CHAPTER THREE
Perspectives from the Field

INTRODUCTION

As part of the process of identifying appropriate broadcasting interventions in the field of adult education, SAIDE researchers conducted interviews with a range of adult education providers and practitioners in sectors such as the state, community, higher education institutions, and industry. Interview questions centred on identifying key issues and priority areas for the target spectrum and identifying possible broadcasting interventions. The following types of organizations were interviewed:

• Providers of adult education programmes;

• Providers of youth development programmes;

• Government departments;

• Research organizations;

• Projects offering bridging courses to higher education;

• Projects involved in media and technology education;

• Community radio stations; and

• Organizations concerned with workers and trade union education.

The findings are presented in the following way: key issues; areas of focus; key target audiences; and possible broadcasting strategies (Full interview write-ups appear in appendix one).

The responses obtained from interviewees underscore the complexity and multi-faceted nature of educational areas being explored for this report. All interviewees emphasized that the key issues in the terrain of adult education must be situated within the national socio-economic and political context. Respondents made reference to the unacceptable high levels of unemployment and poverty levels in the country, suggesting therefore that the most urgent priority is alleviation of poverty and dealing with the effects of poverty. In addition they emphasized under-employment, lack of education, and little or no access to social facilities and processes as problems that need to be resolved. Subsequently, interviewees held the view that adult education and training was an important vehicle for social participation and economic development. They argue that the field of adult education is inextricably linked to South Africa’s economic and social development. The range of issues identified may be grouped as those related to poverty and unemployment and those related to socio-economic and political issues. Each is described below.

Poverty and Unemployment
All respondents made reference to the critical levels of unemployment and poverty in the country. As one interviewee, Hilary Diemont from the Forum for Adult Educators (FAAE) put it, ‘unemployment is the biggest problem in South Africa’. This is borne out by current statistics. According to the recently released population census report, South Africa has an unemployment rate of 34%, which moves as high as 49% in the Eastern Cape at 49% and 46% in the Northern Province(Statistics South Africa, 1998). It is, therefore not surprising that the Trade Union Research Project stressed that job creation is an important priority. Similarly, the Centre for Adult Education (University of Natal, Durban) also identified unemployment as the most urgent priority. A representative from the National Youth Commission felt that unemployment, and in particular low levels of economic participation of young people, is a key challenge that needs to be tackled. These views were not only held by those working in adult and youth development organizations, but also by those in organizations involved in media and broadcasting. Individuals from Soul City, the Centre for Democratic Communications (CDC), and Ulwazi, for example, identified work and the economy as key issues.

Interviewees felt that various strategies could be employed to deal with poverty and unemployment. For some, the micro-enterprise sector represents a significant attempt to deal with unemployment and poverty, particularly because the formal sector is not creating sufficient employment for the growing workforce. Thus individuals from Triple Trust Organization (TTO), the Enterprise With Education Trust (EWET), and Operation Upgrade suggested that the needs of the ABET sector could be met by focusing on micro-enterprise development and subsequently on entrepreneurial training and skills. Mandla Mthembu, from Operation Upgrade, argued that ‘work is the first priority’ for most ABET learners. For this reason, ABET programmes must be linked to skills development which could ultimately enhance an individual’s prospects for employment or further learning. Similarly EWET, an organization that offers entrepreneurial training to in-school and out of school youth, made the point that there is a definite interest among their target audience in entrepreneurship. For example, in responding to the Business Buzz programme on SABC television, which provided information on government tenders, people came to EWET offices to ask for assistance to prepare business plans for tenders. Similar views regarding entrepreneurship training and skills development were espoused by the Triple Trust Organization (TTO), a micro-enterprise development organization which provides skills and business training to unemployed people in historically disadvantaged communities.

However, some interviewees viewed the micro-enterprise sector with a certain degree of caution. Sandra Land from the Centre for Adult Education at the University of Natal (Pietermaritzburg) stated that, while unemployment is a major problem, a focus on entrepreneurial skills may not be appropriate in some instances. She went on to state that ‘it was unfair to expect people with little or no education, who are struggling to find work in the formal employment sector, to start and successfully run their own business’. However, she went on to add that, where people have started their own business, it may be possible for such people to improve the way in which they manage their businesses. In these cases, a focus on entrepreneurship training and business skills may be worthwhile. Mr. Fischer from the National Business Initiative (NBI) felt that a focus on work and job creation with regard to micro-enterprise development ‘is a complex issue’. He went on to state that an initiative aimed at the ABET sector must be driven by a clear analysis of the identified target groups, their needs, and their capabilities.

Others felt that a focus on entrepreneurship held most promise in those industries most likely to be future growth sectors, such as the agriculture and cultural industries. For example, Tshediso Ntili, from the Department of Agriculture’s Non-Formal Training Unit, noted that the agricultural sector is most likely to be a future growth sector for the black rural population in particular. Consequently, the need for skills development in the spheres of entrepreneurship and business, as well as basic numeracy and literacy, are key. In a similar vein the growth and expansion of the cultural industry (music, arts, and film) has been identified as an important area of growth. Here, as was emphasised by the interviewee from the Department of Arts, Culture, Science and Technology, a focus on business skills and entrepreneurship could usefully be encouraged.

Youth Unemployment
Some interviewees identified youth unemployment as another pertinent issue. Mr Fischer from the NBI for example pointed out that of the four million unemployed people in South Africa, more than two million are between the ages of 16 and 27 and have more than nine years of schooling. In his view, the problem then becomes one of how to equip young people with the necessary sets of skills and knowledge to engage in further education and training or to explore employment possibilities.

Respondents emphasized that young people need to develop ‘work readiness skills’, general life-skills, and other attributes either to enable their integration into the economy or to assist them to develop strategies that will yield income-generating activities. Interviewees from the Joint Enrichment Project (JEP) and the Independent Examinations Board (IEB) for example, believe that young people need to be presented with a range of possibilities, particularly in because employment in the formal sector is becoming harder to find. This is similar to a view expressed by Lucy Kaplan, from the Department of Arts, Culture, Science and Technology. She argues that young people have limited career choices, and that it is necessary to re-orient young people in terms of career and employment options, presenting them alternatives by focussing on skills that will enable them to explore creative income-generating activities.

In emphasizing the issue of youth unemployment, some interviewees cautioned that the needs of rural youth are often overlooked and there is uneven access to information between rural and urban youth. Paul Helepi from the Free State Higher and Further Education Trust suggests that a coordinated set of strategies is needed to respond to the needs of young people and to rural youth in particular. Such strategies must seek to provide rural youth with access to further and higher education and, more importantly employment. Youth development organizations such as EWET and National Education Technologies (NETECH) believe that young people need career guidance and out-of-school-youth need skills training in particular. NETECH’s involvement in a placement programme for out-of-school youth, which is run in conjunction with the Department of Labour, the Department of Education, and the Private Sector, has led the organization to believe that the issue of career guidance is emerging again as a priority for the youth. So too is skills training and development.

The National Youth Commission stressed the importance of developing strategies to promote the economic participation of young people. Yoliswa Makhasi, a member of the commission made the point that the new Skills Development Act will have implications for young people regarding the labour market, potential job opportunities, and pathways to employment via further education and skills training. In her view, ways needed to be explored to ensure that this Act benefits young people, and deals meaningfully with youth unemployment.

Interviewees further emphasized that youth, in particular those with no work experience and inadequate education, are ill equipped to engage in income-generating activities or to enter existing employment opportunities. Interviewees felt that programmes are needed that are specifically aimed at this group of young people.

Social Issues
The final set of issues raised by interviewees was those relating to socio-economic and political circumstances. Respondents emphasized that the ABET sector is by definition, the most economically and socially deprived sector of any society. Consequently, learners from this sector often lack awareness and information about a range of social issues. Social issues identified by interviewees are:

• Health and Environmental issues. Many interviewees emphasized the need to inform and educate people about a range of health related issues, such as tuberculosis, AIDS, early childhood development, and substance abuse. Interviewees from both Centre’s for Adult Education at the University of Natal felt that health issues are critically important, particularly those related to AIDS and alcoholism. They stressed, however that health should not be focused on as a woman’s issue, as is often the case, particularly when it comes to childcare. Instead, a holistic approach should be adopted. As Gabriel Urgoiti, previously, director of the Progressive Primary Health Care Network’s (PPHCN) Media Training Centre, stated:

A holistic approach to the issue of 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.

He went on to add that, in the case of tuberculosis, a comprehensive approach would focus not only on the disease in itself, but also on the socio-economic factors associated with the disease. The work done by Soul City was cited as an exemplary example of how to tackle these issues. In addition the issue of violence, particularly violence against women and sexual abuse, was seen as a major social ill in our society. Some interviewees stated that a focus on environmental issues should include a focus on degeneration of urban centres. They argued that it is important to emphasize cleanliness, as well as caring for the surroundings, in both urban and rural contexts.

• Crime and security was identified as an important social issue currently. Mr Jeffrey Molawa from Ulwazi emphasized the seriousness of the current crime situation and the extent to which it affects the lives of all South Africans. In his view, it is important that the issue of crime is tackled by those working in the ABET sector.

• Democracy, citizenship, and policy. Many adults and youth in the ABET sector are often marginalized from political processes due to lack of information and/or access to social and political structures. Therefore, the issues of democracy and citizenship are important, particularly in light of political and social changes that have taken place since the 1994 elections. As Ntombela-Nzimande from the Commission for Gender Equality pointed out, many adults, particularly those with minimal education, are not yet aware of how legislative and policy changes have impacted or may impact, on their lives. She cited the example of the Maintenance Act, and said that 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 aware of this. Officials from the Department of Labour and COSATU felt that it was imperative that workers be kept up to date with changes in labour legislation, particularly with regard to the implementation of new Acts such as the Employment Equity Act and the Skills Act. Others emphasized the need to focus on issues of democracy, citizenship, and policy to ensure that those adults and youth in the ABET sector are able to participate fully in social and political processes.

From the interview data, ABET fundamentals (literacy, numeracy and communication skills), skills development, and social development emerge as major areas of focus for those in the adult education sector.

ABET Fundamentals
Many respondents indicated that there are large numbers of people who still lack basic education and training opportunities, particularly in the areas of reading, writing, and communication skills. These basic education skills fit into ABET levels one and two within the present NQF framework. In the main, providers of adult education saw provision of ABET fundamentals as a major issue. For many, the fundamentals of ABET, which are literacy, numeracy, and language development, are the necessary foundations upon which further learning and skills development take place. For example, John Gardener, from Natal Technikon, regards ABET fundamentals as skills required to access further learning and skills development training. Similarly interviewees, from the MVULA Trust stressed that literacy and numeracy were crucial, particularly for rural communities.

However, there appear to be some conflicting views regarding appropriate approaches to the development of literacy, numeracy, and communication skills. Some interviewees were of the view that ABET fundamentals should be linked to development activities, such as occupation and skills training, work orientation, and generic life skills. These ideas were expressed by providers of ABET programmes including Project Literacy, Operation Upgrade, Eskom, and St Anthony’s. The director of Project Literacy states that literacy and numeracy skills should be related to equipping adults and youth with life skills such as personal finance management and payment of electricity and telephone bills. This should further be linked to social developmental issues, such as childcare, where parents should ultimately be equipped to offer educational support to their children. The ABET Directorate subscribes to a view that adult basic education and training must go beyond just basic education to incorporate the broader training and developmental needs of individuals and communities. More importantly, the Directorate emphasized the need to take adults beyond basic literacy to the General Education Certificate level.

On the same issue, Veronica Mckay of UNISA argues that adults need courses which deal with life skills, such as personal finances, maintaining bank accounts, and payment for services (telephone bills and electricity). However, she emphasized that adult literacy and numeracy should be distinguished from skilling for job and employment purposes. In her view, basic numeracy and literacy should first be acquired before skills development can be embarked upon. This is a view similar to that held by Sandra Land from the University of Natal, Pietermaritzburg. Ms. Land is primarily concerned with the fundamentals of adult basic education. In her view, ABET levels one and two should focus directly on literacy, numeracy, and language development. In level three and above, thematic approaches focusing on different issues can be introduced. She went on to add that, whilst ABET fundamentals is a priority, an exclusive focus on this is not viable, not least because funders are no longer satisfied with an exclusive focus on literacy, numeracy, and languages. Funders now expect some measure of skill development, and are keen to see measurable impact.

Shelley Seid from the Centre for Adult Education at the University of Natal (Durban) argues that adult basic education is not an end in itself, but a foundation towards something else. The fundamentals of reading, writing, numeracy, and communication are primary skills which, the interviewee contends, should constitute the core. In her view, these primary skills can be developed in tandem with other basic skills development, but should not be ignored or taught through other skills development programmes.

The issue of appropriate and relevant materials for ABET fundamentals was raised by interviewees from the Centre for Adult Education at the University of Natal (Durban). They contend that ABET fundamentals are an important area of focus that is very poorly resourced. They argue that while there is now quantitatively and qualitatively more relevant materials development taking place, there still remains a dearth of suitable materials intended for basic numeracy and literacy.

Despite differing approaches to ABET fundamentals, it is clear that it is an important area of focus. Almost 20% of South Africans aged 20 years or more have received no schooling, with the greatest need registered in the Northern Province, Mpumalanga, and KwaZulu-Natal.(Statistics South Africa, 1998)

Skills Development
Whilst identifying the lack of basic literacy, numeracy, and communication skills amongst vast sections of South Africa’s adult population, interviewees also highlighted skills development as an important area of focus in the ABET sector. The responses obtained from interviewees suggest that there are different levels and kinds of skills development. These include: communication skills; life skills; income generating or production skills; and higher level skills (related to management and decision-making). Basic communication and life skills include: literacy; numeracy; and general civic skills associated with having a general understanding of the processes and actions in civil society, how they work and how to use them. Life skills range from health and childcare practices and family planning, to the environment and community development. In addition, there are those sets of skills that are technical in nature, such as welding, building, carpentry, or printing.

About 24% of adults aged 20 years and over have some, or a complete, primary school education. For many of these adults who are currently unemployed, the issue is more than just a lack of appropriate job-related skills. As Glen Fischer from the NBI points out, ‘for people in employment, skill levels are no longer absolute, the labour market is changing’. For this reason, he argues that a focus on skills development should ultimately enable an individual to access a wide range of employment opportunities. Interviewees from COSATU, the Department of Labour, and the Workers’ Higher Education Project stated that there are many adults currently employed who lack the necessary skills to upgrade to other jobs within a specific economic sector or to access further education and training opportunities. They emphasized the need to focus on skills development, so that adults may be in a better position to access further education or employment opportunities.

While stressing the need for skills development in the formal economic sector in industries such as manufacturing, mining, and the public sector services, some interviewees believed that skills development for adults and out-of-school-youth must go beyond these traditional sectors. It was suggested that it must be extended to other sectors such as farming and the micro-enterprise sector. Tshediso Ntili from the Department of Agriculture mentioned that in the agriculture and farming sector, there is a need for skills associated with land use management, project management and marketing. He indicated that such skills training is already underway in poultry farming. Similarly, Ruth Martin from the Triple Trust Organization (TTO) pointed out that there is a range of skills required in the micro-enterprise sector. These include business training to equip potential entrepreneurs to start their own business, as well as technical skills training, such as sewing, leatherwork, or silk-screen printing.

Emerging from responses such as these is a distinction between skills development in a specific economic sector and those associated with income-generating or entrepreneurial activity. Sector skills development, which is the focus of the new Skills Development Act, are those skills which are related to the workplace in a specific economic sector. Interviewees from the Department of Labour and COSATU are primarily concerned with skills development in the various economic sectors. Organizations engaged in enterprise development, like the TTO, have income-generating skills development for those people outside of the formal economic sector as their main focus.

In addition to focusing on skills development in the formal economic sector and the micro-enterprise sector, some interviewees suggested that skills development should be targeting those industries where there is greatest potential for growth and development, such as the cultural and tourism industries. Lucy Kaplan from DACST suggested that young people be exposed to the cultural industry, where a number of opportunities exist, and be encouraged to pursue these opportunities.

It was further pointed out that youth in particular, with no work experience and inadequate school experiences, were ill equipped to engage in income-generating activities or to enter existing employment opportunities. Interviewees felt that specific programmes are required to solve this problem, particularly in relation to what is perceived to be a growing number of educated but unemployed youth.

Social Development
All interviewees, without exception, identified social development as an important area of focus. Many emphasized the importance of raising awareness and knowledge of local government and social services and policies, as well as around health and childcare.

Zelda Groener, from CACE, UWC, stated that many adults within the adult education sector need to be informed about and provided with mechanisms to facilitate an understanding of how government and civil society works, particularly in light of changes since 1994. Phumelele Ntombela-Nzimande, from the Commission for Gender Equality, felt that it is important to target the social and developmental needs of the ABET sector, particularly in relation to health, welfare, safety and security. In her view, a focus on social developmental issues should ultimately aim at improving the quality of family and community life. She cited the example of rural and farm communities that are in need of running water to illustrate her point. She pointed out that there are channels of communication and structures in place to meet these needs, but often communities are not aware of them and subsequently do not know how to go about getting their needs met. Thus, she argues that access to information and social services have far-reaching implications for the development and sustainability of communities.

Similarly, Ilse Wilson from MVULA Trust emphasized the need to focus on health and environmental issues, particularly for rural communities. The point was made that often the needs of rural communities are overlooked, and therefore ABET programmes must be linked to the context within which adults find themselves. Many interviewees held the view that social and developmental needs must be dealt with through ABET programmes.

Responses obtained from interviewees demonstrate that people comprising the broad spectrum of adult education and youth development do not constitute a homogenous group. Many interviewees indicated that the adult education target audience is diverse, and is composed of a wide range of groups.

Interviewees from the Independent Examinations Board noted that there is a range of people who fall within the spectrum of adult education, and that this spectrum can be segmented as follows:

• 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; and

• Youth who have completed a general basic education, but are not equipped with the skills and knowledge to participate in or pursue economic opportunities.

The interviewees stressed that, for each of these target groups the issues will be different. This was reiterated by ELRU staff members, who felt that ‘we must not ignore the different circumstances, needs, and interests of adults and youth in the ABET sector, by trying to fit all of them in one mould’.

The ABET sector may be segmented along the following lines: age; gender; location (rural, urban, or informal settlements); employment status; level of education and/or skills; and special needs or disabilities. Using a selection of these categories may give rise to the following combinations:

• Adults who are functionally illiterate;

• Unemployed adults in informal settlements;

• Unemployed adults in urban areas;

• Adults employed in low-skilled jobs;

• Unemployed and unskilled people; and

• Adults in employment with a general basic education (Standard Seven/Grade Nine equivalent).

This list is, of course, not exhaustive and there may be a number of other groupings depending on which criteria are used. One interviewee, from the National Youth Commission, suggested that, within the two categories of employed and unemployed youth, further subdivisions may arise. These are:

• Unemployed youth who have gone through the formal schooling system, but who are unable to find suitable work or employment opportunities;

• Unemployed youth who have not had any form of schooling or have had limited schooling; and

• Employed youth with little education or few skills.

It is clear then, that the ABET sector does not form a homogeneous group, and that it is important to clearly identify the niche audience for any intervention to have the maximum impact.

Roles for broadcasting
Emerging from the interview data is a general consensus that radio and television can be used as a means of supporting adult education, training, and development in South Africa. Many interviewees identified the following general roles for broadcasting in the field of adult education: raising awareness; information dissemination; and motivating and influencing attitudes and perceptions. In addition to these general roles, interviewees provided a number of specific broadcasting interventions. These are presented below. We are aware that many of the ideas put forward by interviewees are already reflected in existing programming on the SABC.

Broadcasting Interventions Aimed at Youth
Interviewees pointed out that youth, particularly those with no work experience and inadequate education, were ill equipped to engage in income-generating activities or to enter existing employment and educational opportunities. Interviewees felt that there was a dire need to target this group of young people. In addition, they identified another youth target group, namely the growing number of educated but unemployed youth. Two types of broadcasting interventions were suggested.

First, an intervention designed to support the National Youth Service Programme was suggested. Interviewees from the African National Congress Youth League and the National Youth Commission suggested that a possible broadcasting intervention aimed at youth could be to support and publicize the National Youth Service Programme (NYSP). The NYSP focuses on education and training, and the development of skills and capacities of young people. It also aims to develop a culture of service or volunteerism amongst young people, where young people volunteer their services for the benefit of their communities and the country as a whole. Such a broadcasting intervention could combine aspects of a youth talk show, together with case studies looking at pilot projects of the NYSP. The aim would be to publicize aspects of the NYSP, to provide information, and to provide a platform for youth to discuss issues that concern them. Such an intervention would target out-of-school and unemployed youth, youth involved in Further Education and Higher Education; and graduates of Higher Education.

Second, an intervention to support an accredited and/or structured youth educational and skills qualification was proposed by individuals from organizations such as the IEB, JEP, and EWET, amongst others. Such a broadcasting intervention would be aimed at young people who are in possession of at least a General Education and Training Certificate (GETC) certificate or equivalent. One suggestion was that the public broadcaster forms a structured partnership with an educational provider(s), who will ultimately take on responsibility for accreditation, quality assurance, and other matters related to educational content. This broadcasting initiative would be used to reinforce aspects of the qualification. The aim would be to support and enhance the aims, objectives, and educational content of the qualification.

Profiling and Advocacy
Individuals from a range of organizations cited profiling and advocacy as roles for broadcasting, the rationale being that many policy changes have, and are taking place in the ABET sector, and there is a need to publicise this. Similarly, interviewees felt there was a need to profile adult education initiatives across different sectors, to attract learners and to ensure that ABET remains as a priority on the national agenda. Many adults may also not be aware of some of the opportunities available to them. The idea is that the broadcast intervention would be designed to play the role of advocating for, publicizing, raising awareness about and disseminating information on key issues and learning opportunities in the ABET sector. It would be aimed at providers, practitioners, and learners, and could serve the sector in the following ways:

• Motivating and encouraging potential learners to take advantage of existing ABET opportunities;

• Providing a stimulus to encourage further enquiry into further education and training opportunities;

• Providing up-to-date information and support;

• Focusing on practitioners to illuminate some of the more obscure conceptions such as recognition of prior learning and lifelong learning;

• Modelling good-practice; and

• Focusing on employers, the private sector, and other educational providers.

Staff at the Centre for Democratic Communications suggested that such an intervention could simultaneously: map out paths for professional development or vocational or industry training; publicize what is available, with guidance on what is suitable for whom and for what reasons; and advocate available learning and employment-training opportunities.

A suggestion by the Centre for Adult Education at the University of Natal (Durban) was to profile ABET initiatives and to encourage learners to enrol in ABET courses. Existing competitions and awards (like the Gilbey’s award for ABET education initiatives) could be tapped. Another suggestion was to promote ABET by focusing on communities and social development. The interviewee from the Commission for Gender Equality proposed a case-study series, which would focus on a particular community and its needs.

The Department of Labour suggested that the broadcaster could play a role in popularizing Sector Education and Training Authorities (SETAs) and the kind of work they will be 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 SETAs will be instituted for each of the economic sectors, programmes could be prepared for every sector. It could provide overviews of industries, illuminating what role each sector is playing in the sectoral plan. It could also popularise the skills development strategy.

Supporting a Sector-Specific Skills Development Initiative
In light of new legislation surrounding skills development in various economic sectors, some interviewees suggested a structured intervention to support a sector-specific skills development initiative. The idea would be to focus on a particular economic sector and work with the relevant Sector Education and Training Authority (SETA) for that sector. Adrienne Bird from the Department of Labour provided the example of a structured intervention aimed at enhancing the skill levels of domestic workers leading towards accreditation or the opening of career paths. Such an intervention would require joint collaboration between the Department of Labour, the relevant SETA, and suitable education providers. The scope of this strategy would include employed or unemployed adults, retrenched workers, and youth. Such a strategy could be used to support educational activities already in place within industries, companies, and development projects. Identification of the strategic skill priorities within sectors, both on a national and an international level, would be necessary.

Lucy Kaplan, from DACST, offered a similar idea. She suggested a focus on the further education and training needs of the cultural industry. Her 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 Authority for the cultural industry. OZMUSIC (an Australian education and training course for individuals working in the music industry) was cited as an example of such an initiative. This course consists of modules dealing with a range of topics relating to managerial and financial aspects of the music industry. Participants in this programme are expected to read the relevant course material, as well as watch programmes on television. Thus, television runs alongside and supports the ‘written’ component.

Supporting the Micro-enterprise Sector
Some interviewees made a proposal for a broadcasting intervention aimed at supporting the development of micro-enterprise in the country. Interview write-ups that reflect these ideas include the National Business Initiative, TURP, CDC, and Ditsela. Such an intervention could explore the relationship between education, training and development, as well as looking at the nature of work and the economy, entrepeneurship, and small medium and micro enterprise skills development. It should also address issues such as how to start a business, where to go for training and support, and how to manage a business.

Ruth Martin from the TTO suggested that a potential broadcasting initiative to support the micro-enterprise sector could adopt 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 - exploring practical suggestions for people to take forward. For example, working through a case study or a business problem situated in a real context. The case study should address what can be done or what is possible.

The interviewee from the Department of Agriculture’s non-formal training unit suggested that a focus on entrepreneurship and business skills training could be extended to the farming sector. He pointed out that there are many areas within the agricultural sector where emerging farmers are burgeoning. The interviewee from the Department of Agriculture’s non-formal training unit suggested that an intervention be made in an area such as crop production, vegetable production, large stock production, small stock production, and poultry production, where training initiatives are already underway. Such an intervention could support such training, which includes a focus on project management and marketing skills. It could also touch on issues such as how to start a project, how to secure funding, the kind of labour required, and how to market products.

Information Dissemination
Many interviewees felt that a broadcasting intervention was necessary to tackle lack of information among adults in the ABET sector. Hence, they emphasized the ‘information dissemination’ role of the public broadcaster. Interviewees suggested that a possible broadcasting intervention could be designed to provide up-to-date information on a number of issues, from citizenship, democracy, and legislation to informing people of their rights and how to use these. The aim of such an intervention would be to build an informed and active citizenry and to promote better social structures. Thus such an intervention should be interactive and promote dialogue with the audience.

Interviewees from COSATU, DITSELA, and TURP envisage a role for broadcasting in publicizing and promoting new public policy and legislation regarding the rights of workers, and making information on acts and legislation available in a more accessible form. One example provided by COSATU is to focus on key acts such as the Employment Equity Act and the Skills Act. The interviewee from DITSELA suggested an information service targeted at workers who need to keep abreast of developments in the industry and labour issues.

Essential features of broadcasting interventions
In addition to outlining and describing possible broadcasting interventions, interviewees provided some ideas which, in their opinion, need to inform broadcasting interventions in the spectrum of adult education and youth development.

• Any broadcasting intervention must in the first instance be guided and based upon needs analysis and formative research. Interviewees felt that such information was important to ascertain who the target audience is, what their needs are, and how these fit into the broader context of social development. This research process might be regarded as the first phase of such work.

• Any broadcasting initiative of this nature should be in line with national policy objectives.

• Educational programmes do not exploit popular formats enough, and the value of educational drama is underestimated. Interviewees highlighted that, although television presents a panoply of techniques for actively engaging viewers, educational programmes were often tedious and ‘boring’. Thus, it is essential to make educational television more attractive to viewers. This requires creative and innovative producers.

• Build on and use existing networks and experience. Some suggestions of such social networks and infrastructure include welfare offices, religious groups, sports clubs, community libraries, and community radio stations. Such networking could involve working together and sharing resources and expertise.

• Ensure audience interaction. Interviewees felt that it was crucial that mechanisms were in place to ensure audience interaction.

• A broadcasting intervention of this nature should be authentic. That is, viewers should be able to identify with what they see and hear. People need to hear similar voices, hearing and seeing their stories being told.

• Any broadcasting initiative for educational purposes must have the support and collaboration of at least the department of national education and the ABET directorate.

• Any broadcasting initiative of this kind must be part of a coherent, well coordinated national strategy involving relevant government departments, educational institutions, the private sector, and NGOs.

• Collaboration and partnerships is integral to the success of a broadcasting initiative in the ABET sector. Partnerships are important not only to prevent overlap and duplication, but also to increase and strengthen the impact of the broadcasting intervention.

• Publicity is crucial, and a wide range of strategies should be used to reach the target audience.

• Effective support strategies must be built in as a key feature for any type of educational broadcasting intervention. These could range from print support to the setting up of referral networks for advice and information. Very few of the respondents referred to the use of other technologies. However some interviewees suggested that the use of other technologies should be explored.

• Monitoring, evaluation and quality control must become important features of any broadcasting strategy.

Various suggestions for broadcasting interventions were put forward. These include an intervention that runs alongside a structured education and training programme, advocacy and profiling, and another that focuses on information dissemination and awareness raising. From the suggestions made regarding possible interventions, five scenarios have been generated. These have arisen from the interviews, and have been consolidated into detailed descriptions, which can form the basis for further SABC planning. But before this can be done it is necessary to map out some key principles which should inform and guide broadcasting interventions designed to support adult education, social development, and human resource development that falls outside of the conventional schooling and higher education systems.