Guidelines for structuring and managing multi-purpose community learning centres

Abstract

Widespread social and economic changes, together with rapid development in technology, are very evident both globally and locally. These changes require adaptations and responses to be made, particularly to the knowledge, skills and value systems that underpin social and economic structures. The primary means for affecting these adaptations and responses are through education and training systems. Significant restructuring of the fundamentals of the South African education and training system is underway. Change is evident primarily at strategic levels and to a lesser extent at operational levels. This study investigates responses that can be made at the operational level. Community learning centres, or CLCs, are examined in terms of their potential as institutions that can offer learning programmes and facilities that are responsive to education and training needs of stakeholders in communities. These stakeholders are identified as learners in the community involved in formal and non-formal learning; national, provincial and local government; donor and development agencies; neighbouring industry and organised labour. This study begins with an examination into broader socio-economic developments and issues that can influence services offered by CLCs. These issues include globalisation, changing approaches to education and training and the impact of converging technologies on education and training. Further education and training (FET) and skills development programmes are then scrutinised. These two education and training strategies are considered pivotal to meaningful future South African socio-economic development, which motivates the need to find innovative implementation approaches. Community centres are then generally reviewed, with emphasis shifting to CLCs. CLCs are considered within the context of implementing FET strategies and skills development programmes. Guidelines are then formulated for CLCs to structure their institutional profile to that of a "flexible, resource-based learning institution". This format emerges from the study as being the most suitable for implementing FET strategies and skills development programmes.