{'fraction_non_alphanumeric': 0.029837251356238697, 'fraction_numerical': 0.003616636528028933, 'mean_word_length': 5.511764705882353, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Multiculturalism and Learning Technologies in Adult Basic Education and Training Programs at the University of South Africa

This paper evaluates the effectiveness of the use of learning technologies in Adult Basic Education and Training (ABET) programs at the University of South Africa (UNISA). Since 1946, when UNISA became a distance education provider, the University has included the use of various technologies such as print-based study guides, radio, audiocassettes, and CDs, as well as traditional printed notes and textbooks. UNISA has also added videocassettes, telephone teaching, computer-based audio-graphics systems, fax, videoconferencing, email, the internet, and computer-based multimedia in the teaching and assessment of its learning programs (including ABET). The demand for these technologies has been necessitated by the multicultural profile of the University's students. The paper examines the value of this range of technologies. In the South African context, the "low tech" options are much more robust and are used effectively to provide support for a diverse range of learners.