Chapter four has provided a detailed conceptual platform for any educational intervention that might be embarked upon by the SABC in the fields of adult education and youth development. Using this platform, it is now possible to present four possible educational interventions that could benefit from integration of television as a key component. These scenarios have not simply been noted as ‘good ideas’. Their formulation has drawn on:

1. Recent policy developments, such as the introduction of ‘learnerships’ (scenario one) and Sector Education and Training Authorities (scenario two).

2. A range of needs analyses conducted and thoroughly documented in this field (see bibliography).

3. International experiences in educational broadcasting in this field.

4. Interviews with experts from 45 organizations. We have included references in different aspects of the scenario descriptions to these interviews, which reflects the sources of certain ideas. In an effort to ensure that this process was as comprehensive as budgetary constraints would allow, we circulated lists of potential interviewees to SABC Education, the Department of Education, and other experts in the field to ensure that our primary research was as comprehensive as possible. Of course, in a field as complex as this, there will always be gaps in such a primary research process, but it has been sufficiently comprehensive to ensure the validity of the scenarios presented, even though there may be other equally valid scenarios not described.

Scenarios were selected according to the following criteria:

• Relevance to stated objectives of the research exercise. As we pointed out in chapter four, this research exercise has focused on educational – rather than educative – broadcast interventions. Consequently, some scenarios excluded themselves because of their specific focus. We did draft initial ideas for one such ‘educative’ scenario, which has been included as appendix five. It is included not only for the sake of interest, but also because, as a counterpoint, it helps the reader to understand better the structured nature of the scenarios presented in this chapter.

• Existence of a potentially large, easily identifiable target audience.

• Alignment with relevant national policy processes that have sufficient momentum at the policy level to ensure at least some likelihood of short- to medium-term progress in policy implementation.

• Absence of a significant educational intervention targeting the learning audience of the scenario. In these scenarios, we have focused on identifying major gaps in educational provision in South Africa. This is not particularly difficult in the fields of adult education and youth development, as there are so few large-scale, structured educational interventions. For this reason, we believe it is critical that SABC functions as a catalyst to ensure that at least one gap is successfully filled.

• Indication of sufficient infrastructure, interest and capacity to effect the implementation of the intervention. Notwithstanding the above, we have also sought to develop scenarios where there is sufficient interest and capacity to build an appropriate intervention. In most instances, this will require creative thinking and effective partnerships to work successfully, and the map of types of partnerships provided in the previous chapter will be an important guide in this regard. Nevertheless, each scenario presented below is, in our opinion, attainable given existing infrastructure, interest, and capacity.

• A potential role for television. In developing scenarios, we have attempted to follow the advice of experts in the field (and international experiences) regarding where television is most likely to be able to play a meaningful role. Hence, we have not assumed that, simply because there is an educational gap, there is a role for the SABC. In this regard, we have attempted to place educational needs first, and then determine whether or not there are appropriate roles for television as part of a structured educational intervention.

In making these choices, we were aware that we have not described all of the possible options. We did, however, select the options that presented themselves as the most obvious through the above processes. Nevertheless, we have attempted to construct the scenarios in such a way that the specific curriculum focuses could be changed without substantially affecting the scenario. For example, in the scenario on learnerships (scenario one), we focus on an intervention supporting the growth and development of the cultural industry. This could easily be adapted to focus on the tourism and hospitality industry, the mining industry, or any other industry where large-scale learnership programmes are likely to be implemented. Likewise, in the scenario on SETAs (scenario two), we have focused on the proposed Cleaning SETA. This could easily shift focus to any one of the other 34 SETAs.

A short summary of each scenario is provided first, followed by detailed descriptions of each. These detailed descriptions contain some repetition, particularly of contextual issues mapped out in chapter one, but have been retained because they contribute to establishing a broad rationale for the intervention.

This intervention will be designed to form an integral part of a structured and accredited education and skills qualification in the cultural industries, in support of the implementation of ‘learnerships’ in that industry. As articulated in the Skills Development Act, learnerships will comprise a structured learning and practical component of training opportunities in different industries. The educational intervention will aim to develop a structured, accredited educational opportunity – of which television programmes – would constitute a key component – built around learnerships. It will be run along distance education lines, requiring learners to interact with television programmes, printed materials, and practical work (the latter as part of the learnership). In addition to supporting the educational intervention, television programmes will aim to publicize the cultural industry, thus motivating viewers to pursue a career in this industry, which has been identified by the Department of Arts, Culture, Science, and Technology (DACST) as a major growth industry. It will also provide practical and useful information to entrepreneurs working in this field, even if they do not wish to enrol for a formal course or educational programme.

The target audience will primarily comprise young people roughly between the ages of 19 and 35 who have completed nine or more years of schooling and are unemployed or in temporary employment. It will aim to provide young people a potential route into the cultural industry, using the vehicle of learnerships as an engine. An educational provider (or several providers) will take responsibility for administration, registration, and certification of learners, and the Sector Education and Training Authority (SETA) for the cultural industry will oversee the intervention. The SABC and partner educational providers will need to build a partnership with DACST, which has recently embarked on a ‘Cultural Industry Growth Strategy’ to enhance and promote the development of the cultural industry. Other collaborations could include a range of organizations and associations in the cultural industry.

This intervention will support the education, training, and skills development of domestic workers. The SABC will, in conjunction with the Department of Labour, the Cleaning SETA (under which domestic workers fall), and identified educational providers, develop and implement a structured learning and skills programme aimed at enhancing the skill levels of domestic workers. This programme will lead towards accreditation, aimed at enhancing the employability and income-earning potential of successful learners, as well as possibly opening new career paths. The Cleaning SETA, the Department of Labour, and the identified educational provider will ultimately drive the process of curriculum and content development, and will also be responsible for matters relating to formal recognition and accreditation.

In addition to supporting curriculum delivery for the qualification, educational broadcasts would also: focus on working conditions; explore the notion of SETAs by focusing on the Cleaning SETA’s roles and purposes; and explore aspects of the Cleaning industry as a whole. They will also be designed to be of value to learners who are not able to enrol in the full educational courses or programmes offered as part of this intervention. Consequently, it will be important to establish working relationships with the Domestic Workers’ Union. Finally, strategies to secure the active participation and support of employers will be critical to the success of this intervention.

This intervention will support identified existing programmes that focus on local economic development. In this way, it will target learners in the Further Education and Training Sector who are focusing on local economic development. These include learners in local government structures and formal learning institutions. It will use case studies to illustrate local economic development issues as they pertain to small medium and micro enterprises (SMMEs), the changing nature of work, and the global economy. It will operate at multiple levels, with some learners simply watching broadcasts, others supplementing this with use of support material, and others using a combination of these resources in a structured, accredited course.

Various organizations offer courses that focus, to varying degrees, on SMME skills development, the changing nature of work, and job creation. The SABC’s involvement in this could act as a catalyst for taking one or more of these to scale. Broadcasting could be well used as part of such an intervention to show the complex and interrelated nature of economic development, while simultaneously showcasing successful initiatives in different part of South Africa. The National Business Initiative has developed such a course, which adopts a case study approach, and is using this with local government officials around the country.

This intervention will target ABET learners from levels two to four. It will provide back-up support for people not enrolled in ABET classes, who need to develop and maintain their literacy and numeracy skills. It will also be a source of curriculum material for learners in structured ABET classes. As there are insufficient resources that are designed at an appropriate language level for either basic English or African languages, the broadcast component of this intervention will provide broadcasts that use plain language in order to develop language and literacy competence. The broadcasts will be linked to printed support material developed at the same language level. These could be used in structured ABET learning environments or for home-based reading. It may be possible to use the same characters in broadcasts and printed materials to ensure some continuity between resources.

The SABC will need to work with a number of organizations for this to be successful. These will include: higher education institutions that specialize in adult learners and ‘plain language’ resource development; ABET materials developers; ABET Education providers; and organizations supporting planning, policy development, and implementation in this area (including the Department of Education’s ABET Directorate).

This proposed intervention to support an accredited and/or structured youth educational and skills qualification is arose from suggestions and proposals made by individuals from organizations such as the National Youth Commission (NYC), the Independent Examinations Board (IEB), Education With Enterprise Trust (EWET), Joint Education Trust (JET), the ABET Directorate, and the Department of Arts, Culture, Science and Technology (DACST), amongst others.

There is no easy way to specify a focus for an intervention supporting learnerships. If one of the objectives of SABC Education is to reach the largest target audience, it might be necessary to focus on bigger industries. The industries employing the largest numbers of people include: the retail and wholesale industry, with an estimated 1.5 million employees, the mining industry which has approximately 416 000 employees, the tourism and hospitality industry, which has 480 000, and the primary agricultural industry, which has about 400 000. By contrast, 20 000 people are employed in the automobile industry.(Department of Labour, 1999, Chapter 5)

Alternatively, if the aim of the SABC is to support those economic sectors that have been identified as having the most potential for growth and creating employment, another possibility is to target the cultural industry, the option we finally selected. DACST has embarked on a ‘Cultural Industry Growth Strategy’ to enhance and promote the development of the cultural industry. They are particularly keen to present this to young people as a viable alternative to traditional industries such as manufacturing, automotive, and mining. This industry lends itself well to an educational intervention of which broadcasting constitutes a key component, given the nature of work in the field. It also has the potential to attract many entrepreneurs who could benefit from structured educational support. In addition, there are many associations and organizations with which the SABC could work in establishing the intervention. Finally, there are obvious interests for the SABC in this area, given that it is one of the biggest employers in the industry.

Young people aged between 14 and 35 years constitute approximately 40% of South Africa’s population, and as such represent a significant target audience for any educational broadcasting intervention. The CASE/National Youth Commission report on youth in 1996 estimates that 43% of young people in South Africa are unemployed. The recently released White Paper on Further Education and Training found that:

2 million 17-27 year olds have completed nine or more years of schooling, but lack employment or meaningful opportunities to improve their knowledge, skills and qualifications.(Ministry of education, 1998, p.15)

In light of statistics such as these it is not surprising that the education and training of youth constitutes an important area of work within various ABET-related initiatives. A review of existing policy documents such as the National Youth Policy, the Department of Education’s Multi-Year Plan for adult education and training, as well as the new Skills Development Bill underscore the importance of supporting the continued life long development of young people and their skills and capacities.

Any broadcasting intervention aimed at youth will have to be based on a strategic decision as to which section of the youth it should target. The proposed intervention described here is aimed at NQF levels four and five, that is, those people who have literacy and numeracy skills – a general basic education – and are now moving towards further education and training (FET) levels. According to interviewees, this section of young people represents ‘the fastest growing’ audience, and is where the greatest impact can be made in the short to medium term.

At government and policy level, there is an imperative to ensure that education and training development programmes aimed at youth are integrated within a national human resource development strategy, as well as economic growth and development programmes. The new qualifications framework and integrated approach to adult education and training presents the opportunities for educational agencies to respond in creative ways to the education, training, and skills development of young people. It also presents SABC Education the opportunity to act as both catalyst of and support for initiatives responding to the education and training needs of youth.

This proposed intervention will target a niche audience of young people in possession of a General Education and Training Certificate (GETC). This is level one within the National Qualifications Framework (NQF), which is equivalent to a grade nine or standard seven qualification. Young people who have completed ABET level four would also be included here. It will focus particularly on people interested in pursuing a career in the cultural industry, or just starting to pursue a career in this industry (either in permanent or temporary employment or as entrepreneurs).

The potential target audience comprises approximately two million young people. It will thus be critical to collaborate with the Department of Labour, and ultimately SETAs, on proposed learnership schemes. Pilot learnership schemes suggest that the department has mechanisms in place to access the potential target audience, although it is not clear in what numbers. In addition, therefore, it will be important to explore other partnerships, for example with youth development organizations and networks, to reach the potential target audience.

Based on perspectives from those working in the field of adult education and youth development, the intervention should aim to equip young people with knowledge and skills that enable them to: participate in existing economic opportunities; to engage in entrepreneurial activities; or to pursue further learning opportunities, in this case focusing on the cultural industry. In addition to the specialized skill focus, there might be a focus on generic life skills such as problem-solving, critical and analytical thinking, and reflection. Thus, the approach to skills development will be integrated and holistic, combining social, personal, and occupational or technical skills.

The idea for this broadcasting initiative is to run it alongside a nationally recognized and accredited qualification for which it will provide support. The SABC might consider two possible options in developing such an intervention:

1. Tap into an existing qualification. This may involve establishing a structured partnership with an educational provider(s) which will ultimately take on the responsibility of accreditation, quality assurance, and other matters related to educational content.

2. In the absence of any existing accredited programmes/qualifications aimed at young people, SABC education, together with the Departments of Education and Labour and DACST, might initiate such a venture, approaching relevant educational providers regarding setting up such a qualification. In this instance SABC Education would act as a catalyst, setting into motion a process whereby a new youth educational and skills development qualifications is established. This process would necessitate the involvement of appropriate education institutions, educational authorities, youth development organizations, relevant government departments, and industry. This group would take on responsibility for setting up an appropriate and suitable youth education and skills qualification.

Given the nature of this intervention, it would seem to be most appropriate to pursue the latter option, while working with educational providers that have developed some expertise in providing related educational opportunities.

We propose that the intervention centre around the proposed learnerships scheme articulated in the Skills Development Act. The Act makes provision for learnerships, which are aimed primarily at unemployed youth. A learnership will take the form of a contract between a learner and an employer, and will consist of a structured learning component combined with practical work experience. Learnership must lead to a qualification registered by the South African Qualifications Authority (SAQA). This proposed intervention will be run along distance education lines, requiring learners to interact with television programmes, printed materials, and practical work (the latter as part of the learnership). Administration, registration, and certification for the educational course or programmes will be handled by the identified educational provider and overseen by the relevant SETA.

Role of Broadcasts
The broadcasting component of the intervention will be used to reinforce aspects of the intervention. The aim will be to support and enhance the aims, objectives, and educational content of the broader intervention. Television programmes could be designed as an integrated part of course materials. In addition to supporting the educational intervention, television programmes will aim to publicize the cultural industry, thus motivating viewers to pursue a career in this industry, which has been identified by the Department of Arts, Culture, Science, and Technology (DACST) as a major growth industry. They will also provide practical and useful information to entrepreneurs working in this field, even if they do not wish to enrol for a formal course or educational programme.

The content focus of broadcast programmes also has the potential to attract an ‘eavesdropper audience’, thereby fulfilling the role of advocacy and publicity at the same time. This could be harnessed to popularize new policy developments.

Television broadcasting is well suited to an integrated approach to skills development and education, not least because of the visual power of televised images. A broadcasting intervention of this kind has the potential to provide information not readily available in ‘formal’ education settings. Whilst its main focus would be on providing support for an accredited qualification, it could also focus on providing information and advice for young people, on work, and the changing nature thereof, and on tackling topical issues relevant to young people. In this respect, some formal links with the Take Five series might be valuable.

A Way Forward
The first step in developing such an intervention would be to devise a proposal, to be presented to the Department of Labour, outlining how and in what ways television broadcasting can form a structured component of the learnership scheme.

Support Strategies

It is essential that a broadcasting initiative of this type provides, or be linked to support services to which prospective learners have easy access. These are described in detailed in chapter four. Specific additional support strategies may include:

• Setting up a referral network which could involve adult learning centres, non-governmental organizations, educational institutions, and industry.

• Working in partnership with existing radio talk shows such as the programme currently run by SABC Radio, Umhlobo Wenene. There are similar initiatives aimed at youth, which are conducted by community radio stations that can be used as mechanisms for feedback, support, and publicity.

• Making programmes available on video cassette to youth developmental organizations to be used as educational resources.

• Where possible, providing online support. Those learners with Internet access could be provided with further curriculum support and e-mail chat groups.

• Linking to the toll-free Youth Line. This is a telephone and referral service that has been established by the National Youth Commission. This service could be linked into the proposed broadcasting initiative to counsel, provide information, and offer advice.

Partnerships with the following organizations, amongst others, could help to ensure the success of this intervention:

• The Department of Labour. This Department has indicated in interviews that definite possibilities exist for collaboration around aspects of the new Skills Development Bill. Given the centrality of learnerships and SETAs to this intervention, partnerships with the Department of Labour will be crucial. In addition, the Department has initiated a compulsory levy set at 0.5% of the payroll of companies and government departments, that will be transferred to a national skills fund. This fund could be tapped to launch this intervention.
• DACST. This Department is important to the process because of its proposed ‘Cultural Industry Growth Strategy’. In addition, DACST has access to 42 community art centres, which have been built in rural areas, townships, and peri-urban settlements. These centres are equipped with television and video sets, and it is envisaged that they will be used for skills development and training in the arts and culture industry.
• The Department of Education’s ABET Directorate and the National Youth Commission. Both of these sections have an explicit mandate to promote the education and training of youth in South Africa. They also have local and international networks and work with a range of other government departments. Thus, a partnership with such government departments and commissions would provide the proposed broadcasting initiative with the necessary legitimacy and visibility. The National Youth Commission’s strategic plans to tackle youth unemployment include school-based career guidance, youth career guidance centres, and a National Youth Employment Strategy, all of which could serve this intervention.
• The National Skills Authority (which replaces the National Training Board) and accreditation authorities, for example the Independent Examinations Board (IEB).
• Non-governmental organizations involved in education, training and skills development for young people. Such organizations include the IEB, the Joint Enrichment Trust (JET), Education With Enterprise Trust (EWET), and NETECH, amongst others. These organizations have various levels of expertise, ranging from materials development to accreditation and assessment processes. They also have an in-depth understanding of the target audience.
• Private sector organizations and employee organizations. These organizations are critical to the success of this intervention in various ways. The most obvious is that learnerships cannot work successfully unless employers buy into the process. Given the fragmented nature of this field, we suggested that private sector organizations be approached through the many associations that have been formed in the industry. In addition, the support of employee organizations will be important. The following industry-related organizations might be approached, amongst others:

– Association of the South African Music Industry (ASAMI);
– Business and Arts South Africa (BASA);
– Dumisani Africa Music Extravaganza (an organization involved in developing and promoting African music);
– The MIDI Trust (The Music Industry Development Initiative);
– The Musicians Union of South Africa;
– The National Arts Council;
– Performing Arts Workers Equity;
– South African Institute of Theatre Technicians;
– Technical Production Services Organization;
– Black Film and Videomakers Association;
– Afrikaanse Taal en Kultuur Vereeniging;
– COSAW - Congress of South African Writers;
– National Video and Television Association;
– Performing Arts Staff Trade Union of South Africa; and
– South African Institute of Theatre Technology (concerned with standards and training).

• Educational providers. Without educational providers, this intervention will not be possible. Many educational providers work in areas related to the one proposed here. These include, amongst others:

– Alexandra Community Television;
– Allenby and Boston colleges;
– Cape Town Film and Television School;
– City Varsity Film and Television and Multimedia School (Cape Town);
– FUBA academy (which targets mainly schools and community organizations);
– Newtown Film and Television school;
– South African School of Film, Television and Dramatic Art;
– Midrand University; and
– University dramatic arts and music departments.

Clear criteria will need to be established to select appropriate educational providers for such an intervention.

Over and above the partnerships outlined above, this intervention rests most strongly on an assumption that structures proposed in the Skills Development Act will become operational. These structures include: the Sectoral Education and Training Authorities (SETAs) and the National Skills Authority, which will liaise with SETAs. At present employers, trade unions and other stakeholders are engaged in discussions about SETA formation and functions. According to the Department of Labour, implementation plans have been set in motion and it is envisaged that SETAs will be fully operational by 1^st April 2000. It is not clear how far progress has been made with the establishment of structures such as the National Skills Qualification Authority. Considering the developmental stage of the establishment of such structures, however, it is conceivable that the broadcasting intervention could provide some impetus to this process.

Following the passing of the Skills Development Act, the Department of Labour is faced with the challenges of implementing this legislation. The Act proposes to establish Sector Education and Training Authorities (SETAs), the principal functions of which are:

• to contribute to the raising of skills in South Africa through effecting a better balance between demand and supply factors;

• to ensure that training is not directed solely at new entrants to the labour market but acknowledges and enhances the skills of the current work force;

• to ensure that training is designed to meet agreed standards, within a national framework; that all training wherever is provided is subject to validation and quality control; and where appropriate training is benchmarked against international standards.(Department of Labour, 1999)

The Skills Development Act proposes the establishment of SETAs across various areas of skills development (See Skills development act, Chapter 3 section 10), in 30 to 35 economic sectors. These vary from traditional areas of work such as tourism and hospitality, construction, transport, agriculture, to sectors that have never been given prominence such as cleaning, food, beverages, printing, newspapers and packaging.

Domestic workers in South Africa constitute one of the most disadvantaged sectors of the South Africa’s works force in terms of levels of education attained, working conditions and remuneration. The majority of domestic workers have only basic literacy and numeracy skills and no clear career path or opportunities for further education and development. Whilst the introduction of the NQF has been heralded as opening opportunities for lifelong learning in South Africa, there have been few practical proposals about programmes that could benefit domestic workers. An intervention targeted at this group with the aim of educating them in relation to their working conditions, enhancement of their skills, and possibilities for progression in their career could be of great benefit. Employers of domestic workers could also benefit from such an initiative, as productivity and services offered by their employees would improve. The intervention would have the added advantage of creating a structured mechanism for the Cleaning SETA to begin its work, which will be particularly important given the largely informal nature of employment in this area.

The motivation for targeting this area is based in large part on an interview conducted with the chief director in the Department of Labour who has expressed interest in this form of intervention, particularly as a strategy for supporting the establishment and ongoing work of SETAs, in this case the SETA for the Cleaning Industry. She indicated that the Department could offer support for this initiative by assisting in curriculum development, development of standards, possible career paths and learning paths, and fundraising.

The primary audience of this intervention would be domestic workers, who constitute 25% of South Africa’s total workforce (The Citizen, 20 April, 1999). Given that most domestic workers are illiterate or semi-literate, the intervention could start at the post literacy level of ABET levels three or four. The intervention would, however, also need to focus on a secondary audience of employers, whose support will be critical to the success of the intervention. The intervention could focus on raising awareness amongst employers about the importance of employee development, as well as the nature of good employer-employee relationships.

The aim of this scenario would be to provide education and training for domestic workers focusing on cleaning, cooking, ironing, childcare and housekeeping as possible modules. The primary purpose of this would be to enhance the employability and income-earning potential of such employees. In addition, though, linkages to other possible career paths could be built into the intervention as appropriate. For example, education and training that focuses on cooking could be linked to a possible career path in catering, child minding could be linked to early childhood development, and housekeeping could be linked to the hospitality industry. Given the experience which some of the learners might have in the field, there should be clear strategies for recognizing prior learning. This would depend on the curriculum established by the Cleaning SETA.

As part of this intervention, the SABC will, in conjunction with the Department of Labour, the Cleaning SETA (under which domestic workers fall), and identified educational providers, develop and implement a structured learning and skills programme aimed at enhancing the skill levels of domestic workers. This programme will lead towards accreditation, aimed at enhancing the employability and income-earning potential of successful learners, as well as possibly opening new career paths. The Cleaning SETA, the Department of Labour, and the identified educational provider will ultimately drive the process of curriculum and content development, and will also be responsible for matters relating to formal recognition and accreditation. To this extent, this intervention shares many structural similarities with scenario one.

Given the nature of this intervention, it might be appropriate for broadcasts to focus not only on domestic workers, but also on raising general awareness about the development of SETAs. The broadcast components might thus have two elements:

1. A documentary series that profiles the concept of SETAs, focusing on the roles and purposes of each SETA, could be broadcast. The broadcast schedules for these programmes should distributed to respective employers and employees in each sector. A video programme of each SETA could also be made available for purchase by those who miss the relevant programme. These programmes should possibly be developed in a range of languages.

2. A series focusing on the Cleaning SETA, covering different aspects of the emerging curriculum. The sequence of the programmes should be such that there is progression of content leading to comprehensive packaging of a structured course. Many of the tasks of domestic workers could quite easily be done while watching television. The most suitable times for such viewing should be established through further investigation. There should be print material made available to supplement broadcasting and video material. Print materials should be developed on a modular basis, and should include assessment exercises.

Given that this proposal is based on an intervention in a new area where new structures have to be put in place, collaboration with pioneers of this idea will be critical for its success. The following are possible partners in this venture:

• The Department of Labour sees a possible role it could play in this venture by assisting in the development of curriculum for this SETA. The Department could also work out standards, curriculum, career pathways, 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. The Department of Labour envisages possibilities for collaboration with the SABC in the development of some of the programmes. It might also be able to help with fundraising for this project.

• Once established, the Cleaning SETA should be involved in the development of the intervention, to ensure that it is in line with the general demands and needs of employees in this sector. It could provide guidance in terms of learnerships within the sector. It could also assist in linking the intervention to the NQF, as well as providing mechanisms for the accreditation of qualifications.

• The National Skills Authority will be responsible for liasing with the SETA and advising the Minister. This body will be comprised of representatives from organised labour, and business, education and training providers. It will also be important in the implementation of this intervention.

• There will be a need to identify programme developers, programme producers and presenters. This could be a joint responsibility of the SABC, the Cleaning SETA, and the Department of Labour.

• The programme should be properly marketed to the employers and the employees. The SABC, the Department of Labour and the SETA could play an important role in this.

• Programmes should be clearly focused and developed to meet the needs of beneficiaries (employers and employees). The SETA will be crucial here.

• Employees should see the material benefits in possible options, including accreditation system, opening career pathways and increase in earnings. The danger with upgrading of skills is that some employers may regard this form of labour as too expensive to employ, which could potentially lead to loss of jobs. Employer-employee relationships are fraught with difficulties in this area in South Africa, and this intervention will have to serve to ease these tensions rather than exacerbating them.

• Coordination of the intervention, as well as systems to ensure that learners are offered opportunities to be assessed and accredited, will be particularly important in this intervention.

This scenario has arisen from issues raised pertaining to the relationship between education and development, as well as discussions on work and the economy, entrepreneurship, and small medium and micro enterprise skills development. Some of the interviews that reflect these ideas include those with the National Business Initiative, TURP, CDC, and Ditsela.

For people in employment, skill levels are no longer absolute, the labour market is changing, and it is no longer expected that one will have a single job for life. Mobility for both the individual and the work force is therefore important. The Further Education 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, and tend to function in a survivalist mode. In addition:

In 1996 there were about 316 350 micro-enterprises in South Africa, providing employment to 476 600 people.(South African Institute of Race Relations, 1997, p.255)

Furthermore, it is reported that:

Small, Medium and Micro-Enterprise (SMME) sector is growing at three to four times the rate of the formal economy (Burroughs, 1994); roughly 40% of the population is in the unemployed or subsistence sectors (only 60% is in formal employment).(Bock, S and USWE, 1997, Vol1, No. 3, p.7)

These statistics suggest that most adults who might be in need of education and training and skills development are to be found in the SMME sector, that is they fall outside the core manufacturing workforce. Thus, the provision of knowledge and skills related to income-generating activities – that will allow people to pursue economic independence – is an important area of focus.

In this context, it becomes important to help people to understand the changing nature of work and different kinds of work so that they can position themselves within it. This will include focuses on entrepreneurship, job creation, lifelong learning and ‘up-skilling’. These issues should hang together in a framework of understanding the dynamic modern economy. In this context, it becomes important to explore the world of work, pathways to work from schooling, and the importance of learning throughout life.

Focusing on work, with particular regard to SMMEs, is complex. At this stage, 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 clear analysis of identified target groups.

For this scenario, the primary target audience will be FET learners focusing on local economic development, and particularly people who are – or may become – involved in local economic development (such as local government officials, employees of development NGOs, directors of SMMEs, and other similar types of people). A secondary focus on HE and FET management courses could also be established. The intervention could be designed o operate at different levels, having a general audience appeal but being used in specialized environments with additional support material by niche audiences. Such an initiative may also target business leaders, government officials, educational providers, and management to see issues as being linked to a central goal of development.

This intervention will aim to tackle issues relating to job creation, the changing nature of work, SMME development, and partnerships. This will be achieved through an overarching goal of examining local economic development, because focusing on job creation, entrepreneurship, or SMMEs, in isolation is less likely to have a large and sustainable impact. A more holistic approach, in which these are components of local economic development, may therefore be more effective. A broader perspective may also allow for more flexibility in approach, subject matter, and use.

This intervention will support identified existing programmes that focus on local economic development. Various organizations offer courses that focus, to varying degrees, on SMME skills development, the changing nature of work, and job creation. The SABC’s involvement in this could act as a catalyst for taking one or more of these to scale. Broadcasting can be well used as part of such an intervention to show the complex and interrelated nature of economic development, while simultaneously showcasing successful initiatives in different part of South Africa.

Broadcast programmes will use case studies of successful local economic development to portray concepts relating to work, the economy, job creation, and other key issues. Broadcast material will go beyond simply profiling a few cases, by introducing local economic development concepts. In mediated learning environments, it will be preferable to use these resources as video cassettes, in which case broadcasts would function primarily as a video distribution strategy. In such cases, print support material could then be used in conjunction with the video material.

Broadcast will have a secondary goal of generating national interest in local developments, with successful local developments being showcased to the public. This could be affirming for the identified project or initiative, and serve national interests of job creation, small business development, and local development.

Broadcasts might also examine the role of all players in creating an enabling environment for local economic development. This could be achieved by producing programmes that document real case studies of situations in which a number of players have become involved in finding viable solutions to local problems. In this way, programmes will 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.

For broadcasts to be successful, it is important to make 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 the perspective of 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 come alive.

For example, there is a college north of Pretoria that would make a good case study for a programme. A cement company provides 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, including concepts like advertising, keeping records, and dealing with customers. Students then make their services available to the surrounding community, thereby developing small business skills. 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.

Given the nature of the intervention, it will be crucial to ensure that broadcast resources are made available on video cassette. In addition, printed resources that use the case studies to illustrate key local development concepts should be developed to accompany video materials. These should be developed simultaneously with the broadcast programmes, rather than after broadcast programmes have been produced. A mixed media approach should be adopted and planned from the outset. Print materials would sharpen the focus of the intervention, as the detail of the concepts and a structured course would become apparent and could be used in mediated or more formal learning environments.

A web-based integration of snippets of the video resources, as well as printed materials, could also be considered. Given the financial constraints of SABC, this should probably only be pursued in partnership with an education provider that intends to use the course. It should be viewed as optional and not as a critical component of this scenario.

Another potential support strategy for this intervention is to use the broadcast to get local businesses and people involved in local economic development to submit information about their activities into a central database. In this way, a growing database of local activities could be maintained to service new and existing initiatives in localized areas. This concept of a clearing house or ‘dating agency’ of organizations and potential partnerships in local areas has been mooted by the National Business Initiative (NBI). The intention would be to create a database of NGOs, local government, and development organizations in a specific area so that interested parties can find out whom to contact about new projects or possible collaboration. This database may include sections 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 information source servicing work seekers and companies in a specific area. Should such an initiative materialize, it could form a useful support strategy for SABC programmes on work and development issues. The SABC could also be used to profile the service and encourage contributions to the database. It would, however, be difficult and undesirable for SABC Education to house or manage the database. Thus, this support strategy should only be developed in collaboration with a strategic partner.

For such an initiative to be successful, a number of partnerships will be necessary. First, the SABC will need to identify organizations involved in curriculum development focused on local economic development. The NBI is one such organization, which runs local development workshops around the country. The NBI also pointed to local development initiatives that could make good case studies for broadcast programmes. The 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 Department of Trade and Industry is another key player. It has in place a national small business strategy, which is designed to ‘create enabling environments for small businesses’ and to ‘create long-term jobs’(Department of Trade and Industry, 1995 annual report). It is involved in a number of initiatives aimed at supporting and promoting the micro-enterprise sector. These include the development of the Ntsika Enterprise Promotion Agency, and Small Business Centres.

Various organizations are also involved in developing curricula and course materials relating to the changing nature of work and the economy. Some examples of possible partnership organizations for this intervention include Ditsela, TURP, CDC, and the Triple Trust Organization (TTO). In addition, the CEFE South Africa Network project 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 Co-operation. 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.

The Education With Enterprise Trust (EWET) would be another important player to consider. EWET focuses on programmes aimed at offering entrepreneurial training to the youth, this programme is offered in nine provinces across 27 towns. The second programme is offered to out-of-school youth, some of who are the graduates of the YES programme. EWET is also involved in the development and implementation of innovative Partnerships for Development Models (PDM) that involves business, civil society and local government. The project is accredited by NTSIKA as a local business service provider. It has partnerships with USAID and local micro-business developers.

In addition, education providers who would be likely to use the broadcast or video materials in mediated environments would need to be identified. Many Small Business Centres throughout the country would be interested in broadcast or video materials. TURP and Ditsela run training courses, most of which are pitched at shop stewards and tailored for trade union education, but they are also possible educational provider partners. Local government training initiatives, as well as FET education providers like technikons and technical colleges, could also be considered.

Organizations planning to have an online presence with regard to local development could also be approached to contribute to this scenario. For example, NBI is planning to create a clearing-house or ‘dating-agency’ for businesses and local developments.

The roles of FET institutions, such as technikons and colleges, as incubators for small business should be explored and, if appropriate, harnessed for any such an intervention. For example, Technikon Natal has a unit which focuses on small business development, in which students start small businesses as part of their course and are encouraged to develop these once the course is completed. One of the problems with such projects is that it is very difficult for small businesses established at FET institutions to ‘move out of the nest’.

The following are important points to consider for the success of such an intervention:

• Use real people and situations as case studies for exploring local economic development concepts.

• Aim to use documentary-type case studies to highlight the complexity of development issues and show case successful initiatives.

• Seek partnerships with education and training organizations in this field.

• Integrate support materials from the outset and pitch these at a range of levels, using multiple technologies.

• Use the umbrella term of local economic development to focus on issues of work, employment, SMME development and so on, rather than creating a series that focuses on one of these concepts in a simplistic manner.

This scenario is a compilation of possible initiatives derived from interviews with various organizations involved in Adult Basic Education and Training (ABET). These include: the National Department of Education’s ABET directorate, Centres for Adult Education at the Universities of Natal (Durban) and Natal (Pietermaritzburg), the Forum for the Advancement of Adult Education, Operation Upgrade, Tembaletu Community centre, St Anthony’s Adult Basic Education section and ProLit.

As reflected in Chapter Three, responses to the needs and resources for ABET learners differed for each role player. Some respondents focused on ABET fundamentals, while others spoke strongly about linking fundamentals to developmental objectives and working through ABET electives. The SABC should bear this debate in mind when considering this scenario, and should seek to find ways to accommodate both approaches. As a result, of the various approaches to ABET, there are different ways in which SABC Education can choose to proceed. Some possible scenarios include:

1. A self-help or ‘each-one, teach-one’ approach for ABET fundamentals at levels one and two;

2. Supporting ABET educators;

3. Thematic resource contributions for ABET levels three to four; and

4. Post-literacy support for ABET fundamentals levels two to four.

The first three options are described briefly below – and remain options for SABC Education. They have not been fleshed out as a complete scenario, as the principles of building scenarios for ABET level interventions become apparent in ideas sketched out for option four.

The focus of all these potential interventions is on ABET and specifically on ABET fundamentals, that is numeracy, literacy, and mother tongue reading and writing skills. Through three sketches and one detailed scenario, we explore ways in which SABC Education could support ABET programmes and learners. The thematic approaches could relate to the core-contextual areas and electives identified in national ABET policy. These distinctions are explained as follows, and worth remembering when considering the options contained in this scenario:

The Directorate sees the ABET curriculum as consisting of three main components: fundamentals, core contextual areas and specialized or elective areas. The ABET fundamentals refer to basic language, literacy and numeracy skills. The core-contextual areas incorporate the six curriculum 2005 learning areas other than mathematical sciences and languages, that is: technology, arts and culture, 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.

The four options for this scenario build on this policy framework, but each has a slightly different focus and emphasis. The first and last options foreground ABET fundamentals at the lower levels, and seek to use themes that are appropriate to the learning group, which are likely to cut across the core contextual areas. The third suggestion foregrounds thematic approaches, while recognizing the language, literacy and numeracy levels of the ABET learners. All options seek to accommodate both perspectives in the approaches to ABET curriculum and focuses. Nevertheless, in mapping out a range of options, we do signal some of our preferences to the different approaches.

It is clear that interventions in this area must have clearly defined target audiences. The SABC should not aim to include secondary audiences. These may develop incidentally, but should not be actively sought. If too many audiences are targeted at once, the intervention is unlikely to be suitable for any specific audience. This issue was raised explicitly in interview processes with regard to SABC interventions, and is also a guiding principle for producers of ABET 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.

This option focuses almost exclusively on ABET learners at lower levels. A secondary target audience might be the person teaching ABET learners. The rationale for such an approach would be premised on a recognition that any broadcasting intervention that aims to support basic literacy and numeracy development will face enormous logistical difficulties if it aims to establish a national network through which mediated learning takes place. Where national networks exist, for example Eskom learning centres or government adult learning centres, most have different timetables and follow their own curriculum. Thus, the SABC will be hard-pressed to make a useful and sustained intervention that supports ABET fundamentals at levels one and two, if the primary intervention is mediated use of a synchronous broadcast.

Consequently, a national campaign, lead by the public broadcaster, that seeks to support self initiated learning – through peer support is possibly more attainable. Unfortunately, though:

• Such broadcasting literacy campaigns have tended to have little long-term success in other countries where they have been tried.

• The logistics of such an initiative would have serious capacity and resource implications for SABC Education.

• Self-help or ‘each-one teach-one’ approaches to literacy learning tend to assume that learning to read or teaching someone to read is easy. Most ABET projects recognize that providing structured support for learners using trained educators is much more effective.

Notwithstanding these difficulties – many of which pertain to all potential interventions in this area – the implications of such an initiative could be explored in similar ways to other scenarios presented in this report, should the SABC decide to pursue such an initiative further.

This option focuses on ABET learners at levels three to four, and could have a secondary audience of ABET educators. The rationale for this type of intervention is that core-curriculum areas and electives for all ABET levels are being developed and piloted. It is anticipated that ABET educators could make use of broadcast materials that introduce issues pertaining to curriculum themes, and that viewers would find such programmes interesting. This option seeks to provide audio and video curriculum support. As such, the broadcast material would be more likely to be short – about six to ten minutes per theme. The importance of brevity was stressed in interview processes, as ABET education providers are limited in the amount of contact time they have with learners and feel they cannot afford to spend substantial time watching video materials.

This option pertains to video and audio resource contributions that target an ABET level audience, but that are in short enough sections to be re-versioned for use in mediated environments. Theme-based programmes of no longer than ten minutes using characters that ABET learners can relate to would form useful introductory sessions for ABET lessons and serve to enrich the curriculum. The key difference between this and the fourth option is that the broadcast focus is more on thematic issues that are identified in the ABET curriculum, rather than reading and writing skills provided at an appropriate language level (the focus of option four).

A key problem associated with this option is that ABET educators follow very tight curriculum structures, and fitting a broadcast intervention into this would be very difficult to achieve logistically.

This option would aim to target ABET educators explicitly. Many of the issues raised in thinking through the other three options could be adapted and pitched for this audience. Programmes for literacy teachers or ABET educators that focus on educator’s attitudes, methodologies, and practice – particularly around outcomes-based education – would be welcomed. Such video or audio resources could show mock lessons that highlight good and bad practices. The Centre for Adult Education (UND) uses a BBC video series adopting such an approach 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 useful. Broadcast programmes could also encourage teachers to read and alert them to resources that are available to them and their learners. In addition, teachers do not understand the NQF and 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 documents and support materials have been produced in English. This video or audio material may be introduced as video resources into existing ABET training courses, such as those run at universities or organizations like Prolit, and Operation Upgrade. The support of the national Department of Education, and organisations like FAAE and AETASA would be important. Such support for ABET educators could quite conceivably run in parallel to any of the other options.

Target Audience
This intervention will focus on ABET learners from levels one to four. Some learners may be enrolled in structured ABET courses, while others may have completed an ABET course and require ongoing support for maintaining and developing their literacy and language skills.

Rationale
In order to elaborate on a rationale for such an initiative it is first necessary to reflect on the concept of 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.(Lyster, E, 1995 New readers Project, Center for Adult Dducation, University of Natal: Durban)

The goals of post-literacy can be summarized as follows:

• practising reading so that the skill of reading can be maintained;

• studying further; and

• reading to learn about a variety of things, many of which fit in with national development plans.(Lyster, E, 1995 New readers Project, Center for Adult Dducation, University of Natal: Durban)

ABET fundamentals are important, and this is an ABET area that is very poorly resourced. There is now quantitatively more and qualitatively more relevant materials being developed than was previously the case. Nevertheless there remains a dearth of suitable materials intended for audiences with basic numeracy and literacy – particularly at ABET levels one to three. In addition, many existing materials focus on developmental issues. There is little focus on fun, leisure, sport, recreation, or religion in themes selected for ABET learning materials. It should not be assumed that ABET learners do not want to read simply 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. The rationale for a broadcasting intervention in this area is to support initiatives that aim to encourage a culture of reading, as well as to provide broadcasting material that is at a language level accessible to these learners. Such video and audio resources could be integrated into mediated ABET learning environments, as well as watched at home by learners. The emphasis in this scenario is on targeting ABET learners, using language levels (in either home languages or English) that are suitable to lower level learners. The programmes are not overtly didactic, and are intended to be enjoyed by ABET level viewers.

Aims and Purpose
Such a broadcasting initiative would aim to support literacy projects and post-literacy initiatives for ABET learners. It would aim to support the development of a culture of reading in English and African languages amongst the target audience. The intervention 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.

Learners and educators need to know what resources are available at their reading level. Broadcasts can thus be used to illustrate what mastering reading can do to improve someone’s life, in terms of possible jobs and career paths, as well as for day-to-day life skills. Broadcasts can also play a role in supporting African languages – both in terms of publicizing available reading materials and in producing audio and video resources in a range of African languages. The intervention could aim to reinforce and enhance the value of African language literature, particularly for newly literate learners. This could help to challenge the perception that home-language literacy is only a stepping stone to English literacy.

Nature of the Intervention
A variety of broadcasting initiatives could potentially support these aims, none of which are mutually exclusive. For example:

• Short drama programmes could be produced at a very basic English language level, in which there is a significant level of redundancy and repetition, and the story is evident from the action of the characters. These could then be complemented with reading materials that use the characters in the dramas to develop English language or African language competence. Plain English stories and dramas, distributed as video or audiocassette and the characters of which are used in printed materials, would be a valuable contribution to the ABET sector.

• Book reviews and campaigns encouraging reading could be compiled as short broadcast inserts.

• Continuity presenters could refer to books, and characters in soap operas or dramas could be shown reading and talking about its effect and enjoyment.

• South African talk shows and magazine programmes could aim to encourage reading and profile books through give-aways, reviews, and competitions for ABET learner and educator audiences.

• Profiles of books, as done on Mochochono, could be flighted, as reading snippets.

• A short reading campaign could be organized – possibly culminating in Adult Learners Week – in which different ABET centres are profiled and the stories of ABET learners documented for broadcast.

Support Strategies
The following support strategies could help to ensure the success of the intervention:

• Videocassettes of broadcasts could be made available to ABET learning centres and local libraries.

• Easy readers or print support materials, possibly distributed in newspapers or as stand-alone booklets, could accompany broadcast programmes. Printed support could be based on characters in the broadcasts, and intended for home-reading or used as source materials in ABET environments. Additional printed support, directed at ABET educators, might accompany learner support materials.

• A focused run-up to an event like the national Adult Learners Week or the Gilbey’s Adult Literacy Award ceremony could be explored (For 1999 the Adult). The intervention may be diverse in its approaches, but take place over a short period. Seeking support from libraries and ABET centre networks may also provide additional impetus to such an initiative. Profiling ABET programmes should be linked to incentives. A competition which aims to encourage adults to enrol in ABET programmes, as well as innovative methodologies and resource contributions in programmes, could be run as a build up to the awards ceremony. Company sponsorship could be profiled in an effort to encourage ongoing corporate funding for this sector.

Possible Partnerships and Collaboration
A wide range of possible partners and collaboration opportunities were identified for possible SABC ABET scenarios.

The SABC should seek to work with Higher Education institutions that specialize in ABET and Adult Education. Some examples of possible partners for this are the Centres for Adult Education at University of Natal (Durban and Pietermaritzburg), University of Cape Town, and UNISA. These centres or units can offer consultancy and advice on ABET programming, particularly on use of plain English and appropriate language levels (mother tongue and English). They can offer expertise in ABET materials development, particularly around content and language levels in English, Zulu, Afrikaans, Sotho and Xhosa. These institutions also conduct research into this field on an ongoing basis, and their research bases should tapped. A clear example of research relevant to the post-literacy scenario is the University of Natal’s New Readers Project (Lyster, E, 1995 New readers Project, Center for Adult Dducation, University of Natal: Durban). Another example is the survey of ABET providers undertaken jointly by the Centres for Adult Education at the Pietermaritzburg and Durban campuses of the University of Natal. This is currently being updated, and a new edition will be available by April 1999. As many higher education institutions offer courses for ABET educators, they should be viewed as potential partners for initiatives targeting ABET educators. Audio or video materials for ABET educators could be tested or piloted in courses run at universities.

Collaboration and potential partnerships with materials developers for ABET should also be sought. ProLit, Operation Upgrade, the New Readers Project at UND, and Learn with Echo at UNP would be possible partners.

ABET Education Providers should also be considered for collaboration. While many of these initiatives are fragmented, there are some national initiatives and a number of regional networks of ABET provision. The University of Natal’s Overview of ABE Providers, would be a useful starting point for identifying appropriate partners. Our interviews suggested that the following networks could also be used: the national Department of Education’s national network of Adult Learning Centres; Eskom’s national network of learning centres; the European Union funded Adult Learning Centres; Operation Upgrade; St Anthony’s; and Tembaletu Community Centre. The SABC could use ABET education providers’ learning centre networks and its facilitators and learners to pilot or use video or audio materials in formal ABET learning environments. Providers could also advise the SABC on ABET levels and priority issues. They can offer advice on content development – particularly for ABET fundamentals. The SABC could ‘piggy-back’ on providers’ facilitator training courses to include a focus on use of audio and video resources in ABET lessons. Finally, providers are in touch with a large pool of ABET learners around the country. Thus, if surveys or information from or about these learners is required, these networks should be approached.

The SABC should also seek cooperation from organizations that are involved in policy development, planning and support for ABET. Key to such partnerships is the national Department of Education’s ABET directorate and AETASA. Other key players in this area – particularly regional professional and support bodies – should also be considered. The Directorate should be involved in reviewing the in-principle statements about any ABET initiative. Any SABC ABET initiative should seek to be in line with national policy objectives, and the directorate should be consulted once strategic planning begins. The Directorate could also be approached to indicate which electives will be piloted in 2000, as the SABC could consider supporting or complimenting these. The FAAE and AETASA are important organizations to consult regarding issues pertaining to adult educators.

Requirements for Success
The following ideas would help to ensure the success of such an intervention:

• Ensure that any ABET initiative is in line with the national Department of Education’s Multi-Year Plan.

• Draw on existing research and expertise in this area, particularly at higher education institutions.

• Bear in mind that resources for ABE (including broadcasts) need 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 important issues for ABET learners.

• Involve learners in identifying priority areas. Be wary of ABET educators imposing their ideas of what is best onto learners. This can become patronizing, and intended to portray a moral message to learners.

• Test any resources designed for ABET with learners and educators before final production.

• Find suitable education provider partners if the intervention is intended for use at different levels. If the broadcast is intended for use in mediated environments, the involvement of identified networks of education providers will be crucial.