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Profile of adult-eduction learners changing substantially

TEACHING MINERS The profile of learners is changing, with fewer requiring basic levels of adult education and training

JACKIE CARROLL Competence in mathematics and science goes a long way towards helping technical staff, such as rock-drill operators

1st May 2015

By: Donna Slater

Features Deputy Editor and Chief Photographer

  

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The profile of mining sector learners undergoing adult education and training (AET) tutoring is changing significantly, says Sandton-based AET provider Media Works.

Media Works CEO Jackie Carroll tells Mining Weekly that AET gained traction in the mid-90s, as the South African population included many employed and unemployed people without the basic levels of education.

The profile of such learners has, until recently, remained relatively similar, with learners of the past having little to no educational training and subsequent high levels of illiteracy. “Recently, an increasing number of learners who have higher levels of basic education are enrolling for advanced AET courses,” says Carroll.

“While there is still a desperate need for AET, the profile of the learner is changing, with fewer learners requiring basic levels of AET and an upward trend in learners enrolling for more advanced courses and higher levels of training,” she says, noting that learners enrolling for AET now include learners with education levels up to National Senior Certificates.

Older-generation learners requiring introductory levels of education, such as pre-AET and introductory AET, previously comprised the learner profile, Carroll adds.

She explains the level and extent of illiteracy in the worst cases. “Some learners in pre-AET courses did not know how to hold a pen or even read using tracing from left to right,” she says.

Carroll says Media Works teaches literacy, numeracy and life skills, and the company is largely active in the mining industry, with some clients having used the company’s services for as long as 18 years.

Media Works has 19 years of experience in the education sector and currently services 80 mining clients in South Africa. It has also performed work for several mining companies, such as Rio Tinto and PPC, in other countries, including Botswana and Mozambique, but Carroll notes that most of these clients have headquarters in South Africa.

“At any particular time, there are at least 100 000 learners on our programmes from all sectors,” she states, adding that the bulk of Media Works’ client base is the mining sector.

Industry Specific
Media Works’ courses are specifically geared towards the mining industry, especially from an occupation perspective, Carroll tells Mining Weekly, noting that “the lack of AET is a significant problem in the mining sector”.

AET is essential for mining personnel. “Imagine if a miner cannot read safety instructions. This could result in deadly consequences,” she says.

Further, at higher levels of AET, Media Works offers the Foundational Learning Competence (FLC) Programme, which is optional at credit transfer system National Qualifications Framework (NQF) Level 2 and compulsory at NQF levels 3 and 4.

“These form the fundamentals of education in the mining industry, including mathematics and communications skills, which are required to enable any kind of further learning,” says Carroll.

Specifically for jobs in mining engineering, FLC forms the cornerstone course from Media Works – it is a 40-credit competence course, which is a part of every occupational qualification going forward, being compulsory at NQF levels 3 and 4.

Further, competence in mathematics and science goes a long way towards helping technical staff, such as rock-drill operators, in understanding their jobs and appreciating their working environments, she says.

Media Works recently completed an AET project for the Mining Qualifications Authority. To date, 1 053 learners have completed this programme in the past six months. “Learners have achieved an 80% pass rate on this programme,” notes Carroll.

Challenges
Education in the platinum sector was disrupted in 2014, with lengthy strikes and the subsequent non-attendance of classes by learners. “There was about a five- to seven-month period during which no tuition could be done,” she says.


The non-attendance was further delayed, as learners were required to undergo medical evaluations and to re-do induction courses before they could enter mines to work, attending classes after their shifts, as part of their part-time studies.


Carroll explained that the bulk of mining learners enrol for studies on a part-time basis, owing to work commitments. “Most of the mines cannot afford to send workers on full-time courses because this would entail additional costs, as either support staff will be required or significant amounts of downtime will follow,” says Carroll.


However, attending courses after shifts creates other complications, as “learners are tired, dirty, hungry and thirsty. . . after a lengthy shift. . . and then have to sit in class to be tutored,” she notes.


“I take my hat off to these. . .  learners who attend classes after. . . work, diligently process the study material and. . . pass the course.”

Edited by Leandi Kolver
Creamer Media Deputy Editor

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