Die gemeenskapskollege in die ontwikkeling van agtergeblewe gemeenskappe in die Vrystaat

English: The 1991 and 1996 census surveys show that historically disadvantaged Upopulation groups in South Africa have considerable backlogs as far as education and training are concerned. The education and training system is therefore challenged to provide for the large numbers of unemployed youth who have incomplete school careers, semi-qualified workers who are in urgent need of training or re-training and illiterate adults. In addition, the labour market and economy are posing new demands to workers. This investigation has been conducted to examine the needs of particularly historically disadvantaged communities in the Free State, and how these needs may be addressed through education and training provided by a community college. For this purpose the researcher engaged in a comparative investigation into community colleges in the US, followed by a study of national policy developments for the provision of education and training in South Africa with the emphasis on further education and training. Attention was also focused on the various needs related to community development amongst disadvantaged communities in the Free State, on education and training provision in the Free State and ASECA as a programme for adult learners, and on the establishment and development of community colleges as possible prerequisite for the provision of education and training needs of disadvantaged communities. The study took as point of departure the social-democratic model of community development presupposing the active participation of all roleplayers in the process of development. Investigations therefore took account of the perspectives of a number of different role-players in the community, including representatives of the Departments of Health, Agriculture and Labour, the South African Police Service, the Department of Education, as well as leaders and members of disadvantaged communities themselves. Findings related to the effective role that community colleges in the US are playing in the development of communities and the country as a whole, led the researcher to conclude that the provision of education and training through community colleges in South Africa can serve as an alternative to provide disadvantaged communities with a second chance of education and training. For this to realise, the proposed community college should not only present meaningful education and training programmes which will satisfy the education and training needs of the members of these communities, but it should also serve as an information and service centre that addresses social problems such as poverty, unemployment, HIV/Aids and crime. Such a community college should therefore be accessible and have various entry and exit levels for learners which will facilitate accreditation and articulation to other education and training institutions or to the workplace. A variety of programmes which are comprehensive and multi-functional (including in-service training and adult basic education and literacy) should be developed. For this purpose all role players in education and training and in community development such as education departments, business, industry, agriculture, mining and the community need to meet urgently to discuss co-operation and partnerships with regard to the establishment of community colleges.