Thembekwayo, Rosemary Semaka Phindile2012-02-102012-02-102012-02-10http://hdl.handle.net/10539/11277MM - P&DMThe South African education system is grounded in two essential political fundamentals, namely, that our people are our greatest assets and that they are their own liberators.This research report is a response to the failure to see an improved service delivery in the adult literacy sector in line with the demands of the “Batho Pele” principles. Enhancing service delivery in this sector poses a special challenge to the Gauteng Department of Education if the national goal of transforming the public sector is to be achieved. The ABET Act is viewed as probably the most valuable aspect of any attempt to eradicate poverty. Legislation in the form of the ABET was intended as a solution to human centred development as advocated by the Hamburg Declaration on Adult Learning. The White Paper on Public Service Training and Education (1997) acknowledges that the national and provincial education departments have failed in general to provide adequate financial and human resources for training units within organizations, including the GDE. Thus, GDE is challenged to “think globally and act provincially” to begin to respond to local needs in education and give the PALCs their rightful place in its priorities. The study argues that while educators work towards achieving the GDE’s mission “to provide for the quality assurance and quality promotion in adult basic education and training”; the government has to play its part in fulfilling the ABET Act’s promise of “funding of public adult learning centers.” The methodology used in this research is of a normative and qualitative nature. That is, all the information gathered is based on the experiences and perceptions of participants and stakeholders in this sector. The researcher hopes that this research will help improve practice in enhancing service delivery in this sector. The GDE’s assertion that “education provides the tools for absolute emancipation, empowerment and freedom” must be brought to fruition by monitoring the executive of the adult education sector as well as providing resources in terms of equitable budget allocation, skilled human capital and the requisite infrastructure development.enService deliveryAdult educationAdult basic educationThesis