The AET focus in SLPs remains an important way of uplifting mining communities. In addition to being rural and secluded, as well as poor, these areas have very high illiteracy levels.

 

These communities are extraordinarily dependent upon mining for their sustainability. Mines, therefore, have a responsibility to the communities that reside within their operational footprints and from where they source their labour. In order to honour their commitments to these communities, they need to balance production, profitability and corporate social responsibility (CSR).

 

The World Business Council for Sustainable Development [World Business Council For Sustainable Development (WBCSD)] provides an excellent definition of CSR. It notes that CSR is the “the continuing commitment by business to behave ethically and contribute to economic development”. This “while improving the quality of life of the workforce and their families, as well as the local community and society at large”. The definition is particularly relevant to the mining industry because it focuses on improving the quality of life in local communities. It also promotes socio-economic development and acknowledges that businesses can contribute significantly to the wellbeing of stakeholders through CSR.

 

Through their corporate social investment (CSI) programmes, mines address environmental, social and economic issues in their communities. Notably, emphasis is placed on all the social needs of different classes of people living in these areas. Vulnerable groups, such as women and youth, usually receive high priority through health, education, skills development and training and infrastructure projects.

 

This is especially important in South Africa where government is unable to address societal needs on its own. Almost 30-million of South Africa’s about 60-million citizens are welfare recipients. This number includes 18-million traditional recipients of state welfare, including old age, child support and disability grants. An additional 11-million people depend on the R350 grant from state.

 

AET fundamental component of SLPs

AET is a fundamental component of SLPs.

 

SLPs ensure the fair distribution of all benefits associated with mining. It is in line with the requirements of the Mineral and Petroleum Resource Development Act (MPRDA) of 2002. Refer to Mineral and Petroleum Resources Development Act 28 of 2002 | South African Government (www.gov.za) for more reading on the MPRDA. The act notes that mining companies can only be awarded a mining license if their SLPs are approved by government. The approval process is undertaken by the Department of Mineral Resources and Energy [www.dmr.gov.za].

 

The SLPs also need to be aligned with the Integrated Development Plans of municipalities. Refer to [Integrated Development Planning in South Africa – ACCORD] for more information on IDPs. It is, therefore, mandatory for mines and municipalities to collaborate for the benefit of mining communities. IDPs provide a development framework for municipalities and mining companies to collaborate for these purposes.

 

In order for mining companies to develop relevant SLPs that will have a large positive impact, they engage extensively with communities as the ultimate beneficiaries. These connections between all stakeholders are established right from the early planning phases of SLPs. Stakeholder engagement fora are well represented by traditional authorities; non-government organisations; and ward councillors. This is in addition to local business fora; community leaders; and representatives of the local municipalities. All of these stakeholders contribute to decision making; planning; and implementation of projects. This ensures political and community buy-in, which underpin successful corporate social investment programmes. SLPs that have been developed without input from communities and municipalities are destined to fail.

 

AET for SLPs

In terms of AET for SLPs, leaders are explained the rationale for wanting to undertake AET in their communities. They are also asked to help to recruit potential participants in the adult literacy and numeracy training programmes. The candidates then undergo a placement assessment by the accredited training provider to determine the extent of their literacy and numeracy skills. This enables the accredited training provider to place participants at the correct AET Level, starting at pre-ABET and ending at ABET Level 4. Learners are, therefore, able to cope with the course content so that they progress through the AET programme within a reasonable timeframe.

 

Before training commences, learners attend an awareness campaign. During these sessions, training facilitators explain the importance and relevance of AET to the learners to further motivate them to want to succeed. The community is, therefore, involved in the programme right from the outset through to when learners are awarded their certificates.

 

SLPs and AET

SLPs and their interventions, such as the provision of AET, are having a positive impact on mining communities.

 

The South African mining industry underwent significant change after 1994 when the first democratically government was elected. The new modus operandi is the outcome of seven years of consultations between all mining stakeholders to determine how to transform the industry. The result was the promulgation of the MPRDA and the signing of the first Mining Charter in 2004 between industry, organised labour and government. It was a collaborative, extra-statutory accord that detailed how the industry was to be managed into the future. The charter was amended in 2018.  Refer to Mining Charter, 2018 (www.gov.za) for further information.

 

However, the global mining industry was also undergoing important change in the mid-1990s. Stakeholders started paying attention to the way in which they interacted with and responded to the needs of host communities. This is considering several disasters that impacted the reputations of mines and the industry as a whole. Various approaches were introduced to improve relationships between mining companies, local governments and communities.

 

In 2002, the Mining, Minerals and Sustainable Development Project introduced the concept of collaborative planning. Refer to (PDF) Implications of the “Mining, Minerals and Sustainable Development” Project (researchgate.net). Notably, it highlighted the importance of relationships of collaboration, trust and respect between stakeholders. These include mining communities and mines, as well as the various state actors. This would ensure that adverse impacts were avoided or mitigated, and that the mineral wealth of countries was shared with communities.

 

AET meets SLPs’ requirements

AET meets SLPs’ human resources requirement.

 

The human resources development programme details how mines intend to develop the skills of their own staff and those of affected communities. It must include skills that are relevant to mining and those that can be used in other industries. In addition to AET, mines invest in artisan training, learnerships and bursaries, among others.

 

However, AET forms the basis of further learning. This is by equipping adults with the fundamental skills that they also need to acquire new and relevant skills. In this way, individuals are able to improve their chances of employability and grow and develop in their careers. Moreover, AET imparts skills that are required by most – if not all – jobs, no matter how mundane and general they are in nature.

 

AET is especially important in mining communities where adult illiteracy is rife. This is considering the large negative impact that illiteracy has on the social fabric of these areas.

 

Illiterate and semi-illiterate individuals are more likely to experience poorer employment opportunities and outcomes. Those who are employed, perform mundane and general work that provides little – if any – scope for career development and improved earnings. They are, therefore, stuck in a cycle of poverty and heavily dependent upon welfare. Many of these jobs are also becoming redundant as more industries mechanise and automate. Meanwhile, the South African economy is increasingly moving towards being services based. These knowledge-based industries rely heavily on high skills levels.

 

Notably, the more than 3-million illiterate South Africans are of working age. They will struggle to find or retain their semi-skilled and skilled jobs in the modern economy without basic literacy and numeracy skills.

 

Through SLPs, AET addresses problems

Through SLPs, AET also addresses other problems that arise in areas with high levels of illiteracy.

 

This includes crime due to unemployment and poverty. Stock theft, burglary, murder, sexual and other types of assault are among the common crimes committed in these areas.

 

However, illiteracy also impacts people’s lives in other ways. Individuals who have poor literacy and numeracy skills have low self-esteem and a limited ability to make informed decisions. This is considering that they struggle with common tasks such as completing forms and applications. They also cannot understand government policies and information that is disseminated by media that will help them to make informed decisions. They are also unable to read medicine or nutritional labels or seek medical advice timeously.

 

Moreover, adults usually pass their illiteracy onto their children. This fuels intergenerational illiteracy and poverty in these areas which is cycle that is difficult to break. Parents who are functionally illiterate tend to prioritise work before education and have lower expectations of their children in terms of schooling. They are also unable to help their children with their schoolwork or communicate with their teachers in a meaningful way. This is to support their children in their academic pursuits.

 

Adult literacy training also addresses gender-based violence in these areas. This is by empowering women with the skills that they need to be independent and escape abusive relationships. Refer to Education as a vehicle to end violence against women (worldbank.org) for more reading on the topic.

 

AET complements SLPs’ education focus

AET complements SLPs’ education focus.

 

Many mining companies also prioritise improving the quality of education in their communities.

 

The quality of education is notoriously poor in rural areas of the country. This is demonstrated by the continued dismal performance of school learners in these areas 30 years after democracy.

 

Many rural schools do not have water and sanitation, electricity, or communications infrastructure. Due to less-than-adequate road infrastructure in these areas, accessing schools can also be a challenge, especially during and after heavy rains. School and classroom infrastructure in these areas also hardly provide an environment that is conducive to learning and teaching. These schools are also oftentimes under resourced, in terms of textbooks, desks and teachers.

 

Therefore, many mining companies focus on improving education infrastructure and services in their host communities. Over the years, mines have built new classrooms, libraries, ablution facilities and science laboratories at schools. They also continue to refurbish old or damaged classrooms.

 

Efforts have also been focused towards helping to improve the poor pass rate in mathematics, physical science and technical subjects in these areas. This is by developing support programmes for learners.

 

It is also common practice for mines to offer top-performing students bursaries, scholarships and learnerships to further their education in various mining disciplines. Once they have completed their studies, they are offered permanent positions by the mines.

 

Quality AET for your SLPs

Triple E Training is able to help you to develop quality AET programmes for your SLPs.

 

Our top-notch adult literacy and numeracy training are being harnessed for both workplace and community training programmes by mines.

 

Triple E Training boasts a high participation, attendance and pass rate in its community AET programmes. This is considering the quality of training that learners receive from our facilitators. They are underpinned by the professional approach that we adopt on all our training assignments. Care is taken to ensure that learners are placed at the correct AET levels so that they cope with the course content and are stimulated during the training. They are also motivated to want to succeed, no matter the challenges that they encounter along the way in their lifelong learning journey.

 

Learn more about Triple E Training and our AET programmes for the mining industry. www.eee.co.za