Abstract
M.Ed.
The purpose of this study has been to focus attention on the support structures and
processes to be considered by a core-plus organization, such as the South African
Bureau of Standards (SABS) if it intends to realize the prospect of transforming its
Elementary Technisa Studies (ETS) learners into self-directed, autonomous adults
capable of effectively engaging in Adult Basic Education and Training (ABET)
through distance education. This quest to maintain continuity in the provision of adult
education to its employees, led to the SABS contracting TECHNISA to offer the ETS
linking programme to its employees who have successfully advanced to ABET level
four (Grade). Completion of the ETS linking programme gains the learners entrance
to an NI (National Technical certificate) course offered by TECHNISA. Thus,
completion of the ETS linking programme will gain the SABS ABET level four
learners entry into the Further Education and Training (FET) band (Grade 9-12).
Due to the fact that the ETS linking programme had been offered to the SABS ABET
level four through distance education, this study has explored the challenges faced by
the learners who, for the first time in their ABET careers, are expected to be selfdirected
and autonomous if they hope to succeed in their studies. Furthermore, the
study has identified, through the data collected from interviewing and observing the
six ETS linking programme learners, and from documented views, the support needs
expressed by these adult learners. Those identified support needs are program
relevance, educator-learner relationship, time-limitations, knowledge sharing,
development and training, learner-support and program structure. These categories
translated into recommendations to the SABS, and can also lend themselves
applicable to any core-plus organization, which intends introducing the ETS linking
program learners to the self-directed, autonomous world of distance education — thus
kindling the spirit of lifelong learning in adults. The conclusion of the study
emphasized the point that the South African Bureau of Standards will realize its
prospects of maintaining continuity in the provision of adult education beyond the
ABET band only if it creates and maintains support systems, processes, structures and
an environment conducive to the inculcation of lifelong learning in adults.