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This study investigated home schooling as alternative form of educational provision in South Africa by focussing on the following aspects: • the nature of home schooling as alternative form of educational provision; • home schooling as alternative form of educational provision in the USA; and • the position of home schooling as alternative form of educational provision in South Africa. The nature of home schooling as alternative form of educational provision has been researched by means of a literature study. Home schooling within a system of educational provision has been investigated and it has been found that home schooling cannot be categorised within existing terms because it includes aspects of both formal and non-formal education and excludes aspects of both. Home schooling has moved from an initially traditional form of education to an alternative form of education, enjoying growing support at an international level. As an alternative form of educational provision in the USA home schooling has a sound legal foundation and has become an acceptable educational alternative. Home schoolers in the USA are very diverse with regard to various aspects, including reasons for home schooling. In regard of the structure of home schooling there are two extremes, namely the orthodox structuralists and the proponents of unstructured learning, with the largest group of home schoolers somewhere between these extremes. Available research indicates clearly that academically home schoolers perform very well and home schooling does not in any way disadvantage them with regard tosocial-emotional development or socialisation. Policy makers in the USA seem to be increasingly of the opinion that there should be some form of cooperation between public schools and home schoolers. The literature study on the origin and development of home schooling as alternative form of educational provision in South Africa revealed that, although the Constitution does not contain a stipulation granting parents an explicit right to home schooling, it does not make homeschooling unconstitutional. New regulations regarding home schooling have been announced by the government in November 1999 and are already operative. The empirical research revealed that home schooling in South Africa has grown phenomenally over the past two years. In South Africa home schoolers are also diverse regarding various aspects, but generally spend much time on formal lessons and mostly use previously prepared curricula. It seems as if educational reasons are the most important and religious beliefs the second most important reason for home schooling in South Africa. Some of the most important recommendations of this study are firstly that a partnership should be established between government and home schoolers. The government should take notice of research on home schooling and the opportunities that home schooling presents. Home schooling as alternative form of educational provision can be supplementary to the existing system of educational provision. Finally, education policy makers should also reconsider legislation regarding compulsory education rather than compulsory schooling. / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000

This study investigated home schooling as alternative form of educational provision in South Africa by focussing on the following aspects: • the nature of home schooling as alternative form of educational provision; • home schooling as alternative form of educational provision in the USA; and • the position of home schooling as alternative form of educational provision in South Africa. The nature of home schooling as alternative form of educational provision has been researched by means of a literature study. Home schooling within a system of educational provision has been investigated and it has been found that home schooling cannot be categorised within existing terms because it includes aspects of both formal and non-formal education and excludes aspects of both. Home schooling has moved from an initially traditional form of education to an alternative form of education, enjoying growing support at an international level. As an alternative form of educational provision in the USA home schooling has a sound legal foundation and has become an acceptable educational alternative. Home schoolers in the USA are very diverse with regard to various aspects, including reasons for home schooling. In regard of the structure of home schooling there are two extremes, namely the orthodox structuralists and the proponents of unstructured learning, with the largest group of home schoolers somewhere between these extremes. Available research indicates clearly that academically home schoolers perform very well and home schooling does not in any way disadvantage them with regard tosocial-emotional development or socialisation. Policy makers in the USA seem to be increasingly of the opinion that there should be some form of cooperation between public schools and home schoolers. The literature study on the origin and development of home schooling as alternative form of educational provision in South Africa revealed that, although the Constitution does not contain a stipulation granting parents an explicit right to home schooling, it does not make homeschooling unconstitutional. New regulations regarding home schooling have been announced by the government in November 1999 and are already operative. The empirical research revealed that home schooling in South Africa has grown phenomenally over the past two years. In South Africa home schoolers are also diverse regarding various aspects, but generally spend much time on formal lessons and mostly use previously prepared curricula. It seems as if educational reasons are the most important and religious beliefs the second most important reason for home schooling in South Africa. Some of the most important recommendations of this study are firstly that a partnership should be established between government and home schoolers. The government should take notice of research on home schooling and the opportunities that home schooling presents. Home schooling as alternative form of educational provision can be supplementary to the existing system of educational provision. Finally, education policy makers should also reconsider legislation regarding compulsory education rather than compulsory schooling. / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000

AbstractThis degree project focuses motivation for learning English among a group of Swedish uppersecondary school students. By employing a socio-educational perspective, some vital factorsbehind a strong motivation for learning English in school are investigated through individualinterviews. Components in the past, heralding either a high level of motivation for English or a low such, are primarily focused. Moreover, essential socio-educational factors behind managing to achieve grades in English despite a low level of motivation and various impediments, such as severe socio-psychological adversities, are looked into. While motivation for English is emphasized as a critical factor, in accordance with socio-educational motivation theory, the study also stresses the importance of a positive first encounter with the English language, a satisfying English teacher-student relationship, and a sense of success in the English classroom. But above all, the study stresses a need for early tests among young students for reading disabilities, which according to this study often go undetected and thus severely impede any kind of second language learning and motivation.