The demands of a fast growing third world population on the education system of the Republic of South Africa places great stress on an economy already battling against sanctions and disinvestment. The challenge is to keep up standards of education in order to supply sufficient numbers of qualified manpower to keep the economy going whilst at the same time attempting to create equal educational facilities for an exploding black school population. At the other end of the scale is the problem of dwindling numbers of well qualified white teachers, especially in certain subjects like mathematics, science and commerce as they are recruited into the private sector offering them large increases in salaries. The intention of the study was to try to find a new model for financing and the related decision making of education. The modus operandi was: - i) A theoretical basis to the study was provided by looking at the development of the growing role of the state within the education system and the implications it has for the other participants in the system. ii) A look is taken at the "new right" philosophy as practised by Mrs Thatcher in England where the position of the individual vis-a-vis the state is being re-evaluated. iii) An analysis of the situation surrounding education and the economy as it presents itself in South Africa at the present moment is made. At the same time the position of each of the participants, namely the state, the parents, the educators and employers are evaluated. iv) The English system with its new Education Reform Act and the new concept of school-based management practised in Dade County, Florida in the USA is discussed for purposes of comparison. v) In conclusion a few suggestions are made regarding a future model for financing and managing of educational institutions in the RSA. / Skripsie (MBA)--PU vir CHO, 1989

Proefskrif--PU vir CHO

Thesis (MEd)--PU vir CHO

No existentialism exists as a thought system as such. Not only are differences obvious between theistic and atheistic fields of thought as practised by the existentialist philosophers$ but there are also fundamental differences between advocates of the system such as Heidegger and Sartre. Certain common characteristics can be distinguished. It deals with the existent human being as plunged into a situation, a rebellion against rationalization, the absolutization of human freedom the incompleteness and transience of man, a denunciation of God and the Scriptures. The above-mentioned characteristics of this philosophy exercise a profound influence on the thoughts of modern man and are therefore of immediate importance to education. As Christians we need to understand these existentialists because unlike other more complacent modern thinkers, they are honest enough to voice that sense of despair which is so widespread in our world. They speak for millions of our contemporaries for whom God is dead. They tear away the masks of optimism, self-confidence and indifference. To our mind this philosophy has contributed to a large extent to the moral decline of this decadent twentieth century. It would therefore be gross neglect on the part of Christian education if it does not determine and define the implications of this philosophy. A religious minded people cannot accept the separation of its religion from its education and hence this study was undertaken in an effort to evaluate the existentialism in the light of the scriptures in which God discloses Himself and His relation to all things. It was deemed necessary to refer to religion and calling (vocation) as these are integral aspects of man's life. It was also necessary to refer to the implications of the belief in God as the foundation for a science of education with its corresponding aim and content. Therefore reference is made to an ontological, a cosmological, an anthropological, a cognizable and a methodological basis for this philosophy of education determined by Word revelation. The phenomenological approach (method) employed by the existentialists as well as the denunciation of the God of the Scriptures, causes the total absence of any relation to God, hence the neutrality. In its full reality, however, the God of the Scriptures and the Word of God cannot for one moment be excluded from its reality and no neutrality as such is ever possible. Any educator is a human being and thus a religious being who stands in relation to God, whether he is aware of it or not. Whether he accepts it or not, does not matter. All human activity is an activity issuing from the heart and qualified by the heart, be it in obedience to the law of God or not. Hence all activities of man are religiously centred and that includes education and educating. Man was created by God, as a child of God with the task of governing and ruling over His whole creation, as he would over himself; over his fellow human being, a task which includes the rearing and educating of the child and thereby complying with the responsibility entrusted to him by his Creator. Existentialistic anthropology which considers man as an incomplete and temporary being with no ultimate goal, severs the bond of the human being at its very source, viz., God. Anthropology has contributed largely to contemporary non-recognition of values and principles in education. The Christian educator sees man as the creation of God. Only anthropology based on the Bible can reflect a truly realistic image and total concept of the child. Existentialism absolutizes human liberty and self responsibility which does not subordinate itself to any authority or principle. This approach is a cosmologic absolutization of man’s existence. Man is created by God with a given task and responsibility to do his share in the fulfilment of God’s will. The Lord God has put a radical yet correlated variety in the cosmos. This irreducible variety and interdependent relation must be accepted and investigated without relativization and absolutization and yet with the acknowledgement of God as sovereign Ruler over and Creator of man and the cosmos subject to God’s cosmic law and order. The subjectivism into which the existentialists have deteriorated has caused the relegation to total insignificance of the subject-object relationship in the actual creation. To our mind the concept that knowledge can be obtained only through subjectivity, is impossible to accept. Subject and object are cognizable because God has created them as such. The educationist as a scientist, should continually realize that his knowledge can only be partial, but in the light of Scripture he should acknowledge the sovereignity of God over the whole cosmos and over each and every activity of man and this includes education. In order to combat the godlessness of existentialism the Christian educator should practise his education, that is every subject in the light of Scripture. The determining approach, the Word of God, has illumined that which has to be researched. An attempt has been made not only to give a mere description of the field or research, but also to delve into the results with full and due consideration of what God has revealed in connection with it in His Word. The Word has therefore a function to fulfil in connection with the field of research as well as the researcher. These principles have therefore of neccesity determined the method used. Use has also been made of the analytical and comparative methods. The conclusion arrived at in this study is that the answers to questions arising from educational problems such as those with regard to the eventual aims education should strive for, the very essence of education, the reason for educating, content and method, freedom and authority, discipline and punishment, the task of the teacher, and all questions relating to the full spectrum of education, cannot be supplied by existentialism. A philosophy of education should be based. on a Christian philosophy and should include the totality of education that in its entirety depends on the revelation of the Word. / Thesis (M.Ed.)--PU vir CHO

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

In the opening chapter the following issues are addressed: * Problem of the research. The problem in this research is: - to determine whether parents and teachers work together in the education of the child. - to determine whether parents and teachers utilise the available structures created for parental involvement. - to establish whether parents can contribute effectively towards the positive learning of the child. * Aims of the research. The purpose of this study is: - to determine the structures in the educational system for parent participation in the education of the child. - to identify problems which hinder meaningful •Black parental involvement in the education of the child. - to propose possible solutions in order to remedy problems which have been identified. * Method of research The following methods have been employed: - Literature study, questionnaires, analysis of responses, interpretation of data, evaluation of data and scientific writing of findings. * Demarcation of the field of research This study is confined to Black parental involvement in the Department of Education and Training. In the second chapter the theoretical structures of parental involvement in the education of the child are discussed. The four structural moments of the educational system are looked into under the theoretical structure of the education system. The following are those structural moments of the educational system: - The religious structural moment. The religious ground motif of the community is fundamental in all national systems of education. All systems of education which function normally are based upon the religious ground motif. - The temporal structural moment. The temporal structural moment refers to the fact that educational systems are time-bound. - The modal structural moment. This structural moment refers to the 15 modal aspects of reality which influence the structure and content of the educational system. - The individual structural moment. The individual structural moment refers to the fact that everything in the cosmos, just like the educational system, has its identity as the system of education. Various other relevant aspects have been discussed in this chapter. A historical perspective of Black education is made in chapter 3. The primary aim of tracing the development of Black education is to discover whether there was any meaningful Black parental involvement in the education of the child. In the course of discussion of this historical development it became evident that the system of Black education developed from the missionary education, the education of the provincial administration and the Bantu Education era. The structures of Black education system is explained with emphasis on the problems and solutions of Black parental involvement in the education of the child. In chapter 4 the research investigation is made. The results of the responses are critically analysed and objective evaluation are made. Constant reference is made to the hypothesis postulated and the theoretical principles of the structures of parental involvement. Chapter 5 deals with the conclusions, findings and recommendations. This implies that all relevant issues raised in all chapters are summarised and recommendations are also made. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 1990

Proefskrif--PU vir CHO

When an educational change such as gifted child education is introduced into a school one of the key actors in its implementation on the micro-level is the teacher, whose attitude toward the change may be crucial as he is the ultimate user of that change. However, a teacher's workload is often heavy and this leaves him with little time or inclination to cope with the complexities of implementing a gifted child programme such as learning new skills and knowledge required by the programme. Implementation - the process of putting into practice an educational change or activity new to those expected to change - should occur in a supportive environment, and assistance and training should be provided by change agents both external and internal to the school. These change facilitators though, are often remote from the practical problems and concerns which may be experienced by teachers during the process of implementation. It is also unlikely that they will make the day-to-day interventions which are targeted directly at teachers. Consequently, a teacher who is in close contact with other teachers, who has knowledge and experience of their problems and who can gain easy access to their classrooms appears to be in a viable position to act as a facilitator during implementation. The literature indicates that a teacher regarded as a charismatic, credible leader by his peers may assume the role of teacher representative/facilitator, thereby enhancing the process of implementation. He may emerge as a 'second change facilitator' who complements the facilitative activities of the principal. He can also compensate for what the principal does not do. There is little formal recognition or training for this role - an experienced teacher with the potential for becoming a change facilitator may assume this role. He may then respond to the concerns of his colleagues, function as a representative/role model, consult with teachers and reinforce their implementation efforts, coach and train them, provide opportunities for discussion and problem-solving and provide feedback on a day-to-day basis. Unlike those of other change agents, his interventions may be targeted directly at teachers. The teacher's role as possible change facilitator during the process of implementation may be subject to limitations since it appears from this investigation that the degree to which he can make interventions is influenced by the change facilitative style of the principal. Principals, who emerge as key figures during the process of implementation, have been identified as managers, responders or initiators. The principal's style influences the type of interventions a teacher facilitator may make and the roles he can assume. From this study however it appears that the role of teacher-facilitator is a viable and an important one especially in the phase of teacher use. He is able to maintain close personal contact with his colleagues, he is always available for consul tat ion, he can provide direct, personal aid and he is able to target coaching and training activities directly at teachers. By providing a supportive environment and assistance at the classroom level a teacher can facilitate the implementation of a gifted child programme in a school. / Dissertation (MEd)--UPE, 1989

The demands of a fast growing third world population on the education system of the Republic of South Africa places great stress on an economy already battling against sanctions and disinvestment. The challenge is to keep up standards of education in order to supply sufficient numbers of qualified manpower to keep the economy going whilst at the same time attempting to create equal educational facilities for an exploding black school population. At the other end of the scale is the problem of dwindling numbers of well qualified white teachers, especially in certain subjects like mathematics, science and commerce as they are recruited into the private sector offering them large increases in salaries. The intention of the study was to try to find a new model for financing and the related decision making of education. The modus operandi was: - i) A theoretical basis to the study was provided by looking at the development of the growing role of the state within the education system and the implications it has for the other participants in the system. ii) A look is taken at the "new right" philosophy as practised by Mrs Thatcher in England where the position of the individual vis-a-vis the state is being re-evaluated. iii) An analysis of the situation surrounding education and the economy as it presents itself in South Africa at the present moment is made. At the same time the position of each of the participants, namely the state, the parents, the educators and employers are evaluated. iv) The English system with its new Education Reform Act and the new concept of school-based management practised in Dade County, Florida in the USA is discussed for purposes of comparison. v) In conclusion a few suggestions are made regarding a future model for financing and managing of educational institutions in the RSA. / Skripsie (MBA)--PU vir CHO, 1989