Date: 23/04/2003
Source: Department of Education
Title: Asmal: Project Literacy breakfast - World SPEECH BY THE MINISTER OF EDUCATION, PROFESSOR KADER ASMAL, MP, AT THE PROJECT LITERACY BREAKFAST ON WORLD BOOK DAY, Pretoria, 23 April 2003
Ms Ruda Landman - Chairperson
Trustees of Prolit
Chief Executive Officer: Mr Andrew Miller
Director: Mrs Regina Mokgokong
Mr Faiza Steyn: Corporate Communications
Executive, and Directors from Pioneer Foods
Distinguished Guests
Ladies and Gentlemen
I am very pleased to have been invited to speak to you on this occasion. It is encouraging to see the continued contribution of the private sector in adult education. I hope more and more companies follow the example set out by Sasko and Pioneer Foods.
This donation is presented on a very important international day for education. World Book Day is critical in mobilising citizens to read. It also allows for sensitising people about copyright issues and this cause is also highlighted today. Perhaps I can start by reminding you of our vision for Adult Basic Education:
A literate South Africa within which all citizens have acquired basic education and training which enables effective participation in socio-economic and political processes and thereby contributing to reconstruction, development and social transformation of our country.
So when I took over as Minister of Education in 1999, I said, perhaps somewhat injudiciously as it now turns out, that I wanted to break the back of illiteracy within 5 years. I say this because the figures relating to levels of illiteracy that were available at the time appeared to reflect a higher rate of illiteracy than what Statistics South Africa indicates in their recent reports. Stats SA suggests that adult literacy (persons aged 15 years and above who say they can read and write) is approximately 85%, a much higher figure than we were working with back in 1999. I am encouraged by Stats SA's figures not only because of the apparently higher levels of literacy but also because it indicates that organisations such as Project Literacy are obviously doing a very good job, so I can assure the sponsors that their funding is being put to good use.
Our vision for South Africa encompasses a prosperous, united, democratic and internationally competitive country with literate, creative and sometimes critical citizens, leading productive, self-fulfilled lives. The realisation of this vision requires appropriate lifelong learning, training and development to empower people to participate effectively in all the processes of a democratic society and to excel in fields like human and natural resource development, mathematical and economic sciences, human and natural sciences, the arts and technology.
However, all of these are not possible to attain, if the fundamental skills like reading and numeracy have not been fully accomplished. As the Education Ministry we seek a society made up of responsible individuals able to stand on their own feet, to make their own choices and to fulfil their own potential. Each person valued, each different, each respectful of all others. Each person entitled to be heard, each accepting responsibility for his or her actions, and each contributing to the nation's worth, self-confidence and success. And it is literacy that is the key; equipping every single person with the knowledge and skills they need to lead free and fulfilled lives and to escape poverty, ignorance and conformity.
In addressing the challenge of illiteracy and alliteracy - those who don't read, although they have the ability - my Ministry has set up two initiatives. The South African National Literacy Initiative (SANLI) was set up with the intention of combating illiteracy. The initiative was set up as a multi-stakeholder driven initiative involving the mobilisation of adult learners and volunteer educators.
Last year alone we reached more than 90 000 learners through SANLI programmes and initiatives. This year we expect to see an improvement on that figure of at least 15%. Even more learners are targeted through the direct engagement of service providers and at least another 50 000 are being reached through partnerships with institutions such as UNISA through their network of church groupings, small NGOs, and community-based organisations. The Independent Electoral Commission is also lending their hand with the provision of learning materials, and we are, in return, assisting with the registration of previously unregistered citizens.
And we are finding that some learners are migrating from the formal Adult Basic Education and Training sector to SANLI programmes because of the conducive and convenient environment in which SANLI programmes are conducted. However, I should hasten to add that over the three year period, for 1999 to 2001, we reached more than 800 000 learners in formal ABET and literacy programmes, thereby meeting the target we had set for ourselves in this area. I have no doubt that once we add the figures for the formal ABET sector for 2002 this figure will be well over 1 million.
Masifunde Sonke is another campaign, focusing on promoting reading among the country's alliterates. This reading campaign is complementary to the literacy initiative to also enable newly literate adults to have access to literate environments.
Unfortunately reading in South Africa, and perhaps in many other parts of the world, is too often synonymous with studying and work, and is mainly perceived as a requirement or obligation. The pleasure of reading has degenerated to that of an academic exercise, perceived narrowly as an ingredient of academic success, and a painful habit for those who are allergic to formal education. This observation is anecdotal, but suffice it to say the reading culture in our country has dwindled together with the habit of book buying.
But, at the same time, we must remember that in South Africa books are relatively unaffordable for many people. The book and paper trades are not economical for the majority of poor and working class South Africans. Homes generally have few, if any, books. Classrooms are often bare of books. Schools with well-used general libraries are extremely rare, and even schools with adequate sets of class readers are sometimes hard to find.
In addition, reading in African languages appears, if anything, to be on the decline, in spite of the Constitution, which affirms the value of all languages and clear evidence of the importance of reading. Poor matric results, especially in rural areas, are often attributed to the poverty of student's reading skills. University students even those enrolled for the language studies and arts, have generally not developed the proficiency in reading required by international standards. This is not only the fault of lack of books, but of a poor general grasp of what to do with books. This is why the vigorous promotion of books and reading is something we must continue with and, if necessary, even redouble our efforts.
The world in which South Africa is taking its rightful place, is now a highly competitive place. Trade barriers are disappearing. Industry is free to locate anywhere. Governments are actively competing to attract enterprises and the jobs and prosperity they bring with them. Technological change reinforces these economic trends. Knowledge is becoming increasingly important and as it does so, the pressure on the Government to deliver education of the highest quality increases proportionately.
This is the challenge that we in education face, the challenge to ensure that our workforce is adequately educated and equipped to be able to compete successfully in this newly discovered global village. We must raise the knowledge and skills base of our workforce. In addition, a competitive world economy puts a premium on individuals who are innovative, flexible and who can work with others in teams. Those personal skills are as important in preparing young people for adult life as academic knowledge and job specific skills.
We must continue to address the problem of those who, for whatever reason, leave our education system lacking the basic skills, in particular literacy and numeracy, without which they will find great difficulty in finding employment in a modern economy. In today's competitive, information-rich world, those who lack the basics have an increasingly bleak future. It is clear that these challenges cannot be met by the Department of Education alone.
I am very happy that the donation from Pioneer Foods will go towards the training of educators. Competent educators are the key to quality education. The right to basic education means that all adults have the right to quality learning and teaching in which the adult educator has a major role to play. The joys of reading, of being literate, will be fostered by competent educators, who are well trained and motivated. It is through the development of this human resource that our country will progress.
It is clear to me that the various interventions and processes I have mentioned point to the continuing need for collaborative and collective work within the ABET and literacy sector. As the Hamburg Declaration states:
" The challenges of the twenty-first century cannot be met by governments, organisations or institutions alone; the energy, imagination and genius of people and their full, free and vigorous participation in every aspect of life are also needed" "(Hamburg Declaration on Adult Learning).
In conclusion, let me once again take this opportunity to thank Sasko Milling and Pioneer Foods for providing the donation to Project Literacy - Siyabonga. As stated, the challenges are many but there is progress. Let us therefore continue to work hand in hand in alleviating poverty and eradicating illiteracy and the economic and social insecurity that results. I thank you for affording me the opportunity to celebrate World Book Day with you.
Enquiries: Molatwane Likhethe, Minister's Media Liaison, Department of Education, 082 573 0397
Issued by the Department of Education, 23 April 2003
Source: Department of Education
Title: Asmal: Project Literacy breakfast - World SPEECH BY THE MINISTER OF EDUCATION, PROFESSOR KADER ASMAL, MP, AT THE PROJECT LITERACY BREAKFAST ON WORLD BOOK DAY, Pretoria, 23 April 2003
Ms Ruda Landman - Chairperson
Trustees of Prolit
Chief Executive Officer: Mr Andrew Miller
Director: Mrs Regina Mokgokong
Mr Faiza Steyn: Corporate Communications
Executive, and Directors from Pioneer Foods
Distinguished Guests
Ladies and Gentlemen
I am very pleased to have been invited to speak to you on this occasion. It is encouraging to see the continued contribution of the private sector in adult education. I hope more and more companies follow the example set out by Sasko and Pioneer Foods.
This donation is presented on a very important international day for education. World Book Day is critical in mobilising citizens to read. It also allows for sensitising people about copyright issues and this cause is also highlighted today. Perhaps I can start by reminding you of our vision for Adult Basic Education:
A literate South Africa within which all citizens have acquired basic education and training which enables effective participation in socio-economic and political processes and thereby contributing to reconstruction, development and social transformation of our country.
So when I took over as Minister of Education in 1999, I said, perhaps somewhat injudiciously as it now turns out, that I wanted to break the back of illiteracy within 5 years. I say this because the figures relating to levels of illiteracy that were available at the time appeared to reflect a higher rate of illiteracy than what Statistics South Africa indicates in their recent reports. Stats SA suggests that adult literacy (persons aged 15 years and above who say they can read and write) is approximately 85%, a much higher figure than we were working with back in 1999. I am encouraged by Stats SA's figures not only because of the apparently higher levels of literacy but also because it indicates that organisations such as Project Literacy are obviously doing a very good job, so I can assure the sponsors that their funding is being put to good use.
Our vision for South Africa encompasses a prosperous, united, democratic and internationally competitive country with literate, creative and sometimes critical citizens, leading productive, self-fulfilled lives. The realisation of this vision requires appropriate lifelong learning, training and development to empower people to participate effectively in all the processes of a democratic society and to excel in fields like human and natural resource development, mathematical and economic sciences, human and natural sciences, the arts and technology.
However, all of these are not possible to attain, if the fundamental skills like reading and numeracy have not been fully accomplished. As the Education Ministry we seek a society made up of responsible individuals able to stand on their own feet, to make their own choices and to fulfil their own potential. Each person valued, each different, each respectful of all others. Each person entitled to be heard, each accepting responsibility for his or her actions, and each contributing to the nation's worth, self-confidence and success. And it is literacy that is the key; equipping every single person with the knowledge and skills they need to lead free and fulfilled lives and to escape poverty, ignorance and conformity.
In addressing the challenge of illiteracy and alliteracy - those who don't read, although they have the ability - my Ministry has set up two initiatives. The South African National Literacy Initiative (SANLI) was set up with the intention of combating illiteracy. The initiative was set up as a multi-stakeholder driven initiative involving the mobilisation of adult learners and volunteer educators.
Last year alone we reached more than 90 000 learners through SANLI programmes and initiatives. This year we expect to see an improvement on that figure of at least 15%. Even more learners are targeted through the direct engagement of service providers and at least another 50 000 are being reached through partnerships with institutions such as UNISA through their network of church groupings, small NGOs, and community-based organisations. The Independent Electoral Commission is also lending their hand with the provision of learning materials, and we are, in return, assisting with the registration of previously unregistered citizens.
And we are finding that some learners are migrating from the formal Adult Basic Education and Training sector to SANLI programmes because of the conducive and convenient environment in which SANLI programmes are conducted. However, I should hasten to add that over the three year period, for 1999 to 2001, we reached more than 800 000 learners in formal ABET and literacy programmes, thereby meeting the target we had set for ourselves in this area. I have no doubt that once we add the figures for the formal ABET sector for 2002 this figure will be well over 1 million.
Masifunde Sonke is another campaign, focusing on promoting reading among the country's alliterates. This reading campaign is complementary to the literacy initiative to also enable newly literate adults to have access to literate environments.
Unfortunately reading in South Africa, and perhaps in many other parts of the world, is too often synonymous with studying and work, and is mainly perceived as a requirement or obligation. The pleasure of reading has degenerated to that of an academic exercise, perceived narrowly as an ingredient of academic success, and a painful habit for those who are allergic to formal education. This observation is anecdotal, but suffice it to say the reading culture in our country has dwindled together with the habit of book buying.
But, at the same time, we must remember that in South Africa books are relatively unaffordable for many people. The book and paper trades are not economical for the majority of poor and working class South Africans. Homes generally have few, if any, books. Classrooms are often bare of books. Schools with well-used general libraries are extremely rare, and even schools with adequate sets of class readers are sometimes hard to find.
In addition, reading in African languages appears, if anything, to be on the decline, in spite of the Constitution, which affirms the value of all languages and clear evidence of the importance of reading. Poor matric results, especially in rural areas, are often attributed to the poverty of student's reading skills. University students even those enrolled for the language studies and arts, have generally not developed the proficiency in reading required by international standards. This is not only the fault of lack of books, but of a poor general grasp of what to do with books. This is why the vigorous promotion of books and reading is something we must continue with and, if necessary, even redouble our efforts.
The world in which South Africa is taking its rightful place, is now a highly competitive place. Trade barriers are disappearing. Industry is free to locate anywhere. Governments are actively competing to attract enterprises and the jobs and prosperity they bring with them. Technological change reinforces these economic trends. Knowledge is becoming increasingly important and as it does so, the pressure on the Government to deliver education of the highest quality increases proportionately.
This is the challenge that we in education face, the challenge to ensure that our workforce is adequately educated and equipped to be able to compete successfully in this newly discovered global village. We must raise the knowledge and skills base of our workforce. In addition, a competitive world economy puts a premium on individuals who are innovative, flexible and who can work with others in teams. Those personal skills are as important in preparing young people for adult life as academic knowledge and job specific skills.
We must continue to address the problem of those who, for whatever reason, leave our education system lacking the basic skills, in particular literacy and numeracy, without which they will find great difficulty in finding employment in a modern economy. In today's competitive, information-rich world, those who lack the basics have an increasingly bleak future. It is clear that these challenges cannot be met by the Department of Education alone.
I am very happy that the donation from Pioneer Foods will go towards the training of educators. Competent educators are the key to quality education. The right to basic education means that all adults have the right to quality learning and teaching in which the adult educator has a major role to play. The joys of reading, of being literate, will be fostered by competent educators, who are well trained and motivated. It is through the development of this human resource that our country will progress.
It is clear to me that the various interventions and processes I have mentioned point to the continuing need for collaborative and collective work within the ABET and literacy sector. As the Hamburg Declaration states:
" The challenges of the twenty-first century cannot be met by governments, organisations or institutions alone; the energy, imagination and genius of people and their full, free and vigorous participation in every aspect of life are also needed" "(Hamburg Declaration on Adult Learning).
In conclusion, let me once again take this opportunity to thank Sasko Milling and Pioneer Foods for providing the donation to Project Literacy - Siyabonga. As stated, the challenges are many but there is progress. Let us therefore continue to work hand in hand in alleviating poverty and eradicating illiteracy and the economic and social insecurity that results. I thank you for affording me the opportunity to celebrate World Book Day with you.
Enquiries: Molatwane Likhethe, Minister's Media Liaison, Department of Education, 082 573 0397
Issued by the Department of Education, 23 April 2003
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