Australian Journal of Adult Learning

Volume 58, Number 3, November 2018

Literacy, lifelong learning and sustainable development

Veronica McKay

University of South Africa

Sustainable Development Goal (SDG) 4 calls on countries to ensure

inclusive and equitable quality education and promote lifelong
learning opportunities for all. Sub-goal 4.6 aims to ensure that all
youth and a substantial proportion of adults of both genders achieve
literacy and numeracy, with literacy being regarded indispensable
not only for the achievement of SDG 4 but also for the other 16 SDGs,
specifically those relating to health and wellbeing, gender equality,
active citizenship, income generation and responsible consumption
and production. However, the potential of achieving literacy can only
be reached if it is approached from a lifelong learning perspective;
therefore literacy learning activities should be offered as part of a
lifelong learning framework.

This article describes how the Kha Ri Gude Literacy Campaign in South
Africa, conceptualised within a lifelong learning framework, extended its
literacy curriculum to engender agency and empowerment among the
national target of adult learners who, as a result of the legacy of apartheid
in South Africa, had little or no education. It examines how, through
conceptualising literacy curricula content around the (local, national and
international) development goals, it is possible to use literacy instruction
as a catalyst to effect transformation and social change.
 Literacy, lifelong learning and sustainable development 391

The article draws on the mixed methods approach followed by the

research to show learners’ perceptions of the social, economic and
developmental opportunities afforded by literacy acquisition.

Keywords: South Africa; literacy; Kha Ri Gude campaign;

empowerment; sustainable development goals; lifelong learning

Lifelong learning and sustainable development

The continued prevalence of illiteracy in post-apartheid South

Africa was found to have negative effects on development and social
transformation, which prompted the government to launch the Kha Ri
Gude1 (Let Us Learn) Adult Literacy Campaign in 2008. The campaign
aimed to address the issues of literacy and basic education, which are
considered to be essential enablers for developing South Africa’s poor,
expanding their life choices (Department of Education, 1997, 2000,
2006), enhancing their participation in the social aspects of their lives,
providing a foundation for justice and equality, and redressing historical
imbalances (McKay, 2012, p. 5). In line with the National Education
Policy Act 27 of 1996 (Department of Education, 1996), the campaign
plan, which aimed to reach 4,7 million adult illiterates, included
strategies for targeting women, rural inhabitants, out-of-school youth,
the unemployed, prisoners, and adults with disabilities (McKay, 2015).
This paper aims to show the relationship between literacy as a
foundational component of lifelong learning and the achievement of
sustainable development goals (SDGs). I argue that through a deliberate
effort to embed the teaching of reading, writing and numeracy into
themes framed by (local, national and international) development
imperatives, it is possible to enhance the impact on the developmental
opportunities afforded by literacy.
I used a concurrent multi-method approach that combined obtaining
qualitative and quantitative data in the same research enterprise. This
entailed a quantitative analysis of the survey responses obtained from
a sample of 485 941 literacy learners and a qualitative content analysis

Kha Ri Gude (pronounced car-ri-goody) is Tshivenda for ‘let us learn’.

1
392 Veronica McKay

of 2 032 educators’ monthly journals. Both sets of data were used to

explore the learners’ perceptions of the impact of literacy acquisition on
the social, economic and developmental aspects of their lives.
I begin the article by looking at literacy from a lifelong learning
perspective and then explore the rationale of using the SDGs to inform
the thematic organisation of the learners’ literacy materials. In the latter
part of the paper, I discuss the survey of 485 941 learners, showing
how they perceived the impact of literacy and numeracy on their lives.
The survey findings are juxtaposed with the analysis of the narratives
contained in the educators’ monthly journals. Analsying educators’
narratives have given rise to critical information of the campaigns’
operations and impact (McKay & Romm, 2015).
In the following section, I explore SDG 4’s call for the ‘promotion of
lifelong learning opportunities for all’ in relation to SDG sub-goal 4.6,
which aims to ensure that ‘all youth and a substantial proportion of
adults achieve literacy and numeracy’ (United Nations, 2015, p. 21).

Literacy in the context of lifelong learning

In a country such as South Africa where there are great inequalities,

lifelong learning is regarded not only as a philosophy or an organising
framework for learning but as a particularly important process for those
who have been excluded from acquiring or have failed to acquire basic
competences through formal schooling. In terms of a lifelong learning
paradigm, literacy and numeracy are considered essential components
of lifelong learning and as critical foundational components for further
learning. The expanded remit for literacy in the United Nations post-
2015 development agenda makes a case for literacy programmes that
are structured in terms of levels of competency that would allow for
alternative learning pathways that meet a diversity of formal and
non-formal learning needs. It also presupposes that national policies
incorporate literacy and basic education into their educational offerings
and that these are calibrated in their national qualifications frameworks.
Such calibration would require literacy standards and standardised
tools to assess literacy proficiency and to monitor and validate learning
progress and outcomes.
The lifelong learning tradition has a long history. Hanemann (2015, p.
300) explains that its origins can be traced back to UNESCO’s Faure
 Literacy, lifelong learning and sustainable development 393

Report on Learning to be (Faure, Herrera, Kaddoura, Lopes, Petrovsky,

Rahnema. & Champion Ward, 1972) and the UNESCO Delors Report
on Learning: The treasure within (Delors et al., 1996) both of which
envisage learning as a lifelong process in which all could learn according
to their needs and interests, anywhere and at any time.
Hanemann (2015, pp. 295–300), of the UNESCO Institute for Lifelong
Learning, offers an analytical framework for literacy from a lifelong learning
perspective, comprising the following three closely interrelated dimensions:
Firstly, she envisages literacy as a lifelong learning process with literacy
learning as a continuous activity leading to different proficiency levels.
For this reason, she argues, it is meaningless to describe someone as
being either ‘literate’ or ‘illiterate’ because literacy proficiency levels are
part of a learning continuum. In acknowledging the varying levels of
proficiency, the literacy and numeracy instruction of the Kha Ri Gude
Literacy Campaign was registered as foundational competences on
the South African National Qualifications Framework (NQF) at a level
equivalent to Grade 3 of schooling; with the NQF making provision for
subsequent more complex levels of literacy and numeracy.
Secondly, she argues that literacy is a life-wide process, which implies
that people use and develop their reading and writing skills in different
ways across a wide range of places or spaces—at home or in the broader
community. In accordance with this, the literacy campaign offered its
formal teaching across a range of non-formal learning sites and drew on
a range of generative themes that were life-wide and cut across sectors
such as health, work, social security, environment and culture.
Thirdly, she contends that literacy needs to be regarded as part of
holistic, sector-wide and cross-sectoral reforms that promote the
development of national lifelong learning systems. As she argues, ‘within
a lifelong learning perspective, literacy and numeracy are viewed as
foundation skills which are the core of basic education and indispensable
to full participation in society’ (Hanemann, 2015, p. 295). The Kha Ri
Gude Campaign recognised that literacy and numeracy were critical
foundational skills that learners needed to access further learning and
that facilitated the transition of learners to Adult Basic Education and
Training level 2 (equivalent to Grade 5 of formal schooling) or other
areas of education and training (McKay, 2015. p. 383).
394 Veronica McKay

The UNESCO Institute for Lifelong Learning’s (2017b, p.2)) policy brief
offers the following succinct explanation of the three-dimensional model
for lifelong literacy:
Lifelong literacy covers the full spectrum of lifelong and life-wide
learning and involves a continuum of proficiency levels that
require institutionalized learning systems which are flexible and
support integrated approaches at all stages of a person’s life and
in a diversity of life situations. … [It] seeks to associate literacy
learning with other essential development tasks by making
literacy part of national development strategies. … [It] requires
a cross sectoral approach cutting across all development-
relevant areas (health, agriculture, labor, social security,
environment, culture, etc.), beyond the education sector.

In this way, UNESCO (2017b) highlights the role that literacy plays in
lifelong learning across a range of development areas and as a crucial
catalyst in achieving the other 16 SDGs. However, using literacy as a
vehicle for the achievement of SDG 4 (‘promotion of lifelong learning
opportunities for all’) and sub-goal 4.6 (‘all youth and a substantial
proportion of adults achieve literacy and numeracy’) (United Nations,
2015, p. 21) are not without challenges. UNESCO (2009, p. 67) refers
to multiple and structural reasons for the low and inequitable access to
adult learning and education of the poor (in the global South), particularly
women and rural and minority groups, restricting their participation in
adult education programmes. There are various economic, political, social
and structural barriers that cause unequal participation, and these are
broadly classified into three types of barriers that impact on adult learning,
namely institutional, situational and dispositional (UNESCO, 2009).
Institutional barriers include constraints such as the lack of
opportunity, and the available time or challenges associated with the
place of learning. These constraints impact on the poor and the least
educated who do not have the resources or the right to access learning.
The South African campaign endeavoured to overcome such barriers by
offering classes and learners’ support materials at no cost to learners.
This was an essential feature of the campaign’s mobilisation strategy.
In addition, to ensure that the learning sites were accessible to and
convenient for learners and that travel costs would be minimal, the
learners were asked to determine the learning venues.
 Literacy, lifelong learning and sustainable development 395

Situational barriers arise from and are linked to an individuals’ life-

stage. These barriers usually relate to having insufficient time for
learning due to family or work obligations. In consideration of the
absence of childcare facilities, the literacy campaign permitted mothers
to bring their children to classes and required the learners to determine
the times of classes so as to fit into their daily schedules.
Dispositional barriers refer to socio-psycho factors that may impede an
individual’s decision to participate in learning. Dispositional barriers
are prevalent among those with low levels of literacy and also the
elderly. Often these barriers are rooted in ambivalent memories of initial
education or previous failure (McKay, 2015). Studies, including those
of Street (2014, p. 14) and Aitchison, McKay and Northedge (2015, p.
51), refer to the reluctance of adults to attend literacy classes because
of previous negative experiences of failed schooling. In addition, adult
learners may be embarrassed about being illiterate or may be afraid of
losing their jobs or being overlooked when it comes to considering people
for responsible positions in the clubs or committees they belong to. Many
illiterate adults reside in rural and informal settlements where the focus is
generally not on literacy enrichment (Shrestha & Krolak, 2015); therefore
the culture of reading and learning needs to be developed and nurtured.
In an endeavour to mitigate the various barriers to participation,
the campaign used targeted community marketing and passing of
information by word of mouth to mobilise learners. In addition, the
first theme of the learners’ materials stimulated learners’ interest in
that it dealt with situational and dispositional (socio-psycho) barriers
to learning. In the latter part of this article, I discuss how the theme I
am learning assisted in overcoming the many barriers that influence
an individual’s decision to participate in and continue with learning.
In addition, the campaign harnessed the African ethos of ubuntu by
encouraging learners to collaborate with and support their learning
peers (Biraimah, 2016; Brock-Utne, 2016; Oviawe, 2016). This
cooperative approach to learning contributed to high participation rates
(McKay, 2015) and gave rise to a range of collaborative learner projects.

The context of literacy and the SDGs

The SDGs and their precursors, the Millenium Development Goals

(MDGs), draw attention to the expanded remit for literacy as an
396 Veronica McKay

essential development tool to enable people to survive, participate

and develop, and to enable active citizenship, improved health and
livelihood, and gender equality (UNESCO, 2017a, b, c).
In this respect, Oghenekohwo and Frank-Optu (2017, p. 130) contend
that literacy education is central to the achievement of all 17 SDGs,
stating that literacy education is essential to decrease the vulnerability of
individuals and communities (SDGs 1, 2, 3, 4, 5, 6, 7, 10 and 16), as well
as to increase people’s capacity for participation in a knowledge-driven
system (SDGs 8, 9, 11, 12, 13, 14, 15 and 17). They argue that literacy
education, as an investment in human capital, is the first step towards
achieving the SDGs, noting that by incorporating learning content into
literacy programmes that deal with, for example, the environment,
production, income generation and social justice, it will be possible
to enhance sustainable development. They therefore recommend that
literacy education should form part of all government policies that are
aimed at promoting development.
In similar vein, Torres (2004, p. 16) considers the developmental goals
of learning:
Education and learning are not objectives in themselves. They
are means for personal, family and community development,
for active citizenship building, for improving the lives of people,
and for improving the world in which we live. Thus, they
must be explicitly framed within and oriented toward social
transformation and human development.

With a Gini coefficient of 0.64 for males and 0.68 for females and 30%
of the population unemployed, South Africa has one of the highest
rates of inequality in the world (Statistics South Africa, 2017). The
Kha Ri Gude literacy campaign was thus conceived as part of a suite
of government interventions targeting inequality and poverty in South
Africa, inspired by the commonly held understanding that adult literacy
contributes to personal empowerment, economic wellbeing, community
cohesion and societal development. It is argued that literacy acquisition
contributes to poverty alleviation, mitigates HIV and AIDS, contributes
to preserving and sustaining the environment and raises an awareness
of human rights and the need to combat racism and xenophobia
(UNESCO, 2009, p. 43).
 Literacy, lifelong learning and sustainable development 397

Torres (2004, p. 93) cautions that while promoting literacy is viewed as

a key strategy to alleviate poverty, it must be remembered that poverty is
not the result of illiteracy but very much the contrary’. Hence she points
out that the most effective way to deal with poverty is to deal with the
structural, economic and political factors that generate and reproduce it
on a national and global scale.
Keeping caution in mind, the campaign nevertheless proceeded with
the interest of directing the literacy programme to give effect to the
development agenda by framing the teaching of reading, writing and
numeracy in accordance with development-related themes in order to
optimise the social, economic and developmental opportunities afforded by
literacy acquisition. In line with the recommendations of Piper, Zuilkowski,
Dubeck, Jepkemei, and King (2018), the campaign opted to use pre-
developed literacy materials2 together with educator notes and the support
of a mentor or coach (i.e. one of the campaign supervisors) to present the
programme at some 40 000 non-formal adult learning sites across the
country. The materials drew on the MDGs and SDGs with the curriculum
highlighting the themes of, for example, entrepreneurship, HIV and AIDS,
gender, democracy, human rights, environmental awareness (United
Nations, 2000, 2015), social justice and redress3 to encourage learners to
think about related matters and to make applications in their everyday lives.
In her evaluation of the campaign, Osman (2009, p. 31) comments on
the thematic approach as follows:
While teaching the fundamentals of reading, writing and
arithmetic … the materials simultaneously teach a range of
life skills such as HIV/AIDS, anti-xenophobia, budgeting,
environmental education, nutrition, hygiene and health, and
livelihoods, active citizenship and ongoing lifelong learning.

The literacy campaign also provided an opportunity to heighten

learners’ awareness of gender-based violence, which is widespread in
South African society (Jewkes, Levin, Mbananga, & Bradshaw, 2002;

2
It is recognised that proponents of ‘new literacy’ studies (Prinsloo & Breier, 1996; Rogers,
2006; Street, 1984, 1995, 2014) argue against the use of pre-developed textual material
(primers or workbooks) in teaching literacy.
3
The curriculum included mother-tongue literacy, English as a first additional language
and numeracy. The thematic approach was followed to develop the life skills component.
 398 Veronica McKay

Jewkes, Penn-Kekana, Levin, Ratsaka, & Schrieber, 2001). It attempted

to debunk gender stereotypes by encouraging open discussions about
the possibilities for women to transcend traditional gender barriers. In
discussing the need for education programmes to tackle the alarming
statistics of gender violence in South Africa, Mpani and Nsibande (2015,
p. 6) draw on the United Nations’ (1993) definition of gender violence
as ‘violence that results in, or is likely to result in, physical, sexual or
psychological harm or suffering to women and girls … whether occurring
in public or in private life’. As will be shown subsequently, the campaign
materials mainstreamed gender in line with SDGs 3 and 6.
In tackling issues of health and wellbeing (SDG 3/MDG 6) and the
empowerment of women in relation to healthcare (SDG 5/MDG 3), the
campaign focussed on health in the context of development. The World
Health Organization (2016, p. v) refers to the health challenges that persist in
developing countries, for example, high maternal and child mortality rates,
malnutrition and high incidences of communicable diseases such as HIV
and AIDS and tuberculosis. It was necessary for the campaign materials to
focus on sexual and reproductive health and HIV and AIDS, as well as on
the relationship between and the critical impact on children of poverty and
malnutrition (Adams et al., 2018) as well as on the prevalence of malnutrition
in urban areas—a phenomenon that is acute in urban areas because of limited
agricultural land and rampant food prices (Nenguda, 2018).
Figure 1 shows the residential and settlement patterns of the literacy
learners. It was necessary to know the learner contexts in order to
Figure 1. Distribution of learners by residential type
ensure that the learner materials dealt with issues that were specific to
their living situations.
Figure 1. Distribution of learners by residential type

FARM PRISONS
3% 0%
URBAN SUBURB
1%
INFORMAL
SETTLEMENT
7%
URBAN
TOWNSHIP
20%

RURAL
VILLAGE
69%

The campaign materials were contextualised around problems of poverty in

 Literacy, lifelong learning and sustainable development 399

The campaign materials were contextualised around problems of

poverty in specifically rural and urban townships and informal
settlements, dealing with issues related to poor infrastructure, lack of
water, sanitation and electricity, poor health and healthcare, HIV and
AIDS, malnutrition, low household income and high migration (Aliber,
2003; Bosworth, 2016; Lehohla, 2017; Lind, 2008). Cognisance was
also taken of the prevalence of food insecurity which, while high in rural
areas, is more extreme in township and urban informal settlements
where the cost of living is higher and food prices are out of the reach of
poor households (Nenguda, 2018).
The campaign aimed to empower learners to make purposeful choices
while acquiring literacy. Most definitions of empowerment that focus on
agency refer to people gaining control over decisions and resources that
determine their quality of life, and, as Akter et al. (2017, p. 271) point
out, ‘translating choices into desired actions and outcomes’. It is akin to
what Giddens (1991, p. 223–225) terms ‘life politics’, or the politics of
self-actualisation. It is concerned with reducing exploitation, inequality
and oppression and focusses on the imperatives of justice, freedom and
participation through collective or intersubjective engagement (McKay
& Makhanya, 2008). This is analogous to Freire’s (2006) aspirational
‘pedagogy of hope’ according to which literacy helps to shape the
trajectories of people’s lives (Hanemann & McKay, 2015; Ghose &
Mullick, 2015; UNESCO, 2006; Wagner, 2015).
The remainder of this paper sets out the findings relating to the learners’
perceptions about the extent to which the literacy campaign’s deliberate
focus on the MDGs/SDGs helped shape the trajectories of their lives.
In doing this, it focusses on the unfolding of the three dimensions of
lifelong learning (institutional, situational and dispositional barriers) as
explained by UNESCO (2009).

Research approach

This study used a mixed methods research approach, an approach which

is often referred to as a ‘third movement’ in the evolution of research
methodology as a resolution to the quantitative and qualitative paradigm
war. Creswell and Garrett (2008) point out that in ‘mixing’ quantitative
and qualitative data, consideration is given to when, where and why
methods are mixed and what the added value of ‘mixing’ methods
is. They argue that when a researcher collects ‘both quantitative and
400 Veronica McKay

qualitative data, merging, linking, or combining of the sources of data,

and then conducting research as a single study … the mixed methods
research provides more than quantitative or qualitative research alone’
(p. 327). The article draws on the complementary strengths of these
approaches (Johnson & Onwuegbuzie, 2004; Johnson, Onwuegbuzie, &
Turner, 2007; McLafferty & Onwuegbuzi, 2006).
The study followed a ‘concurrent mixed’ or ‘multi-method’ approach,
gathering qualitative and quantitative data (Morse, 2003) and integrating
these to offer a more nuanced understanding of the impact of literacy on
learners’ lives and the extent to which these benefits correlated with the
intent of the MDG/SDG-inspired curriculum within a lifelong learning
framework. It was believed that the findings would allow for a closer
tailoring of basic education programmes that might be incorporated at the
foundation phase and along the lifelong learning continuum.
Both the quantitative and qualitative data were obtained from large data
sources as discussed below.
Firstly, I used the data I gathered from 2007 to 2012 when I established
and managed the literacy campaign in my capacity as its chief executive
officer. This study may therefore be regarded as reflective, with my
personal roles having been those of a participant observer and a co-
active researcher (McKay & Romm, 2008). As leader of the campaign
I had access to letters, emails, official data and reports, and I could
interact with learners and other field operatives in the course of my daily
work. These data sources provided an important backdrop to the study.
Secondly, I drew on the data emanating from a content analysis of
a sample of the journals that 2 032 educators4 (n = 2 032) had to
keep to guide their monthly community of practice meetings. While
content analysis is often perceived as a quantitative method in which
preconceived items are coded and counted, I regarded my analysis of the
educators’ journals as following an abductive content analysis approach,
which Harnett (2016, p. 7) defines as meaning-making through a three-
way engagement with text, individuals and the environment. This,
Harnett argues, involves hearing and interpreting ‘the intermingled
voices’ in the context or epistemic space, an engagement that moves

4
The educators in the campaign were organised into community of practice groupings
and were required to maintain journals to be discussed at their meetings. The process is
discussed in an article by McKay (2017).
 Literacy, lifelong learning and sustainable development 401

the enterprise from being subjective to being intersubjective. In this

way, Harnett contends, content analysis can be transformative in
deriving explanations arising from textual analyses that may be used
to guide subsequent action. In our managing of the literacy campaign
the issues raised in the educators’ journals were initially tabled at the
meetings between the respective educators and their supervisors and
ultimately at the meetings held with the coordinators at which I, as
CEO, was present, and at which the issues raised in the journals were
indeed used for improving and transforming the campaign strategy at a
national level. Moreover, these meetings provided a space for intercoder
interpretations of issues through multi-stakeholder engagement.
In analysing the journal content, I followed an innovative abductive
approach listening to the intermingled voices of the national
coordinators and other stakeholders against the backdrop of my
understandings of the context. This enriched my reading and
interpretation of the text.
The journals contained a number of themes other than those I had
identified, for example, ways of improving teaching or approaching
problems associated with absenteeism, but the themes I deal with in
this article mainly concern those aspects that I consider to be related to
the impact of learning on learners’ lives (McKay, 2017). It is, however,
possible that other researchers attempting the same exercise might
identify other themes as being prominent.
Lastly, I used the quantitative data obtained from the responses of a
sample of 485 941 learners’ (n = 485 941) assessment portfolios5 which
were captured in 20116. Learners were required to respond to 24 indicators
pertaining to how literacy had impacted on their lives (see Table 1 below).
The data were processed using the SAS statistical package and various
statistical procedures, including Spearman’s rank correlation coefficient.
The quantitative survey data used were obtained from the responses that

5
These portfolios contained 10 assessment activities for literacy and 10 for numeracy,
which learners completed at various stages in their programme. At the end of the learning
programme, the educator surveyed the learners on 24 items that required them to indicate
which items resonated with their perception of the impact of the learning on various areas
of their lives.
6
The campaign reached 4.7 million learners in the period 2008–2017. The year 2011 was
selected for this study as a stable year with the campaign having overcome initial teething
problems or winding down issues, thus providing more reliable data.
 impacted on their lives (see Table 1 below). The data were processed using the SAS
statistical package and various statistical procedures, including Spearman’s rank
correlation coefficient. The quantitative survey data used were obtained from the
402 Veronica McKay
responses that the literacy learners gave at the end of the semester when their
educator conducted exit interviews to determine which of the 24 indicators (see
the literacy learners gave at the end of the semester when their educator
Table 1) the learners perceived to have improved as a result of their literacy. The
conducted exit interviews to determine which of the 24 indicators (see
485 941
Table learners/respondents
1) the learners perceived were organised
to have into classes
improved of between
as a result of their12literacy
and 18
acquisition.
learners. They Thewere
485 941
taughtlearners/respondents
by approximately 32 000 were organised
educators, eachinto classeswas
of whom
ofresponsible
between 12 for conducting exit interviews with all the learners in their class.000
and 18 learners. They were taught by approximately 32 In
educators, each of whom was responsible for conducting exit interviews
administering the 24-indicator survey during the interviews, the educators were
with all the learners in their class. In administering the 24-indicator
required
survey to read
during out
the the following
interviews, thestatements
educatorstowere
theirrequired
learners in
totheir
readmother
out thetongues
and tick the aspects with which the learners agreed:
following statements to their learners in their mother tongues and tick the
aspects with which the learners agreed:
Table 1. Learner survey on the impact of literacy
Table 1. Learner survey on the impact of literacy

1 I feel more self-confident. 13 I feel that people treat me better.

2 My life in my family has improved. 14 I feel more respected in my family.

3 I feel more respected in the community. 15 I have more friends.

4 I share what I learn with my family. 16 I ask my family to help me with my

learning.

5 I take part in more community issues. 17 I can more easily solve problems.

6 I better understand my child’s schooling. 18 I understand the importance of eating

correctly.

7 I can help my child with education. 19 I have started growing vegetables.

8 I attend school or other meetings. 20 I have improved my position at work (if

he/she works).
5
These portfolios contained 10 assessment activities for literacy and 10 for numeracy, which learners
completed at various stages in their programme. At the end of the learning programme, the educator
surveyed
9 theunderstand
I better learners onhealth
24 items
andthat required them
21 Itohave
indicate which
started items
some resonated
work that helpswith
metheir
perception of the impact of the learning on various areas of their lives.
healthcare. to earn.
6
The campaign reached 4.7 million learners in the period 2008–2017. The year 2011 was selected for
this study as a stable year with the campaign having overcome initial teething problems or winding
10 I can manage money better. 22 I would like to carry on learning.
down issues, thus providing more reliable data.

11 I can use a cellphone or ATM or other 23 I have encouraged others to join Kha Ri
device. Gude.

12 I have more books or magazines in my 24 Other (fill in)

home.

Note.Reprinted
Note. Reprinted from
from I can
I can doLearner
do it, it, Learner assessment
assessment portfolio.
portfolio. DBE p.
(DBE, 2011, (2011,
2). p. 2).

Research questions

This study sought to answer the following research questions through a mixed
 Literacy, lifelong learning and sustainable development 403

Research questions

This study sought to answer the following research questions through a

mixed methods approach:
• What did learners perceive was the impact of literacy on their lives?
• What areas of impact did the educators refer to in their journals?
• In what way did the areas of impact correlate with the MDG/SDG-
related themes contained in the learning materials?
• What do the areas of impact contribute to our understanding of
literacy within a lifelong learning paradigm?

Findings

Perceptions of the impact of literacy

In this section, I report on the learners’ perceptions of the impact of

learning on their lives and interpret these against the backdrop of the
data obtained from the educators’ journals.
I start this section with Figure 2 that graphically displays the findings of
the 24-item survey (shown in Table 1). The survey aimed to establish the
learners’ perceptions of the impact of the literacy campaign on their lives.
Figure 2: Learners’ perceptions (in percentages) of the impact of their learning
Figure
on various 2: Learners’
aspects of their perceptions
lives (in percentages) of the impact of their
learning on various aspects of their lives

The differently coloured clusters of indicators shown in Figure 2 refer respectively to

 404 Veronica McKay

The differently shaded clusters of indicators shown in Figure 2 refer

respectively to the following: increased confidence; increased social
networks; utility of newly acquired skills; improved income-generation
activities; and appreciation of education. The last bar (‘Other’) refers to
additional impacts that are not captured for this study.
The subsequent discussion is arranged according to the themes used to
organise the literacy materials (I am learning; My family, my home; Living
together, Healthy living; World of work; Our country; The world around us).

Learners’ perceptions of the impact of learning

The first theme in the literacy manual I am learning links up with the goal
of SDG 4 to ‘ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all’. It aimed to motivate and encourage the
newly enrolled adult learners to persevere with their learning, showing basic
education as a human right. The literacy programme assisted the learners
in setting
identify out on their
possibilities forjourney of lifelong
enhancing theirlearning
skills. Inby requiring
addition, them
the to deal
theme aimed to inform
with the various barriers to learning and to discuss their personal reasons for
parents and carers
not attending schoolofinthe importance
childhood and anyof their children’s
reservations schooling.
about learning Importantly,
they the
might aimed
theme have, and to explore their
to destigmatise learning
literacy needs and
learning. identify
The possibilities
responses shownfor in Figure 3
enhancing their skills. In addition, the theme aimed to inform parents and
suggest that the first theme contributed to establishing a learning culture among the
carers of the importance of their children’s schooling. Importantly, the theme
learners,
aimed totheir familiesliteracy
destigmatise and their peers.The responses shown in Figure 3
learning.
suggest that the first theme contributed to establishing a learning culture
Figure
among3. theLearners’ perceptions
learners, their families andof their
the impact
peers. of learning
Figure 3. Learners’ perceptions of the impact of learning

91.64%
89.94%
89.34%
87.85%

84.98%
84.20%

82.22%

Shows what Asks for help Wants to Encourages More books in Understands Helps child
s/he learns with learning continue others to learn home child's with
learning schooling homework

As illustrated in Figure 3, 91.64% of the learners indicated that they showed their
 Literacy, lifelong learning and sustainable development 405

As illustrated in Figure 3, 91.64% of the learners indicated that they

showed their books to family members and friends, suggesting that
the campaign succeeded in destigmatising literacy learning. A further
89.94% of the learners stated that they encouraged others to learn,
with 87.85% of them enlisting the help of friends or family members in
completing learning tasks.
The following excerpts taken from the educators’ journals suggest that
the learners’ learning was a shared activity:
They share what they are learning with their family at home.

Some learners come to class with their lessons already completed

ahead of time.

They learn with their families.

Their family members are eager and interested in coming to classes.

Learners ask to bring additional family members to class. Some

want to bring their partners and other family members. I tell
them they can only enrol in the next semester.

The campaign aimed to stimulate learners’ appetite for lifelong learning.

The findings pointed to the desire of learners (89.34%) to continue
learning. In addition, 82.22% indicated that they had more reading
materials, books and magazines in their homes. This is notwithstanding
the fact that many of the learners resided in rural and informal
settlements, where the focus is generally not on literacy enrichment.
The educators’ journals referred to the agency and cooperation
of learners in establishing class committees, finding convenient learning
venues, recruiting new learners and ensuring regular attendance of
their peers. This also helped to mitigate structural and institutional
challenges that literacy learners often face. Moreover, the role of learners
in organising their programmes was significant in narrowing the divide
between formal and non-formal learning because this formal programme
was presented at non-formal learning sites such as in homes or under
trees—at sites and times determined by the learners themselves.
The theme also intended to heighten awareness of parenting techniques
and reinforced strategies for supervising children’s homework. The
406 Veronica McKay

exit survey showed that 84.20% of the learners assisted children

with homework and a further 84.98% indicated that they were more
knowledgeable about their children’s education.
Osman (2009, p. 34), in her review of the literacy campaign, notes that
the adult ‘learners appeared to be very keen to learn ... they indicated
that they felt that the programme was beneficial to them in that it
assisted them to help the children with their homework, and also
provided an opportunity for the children to help the older caregivers
with theirs’.
The following notes taken from the educators’ journals revealed
the impact that literacy learning had on the schooling of the
learners’ children.
They can help their children with their homework because they
know how to read.

They can write the minutes of school meetings.

Their children were motivated to share their knowledge with

their families and neighbours.

The converse was also reflected in the educators’ journals. The

intergenerational nature of the learning meant that it was not unusual
for children to visit their parents’ literacy classes to obtain information
on how they could better assist their parents with their homework. As
one educator explained in her journal:
Children come to class to check on their parents’ marks and to
check their answers [to the assessment activities] and to find out
what homework they have to do. They regularly check on how
well their parents are doing.

Learners are now able to help their children with homework,

and their children also help them with their work.

Learners’ perceptions of improved family life and friendships

The second theme My family, my home focussed on issues related to

families as a social institution, specifically on gender equality and the
empowerment of women and girls (SDG 5/MDG 3), the promotion of
social institution, specifically on gender equality and the empowerment of women
and girls (SDG 5/MDG 3), the promotion of health and wellbeing of family members
(SDG 3/MDG 4, 5 and 6), and waterlifelong
Literacy, and learning
sanitation (SDG 6/MDG
and sustainable 7). 407
development

This theme focussed on building relationships with families and friends, and, as
health and wellbeing of family members (SDG 3/MDG 4, 5 and 6), and
indicated in sanitation
water and Figure 4, the literacy
(SDG 6/MDGlearners
7). felt more respected in their families
(88.25%),
This themethat their family
focussed lives had
on building improved (91.05%)
relationships andand
with families thatfriends,
they had more
and, as(88.61%).
friends indicated Moreover,
in Figure 4,90.01%
the literacy learners
of the feltindicated
learners more respected in had an
that they
their families (88.25%), that their family lives had improved (91.05%) and
increased ability to manage family finances.
that they had more friends (88.61%). Moreover, 90.01% of the learners
indicated
Figure that they had
4. Learners’ an increased
perceptions of ability
improvedto manage
familyfamily finances.
life and friendships
Figure 4. Learners’ perceptions of improved family life and friendships

91.05%

90.01%

88.25%

85.61%

More friends Improved family life More respected in family Manages finances

AsAsindicated
indicatedininFigure
Figure4,4,90.01%
90.01%ofoflearners
learners indicated
indicatedthat
thatthey
theywere
were better able to
better able to manage their finances, suggesting improved roles
manage their finances,women
that (predominantly) suggesting improved
learners playedroles that (predominantly)
in household resource women
learners playedThese
management. in household resource
were noted in the management. These were noted in the
educators’ journals:
Learners
educators’ bring family problems to class and want to discuss
journals:
and solve them with each other.
Learners bring family problems to class and want to discuss and solve them with each othe
Learners can take better care of their family because of
Learners can take better care of their family because of the learning.
the learning.

Learners’ improved financial management abilities were captured

in the following note made in an educator’s journal:
‘Learners now know how to draw money at the post office and
how to sign the forms at the post office’.
post office and how to sign the forms at the post office’.

The journals also showed that learners were able to interact with officialdom when
408 Veronica McKay
having to complete official forms and applications for birth certificates, identity
documents and social grants.
The journals also showed that learners were able to interact with
officialdom
Learners’ when having
perceptions oftointegration
complete official forms and applications for
birth certificates, identity documents and social grants.
The third theme (Living together) was considered pertinent in the context of post-
Learners’ perceptions of integration
apartheid South Africa. It focussed on the importance of community cohesion and
settlements
The third theme Living
that were together
safe and resilient (SDG 11/MDG
was considered 7), peaceful
pertinent in the and inclusive
context of post-apartheid South Africa. It focussed on the importance
(SDG 16). This thematic section provided a foundational understanding of human
of community cohesion and settlements that were safe and resilient
rights
(SDGand social7),
11/MDG justice to enable
peaceful learners(SDG
and inclusive to access social
16). This services
thematic such as
section
provided aand
healthcare foundational understanding
social grants. of human
It also encouraged rights and
learners social
to participate in community
justice to enable learners to access social services such as healthcare and
decision-making processes.
social grants. It also encouraged learners to participate in community
decision-making
Figure 5. Learners’ processes.
perceptions of confidence and integration
Figure 5. Learners’ perceptions of confidence and integration

92.42%

88.40%
87.50%
86.79%
85.61%
84.80%

Increased Respected in the Participate in Attend school Treated better in More friends
confidence community community meetings community

Asindicated
As indicatedininFigure
Figure5,5,92.42%
92.42%of ofthe
thelearners
learners stated
stated that
that they
they felt
felt more confident
more confident at the end of the learning programme. It is noteworthy
atthat,
the of
end of24
the theindicators,
learning programme.
self-confidenceIt is was
noteworthy that,highest.
ranked the of the 24 indicators, self-
It was
confidence wastherefore
not surprising ranked the highest.
that a high Itpercentage
was not surprising therefore
of learners (88.40%)that a high
felt more ‘respected by the community’, 86.79% felt they were ‘treated
percentage of learners (88.40%) felt more ‘respected by the community’, 86.79% felt
better in the community’, and 85.61% of the learners indicated that they
they
had were ‘treated
expanded better
their in networks,
social the community’,
which isandan85.61%
indicatorof that
the learners
might indicated
contribute to increased confidence.
 Literacy, lifelong learning and sustainable development 409

UNESCO (2016) in fact refers to the way in which the Kha Ri Gude
Literacy Campaign fostered community cohesion and peaceful co-
existence through its ‘implementation model that created learners’
groups that bring together people with common goals for themselves
and their communities’. In addition, it refers specifically to the learners’
expanded social networks, stating that ‘besides the actual literacy
learning experience, a lot of programme participants come for the
social aspect. They meet new friends and the learning groups help to
overcome loneliness … establish social groupings which cooperate in a
range of socio-economic activities guided by reciprocity’. This view was
corroborated in one of the educator’s journals: ‘Learners now see school
as a social activity that has improved their way of living’.
The educators’ journals refer to increased participation of learners in
communal and specifically school matters:
Learners are appointed as secretaries to projects. They assist
children with homework and take minutes at meetings.

They are able to sign without using their thumbprints. Mr X

signed at a church meeting.

Learners are appointed to committees. They can take minutes at

meetings and can communicate with others in meetings.

One mother was able to sign her name when she collected her
child’s report from school.

Learners were empowered to even complain about their educator:

Learners complained about the teacher. She is always
absent and she [needed to] be encouraged to improve her
teaching methods.

As Figure 6 shows, learners experienced improvements in managing

their finances (90.01%) and dealing with everyday problems (86.09%),
they were empowered to grow vegetables (lamentably only 79.96%) and
to acquire improved knowledge of nutrition (86.72%) and health matters
(88.01%). Moreover, learners cited their ability to use a cellphone or an
ATM (89.06%), which enabled them to connect or transact beyond their
immediate contexts.
 410 Veronica McKay

Figure 6. Learners’ perceptions of the utility of newly acquired skills

90.01%
89.06%
88.01%
86.72%
86.09%

79.96%

Manages Better problem Grows own Understands Understands Uses technology

finances solving vegetables health nutrition

The educators’ journals confirmed the learners’ improved abilities by

The educators’
relating journals
how they wereconfirmed the
able to rely onlearners’ improved
their improved abilities by relating
mathematical and how
they were able
financial skillstotorely on their
establish improved
small mathematical
businesses and financial
that generated skills to establish
(survivalist)
income, and how they could apply their technology skills in using mobile
small businesses that generated (survivalist) income, and how they could apply their
phones and ATM banking. While the impact of growing vegetables for
technology
health andskills in using
nutrition wasmobile phones and ATM
the lowest-scoring banking.
indicator, While the impact of
the educators’
journals
growing reported on
vegetables forahealth
large number of home
and nutrition wasgardens and household
the lowest-scoring indicator, the
food security initiatives (all requiring the skills taught in the campaign):
educators’ journals reported on a large number of home gardens and household
My learners have started a vegetable garden and their families
food security initiatives (all requiring the skills taught in the campaign):
get vegetables from the garden.
My learners have started a vegetable garden and their families get vegetables from the
They have formed a group for growing vegetables together and
garden.
will take them home for their families and to sell.
They have formed a group for growing vegetables together and will take them home for their
Learners’ perceptions
families and to sell. of improved understanding of health issues

Learners’
The theme perceptions of improved
of Healthy living focussed understanding of health (SDG
on health and wellbeing issues3/
MDG 6) and empowering women in relation to healthcare (SDG 5/MDG
The theme of Healthy living focussed on health and wellbeing (SDG 3/MDG 6) and
3). Topics included were personal hygiene, health-seeking behaviour,
empowering women
filling in clinic in relation
forms, reading to healthcare
a child’s (SDG 5/MDG
immunisation and 3). Topics included were
weight
personal hygiene, health-seeking behaviour, filling in clinic forms, and
chart, understanding pregnancy, contraception, safe sex, sexual reading a child’s
reproductive health, and HIV and AIDS (SDG 5/MDG 5). There was a
immunisation
special insertandon weight chart, which
tuberculosis, understanding pregnancy,
is often an contraception,
opportunistic infection safe sex,
sexual and reproductive health, and HIV and AIDS (SDG 5/MDG 5). There was a
special insert on tuberculosis, which is often an opportunistic infection occurring in
 Literacy, lifelong learning and sustainable development 411

occurring in people who have HIV and AIDS. In addition, the materials
aimed to give information on nutrition, especially for children or family
members who were immuno-compromised and receiving treatment
for HIV. Educators were encouraged to invite staff from local clinics
to address the learners on healthcare and to source additional health-
related learning materials.
Given that approximately 70% of the learners were female, the
materials dealt with sexual reproductive health in order to increase
learners’ knowledge on how to plan and space births. The same content
broadened the knowledge base of men. While the educators’ journals
stated that male learners sometimes resisted learning this content,
the fact that 88.01% of the learners indicated that they had improved
knowledge of health issues showed that most learners (male and female)
better understood health messages.
The theme also focussed on aspects of water literacy, including water
usage, water purification and, given the high infant mortality rates, the
mixing of rehydration formula.
The importance of the campaign’s focus on child rearing and children’s
health was underscored by Osman (2009, p. 34) who pointed out that
the classes she visited:
... comprised mostly older people with minimal prior education.
Most of the female learners were secondary caregivers to
children, some of whom were of school-going age or caring for
orphans, and the knowledge of children’s health and welfare was
essential for women in their ‘second round’ of child rearing.

Figure 7 shows learners’ perceptions of the impact of learning on the

relevant three health indicators.
 412 Veronica McKay

Figure 7. Learners’ perceptions of improved understanding of health issues

88.01%
86.72%

79.96%

Grows own vegetables Understands health Understands nutrition

As shown
Asinshown
Figure
in7, 88.01%
Figure of the learners
7, 88.01% stated stated
of the learners they had anhad
they improved
an
improved understanding of health issues. The educators’ journals
understanding of health issues. The educators’ journals indicated this as follows:
indicated this as follows:
This learning changes their lives because they know how to measure medicine. Learners with
This learning changes their lives because they know how to
chronic illness are able to take their medication.
measure medicine. Learners with chronic illness are able to take
Learners their medication.
have received medical health for the first time, testing for diabetes and blood
pressure. They are encouraged to clean their homes.
Learners have received medical health for the first time, testing
Learners for
werediabetes
supplied and blood pressure.
with reading They
glasses from are clinic
the local encouraged to clean
and they can now read the
their homes.
notice boards.

They are Learners

now aware were supplied
of TB and with
open the reading
windows glasses
of the taxi andfrom
toiletsthe
for local clinic
fresh air.
and they can now read the notice boards.
Learners have improved their health support. Two learners received pills for diabetes and
They
high blood are now aware of TB and open the windows of the taxi and
pressure.
toilets for fresh air.
Figure 7 also shows that 86.72% learners indicated that they had improved
LearnersHowever,
knowledge of nutrition. have improved their health
their improved support.ofTwo
knowledge learners
health and nutrition
received pills for diabetes and high blood pressure.
did not always translate into learners’ growing their own vegetables as a means to
improveFigure
health 7and
alsohousehold
shows thatfood
86.72% learners indicated that they had
security.
improved knowledge of nutrition. However, their improved knowledge
Notwithstanding
of healththe
andlow numberdid
nutrition of not
learners
alwaysreporting
translatevegetable growing,
into learners’ the
growing
educators’ journals included references to projects emanating from cooperation with
agricultural NGOs that offered agricultural resources and technical skills. Such
 Literacy, lifelong learning and sustainable development 413

their own vegetables as a means to improve health and household

food security.
Notwithstanding the low number of learners reporting vegetable
growing, the educators’ journals included references to projects
emanating from cooperation with agricultural NGOs that offered
agricultural resources and technical skills. Such projects resulted
in communal gardens and cooperatives that improved household
food security and benefitted those most vulnerable to malnutrition
(infants, young children and, given the prevalence of HIV, the immuno-
compromised).
The educators reported that the food gardens played an important
role in informal settlements and urban townships which are usually
characterised by high population density and little agricultural space.
Since most of the learners targeted by the literacy campaign subsisted
on social grants, the introduction of the food garden concept promised
many benefits, including enabling learners to sell surplus crops.

Learners’ perceptions of the impact of learning on income generation

The theme of World of work focussed specifically on issues of poverty

and identified different survivalist-oriented business activities and
productive employment opportunities, which resonated with SDGs
1, 7 and 8 and MDGs 1 and 7. It aimed to increase sustainable work
opportunities and an awareness of decent work (SDG 8/MDG 1)
by focussing on how to establish small businesses and make use of
cooperatives. Recycling as a method of income generation was also
described (SDG 12/MDG 7). Learners’ perceptions about these issues
are reflected in Figure 8.
8/MDG 1) by focussing on how to establish small businesses and make use of
cooperatives. Recycling as a method of income generation was also described (SDG
414 Veronica McKay
12/MDG 7). Learners’ perceptions about these issues are reflected in Figure 8.

Figure
Figure8.
8. Learners’ perceptions
Learners’ perceptions of impact
of the the impact of learning
of learning on on income generation
income generation

89.06%

74.55%

64.87%

Uses technology Improved at work Started generating income

Learners
Learnersindicated
indicatedthat
thatthey
theywere
wereable
abletotouse
usetechnology
technology(89.06%)
(89.06%)totoexpand their
expand their communication
communication or for banking. or for banking.
Although Although
relatively relatively
low, the low, of those who
percentages
the percentages of those who improved their positions at work (63.87%)
improved their positions at work (63.87%) and those who began to generate an
and those who began to generate an income (74.55%) were promising,
income (74.55%)
especially were
since the promising,
campaign especially
lacked since to
the capacity theteach
campaign lacked
various craftsthe capacity
and specific work-related skills.
to teach various crafts and specific work-related skills.
Osman’s (2009) statement that social and economic rationales are
Osman’s (2009) statement that social and economic rationales are inextricably
inextricably intertwined is pertinent here. The campaign recognised
intertwined is pertinent
that literacy here. skills
and numeracy The campaign recognised
are foundational skillsthat
andliteracy
that and numeracy
developing them is a precursor of skills training; hence they are closely
related to social rationale, which is a determiner of what is seen as
‘economic’ because of the following:
• There is a high correlation between literacy and GDP.
• Each year of schooling/learning contributes to increased
income levels.
• Literacy has been linked with livelihoods and basic income generation.
• Basic literacy and numeracy are foundational competences for
skills training.
 Literacy, lifelong learning and sustainable development 415

• The literacy materials aimed to enable learners to better understand

and manage their household budgets. This skill was expanded on by
teaching learners how to set up entrepreneurial cooperatives.
UNESCO (2016) points out that, as a value-add to assist South African
adults who had little or no schooling in acquiring literacy,
[t]he Kha Ri Gude Campaign enabled learners to acquire basic
literacy skills including basic spoken English. This has enabled
hitherto illiterate youth and adults to be more independent
in conducting daily business including undertaking shopping
errands and travelling. … In addition, program graduates have
also been empowered to engage in more profitable income-
generating activities or to improve the profitability of their
existing projects. Essentially, therefore, the program enables
both employees – most of whom had been unemployed – and
learners to be self-reliant and to contribute toward their families’
well-being and living standards.

The same sentiments were expressed in the educators’ journals, which

indicated that learners were using their new technology skills.
Learners can use the ATM and also joined the library.

He went to … [shop] with his calculator and counted his groceries.

Many learners communicate with others using cellphones

because of learning.

As a group of educators, we teach learners the skills that we have

for business.

Learners are happy to be able to write. They even plan to open

spaza [informal] shops because they can count, read and write.

Learners are now able to participate in community projects

like farming.

Learners can now count the number of eggs laid each day.

Learners [wanted] to be taught to sew. The supervisor had to

explain the importance of learning to read and write first.
 Learners [wanted] to be taught to sew. The supervisor had to explain the importance of
learning to read and write first.
416 Veronica McKay
Learners have learned skills like beadwork … they make beads for hands, neck and
headwear, and sew. They make things to sell.
Learners have learned skills like beadwork … they make beads
for hands,
Learners bake neck
bread and headwear,
that they sell. I alsoand sew.
taught They
them howmake
to sewthings
clothes to sell.
to sell.

Learners helpbake
Learners the community by moulding
bread that clay
they sell. pots and
I also sell them
taught themtohow
the community.
to
seware
They clothes toon
planning sell.
buying their own materials in order to use their shoe-making skills that I
taught them.
Learners help the community by moulding clay pots and sell
them
Learners’ to the community.
perceptions of the impact of learning on sustaining the environment
They
This theme are planning
focussed on buying
on caring theirEarth.
for Mother own materials inexploring
It dealt with order to use
possibilities to
their shoe-making skills that I taught them.
end hunger by improving household food security and nutrition through sustainable
agriculture
Learners’(SDG 2/MDG of
perceptions 2).the
Lessons
impactwere designed
of learning onto teach learners about water
sustaining
thesanitation
and environment
(SDG 6/MDG 7), sustainable consumption, land production and
conservation
This theme and wateron
focussed resources,
caring fortopics
Mother thatEarth.
linkedItup
dealtwithwith
SDGs 6, 14 and
exploring
15/MDG 7 but to
possibilities were
endpresented
hunger byatimproving
a level accessible
household to food
foundational
security learners.
and
nutrition through sustainable agriculture (SDG 2/MDG 2). Lessons were
The materials
designed encouraged
to teach the
learners valuing
about andand
water conservation
sanitation (SDGof the 6/MDG
eco-environment
7), and
sustainable consumption, land production and conservation and
biodiversity in learners’ own communities by getting them to take transect walks to water
resources, topics that linked up with SDGs 6, 14 and 15/MDG 7 but were
identify greenatareas,
presented a levelareas with animal
accessible life, areaslearners.
to foundational suitable for greening and food
growing, as well as areas that are possible sites for selling surplus produce. The
The materials encouraged the valuing and conservation of the eco-
perceptions
environment of the
andlearners in thisinregard
biodiversity learners’areown
indicated in Figureby9.getting
communities
them to take transect walks to identify green areas, areas with animal
Figure 9. Learners’
life, areas perceptions
suitable for greening and of the
foodimpact
growing, of learning
as well ason sustainability
areas that
are possible sites for selling surplus produce. The perceptions of the
learners in this regard are indicated in Figure 9.
Figure 9. Learners’ perceptions of the impact of learning on sustainability
86.09%

84.80%

79.96%

Participates in community Better problem solving Grows own vegetables

 Literacy, lifelong learning and sustainable development 417

As shown in Figure 9, 84.80% of learners indicated that they

participated more in community affairs, with 86.09% stating that
they were better able to solve problems. Both of the aforementioned
are foundational requisites for the sustainability of Mother Earth. In
addition, the theme included lessons on recycling and re-using waste
by, for instance, recycling cans and plastic bags to make handbags,
trays, hats and mats. The educators’ journals reported extensively on
learner projects involving such recycling and also reported on learners’
collecting glass, paper and plastic to sell to recycle merchants to
generate an income.
The importance of vegetable growing mentioned by 79.96% of the
learners has a broader impact, which was frequently referred to in the
educators’ journals. Assuming each learner provides additional food for
a family of approximately four, one might argue that the programme
that reached approximately 4.5 million literacy learners could impact on
16 million family members who might enjoy improved food security.

Learners’ perceptions of the impact of learning on social integration

The last two themes, namely Our country and The world around us,
focussed on social integration, peace and cooperation at a local, national
and global level (SDG 17/MDG 8). Roche (2018, p. 13) refers to the
participatory role that literacy can play in bringing about peace and
transformation in situations of protracted religious and cultural conflict.
He highlights the importance of identifying spaces in education for
critical dialogue on maintaining peace in conflict-affected societies. In
the South African context, it was necessary for the campaign to prioritise
addressing conflict arising from residual apartheid racial tensions and
xenophobia arising from the high migration rates of foreign nationals
from other African countries. This theme aimed to improve social
integration in South Africa’s multi-ethnic, multilingual and multicultural
communities. These two themes endeavoured to promote safer human
settlements (SDG 11/MDG 7) and the implementation of the ubuntu
principles of peacefulness, care and inclusivity (SDG 10/MDG 1).
Not only the campaign materials but also the campaign’s mode of
implementation reinforced the message of promoting social cohesion
and anti-xenophobia. The implementation of the campaign was such
that it offered learning opportunities to learners from across the African
programme
418 Veronicawas open to refugees and other foreign nationals living in these
McKay
communities’ and that the multicultural and multilingual classes promoted harmony.
continent.
Additional Osman (2009,
curriculum p. 34) notes
approaches were that
used‘the programme
to heighten was open
awareness of inequality in
to refugees and other foreign nationals living in these communities’
and among countries (SDG 10/MDG 1) and to encourage inclusiveness and mitigate
and that the multicultural and multilingual classes promoted harmony.
discrimination on the grounds
Additional curriculum of race,
approaches class,
were usedgender, religion,
to heighten ethnicityofand other
awareness
inequality in and among countries (SDG 10/MDG 1) and to encourage
stereotypes. The learners’ perceptions of the theme of social integration are
inclusiveness and mitigate discrimination on the grounds of race,
displayed in Figure
class, gender, 10. ethnicity and other stereotypes. The learners’
religion,
perceptions of the theme of social integration are displayed in Figure 10.
Figure 10. Learners’ perceptions of the impact of learning on social integration
Figure 10. Learners’ perceptions of the impact of learning on social integration

92.42%

88.40%
87.50%
86.79%
85.61%
84.80%

Increased Respected in the Participates in Attend school Treated better in More friends
confidence community community meetings community

The
Theeducators’
educators’journals
journalsincluded
includedmany
manyrecords
recordsthat
thatsuggested
suggestedthat thatthe learning
the learning materials enhanced learners’ feelings of self-confidence
materials enhanced learners’ feelings of self-confidence (92.42%) and their being
(92.42%) and their being respected (88.40%) and better treated in
respected (88.40%)
communities and better
(86.79%). treated
Learning alsoinincreased
communities
their (86.79%).
participation Learners’
in learning
also
theincreased
community their participation
(84.80%) and ininschool
the community (84.80%) and
meetings (87.50%), and in school meetings
enabled
them to expand their social networks (85.61%).
(87.50%), and enabled them to expand their social networks (85.61%).
The educators’ journals referred extensively to situations of intercultural
The educators’ journals
harmonisation, referred
increased extensively
communal supportto such
situations of intercultural
as visiting sick
neighbours and
harmonisation, offering communal
increased care, the establishment
support suchofassports and
visiting social
sick neighbours and
clubs, and increased participation in community structures:
offering care, the establishment of sports and social clubs, and increased
She cares for HIV patients by visiting them at their homes. She
participation in community structures:
even takes them to hospital and she has phoned the ambulance.
She cares for HIV patients by visiting them at their homes. She even takes them to hospital
and she has phoned the ambulance.

My class helped a learner whose house burned down and they gave her groceries and food.
 Literacy, lifelong learning and sustainable development 419

My class helped a learner whose house burned down and they

gave her groceries and food.

If one learner has a problem at home, they all help at his house.

Learners are free to discuss their family problems in class and

say how these affect them.

Positive changes have taken place in the community. Last year

two pensioners hung themselves. We told them that it is a year of
prosperity because learning reduces stress.

The following journal extract refers to the role of the educator in

promoting social integration:
My class is a combination of whites and blacks. There were two
groups, but we showed them the importance of group learning.
It is easier to help each other and so that we were on the same
level. They now work together.

Indeed, as the following journal entry states:

They see school as a social activity and this has improved their
way of living.

Conclusion

It is clear from the discussion in this article that the SDG/MDG-inspired

materials of the Kha Ri Gude Adult Literacy Campaign had an impact on
various aspects of learners’ everyday lives. The learners’ responses provided
evidence that programme had contributed to increased political participation
and participation in community activities, promoted values of ubuntu and
inclusion, developed respect for cultural diversity, and facilitated a range of
capabilities such as maintaining good health, raising healthy children and
educating them. In addition, the literacy learning campaign developed an
increased appetite for lifelong learning among both the adult literacy learners
and their children. The findings confirm that literacy contributes to:
• self-esteem, confidence and perceptions of empowerment;
• political benefits that result in increased civic participation in
community activities and local politics;
420 Veronica McKay

• cultural benefits that improve learners’ ability to engage with their

community and cross-national communities;
• social benefits, a better knowledge of healthcare and childcare and a
higher chance of parents educating children; and
• economic benefits through improving chances of income generation.
To conclude, the literacy campaign has made a significant contribution to
encouraging learning for development among nearly 4.7 million adults.

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About the author

Veronica McKay is the Executive Dean of the College of Education

and the University of South Africa (UNISA). The College offers
programmes for the initial and continuous development of teachers,
from preschool to post-school, including adult and community
education and training. From 2007 to 2011, she was seconded from
the university to the South African Department of Basic Education,
where she was appointed Chief Executive Officer of the South African
Literacy Campaign, Kha Ri Gude (Let us learn), a campaign intended
to enable 4.7 million South Africans to break through to literacy. Her
responsibilities included setting up the campaign, designing a model
for training volunteer educators, developing the core literacy materials
which were versioned into all eleven South Africa official languages. She
was also involved in designing the monitoring and assessment processes
used by the highly successful literacy campaign. Her research interests
include gender and development issues, adult learning and literacy and
second language teaching. Veronica is also an Honorary Fellow of the
UNESCO Institute for Lifelong Learning.

Contact details

Veronica McKay
University of South Africa

[email protected]