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Free and compulsory primary education in Lesotho : democratic or not?Potjiri, Elizabeth Tello 12 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2004 / ENGLISH ABSTRACT: The central question of this thesis is whether free and compulsory primary education
in primary government schools of Lesotho has the potential to be thickly democratic. I
hold that the Free and Compulsory Primary Education (2000) policy is a less
democratic project because it is characterised by principles of thin democracy. My
claim is that free and compulsory primary education in Lesotho can be more
democratic if there is balance in the demand for equity of access in the FPE (2000)
project.
I hold that in order to succeed in further democratising the Free and Compulsory
Primary Education (2000) programme, the whole process, but primarily the structures
of education, should be anchored within thick democratic principles. Although
primary education is regarded to have changed, this change has been illusory or
superficial (meaning that it is still essentially the same as the colonial one), as it did
not affect the structure and value systems governing the delivery of education. The
reported conflicts that have come to the fore after independence have been mostly on
matters of strategy rather than differences in terms of the values that drive the delivery
of education in Lesotho. The focus of Lesotho's education has remained on an elitist
and outwardly looking minority. This powerful minority remains geared towards the
acquisition of a Western type of education driven by Western values. Lessons and
opportunities that could have been learnt from Sotho (pre-colonial) educational
experiences and which were regarded as democratic have been lost. I contend that a
democratically driven education system has to draw its inspiration from the principles
of thick democratic education.
An effective and transformational educational system requires the commitment of
those in political leadership as well as those in charge of education. This commitment
must include a desire to implement an education system that transforms people's
worldview qualitatively to put them at the service of their nation. I hold that the value
of education in Lesotho can be successful when it is capable of producing men and
women of the highest integrity, honesty, tolerance, responsibility and accountability. The education system should produce individuals who are hard working, patriotic,
well mannered and committed to serving their society. Education should be able to
equip each and everyone to contribute meaningfully to the development of the nation.
Finally, the teaching of thick democratic attributes must be founded on the bedrock of
a successful education system in Lesotho from the lowest classes or grades.
KEYWORDS: Free and compulsory education, democratic education, quality
education, equality in education, thick and thin democracy in Lesotho. / AFRIKAANSE OPSOMMING: Die belangrike vraag in hierdie tesis is of gratis en verpligte primêre onderwys in
primêre skole in Lesotho die potensiaal het om "dik" demokraties te is. Myns insiens
is die beleid van gratis en verpligte primêre onderwys (2000) 'n minder demokratiese
projek aangesien dit deur die beginsels van onvoldoende ("dun") demokrasie
gekenmerk word. Ek voer aan dat gratis en verpligte primêre onderwys in Lesotho
meer demokraties kan wees indien daar 'n balans in die vraag na gelyke toegang in
die Gratis Primêre Onderwys-projek (2000) bestaan.
Ek meen verder dat die hele proses, maar hoofsaaklik die onderwysstrukture, in
demokratiese beginsels veranker behoort te wees ten einde die verdemokratisering
van die program vir gratis en verpligte primêre onderwys (2000) suksesvol deur te
voer. Alhoewel daar gereken word dat primêre onderwys verander het, was hierdie
verandering denkbeeldig of oppervlakkig (waarmee bedoel word dat dit steeds
wesenlik dieselfde is as die koloniale onderwysstelsel), aangesien dit nie 'n invloed
gehad het op die struktuur en waardestelsel wat die lewering van onderwys beheer
nie. Die konflikte wat aangemeld is ná onafhanklikwording het meestal te make gehad
met kwessies ten opsigte van strategie eerder as verskille met betrekking tot die
waardes wat die lewering van onderwys in Lesotho beheer. Die fokus op onderwys in
Lesotho het gerig gebly op 'n elitistiese en uitwaartse invloedryke minderheid wat
ingeskakel het by die verwerwing van 'n Westerse soort onderwys wat deur Westerse
waardes gedryf word. Lesse en geleenthede wat uit prekoloniale Sothoonderwyservaringe
geleer kon word en wat as demokraties beskou kon word, het
verlore gegaan. Myns insiens moet 'n demokraties-gedrewe onderwysstelsel sy
inspirasie uit die beginsels van demokratiese onderwys kan put.
'n Doeltreffende en transformasionele onderwysstelsel vereis die verbintenis van
diegene aan die roer van sake ten opsigte van leierskap in die gemeenskap sowel as
diegene in beheer van onderwys. Hierdie verbintenis moet getemper word deur 'n
behoefte aan die implementering van onderwys wat mense se wêreldbeskouing op
kwalitatiewe wyse transformeer ten einde hulle in diens te stel van hulle nasie en die
mense. Die waarde van onderwys in Lesotho kan slegs gesien word wanneer dit in
staat is om mans en vroue van die hoogste integriteit, eerlikheid, verdraagsaamheid, verantwoordelikheid en aanspreeklikheid te lewer - hardwerkende, patriotiese,
goedgemanierde mense wat daaraan toegewy is om hulle samelewing te dien.
Onderwys behoort in staat te wees om 'n ieder en 'n elk toe te rus om op
betekenisvolle wyse tot die ontwikkeling van die nasie by te dra. Laastens, die
onderrig van "dik" demokratiese eienskappe moet gebou word op die basis van 'n
suksesvolle onderwysstelsel in Lesotho vanaf die laagste klasse of grade.
SLEUTELWOORDE: Gratis en verpligte onderwys, demokratiese onderwys,
kwaliteit onderwys, gelyke onderwys, "dik" en "dun" demokrasie in Lesotho.
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A study of the development of quality indicator systems in Hong Kong primary schools: a case studyChan, Wing-kwong., 陳榮光. January 1998 (has links)
published_or_final_version / Education / Master / Master of Education
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Science education at an elementary school: Teaching the scientific processes to English language learnersLozano, Albert Steven 01 January 1996 (has links)
No description available.
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Justifications for K-12 education standards, goals, and curriculumCreighton, Sean (Sean Patrick) 07 January 2013 (has links)
In the contemporary U.S., the state, through the Legislative Assembly, the State Board of
Education, and the Department of Education, sets policies for K-12 education. These include goals
and standards that affect the kinds of influences local officials, parents, and students can have
on various education programs, required and elective coursework, graduation requirements, and
curriculum content. The state ought to be able to justify their education policies to citizens.
I argue here for a pragmatist informed "minimalist approach" to justifying education policies.
This approach has state officials (and subsequently local officials) use local, situated reasons
for justifying their education standards, goals, and curriculum. I argue that if state officials
utilize a minimalist approach to justify education policies, it will be easier for citizens to
contest (or support) the state's policies because the language employed will better represent
citizen's local, situated common experiences, and be contestable on those grounds. One consequence of this
minimalist approach is that state officials could exclude justifications that are made by appealing
to isolated, abstract conceptions. Isolated, abstract conceptions are, as pragmatists such as Rorty have argued, transcendental in
nature and doomed to failure; fortunately, as the pragmatist defense of a minimalist approach
shows, they are also unnecessary.
Some implications of adopting a pragmatist-informed approach is that the state should give up terms
and phrases that attempt to (i) construct a unifying theory for justification or for truth; (ii)
construct and somehow universally justify a single best particular method for interpreting texts
and analyzing scientific processes; and/or (iii) construct comprehensive and complete standards.
Rather, state officials ought to identify local, situated reasons for particular policies. From
these local appeals, state officials could construct a minimal set of education policies that leave
room for local officials and teachers to have particular
freedoms in constructing programs, projects, and curricula.
I approach this argument through a critique of select education policies in Oregon, Texas, Arizona,
and Tennessee. I argue that these policies, like many education policies and standards, lack
adequate justifications. Those justifications that are provided are too vague and susceptible to
interpretations that are not relevant to the particular purposes of the policies. For instance,
certain policies have illegitimately led to the denial of funding for "Ethnic Studies" programs in
Arizona, or allowed for irrelevant teacher and student criticisms of theories within the sciences
to be explored and entertained as legitimate in Tennessee classrooms. My recommendations, if
followed, would give state officials grounds for excluding the concerns of citizens that are not relevant to particular policies and provide a
legitimate, justifiable basis for constructing state education policies. / Graduation date: 2013
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Investigating teaching and learning within three Eastern Cape reception year classroomsMnene, Mthetheleli January 2012 (has links)
The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their children’s developmental needs as separate to that of the GR practitioners. They seemed to see their roles as helping their children to develop social and emotional competence only, and that the GR practitioners provided, in addition to this, literacy and numeracy teaching to their children. In contrast, the three GR practitioners believed that parents were responsible also for promoting literacy, numeracy and life skills. There seemed therefore to be a lack of clarity of specific teacher and parent views of their roles. The researcher found, however, that the children seemed to be given few developmentally appropriate opportunities for planned and structured activities which enabled them to explore the Critical Outcomes, for example, working together, solving problems, using technology. The teaching methodology used by the GR practitioners during the observation periods, seemed to a large extent, to be based in 'talk and chalk' in the plenary grouping. It did not seem to enable the implementation of the curriculum and especially of the Critical Outcomes in a developmentally appropriate way. In addition, the environment in which children learned was not observed to be developmentally appropriate for relevant education to take place. Too many children were crowded into the available space, while learning equipment and materials were lacking. Any competences that young children in these three GR programmes achieved were therefore possibly learned incidentally, rather than deliberately through planned activities. In addition, GR classes in this study were not observed to be supported within the schools to deliver competent curriculum activities to the children. The study makes suggestions to meet some of these challenges. These include improving the understanding of curriculum guidelines of all role players in the three schools, enabling the management teams and especially parents to take a stronger support and monitoring role, and providing and using materials and equipment to promote the use of the Critical Out comes as methods for teaching and for learning.
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