International Journal of Humanities and Social Science Vol. 4, No. 9; July 2014 187 An Evaluation of the Elements of Diversity in Teaching and Learning in Adult Basic Education and Training Centers Alfred Mashau Rivombo Mpumalanga Department of Education Adult Education and Training Directorate PO Box 20658 Kwa Mhlanga 1022 Tebogo Mogashoa University of South Africa Department of Curriculum and Instructional Studies PO Box 392 0003 Unisa South Africa Abstract The aim of the research was to evaluate the elements of diversity in teaching and learning in Adult Basic Education and Training centres. This study was underpinned by critical theory. This is because most of the curricula facing most teachers in the developing countries are handed down for implementation without any room for critiquing. A qualitative research approach was chosen for this research so that the conclusions drawn from the data reflected the interpretation of reality by adult education facilitators. An interview guide approach gave freedom to the researchers to ask follow-up questions, even if they do not follow the documented sequence. The researchers used conceptual analysis to find out if adult education facilitators understand different meanings associated with adult education and use concepts appropriately. It was established, through the findings that most Adult Basic Education centres consist of learners who vary in language, age group, gender, culturalized traditions and rituals, religious orientations, level or speed of understanding, and nationality. Adult education facilitators should look for solutions to challenges of diversity by conducting one-to-one dialogue with learners and with fellow adult education facilitators. Keywords: Critical outcomes, diversity, culturalized traditions, communication 1. Introduction and Context of the Study According to Gultig, Hoadley and Jansen (2004:89), one of the critical cross-field outcomes of Curriculum 2005, as introduced in South Africa, is to work effectively with others as members of a team, group, organization and community. Critical outcomes are not confined to one learning area or subject. All teachers, including adult education facilitators, in different learning areas or subjects are expected to help learners to become citizens as described by these critical cross-field outcomes. Most communities, especially in urban areas are constituted by people who differ according to racial background, customary practices, religion, culture and sexual orientation, among others. It is not always easy to understand and provide for their needs. Adult Education and Training (AET) classes, as community structures, are faced with certain challenges caused by diversity. The establishment of an adult learning centre is determined by need. The number of centres within a community is dependent on the number of potential learners, not on other factors, such as learners’ racial or ethnic background, religion, marital or employment status. A centre in a community is expected to render a service of teaching and learning to all community members from diverse backgrounds. This means that an adult learning centre will always be constituted by learners from diverse backgrounds.