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Basic education in the language of choice : a contextual interpretation / Johan Christiaan BornmanBornman, Johan Christiaan January 2010 (has links)
This thesis explores the constitutional right to receive basic education in the
language of choice. This fundamental human right imposes a duty on the state to
provide children with education in the language of their choice whenever
reasonably practicable. It is not a matter of whether the state has to fulfil section
29(2) of the Constitution, but rather how to give effect to this provision.
The right to receive basic education in the language of your choice is however,
qualified by the specific internal limitation that provides that the right is subject to
the condition that provision of education in the preferred language has to be
reasonably practicable. Section 36, the limitation clause, is also a measure that
can be used to limit this right.
The aim of this paper is to contextually interpret the fundamental right to receive
education in the language of one’s choice and to weigh up the intent of the
provision to the provision’s actual result. All relevant factors will be taken into
consideration to examine the possibility of limiting the right to receive instruction
in the language of choice to comply with the purpose of education and the best
interests of the child. / Thesis (LL.M. (Comparative Child Law))--North-West University, Potchefstroom Campus, 2010.
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Basic education in the language of choice : a contextual interpretation / Johan Christiaan BornmanBornman, Johan Christiaan January 2010 (has links)
This thesis explores the constitutional right to receive basic education in the
language of choice. This fundamental human right imposes a duty on the state to
provide children with education in the language of their choice whenever
reasonably practicable. It is not a matter of whether the state has to fulfil section
29(2) of the Constitution, but rather how to give effect to this provision.
The right to receive basic education in the language of your choice is however,
qualified by the specific internal limitation that provides that the right is subject to
the condition that provision of education in the preferred language has to be
reasonably practicable. Section 36, the limitation clause, is also a measure that
can be used to limit this right.
The aim of this paper is to contextually interpret the fundamental right to receive
education in the language of one’s choice and to weigh up the intent of the
provision to the provision’s actual result. All relevant factors will be taken into
consideration to examine the possibility of limiting the right to receive instruction
in the language of choice to comply with the purpose of education and the best
interests of the child. / Thesis (LL.M. (Comparative Child Law))--North-West University, Potchefstroom Campus, 2010.
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Accounting education : investigating the gap between school, university and practice / Henriette van RomburghVan Romburgh, Henriette January 2014 (has links)
Various studies have highlighted the problems faced in accounting education. Some of these
problems refer to the stagnating accounting curriculum, limited resources available to
students from designated black empowerment groups, and the underdevelopment of skills
required by practice. This study focuses specifically on the problems faced in secondary and
tertiary accounting education in South Africa (SA) and the effects of these problems on
practice.
The first article of this study emphasises the various causes for the declining pass rate in firstyear
chartered accountancy (CA) students. For this purpose, the researcher gathered
information on the perceptions of first-year CA students and of lecturers involved in
departments of accounting at SA universities. One of the possible causes identified is the
apparent gap between school and university accounting education, especially in respect of
curriculum, teaching quality and textbooks. The study revealed that students from designated
black empowerment groups are facing the most problems in SA accounting education.
The second article addressed the skills shortages in first-year CA trainees that practitioners
have to deal with. According to the results, the majority of the participants felt that
universities do not sufficiently equip students with the skills necessary to be successful in
practice. The skills shortages identified included the inability of first-year trainees to
determine the extent of testing needed in audits and to think independently. It also seemed as
if first-year trainees lack professional communication skills and cannot sufficiently apply theory learnt at university in practice. These are only some skills with which universities are
expected to equip students in order to be successful in practice.
The researcher drew conclusions and made recommendations based on the information
obtained from the above-mentioned two studies. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2014
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Die kind se grondwetlike reg tot basiese onderwys en die verpligting van die staat tot voorsiening van infrastruktuur / Christine RouxRoux, Christine January 2013 (has links)
Section 29 of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. This provision must be interpreted in order to determine whether it refers to a period of education, or a certain standard or quality of education that also includes infrastructure.
In this dissertation, the scope of the right to basic education and the state’s obligation with regard to infrastructure, are discussed. The dissertation will point out that the right to basic education should also consider the best interests of the child-standard as well as the right to equality. The Constitution provides that everyone has the right to basic education, which implies that there should be no discrimination against any child. In order to determine the scope of section 29 and the duty of the state accordingly, the provisions of international instruments must also be consider. The Convention on the Rights of the Child, the African Children Charter and specifically the International Covenant on Economic, Social and Cultural Rights refer to the obligations of the state in respect to the provision of basic education and infrastructure.
The Schools Act provides for the Minister of Basic Education to prescribe minimum norms and standards relating to school infrastructure. The importance of minimum norms and standards for quality education has been investigated with specific reference to libraries, learning material and water and sanitation facilities. Lastly, the lack of an internal limitation clause and the effect of section 36, the general limitation clause, were considered to evaluate the state’s obligation to provide quality education. / LLM (Comparative Child Law), North-West University, Potchefstroom Campus, 2014
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Accounting education : investigating the gap between school, university and practice / Henriette van RomburghVan Romburgh, Henriette January 2014 (has links)
Various studies have highlighted the problems faced in accounting education. Some of these
problems refer to the stagnating accounting curriculum, limited resources available to
students from designated black empowerment groups, and the underdevelopment of skills
required by practice. This study focuses specifically on the problems faced in secondary and
tertiary accounting education in South Africa (SA) and the effects of these problems on
practice.
The first article of this study emphasises the various causes for the declining pass rate in firstyear
chartered accountancy (CA) students. For this purpose, the researcher gathered
information on the perceptions of first-year CA students and of lecturers involved in
departments of accounting at SA universities. One of the possible causes identified is the
apparent gap between school and university accounting education, especially in respect of
curriculum, teaching quality and textbooks. The study revealed that students from designated
black empowerment groups are facing the most problems in SA accounting education.
The second article addressed the skills shortages in first-year CA trainees that practitioners
have to deal with. According to the results, the majority of the participants felt that
universities do not sufficiently equip students with the skills necessary to be successful in
practice. The skills shortages identified included the inability of first-year trainees to
determine the extent of testing needed in audits and to think independently. It also seemed as
if first-year trainees lack professional communication skills and cannot sufficiently apply theory learnt at university in practice. These are only some skills with which universities are
expected to equip students in order to be successful in practice.
The researcher drew conclusions and made recommendations based on the information
obtained from the above-mentioned two studies. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2014
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Die kind se grondwetlike reg tot basiese onderwys en die verpligting van die staat tot voorsiening van infrastruktuur / Christine RouxRoux, Christine January 2013 (has links)
Section 29 of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. This provision must be interpreted in order to determine whether it refers to a period of education, or a certain standard or quality of education that also includes infrastructure.
In this dissertation, the scope of the right to basic education and the state’s obligation with regard to infrastructure, are discussed. The dissertation will point out that the right to basic education should also consider the best interests of the child-standard as well as the right to equality. The Constitution provides that everyone has the right to basic education, which implies that there should be no discrimination against any child. In order to determine the scope of section 29 and the duty of the state accordingly, the provisions of international instruments must also be consider. The Convention on the Rights of the Child, the African Children Charter and specifically the International Covenant on Economic, Social and Cultural Rights refer to the obligations of the state in respect to the provision of basic education and infrastructure.
The Schools Act provides for the Minister of Basic Education to prescribe minimum norms and standards relating to school infrastructure. The importance of minimum norms and standards for quality education has been investigated with specific reference to libraries, learning material and water and sanitation facilities. Lastly, the lack of an internal limitation clause and the effect of section 36, the general limitation clause, were considered to evaluate the state’s obligation to provide quality education. / LLM (Comparative Child Law), North-West University, Potchefstroom Campus, 2014
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Die verpligting van die staat met betrekking tot gestremde leerders se reg op basiese onderwys / Lizelle Juané van Dalen.Van Dalen, Lizelle Juané January 2012 (has links)
Section 29(1) of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. ―Everyone‖ includes disabled learners. The purpose of this study is to determine to what extent the state complies with its constitutional and international obligations to realise disabled learners‘ right to basic education.
To reach the purpose firstly it has to be ascertained which legislation apply to disabled learners (whether direct or indirect) and how this legislation define disability (Chapter 2). Secondly the relevant constitutional sections have to be investigated. Sections 9, 28, 29 and 36 of the Constitution will be examined in particular. The purpose of the investigation of the constitutional sections is to determine what basic education entails and if there is a uniform definition thereof. Paired with the right to education, the meaning of inclusive education has to be determined and to what extent the state realises this (Chapter 3). A further purpose with the investigation of the constitutional provisions is to determine whether there is an infringement of disabled learners‘ right to equality and whether the possible infringements of the right to education and equality can be justified by the state (Chapter 4).
Thirdly, the state‘s international obligations with regard to disabled learners‘ right to education and equality has to be investigated (Chapter 5) before reaching a conclusion as to what extent the state complies with its constitutional and international obligations to realize disabled children‘s right to basic education (Chapter 6). Disabled children‘s need for basic education has led to the research question. quality, process quality, manufacturing process flow, principles of quality, factor analysis, multiple regression. / Thesis (LLM)--North-West University, Potchefstroom Campus, 2013.
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Die verpligting van die staat met betrekking tot gestremde leerders se reg op basiese onderwys / Lizelle Juané van Dalen.Van Dalen, Lizelle Juané January 2012 (has links)
Section 29(1) of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. ―Everyone‖ includes disabled learners. The purpose of this study is to determine to what extent the state complies with its constitutional and international obligations to realise disabled learners‘ right to basic education.
To reach the purpose firstly it has to be ascertained which legislation apply to disabled learners (whether direct or indirect) and how this legislation define disability (Chapter 2). Secondly the relevant constitutional sections have to be investigated. Sections 9, 28, 29 and 36 of the Constitution will be examined in particular. The purpose of the investigation of the constitutional sections is to determine what basic education entails and if there is a uniform definition thereof. Paired with the right to education, the meaning of inclusive education has to be determined and to what extent the state realises this (Chapter 3). A further purpose with the investigation of the constitutional provisions is to determine whether there is an infringement of disabled learners‘ right to equality and whether the possible infringements of the right to education and equality can be justified by the state (Chapter 4).
Thirdly, the state‘s international obligations with regard to disabled learners‘ right to education and equality has to be investigated (Chapter 5) before reaching a conclusion as to what extent the state complies with its constitutional and international obligations to realize disabled children‘s right to basic education (Chapter 6). Disabled children‘s need for basic education has led to the research question. quality, process quality, manufacturing process flow, principles of quality, factor analysis, multiple regression. / Thesis (LLM)--North-West University, Potchefstroom Campus, 2013.
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