We Hold the Future

We Hold the Future
THE GIFT OF ADULT EDUCATION
We Hold the Future – The Gift Of Adult Education
Media Works
www.mediaworks.co.za
All rights reserved © 2013
No part of this book may be reproduced or transmitted in any form or by
any means, electronic or mechanical, including photocopying, recording or
any information storage and retrieval system, without permission in writing
from Media Works, PO Box 3117, RIVONIA, 2128.
Table of Contents
5Foreword
6
Thought Leadership
12 Adult Learning Guide
14
14
16
19
19
22
AET Programmes
The Entry Assessment
The Start-up Process
Reporting Structures
Training Methodologies
The Exit Assessment
26 Learner Profiles
28
31
32
34
36
39
40
42
45
46
49
50
52
55
Gugu Ndlovu - Deaf Learner
Jack Mothale - Truck Driver
Johanna de Wee - Receptionist
Julius Mthombeni - Factory Worker and Shop Steward
Lungani Ngcongo - Learner
Nicholas Olivier - Rock Drill Operator
Piet Lodewyk - Bricklayer
Promise Mthabela - Machinist
Shepard Nyati - Receiving Clerk
Siyasanga Ngqayimbana - Nursing Student
Solomon Letsie - Rock Drill Operator at Impala Mines
Sophie Banda - Receptionist at Media Works
Vuyisile Jonono - 94 Year old Learner
William Ngwenya - Warehouse Controller
56 Client Profiles
58 HIK Abalone Farm (Pty) Ltd
60 Imana Foods
62 My Legacy
64
66
68
70
Elsie de Villiers - “Uitkyk” Home for unmarried pregnant mothers
Dennis Lamberti - 1000 Hills Community Helpers
Jackie Carroll - William Clark Gardens
John Fanana - The Heroes of Faith
72 Our Products
74Accelerate
74Access
75Navigate
75Evaluate
76 Core Learning
76 PWD Material
77Assure
77 Working Literacies
78 Business Readiness
78 Work Readiness
79 Trainer Container
5
Foreword
Janet started her career as a journalist and adult educator
teaching English and Portuguese to new immigrants.
She spent over 30 years as head of skills development at
the Steel and Engineering Industries Federation of South
Africa (SEIFSA) with a particular interest in research and
development of artisan training in South Africa.
She has extensive experience in skills development both
in the South African and international contexts and serves
as a skills specialist on the Human Resources Development
Council of South Africa.
The words of Paulo Freire, the great Brazilian
educator and philosopher, and the most influential
twentieth century writer on education, remain
as true today as when they were written. "Yet
only through communication can human life hold
meaning." The cornerstone of communication of
course is the ability to read and write.
Media Works as an organisation has gained
widespread recognition for its unwavering
commitment to providing effective adult
education and training (AET) services to industry
including small and medium enterprises across
South Africa. Since early on, the company has
challenged the conventional wisdom by using
flexible delivery methods including computerassisted training, face-to-face training or a
combination of the two.
The organisation is characterised by high levels
of innovation and the agility to tackle new
challenges as they emerge. This entrepreneurial
spirit has been demonstrated by a number of
significant initiatives to deliver adult education
and training in the workplace with minimal
disruption to the sponsoring organisation.
These initiatives include the following: the
first organisation to introduce multimedia AET
training; the first to prioritise the facilitator guide
when developing training material; the first to
introduce multimedia training aids for deaf and
blind adults as well as training using the revised
Unified English Braille Code (UEBC) for the
blind. The company has also introduced training
aids into the learner workbooks through the use
of QR codes.
Media Works has offered AET training to a wide
range of companies in the engineering industry
over many years and I have always been struck
by the sheer passion of CEO Jackie Carroll in all
my dealings with her.
In her eyes, training for workers is, above all,
a labour of love. She sees the programmes
as empowering to individual learners in a very
fundamental way. "We don't simply offer a
service to meet employers' needs for a literate
and numerate workforce. In fact, we change
lives as well at the same time," she says. "We
enable adults to progress both in their work
lives and, equally importantly, in their personal
lives. They make enormous gains in terms of
confidence and self esteem within their family
circle as well as their community." In the words
of Paulo Freire again, "Acquiring literacy is an
attitude of creation and re-creation, a selftransformation."
As Bill Clinton reminds us, "Literacy is not a
luxury, it is a right and a responsibility. If our
world is to meet the challenges of the twentyfirst century, we must harness the energy and
creativity of all our citizens."
Please join me in reading the following stories
on newly literate adults rejoicing in their newly
acquired skills. Read the passages and share in
their immense joy and pride. You will also find
some useful information on running a training
intervention as well as some other interesting
stories.
Janet Lopes.
6
1
7
The education and training of the citizens of South
Africa is of the utmost importance for Media Works.
Since starting the business in 1996, we have built
up a wealth of knowledge in the education and
training arena. From this expert point of view,
we can consistently contribute to the discussions
around development and education of the nation.
Thought
Leadership
8
Thought Leadership
What does the future hold for the new Matriculants of South Africa?
Written by Jackie Carroll, CEO of Media Works
Jackie Carroll is CEO of Media Works, a
Johannesburg-based organisation that specialises
in adult basic education and training.
The announcement of the Matric results over
the last few years has been met with both
trepidation and hope. Sadly, the National
Senior Certificate has lost its status – it
is no longer the key that will open a door to
higher education and job opportunities. The
Government must stop using the Matric
pass rate as a benchmark for their success.
Considering that South Africa has one of the
highest rates of government investment into
education in the world, the system is in crisis,
when in fact it should be delivering quality
education.
Changes to Basic Education are needed
urgently. We need the DBE (Department of
Basic Education) and the DHET (Department
of Higher Education and Training), who both
serve the same portfolio, to work together to
solve the overall problem of our poor education
results. If left unabated, we are of the opinion
that there will eventually be a huge fall-out
between these departments. Poorly educated
matriculants should not be an issue that the
DHET has to deal with, in addition to its own
problems. The issues that the Basic Education
department are facing must be sorted out as a
matter of urgency so as to avoid the delayed
improvement of school results.
What happens to these young adults who
are now out in the world with a sub-standard
education? They are being set up for failure, as
they expect that once they pass Matric, albeit
with poor marks, they are ready for University,
if they can afford it or have been granted
bursaries. These young adults start varsity
unprepared, resulting in about 40% of students
dropping out after their first year. The 2012
statistics indicate that there was only a 6.3%
enrolment rate of Southern African students
for University education. After enrolment, only
9
10
11
15% are said to graduate. Low income levels are
mainly to blame for drop-out rates, as tertiary
education is expensive. Most students leave
their studies to start working as a necessity. If
they are lucky enough to find a job, the majority
begin working without the required skills and
then it is the responsibility of the employers to
re-educate them. This is something that Media
Works is intimately familiar with as a result of
the work done with government and private
sector companies.
While all these issues paint a depressing
picture, there are ways and means to sort
things out once and for all. In our experience, we
have seen that there is a lack of technical skills
in the country. Learners who are not strong
enough academically to attend University must
consider FET (Further Education and Training)
colleges as an excellent higher education
option. Media Works has done extensive work
with FET colleges in bridging learners to cope
better with their studies. FET courses would
give the learner an occupational qualification
which can be described as a qualification
that is associated with a trade, occupation or
profession resulting from work-based learning
and consisting of three components, one for
knowledge, one for practical skills and one for
work experience.
The planned regulation of all occupational
qualifications by the QCTO (Quality Council
for Trades and Occupations) is a step in the
right direction. The QCTO recommends
qualifications that should be registered on the
NQF to SAQA. All occupational qualifications
require a final test or what is called ‘an
external, summative assessment’ which, when
successfully passed, signals to the world that
the person is able to fully perform the work
of the occupation. Employers who consider
candidates that have a QCTO approved
qualification can rest assured that these
employees will meet the requirements of the
job at hand.
In September 2012, the DHET launched a
ground-breaking research project that will
develop a Labour Market Intelligence (LMI)
system that will enable government and
the private sector to make better decisions
in matching skills demand to supply in the
country. This will in turn empower students
and work-seekers to make better informed
education and skills decisions, which in turn
will make them more attractive to employers
and the economy in general. This relates to our
suggestion of encouraging enrolment at FET
colleges and we at Media Works are excited to
see this project come to fruition as we believe
it is a step in the right direction towards the
improvement of the unemployment statistics.
In addition to this, the call to raise the pass mark
percentage should be seriously considered.
Although in the short term it would result in a
lower Matric pass rate, it would mean that the
quality of the education would be improved in
the long term. This is of the utmost importance,
because without an improvement in the quality
of education, the economy will not grow and job
creation will stagnate. The government should
be focused on the drop-off rate, not the pass
rate – if the drop off rate decreases it means
that South Africa is doing something right to
keep our kids in school for longer.
Open, honest discussions need to take place
about how to implement solutions that will
improve the situation. Urgent legal action needs
to be taken against those who are defrauding
the department and taking advantage of a less
than optimal system. Qualified management
teams need to be appointed to manage the
provincial and national education departments.
New methods of measuring performance of
schools, principals and teachers need to be
put in place and systems that track progress of
things like delivery of textbooks are imperative.
Parents, teachers, learners and government
need to work hard to make sure that we get
back to the point where a Matric certificate is
a highly valued qualification that leads to great
opportunities.
12
2
13
Our comprehensive training and education
materials include material for both learners and the
facilitators that are responsible for training these
learners. In our opinion, well-trained and informed
facilitators are the key to providing quality
education that learners deserve. This is why we aim
to supply the very best adult learning guides and
experienced project managers to train and support
the facilitators who in turn, train the learners.
Adult
Learning
Guide
14
AET Programmes:
Everything You Want to Know
Our comprehensive training and education systems
and materials include material for both learners
and facilitators. In our opinion, well-trained and
informed facilitators are the key to providing quality
education that learners deserve. This is why we
aim to supply the very best adult learning systems,
materials and experienced project managers to train
and support the facilitators who in turn, train the
learners.
The Entry Assessment
The Entry Assessment
The Start-up Process
Reporting Structures
The Exit Assessment
Training Methodologies
It is of critical importance that a
learner entering an AET programme
be assessed in relation to Recognition
of Prior Learning (RPL) criteria, which
determine the level of previous formal
and informal learning. Prospective
AET learners’ exposure to all kinds
of learning must be measured for the
course to deliver the desired results.
The aim of this assessment is to build
on the learners’ past education and
15
learning, even practical experience, in the AET
programme. For example, the education of a
learner with a standard seven/grade nine pass
in the 1990s will today be assessed at a level
derived from the extent to which they have
used their acquired skills since leaving school,
not necessarily on the levels they have passed
in the past. All prospective learners must, of
necessity, be assessed, regardless of previous
qualifications.
This is a vital aspect of the AET project. If
learners are under-assessed they may find
that they are deriving so little benefit from the
programme that they drop out. Conversely,
slotting learners in at too high a level could
place them under excessive stress. As a result,
they will either absorb little or drop out of the
programme.
The application of several tried and tested
assessment guidelines ensures the correct
placement of the learner, and, in turn, facilitates
successful learning.
Communication is a key component of any AET
course. It includes oral communication, reading,
writing and comprehension. The learner’s
competence in each of these components must
be assessed before the programme begins.
The facilitator needs to understand that a
learner whose communication skills are strong
may nevertheless sorely lack reading and
writing skills.
Conducting assessments
Assessing language
communication skills
Assessing Mathematical
Literacy skills
Combined Communication
and Mathematical Literacy
assessments
The Communication
The Mathematical Literacy
These assessments are
assessment is done in a group assessment is done in a group conducted in groups of
situation.
situation.
between 10 and 15 learners.
If there are less than 10
learners the costs will
increase.
Duration of course: 1 hour 45
minutes is needed per group.
Duration of course: 1 hour 45
minutes is needed per group.
Duration of course: 3 hours
30 minutes needed per
group.
The organisation will need to
The organisation will need to
The organisation will need
provide a large enough venue. provide a large enough venue. to provide a large enough
venue.
The organisation will need to
provide pens.
The organisation will need to
provide pens.
The organisation will need to
provide pens.
16
Confirming assessment results
`` Results will be sent to the organisation
within 7 working days. Note: This will be
subject to the number of assessments
conducted, as well as geographical
location and will be agreed with the client
in advance.
`` Media Works will quality assure the
assessments on a sample basis and
provide the organisation with an official
placement letter and graph.
Note:
Internal
facilitators
conducting
assessments need to submit their assessments
to Media Works for quality assurance purposes.
Assessment results confidentiality
is crucial, as an adult learner is
often reticent about his/her level of
education.
The Start-up Process
Running a successful AET programme requires
involvement at all levels of the organisation,
because
`` the course’s processes and reasoning
must be explained to the learners.
`` line management needs to see the benefits
and to appreciate the organisation’s
commitment to the programme in order
to persuade them to allow the learners
to vacate their posts to attend the
independent learning and facilitation
sessions.
them to contextualise the course material
better in order to optimally benefit the
learner.
2. The organisation must register as an
examination centre to enable the learners
to write their exams at a familiar location.
3. A meeting is to be held with the client to
determine the needs and to choose the
correct training route.
4. A sensitisation workshop should inform
management and learners of the nature
of the training and its benefits to them
and the organisation. Line management
needs to understand that they will
derive considerable advantage from
the organisation being staffed by more
educated employees; that AET is a lifelong
process, not a quick-fix.
5. For training to succeed, the correct
environment is paramount. Learners need
a quiet venue that is easily accessible from
their work stations.
6. Supervisors should assist and motivate
the learning experience. They should not
call learners out of the class while they are
busy with training.
7. Before starting a course, learners should
sign an agreement with the organisation,
committing themselves to the learning
process and committing the organisation
to the programme. Experience has proven
that such an agreement helps limit the
drop-out rate.
A number of processes must be followed
before training can begin:
8. A timetable, compiled after consultation
with all stakeholders, will guide the level
and pace of training. Learners’ training
schedules must dovetail with times that
are least disruptive to their work. Learners
attending self-paced computer lessons can
be scheduled to suit each individual’s time
demands. Timetabling for those involved in
face-to-face lessons should suit both the
group and the organisation’s needs.
1. The facilitator should become familiar with
the organisation’s DNA, thereby helping
9. Learners will be registered for exams when
they are ready
`` senior
management,
too,
should
understand the strategic benefits of AET
training.
`` we need buy in of the client/stakeholders.
17
18
19
Reporting Structures
Because the duration of the training can often
result in some time elapsing before a problem
is detected, progress must be monitored on
an on-going basis to establish if any of the
learners are not coping. A controlled reporting
process is therefore essential.
The process must involve regular and accurate
feedback.
Two timelines are at issue:
`` the actual elapsed time, which analyses
the learners’ progress on a monthly basis;
and
`` the learner progression timeline, which
focuses on the actual lessons in which the
learners are involved and assesses how
well the learners are coping with those
lessons.
An effective AET system should give feedback
on both these issues at regular intervals, ideally
every 6 to 8 weeks of the AET programme.
To ensure a successful AET process, an
independent monitor will provide an objective
perspective, assist with problem-solving and
compile an honest report on the process as a
whole.
Training Methodologies
There are three widely-used methods of
teaching adult learners: computer assisted
training (CAT); face-to-face training (F2F) or
a combination of the two different approaches.
plans to ensure that all the subject matter
is covered and to perform the required job.
`` F2F training is ideal for organisations
that need to train a large number of
learners in a short period of time. This
can be achieved by running several large
classes simultaneously. Full time training,
also known as “Block Release Training”
is often done using the F2F approach.
Organisations that cannot spare learners
to attend training courses throughout the
day are advised to conduct classroom
training at certain times of the day,
provided production can accommodate the
loss of manpower.
`` F2F training makes provision for constant
interaction with the learners, i.e. more
time for oral stimulation. It also facilitates
the use of material well suited to the
organisation.
Computer-assisted Training
`` In terms of CAT, the computer becomes
the primary instructor, guiding the
learner through the reading material and
preparing him/her for workbook exercises.
The facilitator – either part- or full-time,
depending on the number of learners –
checks the work and assists when required.
The facilitator is also primarily responsible
for oral intervention. CAT frees up the
facilitator to focus on the training areas
and learners requiring attention.
`` An organisation capable of releasing at
least 10 people from the workforce at one
time to attend training, can consider the
F2F approach as an option.
`` The CAT approach is favoured by many
clients.The multimedia approach promotes
higher long-term retention because the
learner uses several senses in the learning
process. Indeed, they are obliged to
actively interact with the computer for
the lesson to progress. They are taking
heed of instructions while observing
demonstrations and completing the
exercises.
`` This training process relies solely on a
facilitator, that person must have the
correct tools, i.e. pre-designed lesson
`` Companies unable to release people from
the workforce, in groups, should consider
using a multimedia CAT approach.
Face-to-Face Training
20
`` Flexibility is an important benefit of CAT,
as learners no longer need to attend
training at times suitable to the facilitator.
They use the computer one at a time, and
production is not adversely impacted.
`` CAT encourages learners to work at their
own pace, and allows for the recognition
of prior learning. This has advantages
for the learners, since those who have
previously attended school will inevitably
progress more swiftly than those who did
not. The ability to work at their own pace
also makes it possible for learners to go
on leave during a course. Their learning
process will not be affected as they will
simply need to catch up with their work
when they return from leave.
`` Self-paced learning promotes fast-track
education.
`` An efficient CAT system starts with a
simple introduction to the computer with
a view to achieving a smooth transition to
Face-to-face Programme
technology. The learners are ensured of a
high standard of training every day.
Combination of the two approaches
`` Choosing one approach over another
is not necessary, when training with
Media Works. If the organisation would
like to take advantage of the benefits
of both methodologies, this is easily
accommodated.
`` Lower level learners are given
comfort and security of facilitator
classes. Higher level learners find
CAT interaction stimulating and enjoy
freedom of independent learning.
the
led
the
the
`` The CAT approach can also be reserved for
learners who need remedial or extension
work. This is a useful tool to assist learners
in a catch up plan, if they have been away
from the classroom.
Multimedia Programme
(computer-assisted learning)
Classroom based approach.
Independent learning.
Face-to-face facilitation.
Facilitator only checks and assists.
Learners attend in groups.
Learners work at own pace.
(Minimum of 10 learners per group.)
Each group requires a minimum of 6 hours of Each learner requires 3 hours per week: ideally
facilitation per week.
three separate 1 hour sessions. During each
hour the learner spends some 30 mins on the
computer and 30 mins in the workbook.
21
22
Maintaining a successful AET process
Maintaining momentum is an essential
component of any sustainable training
programme. It can take anything between five
and seven months to complete an AET level on
a part-time basis. In addition, a learner will need
to complete several AET subjects to attain an
NQF Level 1 qualification. NQF level 1 (General
Education and Training Certificate) is regarded
as the minimum training level required for all
adults. This ensures effectiveness in both the
adult’s personal capacity; community and in
their workplace.
Processes required to maintain momentum, to
ensure value for money, and to maximise return
on time invested include:
1. Conduct a comprehensive sensitisation
and orientation process that eliminates
any possible confusion about the purpose
of the programme.
2. Ensure that a learner agreement is in place
before starting the learning process.
3. Establish a responsive reporting system
that will identify unmotivated learners
early on in the process.
4. Encourage ongoing co-ordination and
positive interaction on the part of
management to sustain motivation.
5. Recognise successful learners via award
ceremonies.
The ability to read and write is
a fundamental human right. It
is enshrined in our Constitution.
Those of us, who are fortunate
enough to be literate, need to be
supportive of this process. Contribute
willingly additional time; effort and
encouragement.
The Exit Assessment Process
Exit assessments or final exams measure
the effectiveness of the learning programme
and the benefits derived by the learners.
Formalisation of the assessments is achieved
through an external assessment agency
registered with the SA Qualifications Authority
(SAQA). UMALUSI, in turn, will assume the
role of a quality assurance body for all AET
accreditated agencies.
Learners must be assessed according to a set
standard before the employer may claim grants
from the relevant SETA. These assessments
must be conducted through an accredited
external assessment agency.
Two approaches to external assessment can be
taken:
`` The traditional exam, which the learner
completes at a registered centre, overseen
by an invigilator, after which the paper is
forwarded to the assessment agency for
marking and accreditation; and
`` Assessment via either a project or a
portfolio of evidence, whereby evidence
of the learning process is forwarded to
the assessment agency for marking and
accreditation.
UMALUSI requires that the assessment agency is
able to comply with the UMALUSI requirements.
Once those requirements are met, the learner
will write a formal exam and, in addition, submit a
portfolio of evidence at NQF L1.
The IEB
The Independent Examinations Board (IEB),
an educational transformation leader, offers
specialised assessment services to SETAs and
companies registering skills programmes and
learnerships for their sectors.
Because assessment is key to achieving the
NQF’s fundamental objectives, the IEB has
access to a range of assessment products able
to evaluate fundamental skills as part of a skills
development and learnership programme.
23
25
The IEB’s first three (of five) assessment levels
focus on literacy, or language communication,
and Mathematical Literacy. At NQF1
(equivalent to the General Education and
Training Certificate or GETC), credits are
offered in English and Mathematics, with
other subjects available in conjunction with A
Secondary Education Curriculum for Adults
or ASECA programme. The IEB also offers
curricula-linked credits at NQF4, equivalent to
the Senior Certificate.
The IEB offers external examinations and sitebased assessment in
`` UMALUSI certification at NQF4.
`` UMALUSI certification at NQF1 for
communication in English and mathematics.
`` AET levels 1 to 3 IEB certification
in
communication/language
and
mathematics.
`` examination preparation workshops.
`` site-based assessment guidelines and
workshops.
`` published guidelines on the assessment
system.
`` feedback and reporting on assessment
results, and
`` placement assessment.
Visit their website at http://www.ieb.co.za/
for more information on the exam timetable
and registration forms.
Benchmark Assessment Agency
Benchmark’s exams allow adults and out of
school youths to become more employable and
provide them with key skills and knowledge to
progress further up the NQF ladder.
Today, we as Benchmark, an emerging
assessment body in the adult education and
training environment, are working hard to create
an assessment system that will fundamentally
improve the adult education sector. We are
focusing more on the candidates taking our
tests to allow them to be better prepared for
programmes higher up the NQF and thereby
providing them with the confidence to pursue
the ideal of lifelong learning.
Today adult learners need to compete in a
new economic and global market. More jobs
require a skilled and well educated workforce.
Benchmark is committed to helping adult
learners to get the basic skills in literacy and
numeracy.
At Benchmark, we know – as do more than 15
000 past candidates – that second chances
can change lives. And we know that second
chances are about finding successful ways
to put thousands of lives that are on hold in
motion – by creating pathways that can help
make dreams a reality.
At Benchmark it’s all about our learners.
We are committed to ensuring that more
adult learners and out of school youths are
ready to access general, further education
and training and occupational qualifications.
Because we are passionate about our adult
learners, we work hard at ensuring that our
assessments are accessible, valid, fair and
reliable. We use subject matter experts with
extensive experience in the adult education
and training sector. Our qualified assessors and
moderators are key partners in ensuring that
our assessment products are quality assured
and that they meet regulatory requirements.
Currently we only offer assessments at
AET levels 1 – 3. We intend to expand the
assessment opportunities in the near future
by providing assessments at NQF 1 – 4; for
example the National Senior Certificate for
Adults (NASCA), Foundational Learning
Competence (FLC) and other qualifications
and part qualifications as they are registered on
the various sub-frameworks of qualifications.
We offer Assessments on Demand (AOD),
providing clients with 15 opportunities to
register their learners to write our exams when
they are ready to be assessed.
Visit their website at http://www.benchmark.
co.za/ for more information on the exam
timetable and registration forms.
26
3
Over the years we have received many compliments
from the many learners who have completed our
courses. These dedicated learners grabbed the
opportunity to learn and further their studies
and education with both hands. They attest
to the positive changes our training materials
have brought to their lives. Their numerous
recommendations, praise and appreciation keeps
us motivated and we thank them for that.
Learner
Profiles
28
Gugu Ndlovu
Deaf Learner
Attending the AET courses has changed my
life for the better. I am now able to read and
write. Finally I can use my cellphone - I don’t
have to ask my sister to read my SMS messages
anymore.
My name is Gugulethu Ndlovu, but
everyone calls me ‘Gugu’. I am 31
years old and was born deaf.
I am currently an office assistant and
have dreams of becoming so much
more. When I was growing up, it was
difficult to communicate with my
mother and sister. We used to point
to things or they would use actions to
show me what they wanted me to do.
My mother was a domestic worker
in Alberton and did not earn a lot of
money, so we struggled. My sister
went to school, but my mother did not
know where to send me to school. I
knew I was different. All I wanted to do
was learn but I couldn’t because I was
deaf and my mother was not educated
enough to know where to send me.
I sat at home doing nothing and
couldn’t play with other kids when they
came back from school. I longed to
wear a school uniform and be part of
something. Most of my childhood was
spent in tears, I cried until I couldn’t
cry anymore. The last time I cried was
when I learnt Sign Language.
The first time I met another deaf person
was in 2001, when I was 20 years old.
This demonstrates how sheltered my
life was.
Through DeafSA, I found a learnership
opportunity and after completing it,
I was employed at Timbercity as a
carpenter to fix kitchens. However,
things were difficult for me as it was a
hard job and I struggled with signing.
I heard about the Media Works AET
courses at eDeaf and thought that this
was my chance to become educated
and learn to sign, so I immediately
enrolled. It was great to be with other
deaf people, all learning to sign, read
and be educated.
I am busy with AET Level 2 and it is
difficult, but I am happy, because I am
getting closer to reaching my goals. I
want to follow a career in the building
trade and focus on becoming an
electrician.
It was only after I had learnt South
African Sign Language with the help
of Media Works’ AET course that I
found my own identity and the ability
to communicate with the world around
me.
Because of AET training I am not
shielded from the world anymore and I
can look to the future with confidence.
AET is really making a difference in my
life.
31
Jack Mothale
Truck Driver
As I have explained, my life has changed for
the better. I am so happy and it is all because
of the opportunity I was given to further my
education.
My name is Jack Mothale and I am
43 years old. I am married and have
three sons, but sadly one passed away.
I live in the Northern Cape and work
as a truck driver on the Karsten Farm
in Konnoneiland. The farm supplies a
range of seedless table grapes to the
local and international markets.
and I was dependant on others for
assistance. Because I couldn’t speak
or understand English I started with
Setswana Literacy Level 1. This gave
me a solid foundation because I was
taught in my mother tongue. I passed
Setswana and am now busy with
Numeracy Level 1 and it is going well.
I was born in Vryburg in the North
West Province and had a very happy
childhood with my seven brothers
and sisters. My parents loved us and
did their best for us but unfortunately
I didn’t have the opportunity to go
to school, because I had to help my
mother look after my sisters.
My first born is in Grade 2 and he looks
up to me. I encourage him to do well
in school because education is the
key to success. I want my children
to achieve great things in life. Since I
learnt to read through Media Works’
AET programme, I can now help my son
with his homework.
I started working for Karsten Farms
in 2003 as a seasonal worker and
when my contract expired, the farm
employed me as a gardener because I
was a hard worker. I thought I would be
doing this forever, but my life changed
when I enrolled for a Media Works AET
course in 2007.
Thanks to AET, I received my Code 14
driver’s license and was promoted from
a gardener to a truck driver in 2011. I
remember the first time I travelled to
Prieska - I was very excited because I
could read the road signs and arrived at
my destination without any problems. I
can read my Bible, send SMSes on my
cell phone and withdraw money from
the ATM without assistance.
When I started I couldn’t read or write
32
Johanna de Wee
Receptionist
The promotion allowed me to earn a better
salary which assisted me in taking care of my
children’s education. I really enjoy what I am
currently doing. Although I am not currently
busy with any training, it doesn’t mean it is the
end of the road to further my education. I will
always be keen to learn more.
My name is Johanna de Wee and I am
from Bloemfontein. I am 50 years old
and I work as a receptionist for AVBOB
Industries. I am married with three
children, two sons and a daughter, and
have two lovely grandchildren.
I grew up in a family of 11 children
and my father was illiterate. I went to
school, but had to leave at the age of
15 to find work and help provide for my
family. Due to the fact that my father
was illiterate, he could not teach us at
home so I could not continue learning.
It was difficult, but we managed to
make ends meet.
I started working for AVBOB in 1989
as a general worker, making handles
for the coffins, but I always knew I
wanted to achieve something better
in my life. When the Media Works
AET programme was introduced at
the company in 2009, I grabbed the
opportunity with both hands and
enrolled as a learner. I completed the
English Level 3 programme and passed
with a distinction. The best part about
receiving this qualification was that my
children were so proud of me!
Two of my children completed their
degree at the University of Free
State. My husband is passionate
about education and he supported me
throughout my AET training. My entire
family has always encouraged me to
further my studies and through the
AET programme I got the opportunity
to do just that. Successfully completing
my training was only possible with the
support of my family.
In 2010, I got promoted from a general
worker to a receptionist, as a result of
what I had learnt through the Media
Works AET programme. I have never
looked back! I meet new people on a
daily basis and love being the face of
the company.
34
Julius Mthombeni
Factory Worker and Shop Steward
Thanks to AET, I now have more confidence in
communicating with management and I can now
help my children with their schoolwork. My
family is happier and that makes me happy too.
My name is Julius Mthombeni and I
am 43 years old. I was born and grew
up in Giyani, a small town in the heart
of the Limpopo Province. I am married
with two children, a son who is now in
college and a daughter who is in Grade
7.
I completed all my schooling in Giyani
and matriculated in 1989. Unfortunately
I could not afford to study further at a
tertiary institution.
I decided to relocate to Johannesburg
after I got married so that I could look
for opportunities that would improve
my financial situation in order for me to
care for my family.
I started working at Transman, where I
was employed for a long while. I soon
realised that I needed to broaden my
horizons and grow my career, so in
2000, I got a job at General Mills in the
factory as an assistant.
I struggled to communicate with
management at the company because
of my lack of a tertiary education.
My matric certificate had left me illequipped for the world of work and
further training. I could not help my
children with their schoolwork because
I could not speak English very well and
did not understand maths. I had to ask
them for help instead.
I heard about the Adult Education and
Training Programme that was being
presented at work in 2006 and decided
that this was the opportunity I needed
to get an education despite my age, so
I enrolled.
I started the Media Works AET course
and enjoyed it very much. I was happy
to learn and improve my communication
skills in English. I am now doing my AET
Level 4 and have already completed my
literacy part of the training. I am still in
the process of completing maths, but I
am working hard and I am determined
to complete my Level 4 training.
I am currently a shop steward and have
more responsibilities now. I am a part of
the company’s climate survey meetings
representing production team.
I aspire to further my career at
General Mills and would like to focus
on logistical management. One day I
hope to become the plant manager. It
is exciting to have the opportunity to
improve your future.
36
Lungani Ngcongo
Learner
For me, I wonder where I would’ve ended up if
my friend Lindokuhle hadn’t given me advice.
Sometimes in life we find ourselves in
a situation when we don’t know which
way to turn or what choice to make.
This is when it is helpful to have people
in your life to give you advice, as their
words may be help you to overcome
whatever situation or challenge you
might be facing.
For me, I wonder where I would’ve
ended up if my friend Lindokuhle hadn’t
given me advice.
I was doing well at school. Unfortunately,
I got sick and I had to stay in hospital
for six months. I wasn’t able to write
my final Grade 11 exams. When I was
discharged, it was too late for me to go
back to school to do Matric, as it was
already the middle of the year.
I thought that my life would never get
back on track – I didn’t know what to
do!
Since I was not attending school, my
friend Lindo advised me, and in fact
convinced me, to join him at 1000 Hills
Community Helpers where I’d be able
to improve my English language and
Computer skills.
I listened and took his advice because it
sounded like a step in the right direction
and it made so much sense. I saw an
opportunity to do something that would
keep me busy, instead of sitting at
home watching TV or starting with bad
habits as most teenagers who drop out
of school end up doing – unacceptable
things that lead them into trouble. I’m
really happy that my friend who is only
one year older than me gave me such
helpful guidance. I thought adults were
the only ones who could assist teens
with decisions about their future, but I
was wrong.
I am doing very well with my lessons and
the teachers at 1000 Hills are friendly
and kind. When I started at 1000 Hills,
I could see that my life was getting
back on track, things are perfect now.
I enjoy what I’m doing because I like to
learn. I tell myself all the time that I am
destined for success!
37
39
Nicholas Olivier
Rock Drill Operator
Nicholas is an energetic young man with bright
green eyes, who has an extremely positive
attitude towards life. His sparkling personality
enhances his passion for his job and his future.
My name is Nicholas Olivier and I am
a 27-year old learner from the Free
State.
When I was growing up, I experienced
problems at home that meant I was
not able to complete my schooling.
My dream was to become a pilot.
Unfortunately, I only had a formal
education up to Grade Nine. My
family could not afford for me to
complete school or go to college to
study further, so I had to find another
way to make a living.
Eight years ago, I decided to move to
Rustenburg, where there were more
work opportunities than in the Free
State. I got a job at Impala Mines as
a rock drill operator. During my time
at the mine, I was told about the
adult literacy course that was being
run through Impala. I was so excited
about the course, because I really
wanted to improve my education so
that I can further my career. I spoke to
my manager and asked if he was able
to arrange for me to go on the course.
Luckily he agreed and I enrolled then
and there. I was very happy that he
listened to me and took me seriously.
I was screened to determine which
level of the AET training would be
best for me, and was put in Level 3.
I studied hard and within three weeks
of starting the course, I caught up
with the rest of the learners and I was
on the same level as the rest of the
class.
I now feel that I am moving up in the
world, and that I can realise my dream
of becoming an engineer. I don’t want
to be a rock-drill operator all my life.
I want to become a miner and then
an engineer. I now have hope and
wake up smiling every day and I can’t
wait to go to school. I am learning so
much, and it makes me happy.
If I complete AET Level 4, I will be
granted an interview at Impala Mines.
If I pass, I will automatically become
a miner and be one step closer to
becoming an engineer and maybe
even a pilot!
I am encouraging my fellow employees
to enrol in the course, because it will
change their lives for the better, as it
has done mine.
40
Piet Lodewyk
Bricklayer
I encourage everybody that would like to
further their education to attend an AET
programme. Grab the opportunity – don’t wait!
A brighter future awaits you and it will change
your life forever, as it did mine.
My name is Piet Lodewyk and I am 40
years old. I live in Postmasburg with
my wife and three children and I am a
bricklayer by trade.
Due to unfortunate circumstances and
a lack of money, I was forced to leave
school in Grade 8. I had no choice but
to go and look for work. I never stopped
dreaming of furthering my education
but with no money it stayed a dream for a long time.
I decided to improve my life and enrol
in a bricklaying course at the Kolomela
Skills Training Centre in Postmasburg
and soon realised that the training
centre also offered AET classes. I
believed that this was the opportunity
that I was waiting for and I immediately
enrolled and started the AET Level 2
course. It wasn’t easy, but I worked
hard and have since passed Level 2.
I am currently busy with Level 3 and I
plan to continue until I have achieved
Level 4.
Before I enrolled for the AET training,
I was not able to speak English very
well and I knew very little about maths.
Now, my English and Maths skills have
improved so much that I can assist my
children with their homework and my
nephew with his Grade 10 work. This
would never have been possible if I
did not attend the Media Works’ AET
programme
My facilitator has been very
encouraging and supportive and she
believes in me. She says that I am
determined, committed and dedicated
and that she sees a great future for
me. I agree with her and I believe that
where there’s a will there’s a way and
you are never too old to learn.
I encourage everybody that would like
to further their education to attend an
AET programme. Grab the opportunity
– don’t wait! A brighter future awaits
you and it will change your life forever,
as it did mine.
42
Promise Mthabela
Machinist
I have also discovered that I enjoy writing. Before I
completed my AET course, my spelling was terrible,
however the training has helped me to write and spell
well. Perhaps I will try my hand at a book someday…
My name is Promise Mthabela and I was
born in an underprivileged community
in Kwa-Mashu, KwaZulu Natal. Despite
the hardships we endured, we were a
close-knit family and I was adored by
my parents. When I was in Grade 11,
tragedy struck our family when my
father passed away. His death caused
such turmoil in my life that I ended up
failing my matric. I have always felt that
not obtaining my Matric Qualification
was “unfinished business” in my life.
I currently work for Saddler Belts &
Leathercraft (Pty) Ltd, a company
that produces smart and casual belts
as well as exotic leather belts for
tourist shops. When I was offered
the opportunity to enroll in the Media
Works AET programme through the
company, I grabbed it with both hands!
AET was the best gift that the company
could ever have given me, as it enabled
me to obtain an education, something
I always dreamt of doing. I was given
the opportunity to improve my life and
with the company’s encouragement, I
achieved something I never thought I
could.
Completing the course has helped me
in all areas of my life. In particular, it
has given me strength. After losing
my father, I had low self-confidence. I
was too afraid to try anything on my
own. Now I feel stronger and smarter
and ready to follow my dreams, one
of which is to become a motivational
speaker. When people hear my story,
they are motivated to change their
lives too. I always encourage them to
enroll for the AET programme because
it changed my life.
45
Shepard Nyati
Receiving Clerk
When I was a child, I dreamt of becoming a policeman
because there was no discipline in the community and I
felt I could improve the situation. Now that I have had AET
training and have moved up the career ladder, I am able to
save money for my retirement.
My name is Shepard Nyati and I am 40
years old. I grew up in a small village
called Ramathlabang on the border of
Botswana near Mafikeng in the North
West Province. I completed formal
schooling up to Grade 7, but my family
was poor and could not afford to send
me to high school or to study further at
a college or university.
After leaving primary school, I waited
until I turned 17, which was old enough
to start looking for a job. My mother
had to raise six children on her own, so
I had to help where I could by earning
money so that we could live and feed
ourselves.
There were not many job opportunities
in the village where we lived, so when I
was 18, I went to Botswana to look for
work. I was employed by a car service
company where I cleaned carburettors
and helped to service cars, mostly
army vehicles for the government. I
worked there for 16 years. In 2006, I
moved back to South Africa and got a
job at Nestlé as a casual worker and
later became a full-time employee. I
really appreciated this opportunity.
My manager at Nestlé told me about
the Media Works AET programme
and that this was an opportunity
for me to study further at no cost to
me, so I signed up for the training. I
always wanted to improve my level of
education, so enrolling in this course
was something that motivated me.
I was assessed and started the AET
course on Level 3 Maths and Level 2
English. I have now completed my AET
Level 4 Maths and Level 4 English,
and currently I am very busy with my
studies for NQF Level 1.
As a result of completing AET courses,
I have a better understanding of many
things. I am able to communicate
effectively with my managers. I
understand the instructions they give
me, so I am able to complete the task
at hand properly. I have also been
promoted – previously I was a driver,
but now I am an acting receiving clerk.
Studying further has really helped
me to grow. Since I am now able to
converse in English and I understand
Maths, I can help my son and daughter
with their school work.
Now that I have had AET training and
have moved up the career ladder, I am
able to save money for my retirement
and my children’s education which will
secure their future. I have ambitious
plans to one day start my own
transport company. I know that I can do
it as I have an education that will help
me run my company and do business
effectively.
46
Siyasanga Ngqayimbana
Nursing Student
If my story inspires others to take advantage
of learning opportunities, I will be very happy.
It proves that anyone can achieve their goals. I
am so grateful to all those who have helped me
along the way. When a door opens up for you,
step through it. You never know what will be
waiting on the other side.
My name is Siyasanga Ngqayimbana.
I started working as an abalone farm
employee in 2009 at HIK Abalone
Farm in the Western Cape. I found
out that there was a literacy and
numeracy programme, provided by
training specialist Media Works and
funded by the AgriSETA, available to
all employees. I immediately decided to
join the workplace adult education and
training (AET) programme.
The first reason I chose to enrol was
to improve my English. At that stage, I
had no idea where it would lead. I just
knew that an opportunity was being
offered to me and that I should take
it. I worked very hard, attending the
training for several hours a week, and
achieved certificates in both learning
areas.
In 2011, I was nominated for an
AgriSETA Excellence Award and won
in the category of Best Performing
AET Learner. I attended the Awards
Ceremony in Johannesburg - it was
an experience I will never forget. It
was the first time I had been amongst
high profile people and it left a huge
impression on me. I gained confidence
and I realised that I could accomplish
anything I set my mind to.
It has always been my dream to work
in the medical field, because I want to
help people. When I returned to Cape
Town after the ceremony, I decided to
apply to a Nursing College. I was so
happy when I heard the news that I had
been accepted and that my dreams
were going to come true.
My intention is to complete my Nursing
Degree and, one day, become a doctor.
I know that it won’t be easy but I believe
that because of the AET training I
received, thanks to HIK Abalone Farm,
I now have the skills to make it happen.
49
Solomon Letsie
Rock Drill Operator
If it wasn’t for the AET course I would not be
where I am today. It has changed my life. I am
able to set an example of hope to the youth.
I am proof that you are never too old to learn
and improve your skills.
My name is Solomon Letsie and I am
52 years old. I grew up in Lesotho.
My family was very poor and I had to
leave school early to help out at home.
I herded cattle and worked in the fields
to help my family survive. As a result,
I did not get an education and did not
learn to speak English.
immediately decided that I wanted
to learn English so that I could
communicate better with my friends
and colleagues on the mine. I am
now almost fluent in English and can
communicate with other people without
a problem.
Later I began working on the mines
because it was the only job I was
qualified to do. I worked on various
mines and in 1989 I became a rockdrill operator at Impala Mines in
Rustenburg.
This experience has meant a lot for me.
I am no longer confused when given
instructions from my managers and I
am learning other important skills, like
using a computer, which I know will help
me to improve my career. On a personal
note, a better education means that I
am able to look after my family.
I was told by my manager and fellow
employees about the AET course and
50
Sophie Banda
Receptionist
The adult education programme has opened so
many doors for me. My boss is my role model – she
has done so much for me and has inspired me to
pursue a career in business. With my education, I
can now do anything I set my mind to.
My name is Sophie Banda and I am 42
years old. I am a single parent and I live
in Krugersdorp with my two daughters.
I grew up in Muldersdrift and went to
school at Mosupatsela High School in
Kagiso. Sadly I left school in Grade 9 to
look for work to help support my family.
I started working with my mom selling
chickens on the farms, but when I got
pregnant I stopped working. After the
baby was born, I had to stay home to
look after her.
Despite this difficult situation, I still had
big dreams and I had always wanted
to study medicine so that I could help
people, but I unfortunately did not have
the means to do so.
I joined Media Works in 2004 as a
stock-room assistant. My life changed
completely the day I decided to
improve my education and enrolled
in Media Works’ AET Course. I was
assessed at Communication Level 02
and I was by no means happy with that.
I was determined to improve my rating.
I subsequently passed Mathematical
Literacy Level 3 with a merit and
Level 4 Communications in English
(NQF1) with a credit. I am very proud
of my achievements.
Media Works has acknowledged my
hard work and I was recently promoted
to receptionist. I really enjoy my new
position and find it challenging and
diverse. Improving my qualifications
has helped my confidence grow. I find
it easier to communicate with people
and to express my views. I am more
determined than ever to achieve
my goal of becoming a successful
businesswoman.
52
Vuyisile Jonono
94 Year Old Learner
I am now 94 years old and have passed my AET
Level 1 exams that were introduced by Media
Works. You would think that at my age I would
feel stressed about the work that needs to be
completed in the training courses, but this is
not the case. I am excited by the prospect of
learning more each day as it means that my
dreams are becoming a reality.
My name is Vuyisile Jonono and I was
born in 1918 at the Krantzdrift Farm in
the Eastern Cape. I was never given
the opportunity to receive a formal
education because my family was poor
and there were no schools in the area
for us to attend. As a result, I never
learnt to read or write.
I worked on an ostrich and goat farm
near Grahamstown for as long as
I can remember. In 2000, the farm
was converted into the Kwandwe
Private Game Reserve. Once the
farm had become a reserve and new
management took over the running
of the business, they introduced the
adult literacy programmes for all the
employees. I had always wanted to
learn how to read and write but I did
not know who to contact or where to
start the process, so I was very pleased
when the programme started.
At the ripe old age of 83, a life-long
wish came true when I learnt how to
write my own name as a result of the
Media Works AET (Adult Education and
Training) programme. The training that
I received has changed my entire life. I
used to make a cross on the signature
line when I collected my pension every
month, but now I can write my full
name.
55
William Ngwenya
Warehouse Controller
AET has been a stepping stone for me. As Lord
Chesterfield said, “If you do not plant knowledge when
you are young, it will give us no shade when we are old.”
My name is William Ngwenya and my
philosophy about life is simple: I believe
that even something small, when
nurtured and looked after, can grow
to be something big and important.
It is this belief and outlook on life
which has helped me move from the
manufacturing floor of a company to
having my very own office at Everite, a
building supplies company.
warehouse controller at the company.
I have turned my life around thanks to
Media Works’ AET courses and the
fact that my company, Everite Building
Products partnered with Media Works
to offer the AET training to improve its
employees’ communication and mathsliteracy skills.
I always recommend AET to my coworkers. It has changed my life and
equipped me with new skills that
I can use at home and at work. I am
proud that I am now able to assist my
children with their homework in the
evening which has greatly improved our
relationship.
It wasn’t easy at first. The learners who
were enrolled for the AET programme
were mocked by other employees.
Although this was discouraging, I
continued with the course. I started
at a very low level and when I saw
my department recognising my
improvements and development Skills,
because of the training, I became more
motivated to succeed.
I have learnt new skills as a result
of the training and I was given the
opportunity to change my professional
life. I completed AET training Levels
2, 3 and 4 in English and Level 2 in
Mathematical Literacy. This enabled
me to be promoted from pre-marshall to
Using my new found communication
skills, I registered at Damelin to study
store-keeping and store control basics.
I would never have been able to do this if
I did not get the necessary training and
education through AET. I am currently
busy with Level 3 Mathematical
Literacy and I am working towards
becoming a qualified logistics manager.
I started at the bottom, but I now have
my own office where I conduct my day
to day duties. I am even able to meet
with my directors to communicate the
information that they require.
The training and skills I obtained
helped me and other employees to
better understand our managers and
what is required from us. We don’t
need interpreters anymore and work
documents do not have to be translated
for people to understand them. It is
now easier for most employees to read
and write. Most importantly, notices
and safety warnings are more easily
understood.
56
4
57
Our clients are important players in educating
our learners. They provide the means so we can
get on with the job of educating. Some of our
clients go the extra mile and show us new levels
of commitment, ensuring that together we deliver
unsurpassed training and education to their
employees, uplifting them in order to lead better
lives. We have numerous clients and without their
buy-in and support, we would find it difficult to
realise our goal of training the uneducated.
Client
Profiles
58
HIK Abalone Farm (Pty) Ltd
HIK staff holds the key to future
aquaculture success
Written by: Liesl Gordon, Human Resources
Manager for HIK Abalone Farm.
At HIK Abalone Farm, we pin our
future success on our highly skilled and
motivated staff.
As a result of the global decline in fish
stocks in recent years, unemployment
levels have soared in communities that
were originally dependent on fisheries.
The aquaculture or aquafarming
industry in which HIK operates offers
benefits for these communities
including job creation and social
improvement programmes that support
and develop employees as well as the
societies they live in.
We share in this upliftment by providing
training for all our employees through
AET and Media Works. We know that
adequate education is a basic human
right and it is for this reason that HIK
Abalone Farm has chosen to focus on
providing educational assistance to our
staff as well as our local community.
Furthermore, we offer Life Skills
education, which assists employees in
their work environment as well as other
aspects of their daily life.
The success of HIK’s Media Works
AET programme is reflected in the
nomination of two of our employees
for the Agriseta Awards for Best
Performing AET Learner – an
achievement that we are very proud of.
HIK currently employs approximately
120 people, 20 of which are occupied
in highly specialised mid to senior
management positions.
Abalone farming is an intensive process
requiring the employment of bestpractice industry standards. It demands
the utmost care from staff to produce
output of the highest quality. To ensure
that these standards are maintained,
we continually train our staff through
Media Works. This, together with our
continued emphasis on research and
innovation has translated into us being
widely recognised as an industry leader
in South Africa.
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Imana Foods
Imana Foods transforms
dreams into reality
Written by Paul Alcock, Managing Director of
Imana Foods
John Alcock, Imana Foods’ visionary
founder and my father, had a dream
to improve and, in fact, eradicate
malnutrition throughout Africa. It
was this vision that prompted him to
start the company in a garage in New
Germany in 1984. Today this proudly
South African company has grown
exponentially, from humble beginnings
to the market leader in the Soya Mince
market and a major player in the stock
cubes and economy soup market.
A key pillar in our company’s success
structure is our keen focus on lifelong
learning. Imana Foods is passionate
about nurturing our employees to
grow, develop and further educate
themselves. We allocate a generous
annual training budget towards the
growth and development of our staff.
This is what prompted us to begin
working with Media Works’ AET
programme over 13 years ago.
Whilst we recognise that the Media
Works programme is extremely
demanding of the learners, we feel that
it should be. In fact, it makes us even
more committed to a programme that
we believe to be a vehicle for growing
and inspiring our employees, and at the
same time, truly making a difference in
their lives.
More than 100 learners are currently
enrolled in the programme, which
boasts an impressive pass rate. Many
committed and motivated learners that
have completed the programme go on
to earn promotions in their sought-after
careers.
Imana Food’s vision is not only to
produce high quality, great tasting
products but to make a difference in
the lives of our consumers, customers
and employees – a vision that is now
manifest in Mozambique, Zimbabwe,
Botswana,
Swaziland,
Namibia,
Lesotho, Zambia, Mauritius and the
United Kingdom.
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Media Works cares about people and as such, all
our employees are encouraged to make a difference
in the lives of people by supporting issues that are
close to their hearts. It comes as no surprise that
some of our employees have decided to engage in
their own projects to further assist communities
with the problems they are faced with. These are
fondly called “My Legacy” projects and the inspiring
results of these heartfelt missions are clear.
My Legacy
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Elsie de Villiers
“Uitkyk” Home for unmarried
pregnant mothers
Written by Elsie de Villiers, Media Works Project Manager
and Adult Literacy Specialist
It was in 2007, while I was studying and
writing exams at Unisa that I met a fellow
student who taught at the Uitkyk home
for unmarried pregnant mothers.
These soon-to-be mothers, many not even
15-years old were forced to leave school
without the necessary education to get a
job. As such they had many hours during
the day where they did nothing at all and
to keep them busy they were offered
some basic skills training.
The house relies on government funding
and other donations, which does not
amount to very much and in recent years
the state money has shrunk. Feeding
and counselling the women with the little
money therefore takes precedence over
anything else.
To make matters worse, these mothersto-be have to put their life on hold to have
and care for their babies. What chances do
they have to develop further? These sad
and heart wrenching stories compelled
me to spring into action because help was
desperately needed.
I approached Media Works and submitted
a motivation for assistance in supplying
AET learning material to the home, to help
these women change their circumstances.
They agreed and sponsored not only
books and learning materials, but also
the multimedia training programme and
training for the facilitator. The home
now offers AET Level 1 to 4 in both
Communication and Maths Literacy.
On hearing about the plight of the home
and the hardships it faced, I simply had to
help and give these women an opportunity
to further their studies and obtaining a
better education.
If these women are not able to read and
write, their children will have a 25% less
chance to survive. Therefore I see this
assistance and support from Media Works
as a basic necessity of survival.
We all know the stigma about unmarried
pregnant women not being smart enough
to make better choices. Getting pregnant
without a support structure is seen as
mere stupidity. This is the all-round belief,
despite the reality that many of these
pregnancies are unplanned and often
happen by accident.
By empowering the mother you are
empowering the child. The mother can
transfer what she has learnt to the child
and simply be a better equipped mother
to raise the child. Without the assistance
and support from Media Works to help
educate these women, their futures would
have been more than bleak.
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Dennis Lamberti
1000 Hills Community Helpers
Written by Dennis Lamberti, Development Director
for Media Works
I was approached by my sister-in-law,
Wilma, to support a project in the Valley
of 1000 Hills in KwaZulu Natal. Wilma
is a volunteer at 1000 Hills Community
Helpers and she wanted to start an AET
(Adult Education and Training) centre
where unemployed youth and adults could
access free education. This is something
that is close to my heart, so I agreed to
assist without a moment’s hesitation.
I am a ‘banana boy’ and grew up on a farm
in the region. As a child, I was fluent in
Zulu and had a number of Zulu friends
who exposed me to their way of life. I
know that the people who live there have
serious problems to deal with. The Valley
is a place of such desperation. HIV has
taken its toll and there are a large number
of child-headed homes or homes where
Gogo has to take care of her grandchildren
or the neighbour’s children. Hope is not
something that these people live with.
It is my wish that we can rekindle that
flame of hope by giving these young
adults the tools to fend for themselves.
Education is their only hope to get out of
the hole they find themselves in.
The 1000 Hills Community Helpers project
was established in 1989 by Dawn Leppan
and Alan Paton. They started a community
feeding programme under the trees in the
Inchanga area. The project grew over the
years and, in 2008, a permanent home was
built, comprising of a health and wellness
clinic, a children’s infirmary, as well as
education and development facilities.
Media Works agreed to provide all the
learner and facilitator material for the
project. We train the facilitators and give
regular update training as it is required.
We supply and support all the multimedia
software and offer the occasional IT
support when needed.
We have been supporting this project
since 2008 and have committed to give
support, training and material for as long
as it is needed. We are very proud of our
learners who have done so well and are
honoured to be making such a difference
in these people’s lives.
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Jackie Carroll
William Clark Gardens
Written by Jackie Carroll, CEO Media Works
We had just opened our Media Works
office in KZN in 1998 when I heard
about a friend of mine who had adopted
a little boy Simphiwe. Simphiwe was
found abandoned in a toilet at a train
station in Durban. Not only was Simphiwe
abandoned, but he was also ill. This story
touched my heart completely, as I had just
given birth to my son.
My friend came into contact with
Simphiwe, because she was a volunteer
at The Edith Benson Babies Home. The
home caters for 60 children between the
ages of birth and five-years-old, who were
abandoned and ill ­- some are HIV positive
and others with terminal illnesses.
Some of the children who came to the
home did not even have names. I could see
the absolute despair in these children’s
eyes. I simply had to get involved in giving
these children better lives, knowing how
I loved my little boy and wanting the
best for him in life. There is nothing more
precious than a child.
I thought of what I could do to make their
lives better. I felt completely ill-equipped
and helpless. Apart from supplying care
and food, the children needed something
else. I decided on giving them access to a
garden, a nice space in which to play and
enjoy nature, a place where they could
feel the sun on their faces and which
would add value to their lives.
The gardens at the home are large but
plants in KZN grow wildly and freely.
The gardens were so overgrown that
the children had nowhere to play. We
needed to hire a gardener to maintain
the garden and Media Works agreed to
sponsor his salary. A garden is a luxury,
the orphanage needed to use its money
for more important things like food and
medicine. The children were overjoyed
about the garden. Being able to play
outside and not spend all day cooped up
inside has been a very important part of
their development.
The orphanage also looks after terminally
ill children and there were of course
many deaths. It was decided to dedicate
a quiet part of the garden to hosting a
wall of remembrance. A place to record
each child that has passed through this
earth, no matter how limited their time
was, offering a tribute to these lost little
lives. Media Works covered the cost of
the construction of this wall as well as
the plaques that are made every month,
which records the child’s name and date
of death. There were sometimes up to 10
deaths a month, meaning 10 little souls
had passed on.
It is really good to be able to say, 14
years later, our biggest expense for the
orphanage is the cost of buying new
plants and shrubs. No longer are so many
children dying from HIV. The response to
anti-retroviral medication has been a huge
success and its impact can be clearly seen
at The Edith Benson Babies’ Home.
With our efforts to contribute to the
wellbeing of our nation, we will continue
to help where we can to improve the
quality of life of these children. We really
take comfort in the knowledge that our
assistance in sponsoring the upkeep of
the garden and the wall of remembrance
is already adding value as a permanent
memory that will remain in our hearts.
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John Fanana
The Heroes of Faith
Written by John Fafana, Project manager
I started The Heroes of Faith Project, an
education and learning initiative for the
elderly and community in Orange Farm
because of a personal experience.
My father never attended school and
could not read or write. I was shocked
that because of the past he never had
the opportunity to be educated to even as
much as write his name, not mentioning
learning to read. I simply had to do
something about it and help him.
So at the age of 66, I started to teach him
how to read and write using sub-standard
B, today’s grade 2, material. It was
amazing to see him trying and I had tears
in my eyes the day he first wrote his name
on paper. It was such an emotional thing
and I could see the joy, appreciation and
sense of accomplishment on his face. At
this old age it was the first time he could
read and write.
As a result of this experience I developed a
passion for education and helping others,
especially the elderly who had never had
the opportunity to learn and study.
I realised this need when I went to church
in Orange Farm and discovered that many
of the elderly people attending church
could not even read their bibles then had
to ask their children or others to help
them. This to me was a sad case and again
I felt that I had to help them and I started
my mission to empower the community of
Orange Farm in 2010.
My boss at Media Works, Jackie Carroll,
when hearing about this, felt that Media
Works needed to contribute to my
cause and the company supplied its
ACCELERATE learning material to the
project. The learning materials included
learner workbooks and ACCELERATE
learning software for basic oral education
and levels 1, 2 and 3. This multimedia approach introduced learners
to technology in an enjoyable, nonthreatening manner. Media Works also
supplied its facilitator training guides for
the volunteers who assist in educating the
elderly. This of course meant a whole lot,
not only to me, but the whole community.
“John’s work ethic and passion in making
a difference in the education sector
caught our attention and inspired us to
assist him in his mission to empower the
Orange Farm elders and community,”
says Carroll, CEO of Media Works.
Media Works has proven to be a catalyst
for change in the education fraternity
with its drive to get South Africa literate.
It is a vision of mine to make a change
in communities that is sustained by
my wish to see that change and ensure
that learners see facilitation or teaching
as a calling in assisting those who lack
knowledge.
The basic adult education and training
(AET) has helped the learners to improve
their lives and it now allows them to
pursue their dreams.
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Media Works was formed because there is a sincere
need to bring about change in the lives of the
underprivileged people of our country. Our history
tells the story of how we have grown from strength
to strength to become one of the leading Adult
Education and Training (AET) and educational
solution providers in the country.
Our Products
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Our Products
Accelerate
Access
Adult Education and Training Fundamentals
(AET)
Foundational Learning Competence (FLC)
Our flagship adult literacy programme,
Accelerate AET, is breaking new ground in
Adult Education as we successfully train and
empower thousands of adults annually.
Accelerate is the culmination of 17 years of
Adult Education and Training (AET) programme
development, expertise and passion.
Accelerate represents the pinnacle of adult
education methodology, based on the current
SAQA Unit Standards for both Communication
(Literacy)
and
Mathematical
Literacy
(Numeracy).
A robust training programme that incorporates
the very latest teaching philosophies and
methodologies,
Accelerate
rejuvenates
traditional Adult Education and Training (AET).
Ensuring that learners have the underlying
Communication and Numeracy (FLC) skills
to enable them to progress successfully on
occupational learning programmes.
The introduction of the Quality Council for
Trades and Occupations (QCTO) highlighted
the need for a qualification that prepares adult
learners for occupational training and skills
development.
Foundational
Learning
(FLC)
refers
to competence in two subject areas:
Communication in English and Mathematical
Literacy (Numeracy). Together these two form
a part qualification, which was submitted to
SAQA for registration in March 2012.
Access (FLC) has been designed for an
occupational training context, which uses
English as the language of learning and
training. It is seen as a platform for progress in
both occupational training as well as in applied
work performance.
Media Works offers the Foundational Learning
(FLC) in Computer-Assisted and Face-toFace training methodologies, as well as a
combination of the two.
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Navigate
Evaluate
Learner Management Tools
Projects Division
Navigate is a Learning Management System
(LMS) designed specifically for Media Works’
projects.
Evaluate is the projects division of Media
Works that ensures that your AET training
programme is relevant and customised to your
organisation’s unique needs.
Navigate LMS does more than just track
learners; it manages all aspects of the learning
intervention.
The days of any training programmes running
unmanaged are over. With tight budgets and
strict deadlines, training managers are required
to deliver more with less. Using an effective
Learner Management System (LMS) can help
training managers achieve this.
Our team of implementation experts will ensure
that your organization achieves its training
goals in the most effective way.
The Evaluators partner with your organisation
to gain an in-depth understanding of your
business needs and align their customised
training recommendations to meet your
organisation’s unique requirements.
Successful management requires meaningful
information, which is derived from accurate
data throughout the training process. The
hurdle is capturing this data, which can be
tedious and time consuming.
Implementation must be relevant, customised
and professionally managed in order to truly
benefit both learner and the organisation.
Don’t let your costs run away. Poorly managed
training projects can blow your budget.
Navigate is project based with each training
process having a defined timeline. The
learner’s progress is tracked on the Learner
Management System along this timeline to
produce meaningful reports. No more surprise
project overruns.
Trust the leaders in Adult Education and
Training to design your customised training
solutions.
Navigate LMS is designed to manage both
computer assisted, as well as traditional faceto-face training interventions.
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Core Learning
PWD Material
GETC Subjects
AET for the Blind and the Deaf
The primary purpose of the GETC is to equip
learners with the values, knowledge and
skills that will enable or enhance meaningful
participation in society, contribute towards
developing sustainable communities, provide
a basis for learning in further education and
training, and establish a firm foundation for the
assumption of a productive and responsible
role in the workplace.
Media Works, pioneers in Adult Education
and Training, have developed life-changing
AET courses for adults with sight and hearing
disabilities.
The Core Learning subjects have been
developed using the same methodology that is
used in all the Media Works material. Robust
facilitator guides, including lesson plans, fact
files and an assessment plan supported by
learner workbooks.
The material is available at AET levels 3 and
4. The level 3 material has been designed to
provide a basis for the level 4 material to build
upon.
Our Adult Education and Training materials
for People With Disabilities offer these unique
individuals the opportunity to achieve economic
freedom and improved self-reliance through
employment.
Millions of South Africans are faced with
hearing or sight challenges / disabilities.
Unable to develop basic literacy and numeracy
skills, their social and economic lives are
limited.
Determined to eliminate literacy and numeracy
problems one person at a time, the development
of technology-based AET PWD courses was a
natural next-step for Media Works, the leaders
in Adult Education.
Media Works’ PWD material enables Blind
and Deaf adults to progress through the AET
levels to NQF Level 1 – the basis for further
education and employment.
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Assure
Working Literacies
Assessing for skills audit or employment
Fundamental Bridging Course
Whether you are doing a skills audit or hiring
new staff, Assure is the assessment tool to
help you make the right decisions.
Functional illiteracy – it’s a problem that
many organisations grapple with. It consists
of seemingly educated workers who are
supposed to have learned functional English
communication skills and basic Maths
(Numeracy) at school, yet remain incapable of
applying the skills in the workplace.
Just because you’re hiring or training workers
instead of executives doesn’t mean that you
can cut corners doing it. It’s precisely when
job candidates aren’t at matric level that you
need to exercise great care in identifying their
skills level and sift out the best of the bunch
through an assessment process. This enables
companies to select those who show promise
and career potential.
The biggest cost faced by your organisation
is arguably the cost of hiring and training the
wrong people. The Assure assessment tool can
help you to eliminate these costs through an
early detection of skills levels and a candidate/
employee’s potential.
We have developed a new assessment tool
called Assure, which is designed to separate
those who truly show promise. You can then
arrive at a shortlist of those candidates /
employees that you would want to have
working in your organization.
Assure assessment tool looks at 3 components:
Adult Education (AET/AET), Foundational
Learning (FLC) and a candidate’s ability to
understand concepts and assimilate new
information.
Do you suspect that many of your workers just
don’t understand written communication such
as reports, safety instructions and procedures,
and product descriptions?
Do they lack the basic business numeracy
to understand everyday concepts such as
budgets, projections and money management?
How do you bridge the gap between functional
illiteracy and mobilising your workforce to be
more productive by giving them workplace
literacy and numeracy skills?
There is a solution to the problem. Our
Working Literacies programme bridges the
gap between textbook literacy and workplace
understanding.
Developed by Media Works, the leaders
in Adult Education and Training (AET), this
powerful bridging course is designed to
demystify the world of commercial English and
Mathematics so that your workers can function
at the level you expect of them.
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Business Readiness
Work Readiness
Entrepreneurial Short Courses
Empowering the Workforce Short Courses
Business Readiness is a set of dynamic
workshops designed for adults, aimed at both
literate and semi-illiterate business owners
and entrepreneurs, who would like to take their
businesses to the next level. The target market
for this material is primarily in the informal
sector.
Your organisation has invested in skills training
at various levels yet your workforce is still not
performing as one cohesive team…
The courses have been loosely developed
according to registered unit standards. Many
of these unit standards have come from NQF
level 4 and 5 but have had to be simplified to
suit the target market.
Business Readiness has been developed
to provide learners with skills that would
otherwise be out of their reach. The reality of
an emerging market is that entrepreneurs do
not necessarily fit the mould. Many informal
business owners have little formal education
and are therefore excluded from mainline
training. Business Readiness aims to address
this problem by providing the required skills in
a manner that suits the learner.
Each course is designed to run for approximately
one week. The duration depends on the learners
abilities. All course material is in English but
skilled facilitators are able to present it in any
language of choice.
Excellence in the classroom is not being echoed
in the workplace. The root cause for lack of
workplace integration is the vast difference
in cultures, upbringings, belief systems and
lifestyles of our diverse population.
This is a challenge shared by many local
employers and Work Readiness is the
workforce integration solution.
Workforce integration is achievable when skills
are coupled with an understanding of business
ethics, legal requirements and workplace soft
skills.
Work Readiness is a workplace integration
solution that consists of a set of dynamic
workshops designed for working adults.
Aimed at both illiterate and literate learners,
these exciting modules include more than
20 topics ranging from “Managing Personal
Finances”, “Values and Ethics in the Workplace”
to “Inappropriate Behaviour in the Workplace”.
Work Readiness equips the employee with
business world knowledge, cultural awareness
and the confidence necessary to enter the
world of work in the 21st century and to operate
as part of a bigger integrated workforce.
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Trainer Container
Secure Training Centres
The Trainer-Container, an all-in-one solution
for your training infrastructure, developed with
the sole purpose of bringing technology to
communities that would otherwise continue to
exist in a training vacuum.
Built using a refurbished shipping container,
the Trainer Container comes equipped with 10
networked computers, individual workstations,
a multifunction printer, 32” LCD TV and DVD
player. The container is insulated and airconditioned.
Whether for corporate or community use, the
Trainer Container provides a secure training
centre that can be tailored to suit your needs.
.
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