AET policy and procedures

The policy was used as a benchmark for the selection process of candidates in two AET learning environments. It is the interpretation of this study that the policy appeared to be focused more on the Full-Time learners because they would be absent from work for the entire year attending studies with full benefits, whereas Own-Time learners attended during their own free time as attendance was not obligatory. Table 4.7 presents the facilitators’ and centre managers’ responses regarding the AET policy processes and procedures. The themes manifested themselves as patterns which emerged within each set of observed data. The four identified themes were person(s) responsible for the selection process and procedure, policy implementation, reviewing the policy, and challenges faced with implementation. The theme AET policy and procedures covers the AET facilitators and centre managers as presented in the biographical Table 4.1.

Table 4.7: AET policy and procedures Theme

number Categories Theme description Participants

a. Selection process and procedure

The policy is followed by all involved in selecting adult learners to attend AET studies.

Theme

number Categories Theme description Participants

b. Policy

implementation

The mine has adopted the policy and procedures, and has the implementation strategy in place.

P2

c. Reviewing policy The business operation human resource development (HRD) managers, through their staff, assume responsibility for annual planning and setting of AET targets and staff requirements to meet the said targets; that when policy is reviewed learners and facilitators are engaged minimally, whereas they are the parties involved in the teaching-learning process.

P7

d. Challenges in the implementation of policy

The policy does not specify the delivery mode of teaching and learning; however, the AET programme consists of multimedia and face-to- face teaching and learning but lessons are mostly delivered via face-to face.

P8

a) Selection process and procedure

The findings based on participant observation under the AT component rules revealed P6 claiming that there is an AET policy in the mine which covers both the AET learning environments and drives the norms and standards in the teaching-learning milieu. Subsequent to that, the findings revealed the process and procedure for selection of learners for the courses. For instance, P6 outlined that the policy is followed by all involved in selecting adult learners to attend AET studies. The findings further revealed that a Full-Time learner studied for the hours equivalent to his or her normal working shift in a day until the completion of the AET programme. Learners studying at Own-Time did so out of their own interest in developing themselves and they did so after their normal working hours.

b) Policy implementation

P2 reported as follows (as stated before, participants’ verbatim responses are presented in italics):

The mine has adopted the policy and procedures, and has the implementation strategy in place.

Some participants mentioned that though there were implementation strategies, they were not followed precisely at the business operations for selection of learners, especially Full-Time learners. They pointed out that some managers were not willing to release the learners to attend

Full-Time studies because they had to hire contractors and train them for the jobs, which took a great deal of time and affected production.

c) Reviewing policy

P7 stated: The business operation human resource development (HRD) managers, through their

staff, assume responsibility for annual planning and setting of AET targets and staff requirements to meet the said targets; that when policy is reviewed learners and facilitators are engaged minimally, whereas they are the parties involved in the teaching-learning process. Other

participants highlighted that reviewing the policy at the mine did not guarantee that processes and procedures would be followed, though employees were entitled to request full-time education. However, these requests were authorised by line management, and there was still favouritism in selecting candidates for studies.

d) Challenges in the implementation of policy

The programme did not take place without revealing challenges in the policy for some Own-Time and Full-Time learning environments. In this regard, P8 explained as follows: The policy does not

specify the delivery mode of teaching and learning; however, the AET programme consists of multimedia and face-to-face teaching and learning but lessons are mostly delivered via face-to face. At the top of the list was the lack of computer integration or multimedia for teaching and

learning, which deprives facilitators of the opportunity to teach via a computer and learners to acquire computing skills. Some learners and facilitators confirmed that every learning centre had a computer lab equipped with computers that were not used to enhance teaching and learning. The challenges included failure to install hardware and software, technical problems, and the information systems policy, which did not allow software to be installed without following the mine’s Information Communication policy.

Tondeur, Van Braak and Valke (2007:962) contend that an information and communication technologies (ICT) policy plan seems to be an important incentive to foster the integration of ICT use in the classroom, but only when facilitators are aware of its content. The implementation of AET programmes at this mine is at an advanced stage, dating back to the year 2008. It was

mentioned during the interviews that some of the former learners were embarking on a programme as learner miners, while others were registered for mining and engineering learnerships.