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Content of Literacy Programmes Versus Information Needs of Identified Communities in South Africa: A Case Study
By Suzan Sophie Thembekwayo.
Published by The International Journal of Learning
| Format | Price | |
|---|---|---|
| Article: Print | $US10.00 | |
| Article: Electronic | $US5.00 |
Prior to 1994 focus in South African Education was mainly on content-based education where the emphasis was on memorizing the contents and emphasizing of product learning. After 1994 a paradigm shift took place where outcome-based education was introduced which changed the face of South African education from content to outcome-based education. The focus on outcome-based education has indeed rendered the content of different literacy learning materials for basic literacy training inappropriate. Two predominantly Afrikaans communities of Damonsville and Onverwacht were used to determine their information needs to address the content of literacy programmes. Section 29(1) of the Constitution of the Republic of South Africa, 1996, states: "Everyone has the right to a basic education and to further education, which the state, through reasonable measures must make progressively available and accessible.”
| Keywords: | Literacy Programmes, Adult Basic Education, Outcomes-Based Education |
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The International Journal of Learning, Volume 14, Issue 4, pp.217-222. Article: Print (Spiral Bound). Article: Electronic (PDF File; 542.992KB).
Me. Suzan Sophie Thembekwayo
Lecturer, Department of Afrikaans Media and Culture, Faculty of Humanities, University of Pretoria, Pretoria, South Africa