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

Text in Afrikaans / Hierdie studie handel oor die effek van tuisskoling op tuisleerders, met die fokus op hul sosiale ontwikkeling en akademiese prestasie. Deur middel van 'n literatuurstudie word bevestig dat ouers tuisskoling onderneem, onder andere op grond van ontevredenheid met die verlaging van akademiese standaarde en negatiewe sosialiseringspatrone wat in die staatskole voorkom. Daarteenoor is die kritiek teen tuisskoling gewoonlik ten opsigte van die moontlike benadeling van die tuisleerders wat betref hul akademiese standaard en verminderde en ontoereikende sosialiseringsmoontlikhede. 'n Empiriese studie is onderneem deur fokusgroeponderhoude met tuisskolers te voer en vergelykbare statistiese gegewens in te win deurdat die graad 4-tuisleerders 'n akademiese prestasietoets aflê en die graad 7-tuisleerders 'n verhoudingevraelys invul. Hierdie studie bevestig dat: • tuisleerders, in vergelyking met leerders in staatskole, beter in 'n prestasietoets presteer en dus nie akademies benadeel word nie • tuisleerders se stand van sosialisering goed met dle gestandaardiseerde norm vergelyk. This study deals with the effect of home schooling on the home leamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statistical data through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that: • home learners attain better results than learners in government schools in the achievement test and that they are therefore not academically disadvantaged; • the level of socialisation of home learners compares favourably with the standardised norm / This study deals with the effect of home schooling on the home Ieamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statisticaldata through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that: • home learners attain better results than learners in government schools in the achievement test and that they are therefore not academically disadvantaged; • the level of socialisation of home learners compares favourably with the standardised norm. / Psychology of Education / M. Ed. (Voorligting)

Text in Afrikaans / Hierdie studie handel oor die effek van tuisskoling op tuisleerders, met die fokus op hul sosiale ontwikkeling en akademiese prestasie. Deur middel van 'n literatuurstudie word bevestig dat ouers tuisskoling onderneem, onder andere op grond van ontevredenheid met die verlaging van akademiese standaarde en negatiewe sosialiseringspatrone wat in die staatskole voorkom. Daarteenoor is die kritiek teen tuisskoling gewoonlik ten opsigte van die moontlike benadeling van die tuisleerders wat betref hul akademiese standaard en verminderde en ontoereikende sosialiseringsmoontlikhede. 'n Empiriese studie is onderneem deur fokusgroeponderhoude met tuisskolers te voer en vergelykbare statistiese gegewens in te win deurdat die graad 4-tuisleerders 'n akademiese prestasietoets aflê en die graad 7-tuisleerders 'n verhoudingevraelys invul. Hierdie studie bevestig dat: • tuisleerders, in vergelyking met leerders in staatskole, beter in 'n prestasietoets presteer en dus nie akademies benadeel word nie • tuisleerders se stand van sosialisering goed met dle gestandaardiseerde norm vergelyk. This study deals with the effect of home schooling on the home leamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statistical data through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that: • home learners attain better results than learners in government schools in the achievement test and that they are therefore not academically disadvantaged; • the level of socialisation of home learners compares favourably with the standardised norm / This study deals with the effect of home schooling on the home Ieamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statisticaldata through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that: • home learners attain better results than learners in government schools in the achievement test and that they are therefore not academically disadvantaged; • the level of socialisation of home learners compares favourably with the standardised norm. / Psychology of Education / M. Ed. (Voorligting)