Summaries in Afrikaans and English / In hierdie proefskrif word die verband wat daar tussen politiek en onderwys bestaan vanuit 'n histories-pedagogiese oogpunt belig sodat daar tot grondige gevolgtrekkings gekom kan word ten opsigte van die onderwysbedeling in Suid-Afrika. Daar word aangedui dat politiek en onderwys vanaf die vroegste tye 'n vervlegting toon. Onderwys en politiek is mede-afhanklik van mekaar en het ook sekere verwagtings van mekaar. Onderwys en politiek is menslike skeppinge en as sodanig moet dit mekaar beYnvloed. In Suid-Afrika bet die onderwys vir n geruime tyd 'n krisis beleef. Sekere bevolkingsgroepe was nie tevrede met die onderwys wat bulle ontvang bet nie, terwyl ~n ander groep die onderwys doelbewus gemanipuleer bet tot voordeel van homself. Die gevolg hiervan was dat die onderwys in Suid-Afrika ernstig verpolitiseerd geraak bet en sodoende die onderwys nadelig beYnvloed bet. Om die Heropbou- en ontwikkelingsprogram van die suidAfrikaanse regering te laat slaag, is dit noodsaaklik dat daar 'n gesonde wisselwerking tussen die politiek en onderwys moet wees. Alle groepe behoort inspraak in die onderwysbelange te he en waar moontlik moet die kultuur van die betrokke groep in die onderwys eerbiedig word. Dit is egter noodsaaklik om te besef dat alle groepe deel vorm van 'n verenigde Suid-Afrika en dat die kinders onderrig moet word om tot hulle volle potensiaal te ontwikkel en tot voordeel van die staat. Die staat moet ook toesien dat onderwys ongehinderd aan al sy burgers verskaf word sonder dat party politieke belange op die voorgrond tree. / In this study the relationship that exists between education and politics is highlighted from a historical-pedagogical point of view, so that conclusions can be made regarding a future educational system for South Africa. It has been shown that politics and education are closely linked. Education and politics are dependant on one another and have certain expectations of one another. Education and politics are created by man and as such must influence each other. Education in South Africa has for some time been in a crisis. Some population groups were not satisfied with the education they received, while another group manipulated education to its own advantage. The consequence of this was that education in South Africa became politicised. This has had a negative effect on education. For the Redevelopment Program to succeed it is necessary that there is a balance between politics and education in South Africa. Each population group must have a say in its own affairs and, where possible, each group's culture must be respected. It is, however, necessary to realize that all the population groups are part of a united South Africa and that all the children must be educated to the best of their abilities and to the advantage of the state. The state, however, must ensure that education can take place without hindrance to all its people and that no political party may use education to its own benefit. / Educational Studies / D.Ed. (History of Education)

This study distils some of the principal political and sociological lines of enquiry that Neville Alexander embarked upon in his published writings. It initially sets out to sketch the political, economic and intellectual milieu that he encountered after his release from Robben Island in 1974, and then it addresses the language question, as a part of the national question, in South Africa. The researcher argues that Alexander’s “dance” in the world of political and educational interventions has at times been solitary but that his discourse is substantively girded by the writings and experiences of established practitioners in the fields of sociolinguistics, political economy and cultural activities. The study concludes that his policy proposals on language in particular, in spite of the fact that the constitutional and institutional infrastructure exists for their implementation, have been put on the back burner because the dominant linguistic interests of the post-apartheid government correspond with the communication interests of market-driven institutions in the country, and not with the interests of the linguistic majorities who populate the nation. / Neville Alexander's thoughts on the language question in South Africa / Language question in South Africa / Educational Studies / M.Ed. (Philosophy of Education)

The promotion of multilingualism is one of the aims of the new language-in-education policy. It is a phenomenon which is reflective of our multilingual society. However, the means by which it is being promoted at school level needs to be investigated in light of the additive bilingualism model that has been stipulated in the language-in education policy. This dissertation focuses on a school in the Western Cape which offers many languages and is trying to meet the needs of its learners. The way in which multilingualism is experienced in the classrooms is observed from the learners, teachers and parents' perspectives in the hope of describing how it takes place in a secondary school setting. The ways in which teachers can promote multilingualism in the classroom are suggested by offering practical multilingual strategies for teaching and learning. The role of INSET in promoting multilingualism is also discussed. / Educational Leadership and Management / M. Ed. (Educational Management)

This study distils some of the principal political and sociological lines of enquiry that Neville Alexander embarked upon in his published writings. It initially sets out to sketch the political, economic and intellectual milieu that he encountered after his release from Robben Island in 1974, and then it addresses the language question, as a part of the national question, in South Africa. The researcher argues that Alexander’s “dance” in the world of political and educational interventions has at times been solitary but that his discourse is substantively girded by the writings and experiences of established practitioners in the fields of sociolinguistics, political economy and cultural activities. The study concludes that his policy proposals on language in particular, in spite of the fact that the constitutional and institutional infrastructure exists for their implementation, have been put on the back burner because the dominant linguistic interests of the post-apartheid government correspond with the communication interests of market-driven institutions in the country, and not with the interests of the linguistic majorities who populate the nation. / Neville Alexander's thoughts on the language question in South Africa / Language question in South Africa / Educational Studies / M.Ed. (Philosophy of Education)

The promotion of multilingualism is one of the aims of the new language-in-education policy. It is a phenomenon which is reflective of our multilingual society. However, the means by which it is being promoted at school level needs to be investigated in light of the additive bilingualism model that has been stipulated in the language-in education policy. This dissertation focuses on a school in the Western Cape which offers many languages and is trying to meet the needs of its learners. The way in which multilingualism is experienced in the classrooms is observed from the learners, teachers and parents' perspectives in the hope of describing how it takes place in a secondary school setting. The ways in which teachers can promote multilingualism in the classroom are suggested by offering practical multilingual strategies for teaching and learning. The role of INSET in promoting multilingualism is also discussed. / Educational Leadership and Management / M. Ed. (Educational Management)

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

The post-apartheid government of South Africa has committed itself to achieving fundamental transformation of the education system. The government has adopted policies and measures that aimed to bring about the goals of equity and redress, and to enhance democracy and participation of all groups in development and decision making processes at all levels. It is acknowledged that the democratic government has accomplished a lot in education within this short period and has made numerous strides in enhancing equity, redress and social justice; providing high quality education for all the people of South Africa; bringing about democratisation and development; and enhancing effectiveness and efficiency. However, despite these apparent achievements, this study shows that there have been a number of setbacks and contradictions in the policies which have affected the process of bringing about fundamental changes and transformation in the education sector. The setbacks and contradictions resulted from factors which have affected the type of policies developed to transform the education sector. They also affected the formulation and implementation of the policies, thereby limiting the achievements of the goals of transformation agenda in education. Hence, this study examined the politics of transformation and change in the education sector by examining the type of policies that have been put in place; their formulation, implementation and outcome. The main research questions are: • What kind or type of policies have been put in place to transform the education sector? • How and by whom were the policies formulated? • How are these policies being implemented and what have been the outcomes of the process? Transformation and in particular the policy process is beset with continuous debate, contestation and struggle for the success of ideas and interests which are pursued by individual actors, groups and policy networks through the institutions. During these different stages policies are modified, constituted and reconstituted. As a result, they give rise to intended and unintended outcomes which are likely to support or contradict the objectives of those policies. Hence, the process cannot be explained using only one approach or theory. Therefore, this study has been situated in ideas, group and network and institutional approaches or theories to examine the factors that have affected education policies, their formulation and implementation and the overall transformation of education in South Africa. It contends that policy change and variation result from interaction of ideas and interests within patterns of group and policy networks and preset institutions. The study adopts qualitative interpretive methodology in order to question, understand and explain institutions; interests groups and ideas; socio economic and power relations involved in the process. It also appraises the framework for action. In addition to conducting literature review, unstructured interviews were held with officials from provincial and national Departments of Education, members of national and provincial legislatures, principals, teachers, members of school governing bodies, learners, Non-governmental organisations, Community based organisations, Faith based organisations, teachers’ and workers’ unions. Observations were made during meetings of school governing bodies. The study draws reference from the Eastern Cape Province between 1994 and 2002 and looks at the school level (Basic and Further Education levels). Reference is also made to selective policy instruments namely, the South African Schools Act (SASA) (1996), Curriculum 2005 and Norms and Standards for School Funding (1999). Overall, the findings of the study have shown that various factors have led to setbacks and contradictions in the policies that were adopted in education. They have also affected the formulation and implementation of the policies, hence exerting certain limitations on the achievements of the goals of transformation in education. The factors identified in the findings are the outcome of the negotiated settlement and subsequent changes made by the apartheid government in education before the 1994 elections; constraints and unequal participation of different groups in education policy development in various established structures and avenues; drawbacks in the implementation of education policies by decentralised structures and agents at various levels. This was exacerbated by lack of capacity, lack of adequate resources, lack of commitment and will among some of the civil servants coupled with corruption and mismanagement. The legacy of apartheid and the homeland governments, together with existing backlogs added another layer. Consequently, there were challenges in the economic policy which led to inadequate funding for education. The findings of this study show that competing ideas and interests advanced by groups and networks have impact on decision making, policy content and implementation. Therefore, some policies will reflect and maintain the interests of those individual actors, groups and policy networks that exerted most influence. The findings also reveal that institutional norms and rules, inadequate resources, lack of capacity and skilled human resources and economic environment, constrain decision making, policy content and implementation.

In this thesis, I address the dichotomy between liberal arts education and terminal vocational training in the American community college. The need is for reform in the community college in relation to philosophical instruction in order to empower citizens, support justice and create more sustainable communities. My call for reform involves a multicultural integration of philosophy into terminal/vocational programs as well as evolving the traditional liberal arts course to exist in a multicultural setting. Special attention is focused on liberating the oppressed, social and economic justice and philosophy of education.

In this thesis I explore the rhetoric behind the assessment push nation-wide and, particularly, in California. I take a close look at what politicians, educators, and citizens say about public education and their views of the current educational reform: whether they are speaking in support of or opposition to the No Child Left Behind Act of 2001. I look specifically at the finances of public education in California, the impact and current outcome of NCLB, and propose new reforms as suggested by those intimately involved in education.

Diese Analyse gibt einen Überblick über die Erfahrungen von außerschulischen politischen Bildungsprojekten mit dem Peer Education Ansatz und erstellt darauf aufbauend Handlungsempfehlungen, die für die Arbeit mit Peer Education innerhalb der politischen Bildung verwendet werden können, heraus. Um diese Analyse zu vollziehen, wurden vier Peer Projekte aus Sachsen interviewt. Ziel dieser Analyse war es mithilfe von leitfadengestützten Expert:inneninterviews von Bildungsprojekten aus Sachsen, die mit dem Peer Education Ansatz arbeiten, Berichte und Erfahrungen auszuwerten und zu vergleichen. Anhand theoriegestützter Hypothesen wurden dann in einem nächsten Schritt die in den Interviews beschriebenen Problematiken, Herausforderungen oder auch positiven Erfahrungen wissenschaftlich gestützt. Aufgrund der mangelnde Datenlage kann diese Analyse einen Einblick in die Arbeit mit Peer Education innerhalb der politischen Bildung liefern und die prekär vorliegende Forschung zu dieser Thematik in einigen Erkenntnissen ergänzen. Schlussendlich zeigt die Analyse der Peer Projekte aus Sachsen, dass dieser Ansatz eine gute Möglichkeit darstellt politische Bildung auf Augenhöhe zu gewährleisten und Jugendliche dazu befähigt selbstbewusster und selbstsicherer ihre Meinungen in Demokratie und Gesellschaft einzubringen.:1. Politische Bildung mal anders 2. Politische Bildung 2.1 Theoretische Einordnung und Forschungsstand 2.2 Rahmenbedingungen 3. Peer Education 3.1 Theoretische Einordnung und Forschungsstand 3.2 Peer Education innerhalb der politischen Bildung 3.3 Hypothesen 4. Methodik 4.1 Materialsammlung 4.2 Materialauswertung 4.3 Desiderate 5. Fallauswahl 5.1 Kriterien Fallauswahl 5.2 Begründung Fallauswahl und Vorstellung der Vereine und Projekte 6. Darstellung und Vergleich der Ergebnisse 7. Positive und negative Erfahrungen in den Projekten 8. Bewertung mithilfe der Hypothesen 9. Handlungs- und Projektdurchführungsempfehlungen 10. Fazit 11. Literaturverzeichnis 12. Anhang