204 2516
E-mail: JohnG@umfolozi.ntech.ac.za

This interview focused on Gardner’s involvement in educational radio in the last few years. It did not focus explicitly on Natal Technikon’s Education Department. As John Gardner is employed in the department the links should be obvious.

Gardner has been involved in a process around a feasibility study for an educational radio intervention in KwaZulu-Natal. In 1995 he became concerned that there was too much of a high-tech focus on using technologies to address the educational backlog. He felt that radio had not been sufficiently explored as a technology to support education and schooling in particular. He approached the Dutch National Institute for Curriculum Development (SLO) in order to compile a proposal for an educational radio intervention in the province. SLO-EducaPlan is well known and has designed courses using radio. Some researchers there were interested in Gardner’s suggestions and conducted some preparatory work in the Netherlands. A proposal was drawn up in South Africa and included research on South Africa and educational statistics on South Africa and KwaZulu-Natal in particular. Some research into radio models in Europe was also done. SLO sent two senior researchers to South Africa and a feasibility study into what was suggested was conducted. The consultants reported that the proposal was unlikely to find favour with funders if it came from one education provider. They felt that the backing of the regional government was necessary. As a result a consortium of Technikon Natal, the KwaZulu-Natal Department of Education and Culture and the Media in Education Trust has been formed for the purposes of the feasibility study. It is intended that the DEC will identify priority areas for educational radio interventions in the province to support schooling, and that the Media in Education Trust and John Gardner will develop materials to fulfil these identified needs, with print and radio playing a major role. The Dutch Embassy in South Africa has been involved as it manages funding proposals for the Dutch government pertaining to this country. Dr Wim Hoppers of the Dutch Embassy has suggested seeking EU funding for the pilot stages of the project. As such, the original proposal needs reworking. Funding to rework the proposal in order to involve all consortium members is at present being sought and seems very likely. Additional involvement from the Natal Adult Basic Education Support Agency (NASA), a representative of the tertiary education sector and SABC are being sought to draft the new proposal.

In June the proposal should be ready for presentation to the EU for funding. It is likely to suggest a pilot project that targets primary and secondary teachers and focuses on OBE development and resource materials that can be used in classrooms. In order to conduct this work, Gardner has taken on-duty leave, and has up to now, been freed of most of his Technikon commitments. He aims for his involvement in the pilot project to be self-funding and intends to invite advertising for the programmes. Seed money would be required to establish a sound studio at the Technikon. With this in place, he hopes to start a master’s degree in educational broadcasting with an emphasis on radio. This would include theory and a dissertation. Students would also be required to submit portfolios of their work, which could be used as part of the programming. By enrolling masters students, the project would be able to make use of government subsidies given for postgraduate students. He would also seek to hire out the studio facilities for training. Short courses for presenters could be offered, which Gardner believes would be very popular with the local community.

Besides this work on the feasibility study and related proposal, Gardner has worked with the Media in Education Trust on a project for the Ministry of Health. MIET produced booklets, First Edit produced short television inserts, while he produced broadcast-ready sound tapes. Seven 15-minute sound tapes covering chronic diseases of lifestyle were produced. The main message to listeners is that health is in each person’s hands. Issues around sexual behaviour, obesity, smoking and so on were covered. The video materials were produced on the same themes. SABC will be the national carrier for these programmes, which will also be distributed to clinics, hospitals and so on.

Issues and Priority Areas
From a strictly personal viewpoint, Gardner ranked the theme of remunerative work as the regional priority. He feels that it is imperative to help people to generate income in a socially acceptable and environmentally sound ways. This could be linked to the economic needs of the area as a whole. Having a broader economic perspective may motivate people to seek work, stimulate entrepreneurial activity and help them come to terms with the difficulties of trying to find employment. His second priority area is ABET, which he sees as the fundamental or basic skills required to be trainable and, therefore, employable. He considers health issues linked to early childhood development as well as personal finances to be important issues. Finally, understanding technology is seen to be important. Adults that are technology literate can then use these technologies for other educational interventions. As reflected in the interview instrument, Gardner has noticed that students in Technikon Natal’s Education department often express concern about the need to restore spiritual and human values in young people’s lives, and about the materialism and consumerist culture evident in modern South African youth. There seems to an intolerance of traditional values.

Roles for Broadcasting
General Roles
Radio can be used to good effect for sequencing events and stimulating the imagination. In some ways, it can do more than television. For example an audio recording of a coughing fit, can conjure up referents, emotions and responses that could not be guaranteed if an actor was shown trying to depict the same thing on television. A violent traffic accident can be recorded in audio, without the huge costs of staging such an event for television. However, an understanding of how radio broadcasts are staged, managed, enhanced and improved through digital technology, requires a sophisticated radio-reading ability. In Gardner’s opinion television, by comparison with radio, is prone to generalizations. It tends to leave merely global impressions because it encourages lazier, more directed ‘reading’. Many broadcasters need to accept an increased moral responsibility not to direct viewers’ or listeners’ thoughts along particular lines. Radio is a more intimate medium, as it speaks more directly to individual lives. Yet people are able to go about their daily activities while listening to the radio. Television imposes itself in an obtrusive fashion. It has to be looked at and it operates via a box that appears to look back into people’s living rooms. With radio it is easier to develop an apparent on to one relationship with the listener. To inculcate a culture of learning and teaching one should use a medium that is already integrated into people’s lives. Radio could, thus, mirror the ideal of life long learning. Radio is also a simpler technology from a production point of view. Highly trained professionals are not essential to radio presentation, as many teachers can easily be trained as presenters and readily be involved in the scripting and production of educational radio broadcasts.

Gardner does not believe that it is appropriate to broadcast classroom lessons. Broadcasts should, rather, be used to create a predisposition towards learning or be designed as resources on which learning and teaching processes can build. It is important to explore the effects of a broadcast. Follow-ups and responses from the target audience are important for this. Phone-ins concerning a broadcast message and competitions with prizes are useful strategies for this. A listener should feel he/she is a stakeholder in any broadcast educational programme.

Potential Broadcasting Interventions
Gardner holds the following considerations to be vital for the success of a broadcast educational intervention:

- Broadcast interventions should be community driven. A steering committee or control group should be established to identify needs and priority areas. This would involve the people targeted, as well as potential educators and employers of the target group.
- One should develop a curriculum that is appropriate to regional or local needs, in order to give the broadcaster an intimacy with the identified viewers or listeners. An ‘employability curriculum’ that focuses on skills required for employment locally may be an interesting starting point.
- One should examine the way the target audience is likely to respond to different media. Details and instruction are better suited to printed materials. Broadcasting would be better used to make people aware of community and individual needs and to motivate people to get involved in identified projects or programmes. It can be used to make the audience aware of what learning opportunities are open to them and where these are available. Radio in particular is a watershed and forum in which listeners and educators can engage with each other and find out more about each other. An on-air dialogue can be created.
- Use all the styles and flavours of popular broadcasting for educational broadcasts. Styles that are familiar to the target viewers or listeners are important. Key to this is that a variety of styles should be adopted: chat shows, panel discussions, competitions, phone-ins, soap operas etc.
- First create awareness, then generate interest and then get learner involvement. At the involvement stages print partners would be very important. Print material to offer additional information and educational content should be available. One could cassettes of the broadcast materials to areas or institutions where more structured learning is taking place.
- Transmission of baldly informative and educational messages should be kept to a minimum in the broadcast programmes. Rather use other media for this.
- Ensure that all information presented is accurate and factually correct.
- Conduct follow-up research on the impact and effect of the intervention and involve the community in this process.
- If funding is not a restricting factor, distribute support materials (print and cassettes) as widely as possible. If it is, which is probably more realistic, targeted distribution mechanisms would be more appropriate. Find the most effective strategies for reaching the people who want and need the materials. Publicize collection points or agencies, and allow listeners or viewers to apply for or request additional materials. Make the materials available on demand, in amounts that are not wasteful.

Possibilities for Collaboration
Gardner is unquestionably willing to continue to engage with and contribute to this project. He could contribute to the conceptual development of an identified initiative and could offer significant support in turning ideas into workable broadcast programmes. He can offer advice on effective format choices and assist in production.

Emerging ideas
The feasibility study processes for a pilot study of educational radio in KwaZulu-Natal to support schooling should be followed and participated in by the SABC.

- Important elements for the success of educational broadcasting initiatives can be drawn from this interview.
- Strengths and weaknesses, as well as the suitability of different technologies to particular functions are presented here. This has a bearing on television, radio and print.
- The research conducted on EU radio models should be tapped.
- Programmes developed should be produced in a dynamic and interesting way to appeal to target audience.
- Broadcasting times of the programmes should also take into account prime time or the best suitable viewing time for the target audience. In the case of Matric classes either the broadcaster or the teacher should ensure that s/he aligns the programme to the other’s presentation time. This is to ensure maximum benefit for the target audience.

 

Date: 25 February 1999

Organizational Information
Name: Phoebe Kaniki
Telephone: 0331 947 807
Facsimile: 0331 947 841
E-mail: tembaletu@pixie.co.za

Tembaletu is an education centre situated in Pietermaritzburg. Its mission is

to operate an effective, dedicated, comprehensive and learner-oriented Adult and (out-of school) Youth education and training organization working towards the qualitative advancement of the lives of the community in which Tembaletu works (Tembaletu, prospectus, publicity document).

Various education courses are offered at the centre. The Adult Basic Education and Training courses focus on the three learning areas: numeracy, mother tongue (Zulu) and English. Materials used for these courses are from variety of sources like ProLit, ASECA, ELP books, Learn with Echo and Operation Upgrade. Tembaletu has developed some of its own materials but these need refinement. About 300 learners are involved in the ABET programmes. In addition, a second chance Matric programme is offered in which repeat matriculants can register for one of more Matric subjects. Skills training is also run from the centre and focuses on typing, computer skills and garment making. In conjunction with Association for Training and Resources in Early Education (TREE). Tembaletu established a pre primary school that is now registered with the KZN Education Department. Teacher training school is also conducted for ABET educators. A six-week programme that focuses on each learning area is conducted. This is designed on a full day programme running from 8am to 4pm. Tembaletu would like to extend this programme but is restricted by its human resource, financial and time restraints. It has also just reinitiated a monthly series of workshops on topical issues for adult educators. This is done in partnership with the University of Pietermatizburg’s Centre for Adult Education. Between 15 and 30 educators usually attend these workshops.

The centre also offers the following activities:

- Supporting the six Tembaletu satellite centres that are in rural area;
- Space and support for organizations functioning at the same centre including Careers Resource Centre, KwaZulu-Natal Programme for Survivors of Violence, The Midlands Women’s Group, Programme for Technical Careers (PROTEC), Read Educate and Develop (READ), Association for Training and Resources in Early Education (TREE); Business Support Centre (BSC) and Rape Crisis Community Outreach Project
- Resource and Media Centre, printing and publishing facility;
- Computer Literacy and computer assisted learning programmes;
- Conference and meeting facilities, including catering
- Exhibition space
- Community functions like theatre, concerts, films and lecturers;
- Advice services
- Support services for community-based organization associated with Tembaletu; and
- Consultancy and programme for Private and Public sector employers.

Tembaletu depends on international and South African donors for its funding. Minimal income is derived from course fees. The people enrolled in Tembaletu courses are not in a position to pay anything significant towards their training.

Issues and Priority Areas
The primary priority for Tembaletu is ABET with a specific focus on a mother tongue, English and Numeracy. Phoebe feels that particularly for levels 1-3 that learners are unable to deal with complex issues or engage meaningfully with thematic additional content. She argues that al these levels learners concentrate on the fundamentals of learning English, learning to read and basic numeracy. Content must be familiar to learners at these initial levels. It should be recognized that they are learning to read and not reading to learn. While basic skills development is possible without basic literacy and numeracy skills at higher levels of skills development these are a prerequisite. This is particularly true in industrial training programmes where workers can not proceed to higher levels without ABET fundamentals.

Roles for Broadcasting
Phoebe thinks that radio and television can be used to extend the teaching and learning that takes place at ABET levels. She is, however, concerned about the logistics of such an initiative emphasizing the importance of access for learners. Learners need to have the correct equipment and receive material that is in an appropriate language and pitched at the appropriate level. Phoebe sees a lot more potential for broadcasting intended for home-viewing than for use in mediated environments. Life skills related issues and the type of themes presented on the interview can be used to introduce issues and popularize concepts printed materials relating to the broadcast - but not dependent on it could then be used in ABET lessons.

Phoebe thinks that it is difficult to integrate the use of audio and video materials into ABET classrooms. Firstly, the time with learners is limited and it would be difficult to incorporate these media. Secondly, teachers are not trained in how to use broadcast media. It would be more likely for teachers to use an audio or videocassette with which they are familiar. Some teachers may record broadcasts, but videocassettes and audiocassettes should be available. The Tembaletu Centre has three televisions and videocassettes recorders. It has an audio-visual room that is used for some teaching classes, seminars and conferences. Some ASECA video materials are available in the Tembaletu Resource Centre. These are mostly used for independent study but learners are seldom integrated into the ABET classes. She stresses the need to train teachers to use these media. If teachers were appropriately trained, cassettes could be used in class and this would have the advantage of allowing for group interaction about the material. Cassettes of the broadcast should be distributed to centres such as Tembaletu. An appropriate language and language level would be essential. For mediated viewing printed materials would be useful.

Broadcast could also be used to give adult educators ideas about how to approach issues with their learners. It would be useful to see educators using audio and video resources in their classrooms.

Possibilities for Collaboration
Tembaletu would be interested in working with the SABC on a broadcasting initiative, although the terms of such an arrangement would need to be clearly articulated. Tembaletu can offer expertise in adult education particularly numeracy, Zulu and English literacy. SABC could integrate training in the use of audio and video materials in ABET classrooms as part of the Tembaletu teacher training courses. Phoebe feels that it would be important to involve adult learners and teachers in the production of any broadcasting programme directed at this audience. Footage of real classrooms with real adult educators and learners would be welcomed. Tembaletu would welcome being profiled in a broadcast programme on adult learners. Marketing for the centre would also be useful.

Emerging Ideas
The following potential activities are worth pursuing with Tembaletu

- Tembaletu staff can offer conceptual development and ABET skills, particularly in Zulu, English and numeracy;
- The centre could be used as a pilot for audio and video use;
- Training in the use of audio and video materials for adult learning could be incorporated into existing teacher training initiatives culture of life long learning;
- SABC materials developed for ABET be made available in the resource centre;
- Tembaletu is in a good position to extend partnership to other NGO’s and CBO’s housed on the premises;
- The Tembaletu satellite centres in rural areas could be profiled and/or used as a pilot ABET sites;
- The Tembaletu materials could be used as a source material for OBE.

 

 

Date: 25 February 1999

Organizational Information

Name: David Jarvis or Gary Phillips
Telephone: 031 260 2438
Facsimile: 031 260 1423
E-mail: turp@turp.und.ac.za
Website: http://www.und.ac.za/turp

The Trade Union Research Project (TURP) was started in 1986 as a service organization, which offers training and research to progressive trade unions (TURP). It also develops educational materials for the trade union movement. Most of its work is done for national structures and is directed to the Head Office of various Trade Unions. It aims to integrate capacity building with specific projects. Many of the publications it produces result from materials developed for specific courses. In some cases, materials are developed independently from courses. These are largely popular and easy-reading versions of legislation or policy developments. A booklet on The South African Plastics Production Chain is one such example of a booklet directed at shop stewards that formed part of the Industrial Strategy Project. TURP also produces materials for independent (not mediated) use on request. For example, some unions request shorter and popular versions of research reports - TURP then produces a suitable synopsis. TURP has recently produced the following publications:

- South Africa in the global economy;
- Reading the financial pages of a newspaper;
- Workplace restructuring and productivity;
- Analysing company information: a book for trade unions;
- Calculations for wage negotiations: a work book;
- The Johannesburg Stock Exchange: what it is and how it works;
- A user’s guide to the South African economy;
- TURP news (a four page newsletter produced five times per year).(TURP)

TURP has also produced a further 21 publications prior to these.

TURP offers the following courses each with modules that can be taught separately if required:

- Basic Union skills for shop stewards;
- Preparing for wage bargaining
- Workplace democracy;
- Macro-economics;
- Empowering women in the Unions;
- Economic growth and development;
- Legal skills for Unions; and
- Train the trainer.(TURP)

In addition to these courses, TURP designs and runs courses requested be unions.

TURP uses the University infrastructure and falls under the Centre for Industrial, Organizational and Labour Studies, which is part of the Sociology Department. This is under review as the University restructures its various departments. Approximately one third of TURP’s funding is core funding - it is currently in its last cycle of such core funding. One third is generated from the charges related to its services offered to Unions and the remainder is generated through long-term research projects. Its research focuses on work organization and economics as well as industry change and trends in various sectors. Its research focus differs from that of NALEDI, which focuses primarily on policy orientation for COSATU. TURP does work for non-COSATU affiliates as well as COSATU unions. TURP also works with Ditsela and the Durban Workers’ College, designing materials and doing some training for this organization.

Issues and Priority Areas
TURP’s priority issues relate to the broad themes of work, the economy and human resource development. The key issues relating to work include responding to the changes in the work place, the changing nature of work and union responses to these changes in terms of opportunities and threats. Issues of new technology, new grading systems, work and organizational structures, new forms of work and retrenchments are focused on in TURP training. Unions identify the main themes and then TURP offers shop-stewards practical training on how to respond to these themes and changes.

In terms of a theme on economy, a broader perspective is adopted. The changing nature of global and local economies with a focus on both how and why this is taking place is examined. Issues relating to GEAR, globalization and industrial strategy are looked at. This is addressed from the perspective of how workers are affected on the shop floor, as well as how individuals fit into and contribute to these economies. This type of training is sometimes directed towards wage negotiations and potential wage bargaining strategies. In such cases, the training is tailored to the needs of a specific union. Economic literacy in general is an additional important skill. A diploma in labour economics is currently being run as a University access course for workers. TURP did run the contact sessions that took place on Friday mornings. TURP will currently be running this course during the University of Natal’s Winter semester. This includes such foci as how to read the financial pages of a newspaper, and understanding financial and economic terminology and indicators.

TURP’s concern with Human Resource Development is primarily on responding to queries received from shop stewards or union officials. Shop stewards request detailed information on for example retrenchments or grading systems and TURP gives this on a consultancy basis.

Both Jarvis and Phillips raised concern with a focus on entrepreneurs and SMME development. In their opinion, expecting people who have not had any experience in the formal sector to start their own business is unfair and doomed to failure. An SMME programme that ignores the broader development issues is unlikely to succeed. Recent research on ‘successful small businesses’ conducted for the Durban Metropolitan council has shown that there are very few successful initiatives in place. SMME / entrepeneurship programmes may be successful in supporting exiting entrepreneurs in the informal sector to shift to more formal operations, but are unlikely to assist unemployed people to gain employment. A broader perspective on economic and development issues is required. The South African economy is not poised to launch in range of successful small businesses, rather the economy is survivalist for this group of people, making success as entrepreneurs very remote. The Self-Employed Women’s Group (031 304 3042) is a good example of the way in which these types of issues can be examined in a broader development context.

TURP may participate in a project that will involve a video component. A kit or handbag of resources on responding to workers restructuring will be developed. This will include a phrase book, booklets on identified issues, a training guide and a videocassette showing role-plays.

Roles for Broadcasting
General Roles
A study has been done by CASE on when shop stewards watch television or listen to the radio and what stations or programmes they prefer (Pityana and Orkin, Beyond the Factory Floor: A survey of COSATU Shop Stewards). While this may be dated it would be useful starting point for making choices about potential broadcasting initiatives focusing on economic or labour issues.

Such programmes could be directed at working people in general and would not need to target shop stewards or the labour movement specifically. The target audience should be working class people - making language issues important. A successful example of a broadcasting initiative that focused on these issues was done by a community radio station - Durban Youth Radio and uKhozi FM. A short input was presented and followed by questions and phone-ins. this was done in Zulu and was thought to be successful.

What is currently on television about economic, business and labour issues is not suitable for working people in general. It is pitched at people who already have a clear understanding of economics and finances. It is inaccessible to this spectrum of youth and adults as it is often only available in English, the language level and issues dealt with are pitched at the wrong level and it assumes significant prior knowledge. The economics programmes screened on television at 22h00 for example are clearly pitched at people in business and tend to be a series of figures and indicators that few people understand.

The format of broadcasting interventions is very important and should take into account the way in which people learn. Most of the TURP courses are face-to-face contact sessions that are very interactive. It would be very difficult to use either radio or television synchronously to support these courses. TURP sees a very limited use for a broadcast on its own and feels it would have to be mediated or facilitated, although they stress that they have no experience in broadcasting. However, audio or videocassettes (of material that is broadcast) could be incorporated and enrich the programmes. It would be essential for TURP to be able to stop a video or audiocassette to allow for contestation and discussion. With shop stewards being the main target audience for TURP work there is a high level of suspicion about broadcasts. SABC’s role historically informs this suspicion and shop stewards would want to know who produced the programme and for what purpose. Shop-steward involvement in production - or at least substantial labour movement input- would therefore be important to build credibility for such a programme.

Television can be used to raise awareness about issues. This can be done through debates or fact flashes and updates. Given the nature of corporatist decision-making, Labour finds it difficult to get information to its membership. A radio or television broadcast could be used to keep people informed on issues like negotiations on the energy white paper or debates about the lock out clause.

Potential Broadcasting Initiatives
The details of a specific broadcasting intervention were not elaborated on a more thorough process of engagement with the target audience and the various partners would be necessary. Nevertheless TURP feels that a broadcasting initiative that focuses on working people in general and on issues relating to the changing nature of work and working environment and understanding the economy at a global local and individual level would be useful. This could most easily be done with the broadcast component playing a popularizing and awareness raising role, with the detail or a more structured intervention being presented in courses using printed materials and video or audiocassettes of the broadcast material as a resource. Such an intervention could aim to explain and popularize new legislation, new rights of employees and employers and could show ways in which there is recourse for action to exercise these rights.

Possibilities for Collaboration
TURP would be interested in working on a broadcasting initiative that focuses on the economy and the changing nature of work. It would be able to:

- suggest areas and approaches to this topic;
- participate in evaluation
- establish credibility and conduct a needs assessment;
- offer existing materials to use as a basis for some of the content issues;
- offer information about the labour movement
- evaluate material for content, relevance, etc

Emerging Ideas
TURP would be a good partner for working on an initiative that focuses on the economy and the changing nature of the work environment. It would be prepared to work in partnership with the Centre for Democratic Communication, Ditsela or other partners (including business initiatives) on such a project. The TURP print materials or courses could be used as a basis for understanding some of these issues from a labour perspective. Any video or audio material used could be piloted or used in TURP courses. TURP could be approached to develop supporting printed materials as it has experience in producing easy-reading and popular versions of texts for working people. The Self-employed Women’s group should be contacted for any focus on SMMEs or job creation.

Date: 2 March 1999.

Organizational Information
Contact Person: Ruth Martin
Telephone: 021 689 6000
Facsimile: 021 689 6003
E-mail: ruth@tto.org.za

The Triple Trust Organization (TTO), established in Cape Town in 1988, is a micro-enterprise development organization. TTO provides skills and business training to unemployed people in historically disadvantaged communities. TTO works in partnership with local communities and enterprise development networks to support the growth of the small, medium and micro-enterprise sector. Their development programme includes: training in the skills of sewing, leather work and silk-screen printing; business training; business support services, such as assisting entrepreneurs to access markets and finance. There are various types of business training courses offered, from a one week introductory course to a four week course, aimed to equip potential entrepreneurs to start their own small business.

In 1997 TTO entered a partnership with local and national development organizations, as well as government departments to establish the Cape Town Small Business Centre. TTO project manages the Centre, which was officially opened in Mowbray, Cape Town, in February 1998.

Issues and Priority Areas
Ms Martin identified the following issues as the three most urgent priorities for people in the spectrum of youth and adult education:

1. Work and job-creation. Linked to this is the issues of unemployment and poverty alleviation and developing skills and attitudes to enter the workforce;

2. Health;

3. Adult basic education and training (ABET).

Roles for Broadcasting
General Roles
The following points emerged out of the interview:

- Television and radio can be used to create awareness and can also be used as a powerful tool to influence people’s conceptions of entrepreneurship and self-reliance, as ways of alleviating poverty.
- The use of radio is often more accessible for people from rural areas, or poorer communities, than television.
- At present TTO’s promotion strategy includes working with various radio stations to promote entrepreneurship and to encourage listeners to view self-reliance or self-employment as viable options for their and their children’s futures.
- Radio can be used to promote enterprising behaviour, to teach skills, and to share useful information.

Potential Broadcasting Interventions
A potential broadcasting initiative could address the issue of unemployment, by adopting a three-pronged approached:

- Information dissemination - where to find and go for help
- Awareness raising and changing conceptions of entrepreneurship and self-employment
- A practical element - explore practical suggestions for people to take forward. For example, working through a case study or a business problem on air; a live help-line where real problems and real solutions are discussed.

The target audience would be urban and rural poor and unemployed people. It could be reached by word of mouth, advertising on community radio stations or by involving religious organizations, football clubs and other community organizations. It may also be important to work with large retail organizations to promote such a potential broadcasting initiative. These retail outlets have large client-bases and thus any partnership/agreement could provide the SABC access to this client-base by advertising or promoting the initiative through their club magazines or regular mailings.

The following suggestions regarding format were made:

- Make use of role models, which people can identify with, and let these role models ‘tell their story’.
- Use different role models to confront different biases, attitudes, and perceptions that people may have.
- Introduce a practical element, which addresses the WHAT can be done or WHAT is possible.

One way in which to do this could be through the BEST (Business Expenses Savings Training) game. This is a game which has been developed by TTO as a tool for teaching people how to manage their income within a business. This game also uses different kinds of role models, e.g. Greedy Gumede and Tycoon Thandi, these fictional characters are used to illustrate what may happen when one does not allocate wisely the income earned from a business.

A help-line, resource pack and other print materials should be used to support the broadcasts. Partnerships with other developmental organizations and players would be crucial. It would also be helpful to have a high profile endorsement (e.g. government, big business, etc.) of the broadcasting initiative. Any partnership must be based on a shared commitment and participation in a potential broadcasting initiative.

Possibilities for Collaboration

- TTO has the necessary experience as well as a range of networks in the field of enterprise development. They are involved in the following partnership projects:
- CEFE South Africa Network project: this is a network of business enterprise training organizations that subscribe to the CEFE (competency-based, formation of enterprises) training methodology, developed by the German Agency for Technical Cooperation. The CEFE Network Project is coordinated from an office in Johannesburg, and the other organizations involved in this partnership project are the Get Ahead Foundation, FEBDEV, Stutterheim Business Advice Centre, Beehive Entrepreneurial Development Centre, Independent Business Enrichment Centre and TTO. These organizations work in various provinces throughout South Africa. (Contact details available upon request.)
- Members of the Alliance of Micro-Enterprise Development Practitioners, based in Johannesburg.
- Members of the Micro-Enterprise Network of Non-Government Organizations(MENNGOs), based in Cape Town.
- Cape Town Small Business Centre is a partnership project between TTO, the Western Cape Department of Business Promotion and Tourism, the Independent Development Trust, Ntsika Enterprise Promotion Agency and the national Department of Trade and Industry.
- Two years ago, when TTO began working in the Eastern Cape, it began investigating the possibilities of working in partnership with the Eastern Cape government. These pursuits were well rewarded when TTO received funding last year from the government for the valuable work that it is doing in that province.
- TTO is also working in prisons in the Western Cape, in partnership with the leadership of the individual prisons. TTO’s prisons model involves the training of warders and long-term inmates to train short-term inmates in the skills of sewing and leather work. Pollsmoor Prison thanked TTO for its contribution to the upliftment of prisoners and for its commitment to rehabilitation of prisoners by awarding the Community Development shield to TTO in 1998.
- They have been involved in the development and introduction of a new skills training curriculum in which skills and business training is integrated.
- They can also act as content providers, through their research and development, training and business counselling experience.

 

Date: 17 February 1999

Organizational Information
Contact person: Jeffrey Molawa
Telephone: 011 403 6519
Facsimile: 011 403 1841
E-mail: ulwazi@icon.co.za

Early in 1994, SAIDE and the Electronic Media founded Ulwazi Educational Radio Project in Education Forum. Its task was to pioneer the effective and appropriate use of radio for adult basic education and training. In the first phase of its work, it made popular radio programmes aimed at a general audience using real voices of real people. Programmes produced cover a range of issues including health, welfare, personal finance, civil education and social action. These have been produced in six different languages. For each issue covered, partnerships with other NGOs and ABET learning groups were established. Print support accompanied the programmes broadcast. This was distributed as supplements in newspapers or directly to ABET learning centres. None of these educational interventions were accredited.

The following description of an Ulwazi project plan for a campaign in 1996 illustrates the way in which it operated in its first few years:

Ulwazi plans to build on its experience of radio stories in a national radio reading campaign in 1996. The campaign will be organized in partnership with other educational institutions. The campaign will consist of a series of radio stories, produced in a range of African languages, and accompanying print materials, published as easy readers or in popular newspapers and magazines. The stories will be drawn from popular folklore, traditional fables and parables, and famous legends. The campaign will aim to promote a reading culture in South Africa and will be targeted at three types of audience:

- It will target a large general audience of non-literate people who are not taking part in organized learning. These audiences (young and old, urban and rural) will benefit from the well told radio story and be encouraged to read the accompanying print materials in magazines. It is not envisaged, however, that many from this audience will turn to print.
- Adult learners in classes will also be targeted. Here, the radio stories and easy reading booklets are envisaged as enriching classroom activity.
- An often neglected group of people, those who have rudimentary reading skills, will be an important audience. In this instance, the radio and print are envisaged as post-literacy support materials. The success of the ABET effort in South Africa is dependent on the maintenance of literacy for this audience.

The Ulwazi expression - real voices for real people - illustrates its ‘vision of using local, indigenous wisdom, real people, and real voices as a platform for basic education can be implemented’(Maslamoney, S, 1996). Ulwazi found that stories could be used as powerful teaching tools as they:

- usually build on local customs and traditions;
- avoid imposing ideas from the outside;
- demonstrate that old people are a valuable resource in a community;
- do not preach although they may have strong lessons and messages;
- encourage thinking and questioning;
- are usually a form of traditional education in any case;
are usually rich with new descriptions in the words that the listener understands;
and finally, most people love a good story, well told.(Maslamoney, S, 1996)

More recently, Ulwazi has not worked as much in partnerships with other NGOs or produced print materials but has focused its energies on producing radio programmes. Ulwazi is about to merge with ABC. The new organization will focus on both radio programme production and training community radio station producers.

Issues and Priority Areas
Molawa prioritized the following as key issues for the spectrum of youth and adult education: Economic empowerment (grouping the themes of work and the economy); a combination of health and environment; and crime and security. The kind of issues that Molawa would address in each of these themes were elaborated as follows:

- Economic empowerment: Personal finances and making money work for the individuals were thought to be important. It was felt that people generally don’t know about saving and investment options and that this should be explained and encouraged. Budgeting skills, job creation opportunities and entrepreneurial skills should also be explored.
- Health and Environment: Molawa would focus on the degeneration of urban centres and cities like Johannesburg. Hygiene and cleanliness as well as caring for the surroundings would be explored. Positive action for what individuals can do, to improve the urban surroundings should be articulated. He felt that broadcasts could be used to motivate young people to play a role in cleaning up urban environments.
- Security and Crime: In selecting this theme Molawa was drawing the seriousness of crime and the extent to which it is effecting the lives of all South Africans. He would like to present a rationale or explanation for why crime is happening with an in depth analysis of the situations in which crimes are conducted. People need to be alerted to personal security and know how to avoid being targeted. Broadcasts could also try and encourage criminals to seek help and solutions other than criminal activity.

Roles for Broadcasting
General Roles
Molawa felt strongly that education should permeate all broadcasting. Educational programming should not be branded ‘educational’ and should be integrated into other programmes. Without a holistic approach to programming on a channel or station, educational messages or programmes have little impact. Broadcasts can support mediated learning environments in terms of motivation and curriculum support - this should however be the only educational broadcasting intervention, as incidental learning should be integrated into all programmes. Part of the motivation for integrating educational issues into ‘mainstream’ broadcasts is that audiences are comfortable with existing broadcasting styles used for general programming. Overtly educational and didactic styles do not draw or attract audiences.

It is important for broadcast media to be in touch with its audience. This refers both to knowing about the user profiles and the issues relevant for the target audience as well as allowing for audience feedback and acting on this feedback. The Ulwazi approach of using real people, who tell their own stories, is thought to be effective in engaging audiences.

Potential Broadcasting Initiatives
Molawa did not describe a single coherent broadcasting intervention, but made the following suggestions about the way in which such an intervention could be approached:

- General programmes can be used as a basis for more in depth educational content. For example, the weather report can be used as the bases for a more thorough exploration of climate and the way in which weather predictions are made. A news report on a car accident can be used to explore aspects of road safety and conditions in which accidents are more likely to happen.
- Educational programmes should be made to sound and feel like existing popular programmes. Audiences need to be intrigued, gripped and entertained by educational programmes. Molawa thought that Yizo Yizo was a good example of an appropriate style for an educational programme,
- Programmes targeting youth need to be fast paced and have lots of music. Music and jingles produced for youth programmes should be commercially available on CD or cassette. Getting musicians involved in educational programmes and having the music sold independently can be an effective way to reinforce educational messages.
- Another potential way for education programmes to get good youth audiences is for DJs or youth magazine presenters to refer to the educational programmes, discuss issues relating to the content and feature the sound track of the programme in the music slots. Featuring celebrities in programmes was also seen to be a good way to attract a youth audience.
- Educational programmes must have a popular audience appeal and be able to compete with other programmes for audiences.
- For this spectrum of youth and adults it is important to approach issues from the point of view of the audience. Asking people their opinions on issues and recording their responses and debates is seen to be a powerful educational approach. Instead of lecturing or telling audiences what a producer, has decided, the views and voices of real people should be used.

Possibilities for Collaboration
Ulwazi has already worked with the SABC as the Ulwazi programmes are broadcast through the SABC radio stations. This relationship is likely to continue, with Ulwazi producing educational materials and SABC broadcasting them.

In terms of responding to SABC briefs for the production of educational radio programmes, Molawa feels that more flexibility should be given to both audiences and producers. Both groups should be able to influence the issues identified and the way they are covered.

Date: 1 March 1999

Organizational Information
Contact Person: Judy Harris
Telephone: 021 650 4088
Facsimile: 021 650
E-mail: Jh@education.uct.ac.za

The department of adult education falls under the ambit of UCT’s School of Education. It offers courses for educators of adults at certificate and diploma level. There is also a Masters programme in Literacy Studies. The department has also begun to move towards developing the capacity and skills of trainers, particularly in light of the new Skills Development Bill.

Ms Harris’ area of specialization is in the related areas of lifelong learning and RPL (Recognition of Prior Learning), more specifically the relationship between RPL and Higher Education (HE). The notion of RPL is based on the premise that individuals learn different things in a variety of contexts whether through work experience or in ‘formal’ learning situations, and irrespective of where and how learning is acquired, such learning experiences should be recognized and acknowledged. Ms. Harris is presently involved in a research project which is exploring the relationship between adults’ prior learning experiences and higher education. This involves exploring ways of identifying and recognizing prior learning, as part of a process of ensuring that lifelong learning and RPL become working principles.

Issues and Areas of Priority
The following points were raised as key areas of priority:

- Lack of guidance for adults on how to relate the ‘self’ to what is on offer; that is how to locate oneself within the changing labour market and education arena.
- Labour market information systems - for planning of learnerships and for further education information.
- The interpretation and implementation of RPL and ‘lifelong learning’.

Roles for Broadcasting
The suggested broadcasting intervention should target working adults between 40 and 45 years or age with at least a standard eight or equivalent qualification. This target group will include adults seeking entry or re-entry into the labour market and/or adults seeking further education and training opportunities.

A broadcasting initiative aimed at this target audience must deal with issues related to the labour market, such as:

- technological changes; growth areas
- RPL and Lifelong learning
- skills development

It was suggested that SABC adopt a case-study approach, where the lives of ‘real people’ are profiled. An example of this, could be something similar to the ‘Full Monty’, where the characters are believable and it contains the necessary humour. This idea can be expanded upon to include an industry/employer focus. In particular public sector employers, such as Metropolitan Councils, as well as Old Mutual, Shell, who have strong human resource departments system in place. A broadcasting initiative of this kind could include snippets on ‘Work-Based Awards’, like the Australian example, where universities run courses in collaboration with employers. The courses are often physically linked to the workplace, and are employer/workplace-driven.

Possible partnerships with the Ministry of Labour; Higher Education Institutions; worker organizations and trade unions; and employer organizations could be considered.

Possibilities for Collaboration
There are definite possibilities for collaboration, particularly with a group of individuals involved in a ‘lifelong learning initiative’. However these individuals will have to be approached to explore the dynamics of possible collaboration.

Date: 3 March, 1999

Organizational Information
Contact person: Veronica McKay
Telephone: 012 429 8636
E-mail: duccim@alpha.unisa.ac.za

The ABET institute at UNISA offers two courses related to adult education. The first is an ABET certificate course that equips the students to teach adults in a variety of situations. The second is a two-year diploma course in ABET for students who wish to gain more knowledge and skills to work in the field of adult education, training and community development. Over the past four years the department has trained about 18 000 adult educators. This has been offered through a distance mode. Text materials are made available together with the audio and video materials complete this. The courses are accredited by the institution. Unisa also offers an ABET course for workers employed at the university. The focus is on literacy, numeracy and English. The learners sit for IEB exams are said to be doing well in these exams. The ABET division also offers some training and support to industry.

Issues and Priority Areas
The urgent priorities that facing the adults in this spectrum are reading and writing, job skills, personal finances courses, small business entrepreneurship and health. Health issues are related specifically to awareness to HIV and aids, and the need to eat the right food. Adults also need courses or programmes that deal with personal finances i.e. maintaining bank accounts, payment of services (telephone bills, electricity),

Roles for Broadcasting
Ms McKay sees a role for broadcasting in adult education. In particular, television is seen as having the potential to expose learners to places and contexts they have never been to. However, it was emphasized that television cannot be used for teaching of literacy and numeracy. This is because in teaching numeracy and literacy, there is need for a personal and physical contact between the facilitator and the learner. Learners at this level need a lot of support to build confidence. You need to help them in holding a pen if necessary and often need to nurture them. Television can be used for enrichment purposes. Television and videos are also seen as having the capacity to cover a lot of topics without effort on the part of the learner.

On the relationship between literacy and skilling, it was argued that there may a need to customize words to relate to the world of work of the learners. The view of trying to link literacy to skilling emanated out of the stigma that has been attached to the teaching of numeracy and literacy for adults. Since the new government begun to promote ABET, i.e. incorporating the training component, there has been a shift in attitude. A parallel skills training and ABET customization programme could be developed for Industry Training Boards. However this should be used as a resource in conjunction with a real life teacher, and workbooks.

The duration of the programme could be ten-minute series, allowing some pauses in between the programme for some activities for the facilitators and the learner. The problem with national broadcast is with timing. The target audience might not be available at the time when the programmes are being broadcast. If the programme is broadcast with a live teacher, it could be broadcast for ten minutes three or four times a week. Without a live teacher the programme could run longer. It was stressed that the programme should entertain as it teaches. Non broadcasting interventions to be considered include videos and case studies. It was argued that different topics would require different approaches

Possibilities for Collaboration
The interviewee envisaged possibilities for collaboration with the SABC in this initiative. The contribution UNISA could make is with making its facilitators available, provide evaluation and do research for the project. The interviewee could write scripts for the programmes. Furthermore they could get facilitators or adult learners ready to receive the programme. UNISA could also make available the use of its facilities. The SABC should provide finances for the project. It could also film the programmes and get them broadcast on radio and television.

Emerging Ideas
Adult literacy and numeracy should be distinguished from skilling. Basic numeracy and literacy should first be acquired before skills development could be embarked upon, however, if skills training is presented, basic literacy, numeracy and life skills could be ‘linked’ in.

Date: 27 February 1999

Organizational Information
Contact person: Gabriel Urgoiti
Telephone: 021 - 794 3738
Cellular: 082 465 2971
Email: urgoiti@dockside.co.za

Gabriel Urgoiti is a medical doctor whose specialization and interest is in the area of primary health care and child and maternal health. His last position was as director of the Progressive Primary Health Care Network’s (PPHCN) Media Training Centre. He is presently a self- promotion and communications consultant and his areas of work include: health promotion; communication and development; community media; primary health care media; community based health programmes; and organizational development. During the last 12 years he has become increasingly involved in community radio, and was a founder member of ‘Radio Se bonele. Gabriel was one of the founding members of the Media Training Centre, which aims to improve primary health care, through participatory methods, by developing adequate and relevant media directed to meet needs of communities and health workers.

Issues and Areas of Priority
The following areas were identified as priorities in the present South African context:

- Adult Basic Education and Training (ABET);
- Health;
- Poverty alleviation; and
- Early Childhood Development (ECD) (a more longer-term investment).

Roles for Broadcasting
The main area of focus for the suggestions for broadcasting interventions was on health. The point was made that ‘health’ should be seen in a comprehensive and a holistic manner. This means that any broadcasting initiative with a ‘health’ focus should ensure that health issues are systematically integrated into other programmes and activities of all segments of South African society.

The following example was given: A broadcasting initiative that is aimed at informing the general public about HIV/Aids or TB, or any other health issue, should approach such issues in a comprehensive, and not in a vertical manner. For example, a focus on HIV/Aids should not be limited to a focus on the disease itself, but to the whole issue of sexual education, encompassing a range of issues such as teenage pregnancies, STDs, etc. In the case of TB’ a comprehensive approach would focus on not only the disease in-it-self, but also on the socio-economic factors associated with the disease.

In addition it was emphasized that an intersectoral approach must be an essential feature of a potential broadcasting initiative. An intersectoral approach in the area of health, for example, should not be limited to those working in the health sector, but needs the involvement and cooperation of all other sectors, labour, transport, education, etc. If people do not have transport, or if the infrastructure in a particular community is such that people are unable to act upon the advice, and information being received, then such a programme will be limited in terms if its impact. Thus an intersectoral approach to ‘health’ needs the involvement and cooperation of all other sectors of South African society.

It is important to clearly define the target audience and recognize that that target audience can be further segmented, along urban/rural; language; and other criteria. For example if youth is identified as the target audience this category can be broken down into different age groups, gender, or along urban/rural lines. What is important here is that the message and the way in which the message is communicated will differ depending on the chosen target audience. It is for this reason that the target audience must be clearly identified, to avoid the pitfall of wanting to ‘talk to everybody’.

The following elements were identified as key to the success of such an intervention:

- A participatory approach must be adopted. That is, participation of all key players as well as the communities who the SABC is trying to reach out to, must be ensured at all levels, from conceptualization through to planning.
- Any broadcasting initiative must be informed by formative research, to avoid making assumptions about the needs of people, and what it is that would appeal to them
- It is important to pilot such an initiative with the intended target audience.
- Monitoring and evaluation must be key features of such an initiative.
- Need to pay special attention to how the message is communicated and the factors that influence that process. For example, if a programme is aimed at young people, one has to take cognisance of the fact that in most households it is parents/guardians who dictate what their children can or cannot see, and therefore it becomes necessary to convince the adults why it is important for their children to be watching a particular programme.
- Maintain a balance between ‘education’ and ‘entertainment’. It is important to bear in mind that radio and television are not in themselves educative tools, and often people expect to be entertained. Thus to attract one’s target audience, it might be useful to ask why is it that dramas, soap operas and talk-shows (like Oprah) have such strong appeal.
- It is important to achieve the correct balance between ‘universal’ and ‘local’ issues. The example provided here was that, a programme that tackles the issue of women’s rights (which is a universal issue), needs to contextualize the issue to fit the local realities of peoples’ social and living conditions. Thus care needs to be taken not to simply transpose the ‘universal’ onto the ‘local’. However on the other hand, it is equally important to get the message across that an issue such as aids is universal, it affects all people.
- Any initiative such as this must be based on inter-sectoral partnerships.

An approach that could work is the utilization of real people to tell their stories. Possibilities include, a ‘This is my story’ approach, where ‘real’ people tell their stories. This is important because it will make the program more credible, more believable, as well as add a human dimension. One can use such stories to develop and interweave threads and themes as it relates to other sectors such as employment, and crime, citizenship, etc. The format needs to be informed by what works for the target audience; it needs to be creative, exciting, thought-provoking and embody the notions of lateral and critical thinking. Particular attention needs to be paid to how the message is delivered. So for example, if the message is intended for adolescents, one should adopt a ‘youth-talking-to-youth’ format. Such a format adds credibility, and will ensure that adolescents are not alienated through being talked ‘down to’, thus making the message more credible. ‘Sesame Street’ was cited as an example of such an approach that uses a ‘children-talking-to-children’ format. The key thing here is to capitalize on the importance of listening to one’s peers. However, in using this approach, one needs to be sure that the content of the message is correct.

Possibilities for Collaboration
One could explore possibilities of collaboration in terms of consultancy and advice in the areas of self-communication and self-promotion.

Date: 4 February 1999.

Organizational Information
Contact Person: Ms Phindi Sigodi
Telephone: 011 403 6401
Facsimile: 011 3397844
E-mail: psigodi@jet.org.za

The Workers Higher Education Project is a project of the Joint Enrichment Trust. It has the following rallying objectives:

- To promote access to Higher Education for working adults
- To support the transformation in tertiary institutions in the framework of the NQF; and
- To bridge the gap between education and work/training.

Strategies employed to achieve these objectives:

- Facilitate capacity building within institutions to develop models for RPL (Recognition of Prior Learning) assessment.
- Focus on curriculum design to meet the specific needs of learners.
- Establish a directory of institutions offering further/higher education programmes - where the following will be captured - the focus; the content; approach to learning (e.g. open or experiential); forms of assessment.
Research and advocacy are central to all of the above strategies.

RPL (Recognition of Prior Learning) is another area of focus for WHEP. Their aim is to promote local capacity in terms of implementation, recognising that RPL is still very much at the level of policy. In this regard WHEP works with the Council for Adult and Experiential Learning (CAEL).

Where relevant and appropriate, partnerships are forged with institutions, other NGOs, and/or industry. WHEP believes that the building of networks and partnerships is important for building local capacity. Depending on the specific circumstances, the basis of such partnerships may be related to aspects of curriculum design; the generation of standards; and to address specific needs. These partnerships also serve the function of promoting inter-institutional collaboration and cooperation. In addition these partnerships are important with regard to issues of accreditation and learners’ mobility between institutions/ learning programmes. An example of a partnership with a ‘tea-producing company’ in Tzaneen was cited. This company has been linked with the University of Venda to explore the possibilities of learnerships for people working in the industry.

Issues and Priority Areas
The issue of access was identified as one of the most urgent facing adults and youth in the arena of adult/vocational/further education. Thus priority must be given to the interpretation, application, and operationalization of NQF guidelines in relation to RPL and curriculum. This is crucial, so that mechanisms can be put into place to allow potential learners the opportunity to gain access to further and higher education. The point was made that if a RPL system was operational then people would be able to access Higher Education, however the situation at present is that where workers have completed ABET level education and training, there are no mechanisms or established pathways which allow them to pursue further education and training opportunities.

Another pressing need identified by the interviewee, was that of personal development of individuals in the ABET sector. It was mentioned that many workers do not have the necessary information or the personal and professional skills that are necessary to enable them to further their career and educational aspirations. One way of addressing this issue would be for unions and industry to embrace and prioritize education and work-based training. Unions and industry should be encouraged to set into motion a variety of processes which will provide learners with the necessary information and skills, related to further educational opportunities as well as furthering of skills. The issue of building the personal and professional skills of workers is directly linked to the issue of access to further and continuing education.

Ms. Sigodi also added that it was important to tackle the conceptions that people may have, regarding work, education and training. People have different understandings and ways of looking at the world of work, and further education and training. Often there is a tension between employees’ perceptions and that of employees.

Roles for Broadcasting
General Roles
The following general roles for broadcasting were mentioned:

- Advocacy and publicity;
- Support for existing education and training initiatives; and
- Information and advice.

Potential Broadcasting Interventions
Two potential broadcasting interventions were described.

The first would support a recognized and accredited learning programme aimed at ABET educators working in institutions or industry. It would aim to facilitate and support the implementation of RPL. Its target audience would be practitioners at institutions and management in industry. It could be aimed at three levels, namely practitioners at institutions; industry; and workers. It was added that a broadcasting initiative in the area of RPL, could be adapted for home viewing as well as for the institution/workplace.

It was suggested that SABC use a ‘real’ situation to sketch the scenario and the background to make people aware of the notion of prior learning. Explore all the concepts embedded in the notion of RPL. The aim of such a programme would be to build up some kind of ‘checklist’ that would enable practitioners and others, to tackle the HOW part of RPL, prepare for implementation.

The following elements were identified as essential components:

- Such a broadcasting initiative must be interactive. That is, it must allow for dialogue of some sort.
- It must not be prescriptive.

A second possible broadcasting initiative to support education and skills training for adults in the ABET sector was also suggested. SABC should identify and work alongside a recognized educational and skills training programme/qualification. Thus the purpose would be to support and enhance the delivery of content. Such a broadcasting initiative could be aired during working hours, preferably at lunchtime. The rationale for such an initiative being that companies would be reluctant to release workers to engage in full time further education, so this is a way of ‘bringing learning to the workers’.

Working adults with a general basic education would be targeted. SABC should use existing modules and investigate how best to adapt it for radio and TV broadcast. SABC should investigate what industry or industries will be targeted, and what kinds of sills and what kinds of skills or knowledge should be adapted for the broadcast media.

Possibilities for Collaboration
As far as collaboration on a potential broadcasting initiative is concerned, WHEP will be able to contribute the following:

- Their existing network can be used for advocacy purposes;
- They can provide intellectual and conceptual input;
- They can contribute and play a role in course design and curriculum development; and
- They would also be able to manage aspects of such a collaborative venture.

With such collaboration JET and/or WHEP would benefit from exposure and publicity. Such collaboration may also enhance and further the work and activities of the organization.

What follows is a draft interview schedule that was used in the interview. It is followed by the second draft that was prepared after modifying the instrument. For both version interviewees were presented with the questions without probes prior to the interview. The probes - which are reflected in italics - were used as additional guidelines by the interviewers.

1. Briefly describe the work that you/ your organization is involved in.
2. Do you have partnerships with public, private, individuals, other community organizations? Can you list and describe the nature of these partnerships?
Probe: On what basis do you form partnerships? Long-term or ad hoc?

3. What, in your view, are the most pertinent issues in the related fields of adult education, social development, and human resource development?
Probe: Why do you consider these issues important?

4. What are the needs of the people in this spectrum? Which of these would you say, are immediate priorities?
Probe: What are the priority areas? Where should the focus be?

5. How does your organization attempt to address these needs?
Probe: What strategies do you employ?

6. What are some of the difficulties/ obstacles that you are confronted with?
Probe: Here the information gathered should be linked to question seven

7. What role can television and radio play (if any) in the field of adult and youth education?
Probe: How can broadcasting support educational activities and interventions in this spectrum?

8. If you were to single out three strategic areas for a broadcasting intervention in the terrain of adult and youth education, what would it be? Why?
Probe: Will this area of focus provide the maximum impact that radio/television can make in the broad area of adult education and human resource development?

9. Can you identify and describe a workable, broadcasting initiative for any of these strategic areas?
Probe: To get the person thinking here, it may be useful to put to present an example of a Youth Service which has its focus youth employment and unemployment. OR the idea of broadcasting as a social service i.e. offering information, advice related to paralegal issues, job/career prospects, health etc,

- Can you give an example of a broadcasting intervention?
- What might the key features/elements of such a broadcasting initiative look like?
- What elements need to be in place for such a broadcasting initiative to be a success?

10. In what ways could you/your organization contribute to such a broadcasting initiative?
Probe: This should be at the level of ideas and intellectual expertise, as well as at the level of shaping and guide content, etc.

After piloting the above question guidelines, the interview instrument was revised. Once again the parts in italics were used as probes by the interviewer and did not appear in the question guidelines distributed to the interviewees prior to the interview.

During 1998, the South African Institute for Distance Education (SAIDE) began a research process to identify potentially useful broadcasting interventions for the spectrum of adult education and social development that falls outside of the conventional schooling and higher education systems. As a first step in this process, SAIDE brought together a diverse range of educational experts in this area to identify some of the issues and explore possible interventions that can be offered by the SABC.

We are now engaged in the second phase of the research that involves a selective review and analysis of broadcast interventions around the world in the field of adult education within the broader context of social and human resource development. In addition, this phase of the research process also involves conducting interviews with individuals who may provide some ideas, as well as contribute to a potential broadcasting initiative in the related spheres of adult and youth education and social development in South Africa. The ultimate aim of this research project is to prepare for the implementation of an educational broadcasting intervention in this social spectrum. To this end your participation in this process would be of great value, as it will be instrumental in helping to shape our thinking in this area.

1. please submit any relevant documentation about your organization to the interviewer.

2. Briefly describe the work that you/ your organization is involved in.

- Who is the target audience?
- What is the content, issue or topic focus?
- What technologies are used? (print, TV, radio, cassettes, face-to-face, Internet etc)
- Are educational initiatives accredited?
- Any partnerships?

B. The Spectrum of Youth and Adult Education
(Falling outside conventional schooling and higher education)

3. Of the following groups of issues which, in your opinion, are the three most urgent priorities for the people in this spectrum? (Please rank from 1-3, with 1 being most urgent)

4. Please elaborate on the key issues regarding your first choice.

5. In general, how do you think broadcasting can support educational activities and interventions in this spectrum?

6. Can you identify and describe a workable, broadcasting initiative for any of three priorities areas you identified above?

- Area of focus
- Target audience
- Duration
- Format style of broadcast (radio/television, drama, documentary, magazine, case study, profile)
- Non-broadcasting strategies (print support, audio/video cassettes, facilitation/tutor, network of sites for viewing or listening, promotion, research and monitoring, etc)
- Partnerships
- What elements need to be in place for such a broadcasting initiative to be a success?

7. Can you see yourself or your organization working in collaboration with SABC education in such an initiative?

8. If so,

- In what ways could you/your organization contribute to such a broadcasting initiative? (Can your contribution go beyond an advisory role regarding content?)
- What would SABC contribute?