Adult Learning and Support Assignment 2
Le-Anne Goliath
16688627
Giving AET some pedagogy
After 46 years of apartheid, which was a time characterized by segregation, inequality,
exclusion and racism, South Africa became a democracy. With democracy came a much-
needed transformation of all spheres i.e. political, social and educational. This paper will
describe some of the transformations within education with a specific focus on adult education.
It will then provide a brief understanding of critical pedagogy and the ways in which adult
education can benefit from such a position.
Overview of history
The history of Adult Basic Education and Training (ABET) in South Africa involves many
eras, from colonialism to apartheid and then democracy. Within each of these eras, adult
education was either utilized to assist with communication, which granted access to the
previously oppressed or to strengthen the economy.
At the start of the 20th century, ABET was regarded as a structural activity and a crucial task
(Aitchison, 2003). This was evident in the development of the first night school, which
provided adult learners with a form of basic education. At this time, the adult education sector
was privately funded and not government regulated, therefore there was no limit on the number
of programmes (Aitchison, 2003). The downside to not being government funded led to night
schools being under-resourced. Fortunately, in 1946 the Eybers Committee (Aitchison, 2003)
declared that all adult learning organizations be subsidised by government. The committee
ensured that all Public Adult Learning Centres (PALC) received financial support from
government.
With the outbreak of WWII, the demand for skilled black labourers rose and black South
Africans flocked to receive basic education (Aitchison, 2003). This led to an increase in
PALCs. After the introduction of the new regime in South Africa, known as Apartheid, in 1946,
many changes followed (Aitchison, 2003). One which greatly affected adult education was that
of the Bantu Education Act of 1953. This act brought the Apartheid system into the schooling
system, stopped the expansion of night schools and declared it unlawful to practice education
outside the confines of a registered school, thereby making night schools illegal (Aitchison,
2003).
As a response, non-governmental institutions came to the fore and took the role of night
schools. After much resistance to the subordinate form of schooling offered by the apartheid
Le-Anne Goliath
16688627
Giving AET some pedagogy
After 46 years of apartheid, which was a time characterized by segregation, inequality,
exclusion and racism, South Africa became a democracy. With democracy came a much-
needed transformation of all spheres i.e. political, social and educational. This paper will
describe some of the transformations within education with a specific focus on adult education.
It will then provide a brief understanding of critical pedagogy and the ways in which adult
education can benefit from such a position.
Overview of history
The history of Adult Basic Education and Training (ABET) in South Africa involves many
eras, from colonialism to apartheid and then democracy. Within each of these eras, adult
education was either utilized to assist with communication, which granted access to the
previously oppressed or to strengthen the economy.
At the start of the 20th century, ABET was regarded as a structural activity and a crucial task
(Aitchison, 2003). This was evident in the development of the first night school, which
provided adult learners with a form of basic education. At this time, the adult education sector
was privately funded and not government regulated, therefore there was no limit on the number
of programmes (Aitchison, 2003). The downside to not being government funded led to night
schools being under-resourced. Fortunately, in 1946 the Eybers Committee (Aitchison, 2003)
declared that all adult learning organizations be subsidised by government. The committee
ensured that all Public Adult Learning Centres (PALC) received financial support from
government.
With the outbreak of WWII, the demand for skilled black labourers rose and black South
Africans flocked to receive basic education (Aitchison, 2003). This led to an increase in
PALCs. After the introduction of the new regime in South Africa, known as Apartheid, in 1946,
many changes followed (Aitchison, 2003). One which greatly affected adult education was that
of the Bantu Education Act of 1953. This act brought the Apartheid system into the schooling
system, stopped the expansion of night schools and declared it unlawful to practice education
outside the confines of a registered school, thereby making night schools illegal (Aitchison,
2003).
As a response, non-governmental institutions came to the fore and took the role of night
schools. After much resistance to the subordinate form of schooling offered by the apartheid
