ABT3627/501/3/2015

1

Tutorial letter 501/3/2015 Networking & Advocacy in ABET ABT3627 DEPARTMENT OF ADULT BASIC EDUCATION AND YOUTH DEVELOPMENT

IMPORTANT INFORMATION:

This tutorial letter contains important information

about your module.

ABT3627/501/3/2015

2

Disclaimer: Although every effort has been made to trace the copyright holders, this has not always been possible. Should any infringement have occurred, the publisher apologises and undertakes to amend the omission in the event of a reprint.

ABT3627/501/3/2015

3

CONTENTS Page

INTRODUCTION 5 AIMS OF THE MODULE 5 LEARNING OUTCOMES 5 THE MODULE UNITS 5 SELF-ASSESSMENT 6

EXAMINATION 6 THINGS TO REMEMBER ABOUT ASSESSMENT IN THIS MODULE 6

1.1 INTRODUCTION 6

Learning outcomes 7 1.2 COMPOSITION OF A PARTNERSHIP 7 1.3 AN EXAMPLE OF A PARTNERSHIP 9 1.3.1 A CASE STUDY 9

1.4 THE NEED FOR A SWOT ANALYSIS 10 STRENGTHS 11

WEAKNESSES 11 OPPORTUNITIES 11 THREATS 11

1.5 SUMMARY 11

1.6 SELF-ASSESSMENT 11 2.1 INTRODUCTION 12 Learning outcomes 12

2.2 NETWORKING FORUMS 12 2.3 TASK TEAM 12

2.4 EVALUATORS 13 2.5 USE NETWORKS TO MARKET YOURSELF 14 2.6 SUMMARY 14

2.7 SELF-ASSESSMENT 14 3.1 INTRODUCTION 14

Learning outcomes 14 3.2 FACTORS AFFECTING EDUCATION 15 3.3 COLLABORATION 15

3.4 SUMMARY 16 3.5 SELF-ASSESSMENT 16 4.1 INTRODUCTION 16 Learning outcomes 16 4.2 OPPORTUNITIES 16

4.3 PRINCIPLES 17 4.4 STEPS TO FOLLOW 18 4.5 SERVICE DELIVERY 19

4.6 SUMMARY 19 4.7 SELF-ASSESSMENT 19

ABT3627/501/3/2015

4

5.1 INTRODUCTION 20

Learning outcomes 20 5.2 ACTIVITIES TO BE FUNDED 21 5.3 CONTRACTS 21 5.4 AN EXAMPLE OF AN AGREEMENT: 21

5.5 SUMMARY 22 5.6 SELF ASSESSMENT 22 5.7 REFERENCES 23

ABT3627/501/3/2015

5

INTRODUCTION Welcome to the module, Networking and Advocacy in ABET. The module carries 12 credits at level 6 of the National Qualifications Framework [NQF]. The contents of the module are divided into the following sections: The aims of the module The learning outcomes of the module The units in the module Self-assessment

AIMS OF THE MODULE The module aims to familiarise ABET practitioners with the processes and knowledge relating to networking an advocacy in order for them to network actively, and to understand and address advocacy issues professionally. People credited with this module will be able to plan and conduct facilitation workshops and advocacy programmes, monitor the implementation of those plans and they will be able to network more broadly in order to access information or support from a wider range of sources.

LEARNING OUTCOMES The specific outcomes for this module are the following: 1. Identify ABET advocacy issues and processes 2. Outline facilitation plans for workshops and advocacy programmes 3. Identify a broad network providing support around ABET issues 4. Network broadly in order to source information and support 5. Compile networking details and information

THE MODULE UNITS The module, Networking and Advocacy in ABET, comprises five units which are as follows: The meaning of networking and partnerships How to set up networks Why partnerships are necessary Identifying opportunities to form partnerships Funding networks and partnerships At the end of each unit there is a self-assessment activity. These activities serve to guide you as to the type of questions you should expect and prepare for when you do the assignments and prepare for the final examination.

ABT3627/501/3/2015

6

SELF-ASSESSMENT The self-assessment activity at the end of each unit is meant to assess the practitioners' understanding of the material covered in each unit in accordance with the specific outcomes of the entire module. The assumption is that the ABET practitioners are competent in the language of instruction at level 6 of the NQF and that they are capable of learning from predominately written material as well as willing to take responsibility for their own progress. This is the scope and context of the module which we hope you will find both stimulating and rewarding. The self-assessment sections at the end of each unit are in fact an example of formative assessment which is continuous and a personal process of interaction between you, the learner, and your lecturers. You have the capacity to self-evaluate and address your own learning needs. However, should the need arise; please do not hesitate to contact the lecturers responsible for this module.

EXAMINATION There will be an examination at the end of the semester which will be written at the Unisa examination centre closest to you. The duration of the examination is two hours. This is known as a summative assessment whereby the students' ability to manage and integrate a large body of knowledge to achieve the stated outcomes of the module is tested.

THINGS TO REMEMBER ABOUT ASSESSMENT IN THIS MODULE We assess you to ensure that you will be able to serve the education and training needs of the ABET learners. We want to make sure that you are able to work effectively with others as a member of a team. We need to satisfy ourselves that you are able to communicate effectively using language skills in the modes of written persuasion in sustained discourse. We would like to see you demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. Finally, we would like you to participate as a responsible citizen in the life of local, national and global communities. Above all, you, the practitioner, should gain knowledge and understanding of a broad range of advocacy and networking strategies, and know who all of the stakeholders and participants are that are involved in advocacy and networking activities.

UNIT 1: THE MEANING OF NETWORKING AND PARTNERSHIPS

1.1 INTRODUCTION This unit outlines the learning outcomes you are expected to achieve after completing it. It also explains the composition of a partnership by giving you an example.

ABT3627/501/3/2015

7

The unit goes on to explain why there is a need for a SWOT analysis. At the end of the unit you will find a summary and questions to test your understanding.

Learning outcomes By the end of this unit, you should be able to do the following: Distinguish between networking and the formation of partnerships Define a partnership Compare case studies in order to identify their strengths and weaknesses Define the networking process and provide examples

1.2 COMPOSITION OF A PARTNERSHIP A partnership consists of two or more people, usually not more than twenty, who enter into a legal relationship to collaborate in an activity that they commit themselves to by contributing their resources and skills for the advancement of the common good. In advocacy the activities of the people involved entail pursuing a goal-directed mission to accomplish a professional relationship whereby parties pledge to work together. This is called a partnership. A partnership can also be a structured relationship built on mutual trust and respect in which the parties involved share values, resources, roles and responsibilities so as to achieve desired outcomes. The dividing line between networking and building partnerships is very thin. However, the difference is that before a partnership is established it is preceded by the setting up or the identification of networks. In other words, during the network stage the strength and opportunities of the potential partners have been identified and the possible optimal use of those strengths and opportunities, in order to solve common problems, has been considered. In simple terms, you need to know where to go for help before you seek help. Networking can safely be defined as a process of identifying potential partners and recognising the skills and values which the interested parties wish to access. The real situation in your environment necessitates the initiation of networks. Word has to go out or messages have to circulate from any one individual or organisation that there is a project of a certain magnitude which has to be undertaken by persons who possess certain skills. The identified project has to be understood by the potential partners as a common problem that warrants a joint venture for it to be tackled adequately. It is at this stage when honest communication is required between and among groups that networks are formed which are soon followed by partnerships. The Oxford Advanced Learner’s Dictionary (1995:844) states that a partnership is an agreement that is formed by two or more people who are contractually associated as joint partners in their business.

ABT3627/501/3/2015

8

The partners may establish an advisory board to assist it with strategic planning, to provide ongoing expertise and guidance, or to target specific issues or projects. However, the key to this collaborative partnership is trust in the relationship and the confidence that builds as the partners explore emerging trends, new ideas and a better understanding of the challenges and issues facing them. It is critically important to address the desired behaviour of all partners so that a collaborative environment exists for the partnership. Kakonge [2000] has provided us with what he calls the best practices for effective and sustainable partnerships: Commitment. The most important element of a successful partnership is one of

commitment. Each partner must be totally committed the project. Willingness. Partners must be willing to contribute equally to the partnership. There

should be equal acceptance of the responsibilities, as well as equal ownership and equal share of the benefits.

Implementation. Partners must be prepared to implement the project within a commonly agreed upon set of rules, regulations and agreements.

Trust. A partnership involves more than simply working together, the people in a partnership must trust one another.

Ownership. Each partner should have an equal stake in and accept joint ownership of the project.

Transparency. Partners should be accountable to each other and to the target beneficiaries they are ultimately serving with honesty and transparency.

Business Culture. A partnership needs to be based on a business-like culture in terms of commitment and time. It has to be treated like one's own business in which one devotes time and energy to make it work.

The National Association of State Chief Information Officers [2006] has offered the following useful advice on what to do and what not to do in partnerships: DO your homework-partners must articulate in an informed manner the business of

the partnership DO work towards building long-term relationships DO allow own venues for meetings DON'T have unrealistic expectations DON'T try to subvert other partners

Once a partnership has been established, the public sector must remain actively involved in the project or programme at all levels. Ongoing monitoring of the performance of the partnership is important to ensure its success. This monitoring should be done on a daily, weekly, monthly, or quarterly basis depending on the nature of the contract governing the partnership.

ABT3627/501/3/2015

9

The partners must know what to expect from a partnership beforehand. A carefully developed plan will substantially increase the probability of success of the partnership. The plan should take the form of a contract, clearly describing the responsibilities of each and every partner. In addition, a good plan or contract should include a clearly defined method of dispute resolution because not all contingencies can be foreseen. In all partnerships, effective communication is vital. It is important to communicate openly and candidly with all the stakeholders affected by the partnership in order to minimise potential resistance to establishing a partnership and the implementation thereof. Remember that the candidate's experience in the specific area of the partnership being considered is an important factor in identifying the right partner.

1.3 AN EXAMPLE OF A PARTNERSHIP

Take as an example the Kha Ri Gude Mass Literacy Campaign which was started in 2008 in the Republic of South Africa. The government as an organisation knew that it could not do it alone. Young people and able bodied adults, who have passed grade 12, were invited to come on board as facilitators of learning. Nongovernmental organisations [NGOs] as well as community-based organisations [CBOs] involved in literacy and numeracy programmes were also invited to join the campaign. The government recognised that by working together with others it could do more. So it identified individuals who have passed grade 12, the NGOs and CBOs, and then invited them to join the various departments to ensure that collaboratively the campaign will successfully reach its target by 2015.

1.3.1 A CASE STUDY The facilitators at Rethabile Adult Learning Centre have noticed that there is a high drop-out rate among their adult learners. They request the Centre Manager to call a staff meeting for purposes of discussing the high drop-out rate among their learners. At the staff meeting, after discussions, it was suggested that this problem be reported to the District Manager with a recommendation to investigate the spread of this problem among other Adult Learning Centres in the whole district.

Upon enquiries by the District Manager, it was discovered that this is a common problem in all the centres in the district. The main question that had to be answered was: What exactly causes the high drop-out rate among the adult learners? The next question to be asked was: Who and how can this problem be solved?

The district office decided to call a general meeting of all the ABET facilitators accompanied by their Centre Managers to discuss possible causes and solutions to this problem. At this networking session, it emerged that the cause of the high drop-out rate among the adult learners was common in all the Public Adult Learning Centres.

ABT3627/501/3/2015

10

It was established that the cause was seasonal employment of the learners in the farms around the Learning Centres. This meant that whenever harvest time arrived, the learners dropped out from the centres for as long as the harvest time lasted.

Several possible solutions were tabled, but the one that received popular support was the introduction of mobile classrooms that would follow the adult learners to their places of seasonal employment. However, this demanded that strong partnerships be established among a number of stakeholders such as the following: The Department of Transport The Department of Agriculture The Department of Health The Department of Education The Farmers’ Union The Teachers’ Union The Learners’ Representative Council The Traditional Leaders And others who might have some influence on the matter.

The business community welcomed the introduction of mobile classrooms only in farms where there were no farm schools. In other words, the partnership received a major boost from the businesses in the district and all other stakeholders came on board.

ACTIVITY

Which stakeholder do you think should look after the mobile classroom at the times when it is not being used? Give reasons for your answer.

1.4 THE NEED FOR A SWOT ANALYSIS

Please note that the establishment of a partnership is not a closed shop. Rather it is a process that continues to allow room for other potential partners to come on board. However, before any networking can take place, an organisation or individual has to do a SWOT analysis, in other words, an organisation has to clarify its strengths, weaknesses, opportunities and threats [SWOT]. An insufficient analysis will result in the partnership having a poor foundation for decision-making which could most probably result in wrong strategies and plans being adopted with the wrong partners and collaborators. A thorough SWOT analysis should be informed by the following explanations:

ABT3627/501/3/2015

11

STRENGTHS These are positive internal factors which, if used properly, will help the institution [ABET centre] achieve its objectives.

WEAKNESSES These are negative internal factors that prevent an institution [ABET centre] from reaching its full potential.

OPPORTUNITIES These are positive external factors which, when taken advantage of, can yield substantial results for the ABET centre. THREATS These are negative external factors which, if not addressed, can undermine the ABET centre and prevent it from realising its objectives. Action steps have to be developed by you, the ABET practitioner, to transform weaknesses into strengths. In addition, means must be found to take advantage of the prevailing environment in order to turn threats into opportunities which could be fully exploited. 1.5 SUMMARY Note that networks have to come before partnerships because it is the deficiencies noticed in networking that lead to the establishment of partnerships. It pays to indulge in a thorough SWOT analysis as it will point towards the right partners. 1.6 SELF-ASSESSMENT Identify ABET-related issues that could be promoted through a partnership among the government, the community and ABET institutions. Analyse some of the literacy and numeracy campaigns that have been implemented in your area using a SWOT analysis. Propose strategies to prevent the collapse of projects in which partners are involved.

ABT3627/501/3/2015

12

UNIT 2: HOW TO SET UP NETWORKS 2.1 INTRODUCTION This unit begins with the learning outcomes that we expect you to demonstrate at the end of the unit. It shows you how to set up a networking forum, task team, and choose evaluators. The unit further explains how you can use networks. The unit concludes with a summary of the contents and a self-assessment activity. Learning outcomes

By the end of this unit, you should be able to do the following: Select issues relevant to your ABET centre and other stakeholders Clearly outline the objectives and outcomes of workshops and advocacy campaigns

leading to the establishment of networks Provide reasons for selecting particular strategies in establishing networks Make plans to prepare support materials for advocacy campaigns Show steps involved in communicating with stakeholders for establishing networks Outline how to monitor advocacy workshop programmes

2.2 NETWORKING FORUMS There are a number of different types of networks that can be set up and different methods that can be utilised to set these up. Below is a description of how to set up a networking forum by using:

A network convener A network task-team An audit team An evaluation team

2.3 TASK TEAM The ABET practitioner, who is the network convener at the ABET centre, has to identify and recruit a network and partnership task team who will have to develop operational mechanisms for networking. An example of such a mechanism is the establishment of a database for ABET managers and practitioners within the district, region or province and within government departments and nongovernmental organisations. This mechanism will expedite access to technical assistance. The task team also has to establish an the audit team which will be responsible for reviewing the available literature, developing and administering data gathering instruments, analysing data and compiling reports.

ABT3627/501/3/2015

13

The audit team should be able to analyse skills that are available in the database and cluster them accordingly. Key role players in each cluster will be identified and an orientation session on networking will be facilitated for them by the task team. Each cluster will have to elect its own representatives on the networking forum, which will have to decide on its own work operations and schedule its own meetings for the development of networking strategies. The forum has to workshop developed networking strategies on behalf of the entire body so that resolutions on them can be adopted. In this approach, it is envisaged that the workshop should take the form of a national, provincial or regional conference. At the close of such a conference, all the delegates will be informed of the date of the implementation of the networking strategies by the forum on behalf of all the stakeholders. In summary, this is how the process of establishing a networking forum is carried out: The ABET practitioner convenes a meeting of the task team to help him/her set up a data base of ABET managers and practitioners in the district. A sub-committee, known as the audit team, which is responsible for the reviewing of literature is established for purposes of clustering the skills in the data base. Each cluster then elects its own representative to the networking forum. The forum will either call a regional, district or provincial conference. The conference will then have its own evaluators as shown below:

2.4 EVALUATORS It is important that the forum establishes a team of evaluators, elected from among its members, to monitor networking progress continuously from its inception to the end. This formative kind of evaluation is recommended because: corrective measures can be taken timeously for the benefit of all the stakeholders

that are implementing networking strategies; it allows for continuous critical interpretation and assessment of experience that

enables the participants to adapt strategies accordingly before it is too late; it is one of the tools for periodically watching the process of networking and the

building of partnerships in order to identify strengths as well as shortfalls, if any, for the purpose of taking timely corrective measures with a view to optimising the effectiveness and efficiency of the process;

monitoring and evaluation assess the use and delivery of partnership resources in accordance with an approved work plan or timetable and budget. Any delays or constraints as well as unforeseen developments that hinder the implementation strategy need to be timeously identified and resolved by all the

ABT3627/501/3/2015

14

stakeholders because effective collaborative efforts depend on doing the right thing with the right people at the right time.

2.5 USE NETWORKS TO MARKET YOURSELF

We have already indicated to you that the function of establishing partnerships and networks is to facilitate the exchange and sharing of ideas, skills, capacities and other resources in order to improve and maintain professional competencies of the partners for the benefit of all their clientele. This means that unity brings with it strength, which gives consortiums an added advantage when tendering for service delivery in competition with other providers. Specially created forums and service teams that share innovative ideas and strategies for realising high quality ABET implementation will always stand a better chance of attracting the market for the delivery of services.

2.6 SUMMARY As an ABET practitioner, you are now in a position to implement networking by following the steps that have been recommended in this unit with regard to the establishment of a networking forum. GO AHEAD! 2.7 SELF-ASSESSMENT Give a step-by-step outline of the process that needs to be followed, to establish a networking forum either for your region, district or province.

UNIT 3: WHY PARTNERSHIPS ARE NECESSARY

3.1 INTRODUCTION This unit starts with the learning outcomes expected after you have worked through this section. It outlines the factors that affect the delivery of education programmes and gives reasons why collaboration is important. It ends up with a summary and self-assessment activity.

Learning outcomes By the end of this unit, you will be able to do the following: Give reasons why partnerships are needed Set up joint research projects Run joint meetings, conferences and publications

ABT3627/501/3/2015

15

3.2 FACTORS AFFECTING EDUCATION Education is a comprehensive, multifaceted and complex undertaking which is affected by a large variety of factors such as: rapid technological change a decrease in large-scale employment of youth and adults schools and colleges not adequately serving the needs of industry and commerce inadequate conditions of service for the ABET teaching staff Despite its complexity, it is necessary for the public education system to be effective since this will encourage and contribute to society's general stability with a number of advantages for learners, educators, business and government. ABET centres contribute greatly to the national stability of countries and it is for this reason that we need to deliver programmes successfully through networking and partnerships while the emphasis should always be that by “working together we can do more”. One of the most efficient and effective methods of ensuring successful delivery of all educational activities is for our institutions to embark on a range of forms of cooperation such as the following: joint research projects resource sharing joint publications jointly organised meetings, conferences and seminars regular reciprocal visits general sharing of expertise

3.3 COLLABORATION In addition, provision of quality teaching will always require collaborative efforts of parties such as the state, churches, parent communities, cultural bodies, sports organisations, teacher unions, traditional bodies and businesses. Nevertheless, because a variety of diverse goals and interests are held by each of these partners, there is a need for careful planning in respect of the strategies for achieving the various goals and to find the most effective way of communicating and interacting without creating conflicts. This is where the monitoring and evaluation team comes in to oversee the implementation of the partnership process and take corrective measures in good time. It should be emphasised from the start that if partners do not communicate, mutual needs will not be met and that a lack of communication can lead to misperceptions and to the entertainment of preconceived ideas and fears at the expense of quality delivery.

ABT3627/501/3/2015

16

In South Africa, we are fortunate that the Departments of Education and Labour understand that they have “…a joint responsibility for providing education and training pathways for young people and adult workers, and for developing more effective linkages between training and work…” White Paper 4[1998:8]. This understanding is an indication that networking and partnerships are not a luxury, but an absolute necessity in rendering our education and training system functional and viable.

3.4 SUMMARY This unit advises ABET practitioners to network and enter into partnerships with the government, the community, cultural bodies, sports organisations, teacher unions, traditional leaders and businesses for their work in ABET to succeed. 3.5 SELF-ASSESSMENT Give a step-by-step outline of how you will ensure that the various stakeholders in your partnership communicate effectively. UNIT 4: HOW TO IDENTIFY OPPORTUNITIES TO FORM

PARTNERSHIPS 4.1 INTRODUCTION This unit firstly outlines the learning outcomes you are expected to have achieved by the end of it. Furthermore, it explores the opportunities with regard to the formation of partnerships and the principles upon which partnerships have to be based. It outlines the steps to follow which will result in excellent service delivery. The unit ends with a summary and self-assessment activity. Learning outcomes

By the end of this unit, you will be able to do the following: Follow the steps leading to the formation of a partnership Adhere to the principles that partners must uphold Set up processes of establishing partnerships 4.2 OPPORTUNITIES

Numerous opportunities exist for the formation of partnerships. The following are the steps that need to be followed in the formation of partnerships:

ABT3627/501/3/2015

17

Firstly, every ABET centre must establish a council. At least 60% of the members of the council should not be employed by the institution or be learners of the institution. The centres should encourage learners to exercise responsibility in the affairs of their centre through the establishment elected Learners' Representative Councils. The teaching staff plays a decisive role in the governance of the centres through academic boards in which they form the majority.

Secondly, in order to ensure that there exist credible partnerships between the centres and the community, the expertise that exists in the local area should be used to enrich teaching and learning.

Thirdly, the institutions must cooperate with local community structures by contributing to locally organised activities and events.

Fourthly, the ABET centres have to support both employed and unemployed adults as well as youth who wish to learn by making sure that any learning opportunities available at the centre are publicised.

Fifthly, the institutions must maintain good working relationships with the provincial as well as the national Department of Education.

Finally, the institutions should develop close relationships between and among themselves in such a way that there are curricular links as well as information and student exchange programmes.

4.3 PRINCIPLES Partnerships need to be based on solid principles, which articulate with those of the domain in which they are to function. All partnerships in education should: acknowledge and celebrate each partner's contribution; be based on shared objectives that support the goals of the partners' organisations; be based on trust and mutual respect; be developed and structured in consultation with all partners; be morally defendable, educationally sound and socially acceptable; be based on clearly defined roles and responsibilities for all partners; be mutually beneficial to all partners; must recognise and respect each partners' expertise; and treat those who is being served fairly and equitably.

It should be clear by now that a successful partnership should have the highest degree of good faith existing between and among the partners. The partners must have the freedom to act on their own initiative within the agreed time frames and in accordance with the terms of reference.

ABT3627/501/3/2015

18

Each partner has to be provided with all the necessary information and knowledge as to its specific part, how it has to execute this task and the boundaries within which it can it perform its own tasks. In order to achieve this, team work is required. Team work is usually characterised by cooperation, integration and continuity as opposed to competition and confrontation. Care must be taken that there is no communication gap between top managers who drive networking and partnerships, and the general staff whose lives are going to be impacted upon in the implementation of partnerships as this can lead to cognitive dissonance that usually results in extremely negative attitudes and resistance to service delivery by the partners. 4.4 STEPS TO FOLLOW Once opportunities for partnerships have been identified, the following steps in the establishment of partnerships must be followed: 1. Make initial contact 2. Request and arrange meetings 3. Prepare draft proposal 4. Start detailed negotiations 5. Establish partnerships 6. Start service delivery 7. Jointly review the partnership Please take note that the initial stage, when contact is made, is when potential partners get to know more about each other. This would also be the ideal opportunity to formally alert them to areas of common interest and of expertise that could be shared and which could be mutually beneficial for the partners and the ABET centre. Initial contact can be done either formally or informally through visits or over the phone. Requesting and arranging meetings is a formal stage and has to be done in writing, expressing recognition and respect for the counterpart’s expertise and indicating how that could be accessed, harnessed and augmented to support the goals and objectives of the institutions who will be entering into a partnership. Preparation of the draft proposal is done by the delegated representatives of the partnering institutions and follows after a successful meeting that had taken place. The development and structuring of the proposal has to be done in consultation with the relevant stakeholders. The draft proposal should indicate exactly what each partner is supposed to contribute. Remember that the proposal has to be morally defensible, educationally sound and socially acceptable. It must aim to treat all those whom it intends to serve fairly and equitably. It must be based on trust and mutual respect.

ABT3627/501/3/2015

19

Detailed negotiations are guided by contents of the draft proposal. The details of the proposal will be contained in what each partner agrees to do in terms of roles and responsibilities as well as time frames for the delivery of services. As soon as detailed negotiations are finalised, a final agreement emerges which will have to be launched at a signing ceremony. This will mark the official establishment of a partnership. The memorandum of agreement will spell out the detailed roles and responsibilities of each partner.

4.5 SERVICE DELIVERY At the start of service delivery the partnership gets tested to the limits because it is during this stage that the partners begin to demonstrate the freedom to act on their own within the agreed time frames and in accordance with the terms of reference. Each partner has to prove beyond all doubt that it will execute its specific mandate expertly and without competing with its counterpart. Why do we say beyond all doubt, and not beyond reasonable doubt? A partnership has to be continually and jointly monitored and evaluated by the partners because it is a joint venture. The continuous formative evaluation is recommended here because corrective measures can be taken timeously for the mutual benefit of all the stakeholders. This kind of evaluation reviews progress made on an on-going basis, thus optimising the effectiveness and efficiency of the delivery. The evaluation process assesses the use of the resources of the partners in accordance with an approved work plan or timetable and budget. Any delays or constraints as well as unforeseen developments that hinder the implementation strategy need to be identified timeously and resolved by the partners themselves because effective collaborative efforts depend on doing the right thing with the right people at the right time.

4.6 SUMMARY By now you should be able to follow the steps leading to the formation of a partnership. You should also be able to apply the principles which a partnership should subscribe to when aiming at implementing the processes leading to the establishment of a partnership. 4.7 SELF-ASSESSMENT Write detailed notes explaining why, in your opinion; partnerships should be based on trust and mutual respect. How would you prepare for a signing ceremony of a partnership?

ABT3627/501/3/2015

20

Write a step-by-step outline of the process that needs to be followed when establishing a partnership. A CASE STUDY Khotso, who is an ABET Practitioner at level two is keen to have his learners to participate in a project that involves the members of his immediate community.He asks his learners to suggest ways in which they could get involved. After drawing a list of activities, he gets them to prioritise those activities in readiness for their implementation. The top activity in which there is consensus is a community vegetable garden. They agree that the first step is to talk to the chief of the village or the councillor or if in a city it will be the city council. The next step would be to call a community meeting in order to ensure that the project is owned by the community members themselves. The tribal authority or the city council would then provide land for the community project. The community would then elect the steering committee whose task would be to mobilise various groupings such as women’s forums, religious bodies, the department of agriculture and any other relevant stakeholders. These partners would then work together with the ABET learners at Khotso’s Itumeleng Public Adult Learning Centre. Activity: Make a list of all relevant activities which you think would have been listed by members of the community of Itumeleng Public Adult Learning Centre. Choose one of those activities and indicate how you would mobilise the relevant stakeholders into a partnership. UNIT 5: FUNDING NETWORKING AND PARTNERSHIPS 5.1 INTRODUCTION This last unit of your module starts with the outcomes you are expected to have mastered by the end of it. It explains the activities that need funding in the implementation of partnerships. The unit goes on to show the value of contracts and gives an example of an agreement. Like all other units it ends with a summary and a self-assessment activity. Learning outcomes By the end of this unit you should be able to do the following: Realise that funding lies at the heart of networking and partnerships Government directorates in the provinces must be prepared to lead the processes of

networking

ABT3627/501/3/2015

21

Agreements to be signed must be written in point form

5.2 ACTIVITIES TO BE FUNDED The processes with regard to networking and the formation of partnerships involve activities that have to be supported by financial resources. For the mechanisms of collaboration to be put into operation aspects such as travelling, accommodation, conference venues as well as catering are all required. All projects should be led, funded and tested against the priority list and strategic plans of the respective ABET directorates in the provinces, among whom partnerships is key.

5.3 CONTRACTS All partnerships should be governed by contracts that should be entered into between and among the partners. In most cases these contracts are referred to as AGREEMENTS. These must state, in point form, what the parties agree on, even in matters such as the keeping of separate books of accounts for the partnership. In the agreements, mention should be made of ownership of materials developed during the process of delivery. Rights and privileges of partners must be tabulated in the agreement. The management of a partnership is based on a fundamental relationship of trust and openness between and among partners. There must be mutual appreciation, understanding and respect among the partners. There is no hierarchy of partners. There is only a written agreement that each partner accepts its responsibilities and understands its responsibility to deliver. If a partner neglects its obligations, a heavier burden is placed on the counterpart partners. In a partnership, partners are individually and severally liable for all acts and or non-action by one of them. A partnership is not a juristic person. It is important to note that if the partnership agreement is vague and ambiguous, the ambiguity will be interpreted in favour of the third party who ought to have received the services promised by the partnership. 5.4 AN EXAMPLE OF AN AGREEMENT: MEMORANDUM OF AGREEMENT BETWEEN: SEMUDI COLLEGE AND: MATHIPA COLLEGE WHEREAS: SEMUDI COLLEGE, who holds the copyright materials, wishes to make available the SEMUDI language skills course for use by MATHIPA COLLEGE. What follows is the basis for mutual agreement to cooperate in a way that benefits and facilitates the work of both parties.

ABT3627/501/3/2015

22

TERMS AND CONDITIONS REPRODUCTION AND ADAPTATION OF MATERIALS: SEMUDI COLLEGE agrees to make available the necessary copyright materials and licenses to MATHIPA COLLEGE to make copies of the existing course materials. SEMUDI COLLEGE agrees to license MATHIPA COLLEGE to make adaptations to existing course materials. MATHIPA COLLEGE agrees to make all adaptations made to the existing materials available to SEMUDI COLLEGE and to include a statement which reflects the process involved in developing the adapted courses and to acknowledge SEMUDI COLLEGE. CERTIFICATES Successful students will receive certificates which will be issued by SEMUDI COLLEGE, but which will carry the logos of both colleges. This will follow after the results have been moderated by a moderator deemed adequately skilled by both colleges. LICENCE FEE The fee relates to the number of learners and is negotiable in January each year with the understanding that MATHIPA COLLEGE will only make copies of course materials once the fee has been paid in full. Signed at…………………………………on…………………………………………………20……… FOR SEMUDI COLLEGE FOR MATHIPA COLLEGE Witness …………………….. Witness……………………………………..

5.5 SUMMARY You have learnt of the importance of finances in setting up partnerships. You have also learnt how to write agreements.

5.6 SELF ASSESSMENT Write up an agreement between your ABET centre and your counterpart on collaborative research.

ABT3627/501/3/2015

23

5.7 REFERENCES National Institute for Community Education Trust. 2000. Programme 4,' Partnerships and Networking': Semuli, Q.K. Juta Education [Pty] Ltd.

NICE Secretariat.1999. Medium-Term Strategic Plan and Programme of Action for 1999. Johannesburg.

Oxford University Press. 1995. Oxford Advanced Learner’s Dictionary. Oxford University Press.

Waghmarae, H. 1999.'Ethical issues underpinning partnerships.' A paper delivered at the Partnerships Summit, University of Natal, Durban. Appendix 1: A Successful ABET Centre in my Province –A Case Study Here is a story of a successful ABET Centre in your province. Read the story carefully and then, based on your understanding of it and the procedures of establishing a partnership, propose a draft contract/agreement between this successful centre and yours.

The most important factor, among others, influencing the success of this centre is the facilitators who practice learner-centred teaching. The teachers themselves say that one

of the ways of ensuring learner-centredness is to make sure that the education the learners receive is relevant and helps them to help themselves in their fight against poverty and ignorance. In learner centred centres, the learners have a say in and some control over the kind of education they receive and are able to have an input into what they think will make them fit for the market by either maximizing their employability in the formal sector or sustaining their self-employment.

Learner-centredness is achieved when the aim of ABET is growth and development of the learners in such a way that they are able to address their survival problems. Learners learn most effectively when they both want and need the knowledge for purposes of applying it in their lives. They must find what they are learning interesting and should derive joy from carrying it out. Facilitators should motivate the learners to express their concerns and desires without fear so that together with them, they can devise the best ways of addressing the felt needs and the recognised values. Adult learners are responsible for their own lives and need to be treated by others as being capable of self-direction.

ABT3627/501/3/2015

24

The practice of learner-centredness is deeply respectful of the feelings and opinions of the learners. With transformative student involvement the learners are regarded as partners in dialogue which informs the life and development the community from which they come. When the learners call for the practice of learner-centredness, they argue that what motivates them is what is important to them at this present time in their lives. They rightly conclude that if they are given what matters to them they will, at the end of the day, have a sense of accomplishment. Adults become ready to learn when they recognise a deficiency in their own performance levels. Adults want learning to be problem-based, leading to the solution of a particular problem facing them as individuals. Adults want to be treated as adults, who enjoy mutual respect with their educator. Adults bring with them to the learning situations their uniqueness in the motives for wanting to learn. They also bring with them learning styles and their own pace of learning as well as self-confidence and self-image. It is the right of educators and learners to know what they are doing and why they are doing it. It is for this reason that teaching must put the learner at the centre and not at the periphery of classroom activities. A good teacher does not teach all that he knows. S/he teaches all that the learners need to know at the time and all that the learners can accountably learn in the given time. Good educators or facilitators show honest interest in their students and possess good personalities such as forward looking, inspiring, imaginative, supportive, self-controlled, loyal and independent. They are caring, accepting and respecting in all that they do with their students. Committed facilitators teach with feeling, with emotion, with fear, with passion as well as with critical reasoning. They have developed a certain love not only of others, but of the very process implied in teaching. Teaching is a very serious endeavour in the sense that it carries with it grave responsibilities to oneself and others. In ABET classes; the learners have the right to choose the classes s/he will attend and to evaluate his/her success. By allowing learners to express their preferences and to make own choices, we are empowering them to take control of their lives. You need to know learners well in order to teach them well. In conclusion, this case study uses the terms: educator, facilitator, practitioner, teacher and tutor interchangeably. The reason for this is that these terms refer to the portfolio that requires one and the same role and performance in the field of adult education.

ABT3627/501/3/2015

25

The different terminologies for one and the same thing are of no consequence in the same way as the Chinese would say that the colour of a cat does not really matter, what matters is whether the cat catches mice!

© UNISA