Adult education and training (AET) was always a neglected part of South African education. In the mid-1990s, the South African government sought to change this by introducing a number of policies that prepared the way for adult basic education (ABET) to become part of the formal educational system, and to attain its official status as a formally recognised qualification pathway. In 2013, the government’s redistributive response to this pathway’s past marginalisation was to incorporate AET in the national qualifications framework (NQF) as a system parallel to basic education for children. These policies introduced a shift in the function of AET from providing opportunities for the acquisition of literacy, especially for ethnically marginalised adults, to offering a formal qualification and the opportunity for out-of-school youth to improve their work opportunities. This changed status of AET created a second-chance educational opportunity for out-of-school youth to complete their general education as well as an opportunity to further their education. An interesting phenomenon is that, whereas these youthful, non-traditional AET students had a troubled history with formal schooling, they seem to be successful in AET. Based on her narrative interviews with youthful, non-traditional AET learners, the author of this article looks at how they navigate second-chance education and investigates what facilitates these learners’ educational success.

中文翻译：

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探索成人基础教育和培训作为南非被疏远的失学青年的变革性学习空间

成人教育和培训 (AET) 一直是南非教育中被忽视的一部分。在 1990 年代中期，南非政府试图通过引入一系列政策来改变这种状况，为成人基础教育 (ABET) 成为正规教育系统的一部分并获得其正式认可的官方地位铺平道路。资格途径。2013 年，政府对这一途径过去边缘化的再分配反应是将 AET 纳入国家资格框架 (NQF)，作为与儿童基础教育平行的系统。这些政策改变了 AET 的功能，从提供识字机会，特别是为种族边缘化的成年人提供机会，为失学青年提供正式资格和机会，以改善他们的工作机会。这种 AET 地位的改变为失学青年创造了完成普通教育的第二次教育机会以及继续深造的机会。一个有趣的现象是，虽然这些年轻的、非传统的 AET 学生在正规学校教育方面经历了麻烦，但他们似乎在 AET 方面取得了成功。基于她对年轻的非传统 AET 学习者的叙述性访谈，本文作者着眼于他们如何驾驭二次机会教育，并调查是什么促进了这些学习者的教育成功。这种 AET 地位的改变为失学青年创造了完成普通教育的第二次教育机会以及继续深造的机会。一个有趣的现象是，虽然这些年轻的、非传统的 AET 学生在正规学校教育方面经历了麻烦，但他们似乎在 AET 方面取得了成功。基于她对年轻的非传统 AET 学习者的叙述性访谈，本文作者着眼于他们如何驾驭二次机会教育，并调查是什么促进了这些学习者的教育成功。这种 AET 地位的改变为失学青年创造了完成普通教育的第二次教育机会以及继续深造的机会。一个有趣的现象是，虽然这些年轻的、非传统的 AET 学生在正规学校教育方面经历了麻烦，但他们似乎在 AET 方面取得了成功。基于她对年轻的非传统 AET 学习者的叙述性访谈，本文作者着眼于他们如何驾驭二次机会教育，并调查是什么促进了这些学习者的教育成功。