The aim of this study was to investigate the effectiveness of the teaching practice in grade 12 Biblical Studies in private Christian schools in the Limpopo Province in South Africa during 2003, with the specific objective to make recommendations towards possible improvements. Although but a few private Christian schools in the Limpopo Province participated in the study, while the title implies that all the South African schools were involved, the findings are assumed to be a cross section of the general situation of grade 12 Biblical Studies teaching in South Africa, as teaching is more or less subjected to similar conditions in all the Provinces. This study consists of a theoretical section wherein literature regarding the variables of the study are discussed, as well as an empirical section wherein the results of the research are reported and interpreted with the aim of reaching certain conclusions regarding the typical profile of Biblical Studies teaching practice in the Limpopo Province. The theoretical basis is grounded in the didactical foundations of teaching as discussed in Chapter 2. This is followed by the empirical study (described in Chapter 3) grounded in the results obtained from classroom observations, questionnaires, interviews and the November 1996-2002 Biblical Studies grade 12 final examination of the four participating schools. Chapters 4 and 5 respectively evaluate and consolidate the findings from the classroom observations, the responses from the interviews and questionnaires, and the November 1996-2002 grade 12 Biblical Studies examination results. The main thesis on which this study rests is that the teaching practice of grade 12 Biblical Studies in private Christian schools during 2003 was unsatisfactory because of, inter alia, lack of work ethics, negative attitudes of both teachers and learners, lack of or insufficient application of didactical principles, teaching methods and teaching aids, low morale and insufficient or improper training of Biblical Studies teachers. The study revealed that the teaching of grade 12 Biblical Studies in private Christian schools during 2003 was indeed unsatisfactory because of lack of work ethics, negative attitude of both teachers and learners, lack of and insufficient application of didactical principles and a variety of teaching methods, low morale and improper training of some Biblical Studies teachers. The most aggravating factor was that teachers often did not even show up for Biblical Studies classes. Conclusively, it is therefore recommended that heads of departments and principals regularly monitor and evaluate the quality and quantity of Biblical Studies teaching in schools. The inspectors of schools may also support these forms of control by more regular inspection of schools, and more specifically, of the Biblical Studies classroom. Incentives and recognition of performance by both teachers and learners in the Biblical Studies classroom may be incorporated into these recommendations. / Thesis (M.A.)--North-West University, Potchefstroom Campus, 2004.

Secularist views are a challenge to the field of religious education. Their worldview and influence in society will be discussed. This study evaluates the theocratic model under the apartheid regime, the co–operative model and the religion policy under the new democratic government. The areas that the researcher investigated in this study are centred on the effectiveness of the mission calling of the School of Tomorrow, Accelerated Christian Education. In order to achieve this outcome, the history of ACE Schools in America and South Africa will be discussed, as well as the role of the school, the parent and the teacher in missio Dei. An analysis and evaluation will be done on Christian educators such as Martin Luther, John Calvin and John Knox, as well as educational deform under Hitler. A study will be done on how Biblical doctrine was formed in children’s lives in the Old and New Testament. / Thesis (M.A. (Missiology))--North-West University, Potchefstroom Campus, 2012.

Secularist views are a challenge to the field of religious education. Their worldview and influence in society will be discussed. This study evaluates the theocratic model under the apartheid regime, the co–operative model and the religion policy under the new democratic government. The areas that the researcher investigated in this study are centred on the effectiveness of the mission calling of the School of Tomorrow, Accelerated Christian Education. In order to achieve this outcome, the history of ACE Schools in America and South Africa will be discussed, as well as the role of the school, the parent and the teacher in missio Dei. An analysis and evaluation will be done on Christian educators such as Martin Luther, John Calvin and John Knox, as well as educational deform under Hitler. A study will be done on how Biblical doctrine was formed in children’s lives in the Old and New Testament. / Thesis (M.A. (Missiology))--North-West University, Potchefstroom Campus, 2012.

[pt] A crise econômica e a pressão do mercado, muitas vezes, impõem decisões estratégicas contrárias aos princípios mantenedores das instituições confessionais, levando seus gestores a contratar parcerias indesejáveis por não corresponderem aos princípios cristãos. Esse contexto exige das mantenedoras uma gestão qualificada, com indicadores, estratégias, e planejamentos bem claros e definidos, fundamentados em sua identidade e em comunhão com seu carisma. Para alcançar este objetivo, a presente pesquisa se fundamentou na literatura patrística sobre os princípios de carisma e suas origens, para contemplar, com maior clareza, a essência de sua identidade e apoiar essas instituições, tendo em vista sua perenidade missionária. Apresenta-se a Metodologia C.H.A.V.E. que inclui a espiritualidade como parte imprescindível no processo da gestão e a mistagogia, também como método que, aplicado à gestão, contribui com a compreensão da identidade, gerada pelo carisma da espiritualidade e da missão dessas instituições. Por fim, no desenvolvimento da pesquisa, contempla-se a relevante abrangência teológica e sua interação com a ciência da gestão. / [en] The economic crisis and the market pressure, often, impose strategic decisions contrary to the principles that maintain confessional institutions, leading their managers to hire undesirable partnerships, for not corresponding to Christian principles. This context, requires the maintainer a qualified management, with very clear and defined indicators, strategies, and plans grounded in its identity and in communion with its charisma. To reach this goal, the research was based on the patristic literature about the principles of the charism and its origins, to contemplate with more clarity, the essence of its identity and support these institutions, in accordance to their missionary enthusiasm that lasts till nowardys. The research shows the C.H.A.V.E. methodology, which includes spirituality as an indispensable part of the management process and mystagogy, also as a method that, applied to management, contributes to the understanding of the identity generated by the charism, spirituality and mission of these institutions. Finally, the development of the research, shows the relevant breadth of thheology and its interaction with the science of the management.

Christian Education South Africa (CESA), formerly known as Accelerated Christian Education (South Africa) or ACE(SA), represents a significant number of evangelical Christian schools in South Africa. Most CESA schools are multiracial· and part of charismatic fellowships. The purpose of this study was to investigate CESA {its roots, philosophy of education and methodology) and to evaluate the quality of Christian education offered at CESA schools. Firstly, 'sound Christian education' was defined. Secondly, a model for assessing Christian education was developed. The SAPPAB model with its six criteria (spiritual, academic, physical, practical, administrative and balance) assess both the biblical and t educational 'soundness' of an education programme . . Information was gathered over six years by way of interviews, surveys, ethnographic and in-depth case studies. Evaluations included individual CESA schools, CESA as an organization and the ACE programme. The major finding was that individual CESA schools do contribute meaningfully to sound Christian education, but that the organization as such lost its vision and its influence. / Educational Studies / M. Ed. (History of Education)

Christian Education South Africa (CESA), formerly known as Accelerated Christian Education (South Africa) or ACE(SA), represents a significant number of evangelical Christian schools in South Africa. Most CESA schools are multiracial· and part of charismatic fellowships. The purpose of this study was to investigate CESA {its roots, philosophy of education and methodology) and to evaluate the quality of Christian education offered at CESA schools. Firstly, 'sound Christian education' was defined. Secondly, a model for assessing Christian education was developed. The SAPPAB model with its six criteria (spiritual, academic, physical, practical, administrative and balance) assess both the biblical and t educational 'soundness' of an education programme . . Information was gathered over six years by way of interviews, surveys, ethnographic and in-depth case studies. Evaluations included individual CESA schools, CESA as an organization and the ACE programme. The major finding was that individual CESA schools do contribute meaningfully to sound Christian education, but that the organization as such lost its vision and its influence. / Educational Studies / M. Ed. (History of Education)