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The Role of Trade Unions in Adult Basic Education and Training: a Case Study of the National Union of Mineworkers in South Africa

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The Role of Trade Unions in Adult Basic Education and Training: a Case Study of the National Union of Mineworkers in South Africa University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1996 The oler of trade unions in adult basic education and training : a case study of the National Union of Mineworkers in South Africa. Menzi M. Mthwecu University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Mthwecu, Menzi M., "The or le of trade unions in adult basic education and training : a case study of the National Union of Mineworkers in South Africa." (1996). Doctoral Dissertations 1896 - February 2014. 2277. https://scholarworks.umass.edu/dissertations_1/2277 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. UMASS/AMHERST THE ROLE OF TRADE UNIONS IN ADULT BASIC EDUCATION AND TRAINING: A CASE STUDY OF THE NATIONAL UNION OF MINEWORKERS IN SOUTH AFRICA A Dissertation Presented by MENZI M. MTHWECU Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 1996 School of Education 0Copyright by Menzi M. Mthwecu 1996 All Rights Reserved THE ROLE OE TRADE UNIONS IN ADULT BASIC EDUCATION AND TRAINING: A CASE STUDY OE THE NATIONAL UNION OF MINEWORKERS IN SOUTH AFRICA A Dissertation Presented by MENZI M. MTHWECU DEDICATION To my sons, Sabatha and Menzi, Jr. ACKNOWLEDGEMENTS Union members because this study constitutes one of mineworkers’ contributions to knowledge and freedom. Union leaders for their belief in the importance of basic education and training in the struggle for working people’s rights; shaft stewards, at the frontlines, who organize workers and negotiate with employers; a gentle revolutionary secretariat, Kgalema Motlanthe and Gwede Mantashe. Union educators at NUM and COSATU, in particular Meryl Flasket whose cooperation and hard work made it happen. Xola Williams, Dan Mashaba, Joseph Nkosi, Jacob Babuseng and others have enlightened me on trade unionism. ABET managers who participated in this study and in national policy forums, in particular Leslie Pitse and Brian Phillips. Peer advisers my classmates, in particular Joan Dixon, who coordinated the Literacy Support Initiative. Several South African adult educationists gave me very valuable feedback, in particular Elizabeth Burroughs and Caroline Kerfoot; members of the ABET Working Group at CEPD, who put together a vision and a plan - with special appreciation for the coordinator, Judy Favish. V International experts who shared their adult education experience during the South African ABET policy planning process, Agneta Lind, Rosa Maria Torres, Harbans S. Bhola, and Anil Bordial. Adrianus Smaling, an qualitative researcher, and Elsa Auerbach, an English as a Second Language specialist, gave insightful comments on this study. Faculty advisers for years of guidance in alternative research, education, and social change. My family from whom I was absent during the course of this study, including my mother Bukelwa, my father Mfundi, and my wife Masabatha. To you all I say Thank you! VI ABSTRACT THE ROLE OF TRADE UNIONS IN ADULT BASIC EDUCATION AND TRAINING; A CASE STUDY OF THE NATIONAL UNION OF MINEWORKERS IN SOUTH AFRICA FEBRUARY 1996 MENZI M. MTHWECU, B.A., UNIVERSITY OF SOUTH AFRICA B.Ed., UNIVERSITY OF THE WITWATERSRAND M.Ed., UNIVERSITY OF MASSACHUSETTS AMHERST Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor David R. Evans The administration of basic education and training in South African mines lacks democratic participation, among other problems. This is because stakeholders like worker- learners, educators, and trade unions are mostly not involved when employers plan, implement, and evaluate programs. Currently, the Congress of South African Trade Unions (COSATU) is exploring ways in which the Adult Basic Education and Training (ABET) system can be transformed. This case study explains strategies and proposals of the National Union of Mineworkers (NUM). Qualitative research methods were used in data gathering. From 1993 to 1994, on- site, I observed and participated in NUM and national ABET activities; interviewed labor and liberation leaders and educators, managers, worker-learners, and NGO adult educators; and analyzed union resolutions, an agreement between NUM and the Chamber of Mines, and national ABET policy proposals. vii Through workshops, NUM is in the process of building the capacity of mineworkers to participate in the running of programs. Through negotiations with management, an ABET framework has been agreed. Through COSATU and the African National Congress (ANC), NUM contributes in national efforts for reconstruction and development. The defining characteristics/principles of the new industry and national ABET framework are: ABET qualifications will be equivalent to ten years of free and compulsory schooling, leading to a General Education Certificate; both general education and technical training will be certified in a common integrated framework; a national core curriculum, in a competency-based modular format, will allow for assessment and recognition of prior learning and experience. Negotiations are continuing between unions and employers about paid education and training leave, and how education and training can relate to job grading systems. ABET provision, within a national qualifications framework, is intended to: redress the apartheid legacy, and respond to economic and social needs by offering both technical and social skills. Consequently, the ABET framework more than combines the formal, functional, and Freirean adult literacy models. In conclusion, the study highlights some major labor accomplishments, challenges, and questions of this transitional period. It is recommended pursued as that, in implementing the ABET vision, joint workplace partnerships/forums be viable vehicles for learner empowerment. viii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ^ ABSTRACT LIST OF ACRONYMS xii Chapter I. INTRODUCTION Statement of the Research Problem 1 Purpose of the Study 5 Research Questions 10 Data Collection Methods 11 Trustworthiness of the Study 21 Limitations of the Study 31 II. CONCEPTUAL FRAMEWORKS FOR ADULT LITERACY 35 Introduction 35 Traditional or Formal Literacy 43 Functional or Workplace Literacy 45 Participatory or Awareness-Raising Literacy 50 III. THE RESEARCH CONTEXT 70 Introduction 70 South Africa in Transition 72 Human Resources Development in South Africa 73 The South African Mining Sector 80 The National Union of Mineworkers 86 IV. THE COLLECTIVE BARGAINING PROCESS AS A VEHICLE FOR WORKER- LEARNERS’ VOICES 97 Introduction Motivations for Labor Involvement in ABET . A History of NUM-COSATU Involvement in ABET Do Trade Unions Speak for Worker-Learners? . IX Trade Union Interactions with Education Institutions I35 Lessons from Early Experiences of Joint Union-Management Initiatives 140 V. UNION POLICY PROCESS AND RESOLUTION ON ABET 149 Introduction I49 The Union ABET Policy Development Process 150 The Union ABET Resolution 151 Summary 1 57 VI. UNION-MANAGEMENT NEGOTIATIONS AND AGREEMENT ON ABET . 169 Introduction 169 The Negotiations Process 170 The Negotiations Outcomes 184 A Next Area of Collective Bargaining: Linking Adult Basic Education and Training To Job Grading and Wages 242 Summary 255 VII. LABOR CONTRIBUTION TO NATIONAL POLICY DEVELOPMENT IN ABET257 Introduction 257 COSATU Involvement in the National Training Board 265 COSATU Involvement in ANC/CEPD Policy Process 270 Summary 292 VIII. LOOKING EORWARD 296 Introduction 295 Implementation of ABET Programs 299 In Conclusion 309 APPENDICES A. NUMBER OE ILLITERATES PER INDUSTRIAL SECTOR 326 B. A LETTER OE UNDERSTANDING BETWEEN THE UNION AND THE RESEARCHER 327 C. A SAMPLE INTEGRATED ABET ERAMEWORK 328 D. GENERIC COMPETENCIES/OUTCOMES EOR ABET 330 E. A NUM ABET PAMPHLET 332 334 F. COSATU’S VISION FOR ABET AND INDUSTRY GRADING SYSTEM 335 G. A NATIONAL QUALIFICATIONS FRAMEWORK 336 H. recognition OF PRIOR LEARNING AND EXPERIENCE X I. A 1994 SOUTH AFRICAN WHITE PAPER ON ABET J. TIMELINE EOR ABET POLICY DEVELOPMENT (1990-94) BIBLIOGRAPHY XI LIST OF ACRONYMS ABET Adult Basic Education and Training is a proposed basic education and training framework for adults in South Africa. ABET would be equivalent to ten years of free and compulsory formal schooling, a GEC. ABET would in- tegrate general education and technical training as a part of a common national qualifications framework (NQE). Language Literacy, and Numeracy would constitute modules on a four level continuum. ANC African National Congress is the biggest political party in South Africa (62.7% in 1994 elections), currently led by President Nelson Mandela. CEPD Center for Education Policy Development is a think-tank that developed the ANC education policy framework, and accompanying implementation plans. COM Chamber of Mines of South Africa, or ’the chamber’, is a federation of mine owners or employers. It is currently composed of six mining houses or groups. However, not all mining companies are members of the chamber. COSATU Congress of South African Trade Unions is the biggest of three labor federa- tions in South Africa. It is politically aligned to the ANC and the SACP. COSATU PRP COSATU Participatory Research Project is an inquiry
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