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Activities at the University of Natal at Pietermaritzburg DOCUMENT RESUME ED 359 818 FL 800 595 AUTHOR Van Heerden, Gwyneth; And Others TITLE Empowering Adults through Literacy Education inSouth Africa: Activities at the University ofNatal at Pietermaritzburg. REPORT NO ISSN-1016-3435 PUB DATE 91 NOTE 8p.; NU Focus is published by the Universityof Natal. AVAILABLE FROMPublic Affairs Department, University ofNatal, P.O. Box 375, Pietermaritzburg 3200, South Africa. PUB TYPE Journal Articles (080) Information Analyses (070) JOURNAL CIT NU Focus; v2 n3 p29-37 Win 1991 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Adult Basic Education; *Adult Literacy; *African Languages; Blacks; *English (Second Language); Foreign Countries; Illiteracy; LiteracyEducation; Second Language Instruction; Second Language Learning; Uncommonly Taught Languages IDENTIFIERS Empowerment; *South Africa; University of Natal (South Africa); Zulu ABSTRACT Five brief articles froma journal published by the Public Affairs Department of the Universityof Natal, South Africa, discuss issues related to empoweringadults through literacy education in that country. "Meeting Needs" (Gwynethvan Heerden) describes the extent and nature of adultilliteracy in South Africa and the activities of the literacysupport service of the Center for Adult Education at the University ofNatal. "Read for Life" (Tania Spencer) describes acourse aimed at teaching adults how to read and write in Zulu using the learning/experiencemethod. "A Leg to Stand On" (Vis Naidoo) presents the Learnwith Echo project, which provides distance basic adult educational materialfor a black undereducated readership. "Meeting Needs" (Vis Naidoo)describes the goals and philosophy of the Center for Adult Education'sCommunity Development Education and Training Programme. "Offthe Shelf" (Tania Spencer) describes a special library establishedby the University of Natal's Department of Information Studies and NatalSociety Library, which is designed to facilitate community andindividual empowerment. (Adjunct ERIC Clearinghouse on Literacy Education) (LET) *********************************************************************** Reproductions supplied by EDRSare the best that can be made from the original document. *********************************************************************** C74:, EMPOWERING ADULTS THROUGH LITERACY EDUCATION IN SOUTH AFRICA: ACTIVITIES AT THE UNIVERSITY OF NATAL AT PIETERMARITZBURG "Meeting Needs" by Gwyneth van Heerden "Read for Life" by Tania Spencer "A leg to stand on" by Vis Naidoo "Meeting needs" by Vis Naidoo "Off the shelf" by Tania Spencer Articles from Nu Focus, Published by the Public Affairs Department, University of Natal, P.O. Box 375, Pietermaritzburg 3200, South Africa. (ISSN 1016-3425) Articles may be reprinted with acknowledgement. EDUCATION U.S. DEPARTMENT OFand improvement PEPMSJ.3.,. Office of Educat.onai Research BEE'. CipA"NED BY RESOURCES INFORMATION EOU ATIONALCENTER (ERIC) been reproducedas his document has or organaatron receuved from the person orrgrnating rt. have been madeto improve C Minor changes reproduchon Quaid,/ In this dOCu. Pomtsol new or opmions staled othc.al necessanty represent TC; TAE EDuC.A.T.ira-C, aESG_ 'ES men(donot NPC.IPY4T19., EP'C OERI position Or 0011Cy 2 ?: w ki.kitiors.i. VITAL VVORK If you're reading this. there'ssomething you should know. Around60% of your fellow South Africans are unableto. That's the estimate of illiteracyin English. Mother-tongue illiteracyis almost as bad: theestimate here. described by some expertsas conservative, is 40%. Not being ableto read and write prevents millionsof adult South Africans fromfulfilling their own potential and from participatingin the manifold enrichmentsof the written word. And for as many literateand semi-literate people, there'sanother problem: where to find the writteninformation and related skillsnecessary for full individual and communityempowerment. The stories whichfollow show something of the work beingdone in these vitally importantfields by a handful of dedicated people on the University'sPietermaritzburgcampus. PI;r11 3 BEST i44 NU FOCUS ON IL LITERACY 29 Illiteracy Meeting needs How the Centre for Adult Education contributes to adult literacy around Pietermaritzburg ADULT illiteracy is definitely write in Zulu and English. trying to contribute in each of these a massive problem in South Both Zulu and English literacy are areas through the Centre's Adult Basic Africa, but one long neglected important. There may be a temptation Education Programme. Components by leaders, politicians, educators and to dismiss Zulu mother-tongue liter-of the programme include the Echo policy makers. Perhaps due to the fil- acy, but experienced literacy workers project which provides distance edu- tering effects of the 1990 United Na- consistently say that it is faster and cation materials for literacy and post- tions International Literacy year cam- more effective for completely illiter- literacy support (see page 34), and an paign, and the changing political mood ate people to learn to read and write in Adult Literacy Support service. in the country with increasing empha- their mother-tongue, and to learn The Adult Literacy Support service sis on transformation and development, English at a later stage. Unlike chil- functions in the following ways: learn- the problem of adult illiteracy has fi- dren, adults are already "immersed" in ers and potential learners are informed nally begun to feature in the media and their mother tongue and the phonetic of existing literacy classes in the "Learn on the agendas of persons of influence. spelling and syllabic structure of Zulu. with Echo" educational supplement, During the second half of 1990, the encouragesrelativelyfastliteracy and a newsletter is sent to teachers and Centre for Adult Education on the acquisition, compared to the complex interested people on all aspects of lit- Pietermaritzburg campus conducted a structures of English. eracy work. Literacy and easy reading survey of non-formal education in the Adult learners often cite reading and materials, from literacy organisations Pietermaritzburg region. Part of thewriting letters as strong motives for all over South Africa, are kept at the project was to identify the most urgent attending literacy classes, and these Centre and sold to local practitioners educational needs in the local commu- intense and personal benefits of Zulu at cost. Consultancy advice is offered nity. Adult illiteracy emerged as an literacy are obvious in the context of about setting up learning groups, train- overwhelming problem for individu- migrant labour, great distances in the ing, methods, materials and specific als, community structures, develop- country and lack of telephone facili- problems in literacy work. ment workers, trade unions, employ- ties for many people. Ongoing research is conducted on ers and trainers. They all gave ex- Literacy work is seldom simply teach- the scale of illiteracy and literacy work amples of how limitations in basicing reading and writing, but may in- in this region. Later this year, the Centre skillslike literacy, numeracy and elude second or third language instruc- is hoping to organise teacher training Englishlanguagecommunication tion, numeracy, oral communication, for groups of interested people from hampered the progress of their particu- post-literacy skills like alphabetical different organisations around Pieter- lar organisation, while individuals spoke order, instruction on administrative maritzburg. of their illiteracy in the context ofconventions like always signing one's The dominance of only two languages humiliation and daily struggle. name the same way, and basic infor- in this region, English and Zulu, is a Statistics on the scale of adult illiter- mation on how a modern economy great advantage to adult literacy work acy are not completely reliable. A works in order to understand things compared to other areas in South Af- conservative estimate is that at least like income tax, sales tax and infla- rica. In a city like Johannesburg, learn- 40% of black adults in South Africa tion. ers in one literacy class may come cannot read and write in their first The non-formal education research from different language groups, in- language. Considering that in order to showed that in 1990 only about 300 cluding Zulu, South Sotho, North So- function as a literate person in South (0,3%) of the 100 000 illiterate adults tho, Xhosa and Setswana, while Afri- Africa (in other words be able to use an around Pietermaritzburg were attend- kaans is often the language of the autobank, read a newspaper, fill in ing literacy classes. Facilities for adult workplace. forms, read a job card at work) it is literacy learners are limited and iso- This local advantage should be ex- necessary to read and write in an offi- lated, and no regional programme exists. ploited, and hopefully the aim of the cial language as well, the scale ofCommon problems in literacy work United Nations to make the 1990s a functional illiteracy is more likely about are the lack of information, teaching decade of literacy will be realised in 70%. Around Pietermaritzburg itis and learning materials suitable for the Pietermaritzburg region, where the estimated that about half the black adults, teacher training, and easy to need and the potential certainly exist.11 adult population can read and write in read post-literacy material. Gwyneth van Ileerden (Literacy Zulu, and only about 30% can read and The Centre for Adult Education is Support Co-ordinator, CAE) 30 NU FOCUS ON ILLITERACY
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