Bridging Curriculum Alignment – A case study of a South African Community Education and Training College
DOI:
https://doi.org/10.63569/ajopac/08/01/06Keywords:
Community education and training; curriculum alignment; ecological systems theory; student engagement.Abstract
Community Education and Training (CET) in South Africa plays a vital role in expanding lifelong learning for adults and marginalised communities. However, concerns exist regarding the alignment of CET curriculum offerings with student needs and their contribution to sustainable development. Guided by an ecological systems framework, this paper examines curriculum alignment, institutional effectiveness, and the broader impact on student outcomes and community engagement. using a qualitative approach within the interpretive paradigm, the paper involved focus group discussions, interviews and visits to the Community Learning Centre (CLC). The findings indicate a significant misalignment between CET curriculum content and students' aspirations, often failing to meet their needs, contributing to student dissatisfaction and high dropout rates. In addition, inflexible programme structure and limited access to digital learning platforms hinder participation. institutional challenges, such as centralised curriculum policies, unequal resource distribution, and insufficient industry linkages, further restrict CET institutions' ability to adapt to regional labour-market needs. Blended learning, despite its potential to enhance accessibility and engagement, remains underutilised due to inadequate infrastructure and limited digital literacy training among both students and lecturers. The paper highlights the disconnect between policy intentions and institutional implementation, emphasising the need for curriculum reforms, enhanced institutional autonomy, and targeted investments in digital education infrastructure. It recommends restructuring the curriculum to incorporate modular learning pathways, industry-specific vocational training, and enhanced digital infrastructure to address labour-market demands and student needs. Strengthening employer partnerships, expanding work-based learning opportunities, and integrating digital tools are critical to ensuring that CET institutions contribute effectively to employment readiness, community development and South Africa's broader socio-economic goals.
References
Agency for Technical Cooperation and Development. (2018). The way forward for non-formal education in Cambodia: An easy-to-follow guide for establishing and managing successful community learning centres. Paris: ACTED.
Belete, S., Duke, C., Hinzen, H. (2022). Community Learning Centres (CLCs) for Adult Learning and Education (ALE): Development in and by communities. International Review of Education, 68, pp. 259–290. https://doi.org/10.1007/s11159-022-09954-w
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. London: Sage.
Bronfenbrenner, U. (2000). Ecological systems theory. American Psychological Association. Cambridge: Harvard University Press.
Community Education Framework (CEF), Ireland. (2024). National news on VET, 25 September. https://www.cedefop.europa.eu/en/news/ireland-community-education-framework#:~:text=The%20Community%20Education%20Framework%20is,education%20across%20the%20FET%20sector
Creswell, J.W., & Poth, C.N. (2016). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage.
Danke, T., & Mkhize, P. (2021). Adult learner perceptions of Adult Basic Education and Training curriculum in a rural village of North West Province, South Africa: Curriculum, career aspirations and social change alignment. African Perspectives of Research in Teaching and Learning, 5(2), pp. 62–75.
Department of Higher Education and Training (DHET). (2013). White Paper for Post-School Education and Training. Pretoria: DHET.
Department of Higher Education and Training (DHET). (2015). National Policy on Community Colleges. Pretoria: DHET.
Department of Higher Education and Training (DHET). (2016). Community College Framework and Implementation Strategy. Pretoria: DHET.
Department of Higher Education and Training (DHET). (2017). Policy on curriculum development and implementation in community learning centres. Pretoria: DHET.
DG Murray Trust (2024). Demand-led skills training for young people must be high on our new government's to-do list, Media statement, 26 June 2024.
Dhlamini, Z., & Heeralal, P.J. (2014). Factors and circumstances that lead adults to drop out of community colleges. Journal of Educational and Social Research, 3(4), pp. 449–458.
Filander, K. (2015). Investigating the needs and challenges of underachieving grade R learners in a Mitchell's Plain primary school. Unpublished master's dissertation. University of South Africa.
Land, S. (2021). South Africa's adult educators in the community college sector: Who they are and how they view their training, their work and their positions. Journal of Vocational, Adult and Continuing Education and Training, 4(1).
Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
McGrath, S., & Powell, L. (2016). Skills for sustainable development: Transforming vocational education and training beyond 2015. International Journal of Educational Development, 50, pp.12–19.
Moleko, T.F. (2024).'A school–university partnership that facilitates adult-specific training: perceptions of life sciences teachers. Adult Education Quarterly, 75(1), pp.27-43.
Molema, T.M. (2022). The role of Adult and Community Education and Training in equipping the youth with employable skills: The case of Mashashane-Maraba area of Limpopo. Doctoral dissertation, University of South Africa.
Nand, P. (2017). Applying ecological systems theory to understand the determinants of early school leaving and second-chance education in a socio-economically disadvantaged area in Sydney, Australia. Doctoral dissertation, Western Sydney University.
Nxumalo, M. (2017). Presentation by Nxumalo, T.E.' KZNONLINE. www.kznonline.gov.za>HRD>Presentation 4.2-CETC Presentation.
Organisation for Economic Co-operation and Development (OECD). (2019). Community education and training in South Africa: Getting skills right. Paris: OECD Publishing. https://doi.org/10.1787/9789264312302-en
Phala, T. (2019). Reading support for Grade 3 learners in full-service schools, Gauteng. Unpublished doctoral dissertation, University of South Africa.
Rule, P., & John, V. (2011). Your guide to case study research. Pretoria: Van Schaik.
Rule, P., Chatty, V., Baloyi, G. & Daniels, D. (2019). Investigating efficacy in adult learning centres: A multi-case study. Unpublished research proposal. UMALUSI, Pretoria.
Siafu, S.I. (2024). A Comprehensive Review of the Integrated Program for Out-of-School Adolescents (IPOSA) in Tanzania. East African Journal of Education and Social Sciences, 5(4), pp. 13–23.
Statistics South Africa. (2022). Quarterly Labour Force Survey 2022: Q1 [dataset]. Version 1. Pretoria: Statistics South Africa [producer], 2022. Cape Town: DataFirst [distributor], 2022.: https://doi.org/10.25828/xra9-9483
Tawiah, B., & Ngmenkpieo, S. (2018). Adult basic education and training in South Africa: The perspectives of rural women in Khotso. Social Sciences, 9(1).
Tinto, V. (1996). Rethinking the first year of college. Planning for higher education, 25(1), pp.1–6.
Umzinyathi District Municipality. (2020). Umzinyathi District Municipality Integrated Development Plan 2020/21. [online] Available at: https://www.cogta.gov.za/ddm/wp-content/uploads/2020/11/Umzinyathi-DM-October-2020.pdf [Accessed 16 April 2025]
United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2003). CLC management handbook. Bangkok: UNESCO Bangkok/APPEAL.
United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2012). Community learning centres: Asia-Pacific regional conference report. Bangkok: UNESCO Asia and Pacific Regional Bureau for Education. Retrieved 6 August 2018, from http://unesdoc.unesco.org/images/0021/002159/215911
United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2014). Community matters: Fulfilling learning potentials for young men and women. Paris: UNESCO.
United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2023). Reimagining lifelong learning: Strategies for community-based education. Paris: UNESCO.
Wahyuni, E., Tandon, M., & Jonathan, B. (2024). Leveraging Local Wisdom in Curriculum Design to Promote Sustainable Development in Rural Schools, Journal of Social Science Utilizing Technology, 2(3), pp. 446–459.
Wholesale and Retail Sector Education and Training Authority (W&RSETA). (2019). The role of Community Education and Training Colleges in increasing employability: Wholesale and Retail sector Education and Training Authority research project. Pretoria: W&RSETA.
World Bank. (2023). Blended learning in adult education: Global case studies and best practices. Washington, DC: World Bank.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Lynette L. Mbatha, Siphiwe W. Chonco (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Creative Commons Attribution 4.0 International license (CC BY 4.0)
