Poultry managementis also an important part of food security in communities where peopleare unemployed and under pressure to survive. As part of non- formal
education,it provides communities with essential knowledge and skills to provide food security and to maintain their livelihoods. Poultry managementtherefore forms part of a broader non-formal education system that works to improve the health, economic livelihoodand the education of impoverished people in South Africa. Other forms of non-formal education that forms part of this system include literacy, basic education, farmer education, agricultural education,population education,
cooperative education,nutrition education and community development. Poultry management training is not only required by those in pre-employment and
employment,but is also of importance to people interested in establishingtheir own poultry businesses. In addition to this,there are also people who simply want to learn about poultry management as part of their own personal developmentand interest.
The KZNPI course has become particularly important in light of the level of
unemployment in the province of KwaZulu-Natal and the need to develop skills that enable people to become more self-sufficient and self-reliant.
Since 1995 a number of policies and laws were developed.The policy and legislative framework aims to transform the education system. This legislative framework also posessignificantchallenges to the non-formal education sector in South African society. To understand the implications of this new policy and legislative framework, this case study was done with specific focus on the KZNPI management course.From the analysis it has been made evident that non-formal adult education programmes and their providers are significantly affected by this policy and legislative framework.
In presenting this study, I haveorganized it into four chapters.
In the first chapter, I outlined the background of the study and the methodology that the investigation took. This study constituted thescrutinisation and weighting of both policy and legislation against adult non-formal education programmes,especially the KZNPI Five Month Poultry Management Programme. To realise this goal, the study took the form of qualitative research with some quantitative data for the corroboration of information. The case study method,informational evaluation and participant observation were the research methods applied. To collect data, documents were examined, interviews conducted and submissions that were made and were relevant to the study were considered.Literature source samples included members of the iNPLL and Perry's report on thepartners' registration and accreditation status as well as all documents and websites relevant to the study.The intuitive analytical technique similar to precision and pattern matching expounded by Firestone& Dawson (1988:
210) and Yin (1993: 110) respectively was employed to analyse data.
Chapter Two provides a detailed overview of the key policies and other theoretical frameworks that are applicable to the KZNPI course. A brief discussion about non- formal education is introduced and this was followed by a description of the key policies and laws. Consideration has also been given to the OBE, curriculum models and learning theories that inform curriculum design, teaching and learning. Personal development, skills development and job creation are seen as a major route towards state competitiveness in the accumulation of capital. For this reason,in South Africa skills development has been prioritised and evident to this recognition is the focus afforded adult basic and further education and training enshrined in the Constitution of South Africa.This perception impresses on non-formal education. Non-formal education features numerous programmes that are skills development related, such as the KZNPI course. These programmes are under pressure to conform to new policies that bring it under firmer control of the state.
Chapter Three focuses on the KZNPI course and a detailed description of the course is provided. This description encapsulated the course outline, learning support materials, staffing and staff development,curriculum approach, subjects and assessment. The overview of the course reveals that the course has good intentions and aims to build capacity in a key area of the agricultural sector. The course, which
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is placed in the FET band of the NQF, needs redevelopment ifit wants to meet all the requirements of the new policy and legislative framework.I argued that the new policy and legislative framework has drastic implication for non-formal education and training programmes.Itis clear that this legislation is leading to the formalisation of non-formal education and that it is geared towards placing it under firmer control of government. This is done through bureaucratic systems of funding while at the same time,limiting access to donor funding. I have also highlighted that this
legislative framework might also attempt to merge formal and non-formal education into a unified system so that it could better serve the immediate and further economic needs of the country. This attempt to elevate the status of non-formal education to that of schooling creates its own difficulties and might not be feasible. I also
highlighted the implications posed by the new policy and legislative framework to the learning programmes of the KZNPI. Key issues discussed included those related to qualifications,learning programme design, and curriculum matters and modes of delivery. These issues,I have pointed out, are significant challenges to the Institute.If the careful consideration to various funding options is ignored,the Institute might face closure. The new policy and legislative framework might offer a lifeline to the Institute, but this would come at a cost.
This study has investigated into the implications of this new policy and legislation on non-formal adult education programmes with particular reference to the KZNPI Five Months Poultry Management Course.