Advertisement

International Review of Education

, Volume 61, Issue 3, pp 365–397 | Cite as

Measuring and monitoring in the South African Kha Ri Gude mass literacy campaign

  • Veronica McKay
Original Paper
First Online:

Abstract

After many previous failed attempts to reach illiterate adults, the award-winning South African Kha Ri Gude mass literacy campaign, launched in 2008, undertook to ensure that learners seized the opportunity to learn – for many adults, this was a “last chance”. Written from an insider perspective by the campaign’s founding Chief Executive Officer, this article outlines the features which contributed to its success despite the many challenges it initially faced. The author outlines the social and legislative backdrop, notably the South African National Qualifications Framework (NQF) providing the scaffold for the continuum of adult learning and the assessment of learning outcomes, and examines the various components which influenced the design of the campaign. She focuses, in particular, on the learning outcomes measurement model tailored to the campaign’s specific context, namely a structured and standardised learner assessment portfolio (LAP). Designed as a tool to be administered universally for both formative and diagnostic purposes, the portfolio enables continuous assessment, forming an integral part of the process of learning and teaching. After many initial challenges encountered in introducing this mode of learner assessment, it was eventually institutionalised and found to be a non-threatening way of assessing learning outcomes while also functioning as a tool for monitoring and ensuring accountability in the campaign. This article gives an account of the development considerations and explains the role of the assessment process within the broader context of the campaign. It also refers to ways in which the mass-based assessments were administered under difficult campaign conditions with a view to assessing for learning.

Keywords

Literacy Lifelong learning Assessment Portfolio Adult learning Mass campaign Kha Ri Gude Qualifications framework Adult education 

Résumé

Mesure et suivi de la campagne d’alphabétisation de masse Kha Ri Gude en Afrique du Sud – Après de nombreuses tentatives manquées de desservir les adultes illettrés, la campagne d’alphabétisation de masse sud-africaine Kha Ri Gude, lancée en 2008 et récompensée par un prix, s’est assurée que les citoyens saisissent l’opportunité d’apprendre – elle était une « dernière chance » pour un grand nombre d’adultes. Rédigé dans une perspective interne par la directrice générale fondatrice de la campagne, l’article présente les caractéristiques qui ont contribué à son succès malgré les nombreux défis rencontrés au début. L’auteure expose le contexte social et législatif, notamment le cadre national sud-africain de qualification (CNQ), qui fournit une charpente pour le processus continu d’apprentissage des adultes et pour l’évaluation des acquis, et spécifie les diverses composantes qui ont influencé la conception de la campagne. Elle s’attarde en particulier sur le modèle de mesure des acquis ajusté au contexte spécifique de cette campagne, à savoir un portefeuille structuré et standardisé d’évaluation de l’apprenant. Conçu comme instrument de gestion universelle à des fins, tant de formation que d’évaluation, ce portefeuille permet une évaluation permanente et fait partie intégrante du processus d’apprentissage et d’enseignement. Malgré de nombreuses difficultés initiales pour l’introduire, ce type d’évaluation de l’apprenant a été finalement institutionnalisé et s’est avéré être un moyen d’évaluer les acquis sans pression, tout en servant d’instrument de suivi et de responsabilisation durant la campagne. L’auteure rend compte des considérations lors de la conception et explique le rôle du processus d’évaluation dans le contexte général de la campagne. Elle mentionne également comment les évaluations de masse ont été gérées dans des conditions difficiles de campagne avec l’objectif d’évaluer en faveur de l’apprentissage.

This is a preview of subscription content, log in to check access.

References

  1. Abadzi, H. (2003). Improving adult literacy outcomes: Lessons from cognitive research for developing countries. Washington, DC: The World Bank.CrossRefGoogle Scholar
  2. Abadzi, H. (2006). Literacy acquisition and the biology of reading. In H. Abadzi (Ed.), Efficient learning for the poor: Insights from the frontier of cognitive neuroscience (pp. 36–49). Washington, DC: The World Bank.CrossRefGoogle Scholar
  3. Abadzi, H. (2008). Efficient learning for the poor: new insights into literacy acquisition for children. International Review of Education, 54(5–6), 581–684.CrossRefGoogle Scholar
  4. Aitchison, J., & Alidou, H. (2009). The state and development of adult learning and education in sub-Saharan Africa. Regional synthesis report. Hamburg: UNESCO Institute for Lifelong Learning.Google Scholar
  5. Archer, D. (2003). Literacy as freedom: Challenging assumptions and changing practice. In N. Aksornkool (Ed.), Literacy as freedom: A UNESCO round-table (pp. 32–46). Paris: UNESCO.Google Scholar
  6. Black, P., Harrison, C., Lee, C., Marshall, M., & William, D. (2003). Assessment for learning: Putting it into practice. Maidenhead, Berkshire: Open University Press.Google Scholar
  7. DBE (Department of Basic Education) Kha Ri Gude Literacy Campaign (2008). South Africa literacy Campaign. Cape Town: Government of South Africa. Accessed 6 Sept 2009 from http://www.kharigude.co.za/index.php?option=com_contentandview=articleandid=50andItemid=29.
  8. DBE (2011). Kha Ri Gude mass literacy campaign: Section 40 Report as at the end of December 2011 submitted for audit purposes. Pretoria: DBE.Google Scholar
  9. DBE (2012). “Yes I can” Learner assessment portfolio for the Kha Ri Gude South African literacy campaign. Pretoria: DBE.Google Scholar
  10. DBE (2013). Statistical Abstract. Pretoria: DBE.Google Scholar
  11. DoE (Department of Education) (1995). South African qualifications authority act (Act 58 of 1995), Government Gazette 364(16725), 4 Oct 1995. Cape Town: Government of South Africa.Google Scholar
  12. DoE (2000). Adult basic education and training act (Act 52 of 2000). Government Gazette 426(21881), 13 Dec 2000. Cape Town: Government of South Africa. Accessed 13 May 2015 from http://www.gov.za/sites/www.gov.za/files/a52-00_0.pdf.
  13. DoE (2001). Special needs education: Building an inclusive education and training system. Education white paper 6. Pretoria: Department of Education.Google Scholar
  14. DoE (2006). Ministerial committee on literacy. Final report for presentation to Minister GNM Pandor, MP, Minister of Education (MCL report). Pretoria: Department of Education.Google Scholar
  15. DoE (2009). National qualifications framework Act (Act 67 of 2008). Government Gazette 31909(524). 17 Feb 2009. Cape Town: Government of South Africa. Accessed 26 May 2015 from http://www.ilo.org/dyn/natlex/docs/ELECTRONIC/93648/109560/F1922122638/ZAF93648.pdf.
  16. Duboc, A. P. M. (2009). Language assessment and the New Literacy Studies. Lenguaje, 36(2), 159–178.Google Scholar
  17. Ecclestone, K., Davies, J., Derrick, J., & Gawn, J. (2010). Transforming formative assessment in lifelong learning. Maidenhead, Berkshire: Open University Press.Google Scholar
  18. Haddad. W., Colletta. N., Fisher, N., Lakin. M. & Rinaldi, R. (1990). Meeting basic learning needs. Final Report: World Conference on Education for All, Jomtien, Thailand, 5–9 March. New York: WCEFA Inter-Agency Commission Published by the Inter-Agency Commission.Google Scholar
  19. Hanemann, U. (2011). Report to the Minister of the South African Department of Basic Education. Kha Ri Gude literacy campaign, South Africa. (unpublished document prepared following a UNESCO mission to Pretoria, South Africa, 30 March to 5 April 2011).Google Scholar
  20. King, M. (2012). Kha Ri Gude and quality assurance. Presentation at Verification workshop, St Georges Hotel, 30 March 2012. Unpublished document.Google Scholar
  21. McKay, V. (2012). The College of Education celebrates International Literacy Day. Presentation: University of South Africa. Pretoria: UNISA. 7 Oct. Accessed 12 June 2015 from http://www.unisa.ac.za/cedu/news/index.php/2012/09/cedu-celebrates-international-literacy-day.
  22. McKay, V. (in press) Literacy assessment, monitoring and evaluation in sub-Saharan Africa. Regional perspectives on literacy programme delivery. Paris: UNESCO.Google Scholar
  23. McKay, V., & Sekgobela, E. (2015). Training manual for volunteers in the Kha Ri Gude Campaign. Pretoria: Department of Basic Education.Google Scholar
  24. Moropa, K. (2012). The initiator in the translation process: A case study of The Prophet by Kahlil Gibran in the indigenous languages of South Africa. South African Journal of African Languages, 32(2), 99–109.CrossRefGoogle Scholar
  25. Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.CrossRefGoogle Scholar
  26. Nord, C. (1992). Text analysis in translator training. In C. Dollerup & A. Loddegaard (Eds.), Teaching translation and interpreting: Training talent and experience (pp. 39–48). Amsterdam: John Benjamin.CrossRefGoogle Scholar
  27. Osman, A. (2009). Evaluation of the Kha Ri Gude South African Literacy Campaign. New York: United Nations Children’s Fund (UNICEF).Google Scholar
  28. Prinsloo, M., & Breier, M. (Eds.). (1996). The social uses of literacy: Theory and practice in contemporary South Africa. Johannesburg: SACHED Books.Google Scholar
  29. Qvortrup, A., & Keiding, B. (2015). Portfolio assessment: production and reduction of complexity Assessment & Evaluation. Higher Education, 40(3), 407–419.Google Scholar
  30. Reflect (2009). What is Reflect?. Accessed 29 May 2015 from http://www.reflect-action.org/what.
  31. Richmond, M., Robinson, C. & Sachs-Israel, M. (2008). The global literacy challenge. A profile of youth and adult literacy at the mid-point of the United Nations Literacy Decade 2003–2012. Paris: UNESCO. Accessed 26 May 2015 from http://unesdoc.unesco.org/images/0016/001631/163170e.pdf.
  32. Rogers, A. (2006). Training adult literacy educators in developing countries. Background paper prepared for the EFA Global Monitoring Report 2006, Literacy for life. Unpublished document.Google Scholar
  33. RSA (Republic of South Africa) (1996). Act 108 of 1996: Constitution of the Republic of South Africa. Republic of South Africa Government Gazette, 378(17678). [The interim Constitution remains the Constitution of the Republic of South Africa, Act 200 of 1993.] Cape Town: Government of South Africa. Accessed 18 May 2015 from http://www.gov.za/sites/www.gov.za/files/Act108of1996s.pdf.
  34. SAQA (South African Qualifications Authority) (2001). Criteria and guidelines for assessment of NQF registered unit standards and qualifications. Policy Document. Pretoria: South African Qualifications Authority.Google Scholar
  35. SAQA (2005). The NQF and curriculum 2005: What is the relationship between the national qualifications framework, outcomes-based education and curriculum 2005? SAQA position paper. Pretoria: South African Qualifications Authority.Google Scholar
  36. SAQA (2011). Ascertaining the integrity of the marking of the Kha Ri Gude literacy campaign learner assessment portfolios. Year four: 2012. Pretoria: South African Qualifications Authority.Google Scholar
  37. SAQA (2012). Unit Standard: Use basic reading/receptive skills to respond to defined simple texts. (ID 119633). Accessed 20 March 2015 from http://regqs.saqa.org.za/viewUnitStandard.php?id=119633.
  38. SAQA (2013). Ascertaining the integrity of the marking of the Kha Ri Gude literacy campaign. Learner Assessment Portfolios. Year Five: 2012. Prepared by D. Adler, J. J. W. Aitchison and E. French. Pretoria: South African Qualifications Authority. Unpublished report.Google Scholar
  39. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.Google Scholar
  40. Sebate, P. M. (2014). Considering the socio-cultural background in the translation of Grade 1–6 literacy and numeracy workbooks in South Africa. Paper presented at the 34th international society for teacher education (ISfTE) Conference, 22–25 April in Antalya, Turkey. Unpublished document.Google Scholar
  41. Shapiro, Y. (2008). National Learners’ Records Database (powerpoint presentation file). Pretoria: National Learners’ Records Database/South African Qualifications Authority. Accessed 26 May 2015 from http://www.saqa.org.za/docs/misc/2008/nlrd.pdf.
  42. Street, B. (2003). What’s “new” in New Literacy Studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77–91.Google Scholar
  43. UIL (UNESCO Institute for Lifelong Learning). (2009). Global report on adult learning and education. Hamburg: UNESCO Institute for Lifelong Learning.Google Scholar
  44. UIL (2010). The Belém framework for action: Harnessing the power and potential of adult learning and education for a viable future. Hamburg: UNESCO Institute for Lifelong Learning.Google Scholar
  45. UN (2000). United Nations Millennium Declaration. New York, NY: UN. Accessed 26 May 2015 from http://www.un.org/millennium/declaration/ares552e.pdf.
  46. UN (2007). Convention on the rights of persons with disabilities. New York: United Nations. Accessed 18 May 2015 from http://www.un.org/disabilities/default.asp?id=259.
  47. UNESCO (United Nations Educational, Scientific and Cultural Organization) (2000). The Dakar framework for action. Education for all: Meeting our collective commitments. Adopted by the World Education Forum, Dakar, Senegal, 26–28 April. Including six regional frameworks for action. Paris: UNESCO.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2015

Authors and Affiliations

  1. 1.Deputy Dean of EducationUniversity of South Africa (UNISA)PretoriaSouth Africa

Personalised recommendations

Cite article

Buy options