Thesis (DComm)--Stellenbosch University, 1982. / ENGLISH ABSTRACT: Manpower development is a subsection of economic planning. The aim of this study was to make a contribution to the existing perception of the education planning and economic planning of manpower development by means of formal, technical and vocational education, so as to bring the manpower supply of trained persons in balance with the demand. The emphasis falls on the formal education and training and re-training of the EMPLOYEE as a means of combating the continuous shortage of skilled manpower in the Republic of South Africa. The planning of an education system must have as aim, to plan in such a way that sufficient skilled manpower can be supplied to the labour market, that is - a demand and supply system of formal education for the employee is advocated. A theoretical framework is constructed which indicates that a balance on all levels of manpower demand and supply can be pursued by means of a system of co-operative education for the employee. The essence of effective co-operative education was identified in the study as effective liaison mechanisms between the interested parties, the self-regulating role which financing plays in this type of education and the importance of the timely identification of manpower training needs by the formal education planners and employers. The empirical results indicated that the employees who received post school education and training in the Orange Free State, amount to 5,9 per cent, whilst 94,1 per cent received no such training. This investigation clearly proved that manpower development, as it appears at present in the Orange Free State, could be substantially improved by means of post-school, formal technical and vocational training of the employee by implementing the recommendations made in this dissertation. / AFRIKAANSE OPSOMMING: Mannekragontwikkeling is n onderafdeling van ekonomiese beplanning. Die doel van hierdie studie was om n bydrae te lewer tot die bestaande insigte aangaande onderwysbeplanning en ekonomiese beplanning van mannekragontwikkeling deur formele tegniese en beroepsonderwys, qm daardeur mannekragvoorsiening . van opgeleides in ewewig met die aanvraag te bring. Die klem val op die formele onderwys en opleiding en heropleiding van die GEeMPLOJEERDE as middel om die voortdurende tekorte aan geskoolde mannekrag in die Republiek van Suid-Afrika, die hoof te bied. Die onderwysstelselbeplanning moet ten doel he om so te beplan dat genoegsame geskoolde mannekrag, aan die arbeidsmark voorsien sal kan word, dit wil se n vraag-aanbodstelsel van formele onderwys vir die geemplojeerde word begunstig. n Teoretiese raamwerk is opgebou waarvolgens aangetoon word dat ewewig op alle vlakke van mannekragaanvraag en -aanbod nagestreef kan word deur n stelsel van kooperatiewe onderwys vir die geemplojeerde. Die wese van doeltreffende, kooperatiewe onderwys is in die studie geidentifiseer as doeltreffende skakelingsmeganismes tussen die belanghebbende partye, die selfregulerende rol wat finansiering in die soort onderwys speel en die belangrikheid van die tydige identifisering van mannekragopleidingsbehoeftes deur die formele onderwysbeplanners en werkgewers. Die empiriese resultate het getoon dat geemplojeerdes wat naskoolse onderwys en opleiding in die Vrystaat deurloop het 5,9 persent bedra, terwyl 94,1 persent geen sodanige opleiding gehad het nie. Uit die ondersoek het dit duidelik geblyk dat mannekragontwikkeling deur middel van naskoolse, formele tegniese en beroepsonderwys van die geemplojeerde, in die huidige opset in die Vrystaat, aansienlik verbeter kan word, deur dit aan te pas by die aanbevelings wat in hierdie proefskrif gemaak is.

Thesis (PhD)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: Impressions and perceptions about Islām, particularly in a world where much of what is known about Islām has emerged from after the tragic devastation of the Twin Towers in New York, are creating huge challenges for Muslims wherever they may find themselves. Women as the more visible believers in Islām are, what I believe, at the forefront of the growing skepticism surrounding Islām. And central to the modern day debates and suspicious regard meted out to Muslim women today is her hijāb (head-scarf). Ironically, it would appear that the same amount of detail and attention that Islamic scholars have devoted to the role of women in Islām and how they are expected to conduct themselves is now at the centre of the modern day debates and suspicious regard. Yet, the debates seldom move beyond what is obviously visible, and so little is known about what has given shape to Muslim women’s being, and how their understanding of Islām has led them to practise their religion in a particular way. This dissertation is premised on the assertion that in order to understand the role of Muslim women in a cosmopolitan society, you need to understand Islām and Islamic education. It sets out to examine and explore as to whether there is commensurability or not between Muslim women and the notion of cosmopolitanism, and what then the implications would be for democratic citizenship education and Islamic education. One of the main findings of the dissertation is that the intent to understand Muslim women’s education and the rationales of their educational contexts and practices opens itself to a plurality of interpretations that reflects the pluralism of understanding constitutive of the practices of Islam both within and outside of cosmopolitanism. Another is that inasmusch as Muslim women have been influenced by living and interacting in a cosmopolitan society, cosmopolitanism has been shaped and shifted by Muslim women. By examining the concepts of knowledge and education in Islām, and exploring the gaps between interpretations of Islam and Qur’anic exegesis, I hope to demystify many of the (mis)perceptions associated with Muslim women, and ultimately with Islām. And finally, by examining how Islamic education can inform a renewed cosmopolitanism, and by looking at how democratic citizenship education can shape a renewed Islamic education, the eventual purpose of this dissertation is to find a way towards peaceful co-existence.

Thesis (PhD)--Stellenbosch, 2015. / ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014). / AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt & McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.

Thesis (MPhil)--University of Stellenbosch, 2006. / Please refer to full text for abstract

Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study was contextualised in the broad process of change and transformation in education in South Africa In this study I investigate how SWAP (Schools Water Project) as a resource could possibly enable teachers to use the local environment as a means of promoting environmental learning in their classes: a professional development process for teachers. The purpose of this study is to understand and give meaning to the processes of professional development that might be made possible through using SWAP as suggestion materials for teaching about water quality issues in a local water source close to schools. This process was framed in my research question, "could an in-service process using SWAP as learning support material enable professional development in teachers working at rivers in a local environment?" It is organised as a number of delimited or bounded case studies within an interpretive paradigm. In this study the bounded systems are primary schools represented by a selection of teachers from the participating schools. The research process involved a short period of training for teachers to familiarise themselves with the resource, a supported field trip to provide an opportunity for hands on application and follow-up support visits to assist teachers with field trips and implementation of SWAP activities in their classroom practice. Data was generated at various stages and suggests that materials are an important facet of professional development and the SWAP materials proved to be a useful tool in this regard as evidenced through the development of new skills, acquisition of new knowledge and new ways of teaching. Issues that emerged were that in-service processes need to be organised over long periods of time and support is needed at school level to ensure meaningful implementation of curriculum innovations. An important insight developed is that professional development processes in schools occur in complex systems and are thus influenced by many factors that either support or hinder the process. These factors need to be recognised as impacting factors and taken into account during such processes so that they can benefit the process maximally and not hinder initiatives. / AFRIKAANSE OPSOMMING: Hierdie studie is globaal geraam binne die transformasie proses in onderwys in Suid Afrika, met die fokus op die nuutgevonde belangrikheid van omgewingsopvoeding in die hersiene Kurriulum 2005. Die studie fokus op hoe "n waterkwaliteitmoniteringstoetsstel (SWAP) moontlik kan bydra tot leerkragte se gebruik van die onmiddelike omgewing om omgewingsopvoeding in die klaskamer te bevorder; "n professionele ontwikkelingsproses vir leerkragte. Die doel van die studie is om die prosesse betrokke by die professionele ontwikkeling van leerkragte te verstaan, verklaar en daaraan betekenis te verleen. In die geval is die prosesse gekataliseer en ondersteun deur SWAP materiaal te gebruik om onderrig te gee oor waterkwaliteitknelpunte wat dalk bestaan rondom "n varswaterbron naby die skool. Hierdie proses word gestel in die navorsingsvraag: kan "n indiensopleidingsprogram wat SWAP as leerondersteuningsmateriaal aanwend bydra tot die professionele ontwikkeling van leerkragte om hulle onmiddelike omgewing as "n onderrigmiddel te gebruik? Verder, hoe verloop hierdie proses en wat verhinder of ondersteun die proses? Wat is die invloede op die leerkragte wat professionele ontwikkeling ondersteun of verhinder? Die navorsing is georganiseer in die vorm van 5 gevallestudies binne "n interpretivistiese navorsingsraamwerk. Die navorsingsproses het 'n kort werkswinkel vir leerkragte, "n uitstappie na hul naaste rivier waar hulle die toetse gedoen het en "n kritiese refleksie daarna, ingesluit. Die leerkragte is verder bygestaan deur opvolgbesoeke waar die fasiliteerder hul bygestaan het op uitstappies na die rivier en klasbesprekings. Data is gegenereer tydens verskeie stadiums van die proses en wys dat SWAP materiaal "n baie goeie ondersteuning was vir die ontwikkeling van nuwe vaardighede, die verkryging van nuwe kennis en die gebruik en ontwikkeling van nuwe strategiee in die klaskamer. Om sinvolle implementering van kurrikulum innovasies te verseker het ek gevind dat sulke professionele ontwikkelings projekte oor langer periodes geimplementeer moet word en dat gekonsentreerde ondersteuning by die skool nodig is om te verseker dat die indiensopleiding optimaalondersteun word. 'n Baie belangrike bevinding was dat die professionele ontwikkelingsproses plaas vind midde in die komplekse sisteem van 'n skool wat deur "n groot aantal faktore beinvloed word, beide ondersteunend of afbrekend. Hierdie faktore/invloede moet erken en in ag geneem word as beinvloedende faktore sodat die proses in leerkragte maksimaal kan gefasiliteer word.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005. / This investigation form part of an international about the facilitative role of school management regarding the emergence of immigrant children at schools The purpose of this study is to determine how selected school communities respond to their role with regards to the management and facilitation of immigrant learners in schools. In order to accomplish this, both quantitative and qualitative research methods were used. Descriptive survey techniques were applied on the basis of their flexibility. Questionaires, informal discourse, formal interviews and the case study were utilised to establish the opinions, attitudes, preferences and perceptions of communities regarding the immigration of learners. This was done against the backdrop of an extensive and comprehensive literature review. Throughout the study an attempt was made to remain as faithful as possible to the facts through empirical research, and to minimise prejudice, stereotyping and preferences through using rational thinking. Internal testing was used to ensure validity and reliability. According to the current research, the responses regarding migration by learners are very diverse. The responses are realised within the following contexts: accessibility or inaccessibility of schools, culture, politics, ideology, ethnicity, religion, language and even racial classification. Although geographical location is not a significant factor, social stratification patterns as well as the status play a role in this regard. The researcher concludes that the targeted school communities still lack the expertise, experience and ability to handle, facilitate and settle issues relating to multi-cultural diversity. Research findings show that this state of affairs is largely due to a lack of undestanding of transformation in the school context as well as regarding the implementation and execution of this transformation.

Thesis (MEd)-- University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Migration has been described as “the quintessential experience” of the contemporary period (Berger, 1984). Across the world this global phenomenon has been chiefly driven by conflict, persecution and poverty resulting from destabilisation in the various home countries of millions of individuals. Within the process of worldwide migration, South Africa receives perhaps the largest number of asylum seekers in the world and according to the UNHCR (2010) the majority of migrants entering South Africa are children or youth. Crucially, this increased migration into South Africa is occurring at a time when the majority of South Africa's general populace is still struggling with the aftermath of apartheid and increased levels of poverty and unemployment. In this qualitative, interpretative study I focus on how a group of 20 African migrant youth that live in Cape Town and attend one local school engage with the migratory experience and navigate their way through local receiving spaces. I assert that these spaces, which include both home and school, mark the youth in very particular ways and bring into focus key aspects of identity, culture, social worlds, imagination and aspiration. The main conceptual contribution of the thesis is the idea that we are all migrants in the current world, whether we physically move or whether our lives are moved by the impact of increasing global flows. Consequently, we need to develop, it is argued, a frame of thinking that makes the migrant central, not ancillary, to historical process. For that purpose I utilise the theoretical lenses of Pierre Bourdieu, Arjun Appadurai, and Tara Yosso to argue that the African migrant youth in the study are not passive recipients bombarded by the forces of globalization and migration, but are active agents in the shaping of their local realities. By linking individual biographies to the questions they raise about larger global, social and historical forces I attempt to offer a temporalized account of late-modern life that incorporates the contemporary conditions that the African migrant youth face as they navigate urban social arrangements, and the daily educational challenges of their local school. A further contribution of the thesis is the documenting of the particular internal and external resources that the 20 African migrant youth drew on to motivate and assist them to navigate their schooling and social lives, as they faced up to the growing uncertainties of their new "foreign‟ spaces. / AFRIKAANSE OPSOMMING: Migrasie is al beskryf as “die wesenservaring” van die moderne tyd (Berger, 1984). Oral ter wêreld word hierdie globale verskynsel hoofsaaklik aangedryf deur konflik, vervolging en armoede wat die gevolg is van destabilisasie in die onderskeie lande van herkoms van miljoene mense. Binne die wêreldwye migrasieproses is Suid-Afrika die land wat waarskynlik die grootste getal asielsoekers ter wêreld ontvang, en volgens die Verenigde Nasies se hoëkommissaris vir vlugtelinge (UNHCR, 2010) vorm kinders of jeugdiges die grootste groep migrante wat Suid-Afrika binnekom. Wat van kardinale belang is, is dat hierdie toenemende migrasie na Suid-Afrika plaasvind op ʼn tydstip waarop die meerderheid van Suid-Afrika se breë bevolking steeds worstel met die nalatenskap van apartheid en verhoogde vlakke van armoede en werkloosheid. Hierdie kwalitatiewe, kwasi-interpretatiewe studie fokus op die wyse waarop ʼn groep van 20 jeugdige Afrika-migrante, wat in Kaapstad woon en dieselfde plaaslike skool bywoon, migrasie-ervarings hanteer en hulle weg deur die plaaslike ontvangsruimtes baan. Ek voer aan dat hierdie ruimtes, wat sowel die huis as die skool insluit, 'n baie duidelike stempel op jeugdiges laat en die aandag op sleutelaspekte van identiteit, kultuur, maatskaplike wêrelde, voorstellings en strewes vestig. Die hoof- konseptuele bydrae van die tesis is die gedagte dat ons almal in vandag se wêreld migrante (van welke aard ook al) is, of ons nou fisiek verskuif en of die impak van toenemende wêreldwye strominge verskuiwings in ons lewe veroorsaak. Daarom, word daar geredeneer, moet ons ʼn denkraamwerk ontwikkel wat die idee van die “migrant” sentraal tot die historiese proses stel, eerder as ondergeskik daaraan. Vir dié doel gebruik ek die teoretiese lense van Pierre Bourdieu, Arjun Appadurai en Tara Yosso om aan te voer dat die jeugdige Afrika-migrante in die studie nie passiewe ontvangers is wat deur die kragte van globalisering en migrasie rondgeslinger word nie, maar dat hulle aktiewe agente is wat hulle plaaslike werklikhede self kan vorm. Deur individuele lewensverhale te koppel aan die vrae wat dit oor groter globale, maatskaplike en historiese kragte laat ontstaan, bied ek ʼn getemporaliseerde weergawe van die laat-moderne lewe, met inbegrip van die eietydse omstandighede wat jeugdige Afrika-migrante in die gesig staar namate hulle hul weg deur die stedelik-maatskaplike organisasie moet vind, asook van die daaglikse opvoedkundige uitdagings van hulle plaaslike skool. Verder lewer hierdie tesis ʼn bydrae deur die interne en eksterne hulpbronne te dokumenteer wat hierdie 20 jeugdige Afrika-migrante gebruik het om hulle te motiveer en te help om hulle skool- en maatskaplike lewe te rig namate hulle die toenemende onsekerhede van hulle nuwe, “uitlandse” ruimtes moes aandurf.

Thesis (MEd(Psych))-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: Gifted children represent an important component of a nation's intellectual capital, with the resources to find innovative solutions to scientific and social challenges. Since the advent of democracy in South Africa in 1994, limited attention has been paid to gifted education as a research focus. To ensure quality education for all learners, current educational policy supports inclusive education. However, there is a gap between the policies which have been developed and their implementation at grassroots level in the school and classroom. In particular, several recent South African studies on gifted education suggest that gifted learners are at the end of the queue for educational provision. In this qualitative and collective instrumental case study, framed within an interpretive paradigm, I set out to explore the lived experiences of academically gifted Grade 11 learners. I wanted to gain an insight into how it felt to be gifted, and how their experiences played out in the various systems in their respective contexts. A further aim was to assess their specific academic support needs, in order to make a contribution to designing quality education for this particular group. The expression of giftedness is viewed as dependent on the interactions of the child with his or her environment, so Bronfenbrenner's bio-ecological model was taken as the theoretical framework for the study. I chose a descriptive multiple case study design, using purposive sampling to select six participants, three from each of two schools in sharply contrasting socio-economic backgrounds in a large rural town. I used three methods of data collection, semi-structured individual interviews, a semi-structured focus group interview, and collages. Qualitative content analysis was used for both phases of data analysis, within-case analysis and cross-case analysis. The findings showed that gifted learners from both affluent and disadvantaged backgrounds faced similar challenges in developing their potential. They often felt neglected and academically under-stimulated. They identified specific deficiencies in both their schools and communities which needed to be addressed to ensure optimal learning opportunities. Despite the similarity of their experiences, the learners from the school in the disadvantaged community had to combat greater challenges than those from an affluent background. / AFRIKAANSE OPSOMMING: Begaafde kinders verteenwoordig 'n baie belankrike komponent van 'n nasie se intellektuele kapitaal. Hulle beskik oor innerlike bronne om innoverende oplossings vir wetenskaplike asook sosiale uitdagings te bied. Vanaf die aanvang van demokrasie in 1994 in Suid-Afrika, is beperkte aandag aan begaafdekindonderwys as navorsingsfokus gegee. Die huidige onderwysbeleid ondersteun inklusiewe onderwys om sodoende kwaliteit onderrig aan alle leerders te verseker. Daar blyk egter 'n gaping te wees tussen beleidsontwikkeling en die inplementering daarvan op grondvlak, in skole en klaskamers. Verskeie onlangse Suid-Afrikaanse studies oor begaafdekindonderwys dui in die besonder daarop dat begaafde leerders agter in die ry staan as dit kom by voldoende onderwysvoorsiening. In hierdie kwalitatiewe, kollektiewe en instrumentele gevallestudie, ingebed binne die raamwerk van 'n interpretatiewe paradigma, het ek my beywer om die beleefde ervaringe van akademies begaafde Graad 11 leerders te ondersoek. Ek wou insig bekom oor hoe hulle, hulle eie begaafdheid ervaar, asook hoe dit uitspeel in die verskillende sisteme binne hulle onderskeie kontekste. 'n Verdere doelwit van hierdie studie was ook om spesifiek hulle akademiese ondersteuningsbehoeftes te evalueer ten einde sodoende 'n bydrae te lewer ten opsigte van die ontwerp van kwaliteit onderrig vir hierdie spesifieke groep. Die interaksies tussen die kind en sy of haar omgewing speel 'n belangrike rol in die uitdrukking van begaafdheid. Om hierdie rede is Bronfenbrenner se bio-ekologiese model as teoretiese raamwerk vir hierdie studie aangewend. Ek het 'n beskrywende, veelvuldige gevallestudie-ontwerp gekies en doelmatigheid-steekproefneming aangewend om die ses deelnemers, drie van twee skole in sterk kontrasterende sosio-ekonomiese agtergronde in 'n groot plattelandse dorp, te selekteer. Ek het drie metodes, naamlik semi-gestruktureerde individuele onderhoude, 'n semi-gestruktureerde fokusgroep-onderhoud asook collages, ingespan om data in te samel. Kwalitatiewe inhoudsanalise is gebruik vir beide data-analisefases, naamlik binne-geval-analise en kruis-geval-analise. Die bevindinge het getoon dat begaafde leerders van beide welvarende en benadeelde agtergronde soortgelyke uitdagings ten opsigte van die ontwikkeling van hul potensiaal in die gesig staar. Hulle het dikwels verwaarloos en akademies onder-gestimuleer, gevoel. Hulle het spesifieke leemtes in beide hulle skole en gemeenskappe geïdentifiseer wat aangespreek moet word om optimale leergeleenthede te verseker. Ten spyte van die ooreenkomste in hul ervarings, moes die leerders van die skool in die agtergeblewe gemeenskap groter uitdagings die hoof bied as die leerders van die meer gegoede agtergrond.

Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The facilitation of human rights values might be considered a means to rethink and redefine values education in South Africa. This study aimed at determining how human rights values were addressed in the context of independent Waldorf Education and government initiated outcomes-based education in South Africa, and how educators facilitated these values in various circumstances. In exploring the philosophies, theories and practices of these education models against the background of paradigmatic and post-paradigmatic philosophies in support of the socially constructive curriculum theory, important notions were highlighted that have preceded, and might follow, the facilitation of human rights values. The epistemologies, ontologies and methodologies of the emancipatory paradigm and postparadigmatic framework appeared to provide appropriate philosophical departure points regarding the facilitation of human rights values. This study anticipated the theoretical clarification of the concept human rights values and included a discussion on the importance of these values in various school contexts. Values identified from the Manifesto on Values, Education and Democracy (2001), that were also present in the Curriculum: Waldorf Schools in South Africa (1995), were discussed as possible human rights values. Empirical research was conducted to explore how human rights values were attended to in good practice scenarios in order to provide insight into the questions posed regarding the facilitation of human rights values. Through systematic ethnographic observations and semi-structured interviews it appeared that in both school contexts human rights values were more frequently addressed in incidental situations than in formal curriculum contents. This is interesting seeing that the outcomes-based education model has a number of documents to guide the facilitation of human rights values within formal curriculum contents, whereas the Waldorf approach has no such supportive documents. One might question the value and influence of numerous documents if basic knowledge that is required for the meaningful interpretation of such documents is not communicated from the outset. Moreover, it became evident that since Waldorf educators are adequately trained in Anthroposophy, the philosophy to which Waldorf schools adhere, they deal with curriculum matters such as socially constructing a curriculum more effectively. The training of outcomes-based education educators can be questioned regarding the philosophy, theory and methodology of outcomes-based education in view of the hasty implementation of this new model for government schools. As a result of this hurried process, educators of outcomes-based education are experiencing numerous uncertainties when they have to manage curriculum matters such as socially constructing a curriculum. Recommendations and related examples were provided after the completion of the study. This included, among others, the notions of dialogically facilitating human rights values to promote learners' understanding of their rights, and the rights of others; to transform incidental facilitation of human rights values into worthwhile teaching-learning experiences; to use human resources - including learners - to convey human rights values; and to focus educators' training (both in-service and pre-service) toward the inclusion of human rights values and promoting an understanding of socially constructing a curriculum. The study was concluded with the remark that human rights values might be an appropriate means to redefine values education, provided that the facilitation of human rights values are based on suitable theoretical and philosophical premises; and that those held responsible to facilitate such values are assisted in this task. / AFRIKAANSE OPSOMMING: Die fasilitering van menseregte-waardes kan beskou word as 'n wyse om waarde-opvoeding in Suid-Afrika opnuut te deurdink en te herdefinieer. Hierdie studie het ten doel gehad om vas te stel hoe menseregte-waardes in onafhanklike Waldorf Onderwys en staatsgeïnisieerde uitkomsgebaseerde onderwyskontekste in Suid-Afrika aangespreek word, en ook hoe dit in die praktyk gefasiliteer word. Die verkenning van teorieë, filosofieë en praktyke aangaande die twee opvoedingsrnodelle teen die agtergrond van paradigmatiese en post-paradigmatiese filosofieë, ter ondersteuning van kurrikulumteorie, het kardinale aspekte wat die fasilitering voorafgegaan het, en moontlik tot gevolg kan hê, uitgelig. die sosiaal-konstruktiewe van menseregte-waardes Dit kom voor asof die epistemologieë, ontologieë en metodologieë onderliggend aan die emansipatoriese paradigma en die post-paradigmatiese raamwerk 'n genoegsame filosofiese aanvangspunt bied met betrekking tot die fasilitering van menseregte-waardes. In die studie is die konsep menseregte-waardes konseptueel-teoreties verklaar. Dit het ook 'n bespreking oor die belangrikheid van hierdie waardes in verskeie skoolkontekste ingesluit. Waardes geïdentifiseer uit die Onderwysrnanifes oor Waardes en Demokrasie in die Onderwys (Manifesto on Values, Education and Democracy, 2001) wat ook sigbaar was in die Waldorf-kurrikulumdokument (Curriculum: Waldorf Schools in South Africa, 1995), is bespreek as moontlike menseregte-waardes. Empiriese navorsing is onderneem om die wyse waarop menseregte-waardes in goeie praktyk-scenarios aangespreek word te verken ten einde nuwe insig te verkry rakende die fasilitering van menseregte-waardes. Deur die sistematies-etnografiese waarnemings en semi-gestruktureerde onderhoude het dit voorgekom dat menseregte-waardes in beide skoolkontekste meestal in toevallige situasies aangespreek word, eerder as deel van formele kurrikuluminhoude. Dit is interessant, gegewe die feit dat die uitkomsgebaseerde opvoedingsmodel heelwat dokumente beskikbaar gestel het om die fasilitering van menseregte-waardes te rig, terwyl die Waldorf-benadering geen ondersteunende dokumentasie in dié verband bied nie. Mens kan tereg vra wat die waarde en invloed van sulke dokumente is as basiese kennis, wat nodig is om hierdie dokumente betekenisvol te interpreteer, nie eerste oorgedra word nie. Dit het ook gelyk asof Waldorf-onderwysers beter met kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, omgaan weens hul goeie opleiding betreffende Antroposofie, die filosofie wat Waldorf-onderwys onderlê. Opvoeders in uitkomsgebaseerde onderwys se opleiding in die teorie, filosofie en metodologie van die onderwysmodel, wat beïnvloed is deur die haastige implementering van die nuwe model in staatskole, kan bevraagteken word. Laasgenoemde aspek blyk onsekerhede te veroorsaak wanneer hierdie onderwysers kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, moet hanteer. Ná afloop van die studie is sekere aanbevelings en verwante voorbeelde gegee. Dit het onder meer die volgende ingesluit: dat dialoog na 'n wenslike fasiliteringstrategie lyk in die bevordering van leerders se begrip van hul regte, asook dié van andere; dat situasies waartydens menseregte-waardes toevallig aangespreek word omskep kan word in waardevolle onderrig-Ieerervaringe; dat menslike hulpbronne - insluitende leerders - gebruik kan word om menseregte-waardes oor te dra; en dat onderwysersopleiding (beide indiens en voordiens ) op die insluiting van menseregte-waardes en die bevordering van begrip vir die sosiale konstruering van 'n kurrikulum moet fokus. Die studie is afgesluit met die opmerking dat menseregte-waardes tot die herdefiniëring van waarde-opvoeding mag bydra, gegewe dat dit op gepaste teoretiese en filosofiese begrondinge gebaseer is, en dat diegene wat verantwoordelik gehou word vir die fasilitering van sulke waardes, die nodige ondersteuning in dié verband sal kry.

Black South Africans have been exposed to an unequal and divided education system. It has been expected that the basis for an equitable education system would be laid in the post apartheid period. In this thesis I have provided an analysis of education policy development in South Africa between May 1994 and mid-1997. My main aim has beento understand the policy vision that the post apartheid state has enacted as the basisfor educational reconstruction.<br /> <br /> The conceptual framework of this thesis is located in the academic fields of Education and Development and Policy Sociology. I have focused on the interaction between the broad delimitations set by the structural, economic and political dimensions in society on the one hand, and the political and policy dynamics that have given education policy its specific meaning on the other hand. The role of the government in enacting a specific policy vision has been at the centre of my analysis.<br /> <br /> The government has effected a conservative vision with the adoption of the Growth, Employment and Redistribution (GEAR) macroeconomic strategy. GEAR has targeted the development of an export-based global economy along post fordist lines. Predicated upon an emphasis on fiscal discipline, the dominant policy orientation has supported equity but without an emphasis on redress. This approach has not provided the necessary basis for education reconstruction.<br /> <br /> The National Qualifications Framework (NQF) and Outcomes-based education (OBE) embody a definite '/ision in terms of which education policy would be aligned with economic development. This vision is based on the false assumption that education should playa fundamental role in producing the sophisticated labour demands of a globally competitive economy. The logic of both GEAR and the NQF is internally inconsistent and the relationship between these two policy frameworks is unsustainable.