The problem of assessing a person's knowledge, abilities and qualities is very old. Dramatic developments have created unprecedented demands that complicate the problem of evaluation. Contemporary methods of testing and measurement absolutise man in the intricate socio-economic framework. Technocratic principles are inclined to dominate the educational pattern. These together with a positivistic approach to education have led to superficial life values. Concepts like freedom and authority have been superseded by such concepts as permissiveness and liberalism. Increased commercial demands have placed emphasis on manpower productivity and retention ability. Tests and measurements have consequently adapted to these demands to such an extent that approximately 90% of tests today show no internalisation of the knowledge taught at school. Man is absolutised as the sum total of his achievements as reflected by his examination results. The principle of totality in education is negated owing to the obsession with examination results. It has become vital for the teacher to reflect and show concern about his task, not only as a teacher but as evaluator in the development of the child. A Christian life and world view is crucial to equip every child "thoroughly furnished unto all good works". (II Tim. 3:17) Garnering factual knowledge is not a final requirement. Although testing and measurement are essential during the teaching act, evaluating the qualities, norms and spiritual awakening takes precedence in the total mental and physical configuration of the child. The Christian teacher must inculcate Christian values in the impaired child or procreate the Christian values already instilled by Christian parents. His educational objective is adjusted to the Scriptural view of the origin, nature and ultimate destination of man. He steps in when necessary to reconstitute man's relation with God, his neighbour and the world. He is primarily the evaluator of the nascent adult created in the image of God. / Thesis (MEd)--PU vir CHO

The problem of assessing a person's knowledge, abilities and qualities is very old. Dramatic developments have created unprecedented demands that complicate the problem of evaluation. Contemporary methods of testing and measurement absolutise man in the intricate socio-economic framework. Technocratic principles are inclined to dominate the educational pattern. These together with a positivistic approach to education have led to superficial life values. Concepts like freedom and authority have been superseded by such concepts as permissiveness and liberalism. Increased commercial demands have placed emphasis on manpower productivity and retention ability. Tests and measurements have consequently adapted to these demands to such an extent that approximately 90% of tests today show no internalisation of the knowledge taught at school. Man is absolutised as the sum total of his achievements as reflected by his examination results. The principle of totality in education is negated owing to the obsession with examination results. It has become vital for the teacher to reflect and show concern about his task, not only as a teacher but as evaluator in the development of the child. A Christian life and world view is crucial to equip every child "thoroughly furnished unto all good works". (II Tim. 3:17) Garnering factual knowledge is not a final requirement. Although testing and measurement are essential during the teaching act, evaluating the qualities, norms and spiritual awakening takes precedence in the total mental and physical configuration of the child. The Christian teacher must inculcate Christian values in the impaired child or procreate the Christian values already instilled by Christian parents. His educational objective is adjusted to the Scriptural view of the origin, nature and ultimate destination of man. He steps in when necessary to reconstitute man's relation with God, his neighbour and the world. He is primarily the evaluator of the nascent adult created in the image of God. / Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

The teacher has a notable legal duty with regard to attentive supervision and the safety of the pupils in the workshop. It is expected of the professionally trained workshop teacher to look after the pupil placed in his care as conscientiously as a solicitous father would. The teacher's discretion and conduct should always be based on predictable and preventative action. Because pupils cannot possibly have the discernment of adults about more and Jess dangerous situations, the teacher should make provision for this factor in. his daily planning. Juridical aspects such as solicitous care, predictable and preventative action, in addition to the elements of accountability such as action, illegality, guilt, causality and damage demarcate and elucidate the daily task of the workshop teacher, who should ascertain that he is familiar with all these aspects. Because of this, a literature research on this matter has been undertaken. The aim of the empirical research has been to determine the present state of knowledge of the workshop teacher regarding to certain educational law aspects and the teacher's solicitous supervising role concerning pupil safety. A case study with appropriate questions on juridical teaching matters has been used to determine if the workshop teacher is capable of applying in practice, during normal situations, those juridical instructions which apply directly to his profession. By means of this empirical study the following problems were identified: • The respondents revealed an ignorance with regard to the following characteristic behaviour traits of pupils: impulsiveness, recklessness, disobedience, inconsiderate motion and disadvantage-causing behaviour. • A large number of respondents were not capable of applying their knowledge of juridical teaching matters in a case study. Specific recommendations have been made which should lead to a more sound prepared workshop teacher for his task as solicitous supervisor of his pupils' safety. / Skripsie (MEd)--PU vir CHO, 1994

Thesis (MEd)--PU vir CHO

The teacher has a notable legal duty with regard to attentive supervision and the safety of the pupils in the workshop. It is expected of the professionally trained workshop teacher to look after the pupil placed in his care as conscientiously as a solicitous father would. The teacher's discretion and conduct should always be based on predictable and preventative action. Because pupils cannot possibly have the discernment of adults about more and Jess dangerous situations, the teacher should make provision for this factor in. his daily planning. Juridical aspects such as solicitous care, predictable and preventative action, in addition to the elements of accountability such as action, illegality, guilt, causality and damage demarcate and elucidate the daily task of the workshop teacher, who should ascertain that he is familiar with all these aspects. Because of this, a literature research on this matter has been undertaken. The aim of the empirical research has been to determine the present state of knowledge of the workshop teacher regarding to certain educational law aspects and the teacher's solicitous supervising role concerning pupil safety. A case study with appropriate questions on juridical teaching matters has been used to determine if the workshop teacher is capable of applying in practice, during normal situations, those juridical instructions which apply directly to his profession. By means of this empirical study the following problems were identified: • The respondents revealed an ignorance with regard to the following characteristic behaviour traits of pupils: impulsiveness, recklessness, disobedience, inconsiderate motion and disadvantage-causing behaviour. • A large number of respondents were not capable of applying their knowledge of juridical teaching matters in a case study. Specific recommendations have been made which should lead to a more sound prepared workshop teacher for his task as solicitous supervisor of his pupils' safety. / Skripsie (MEd)--PU vir CHO, 1994

Proefskrif--PU vir CHO

Thesis (MEd)--PU vir CHO

The main purpose of this investigation, namely an appreciation of the Education Aid Service of the TED, was briefly formulated in Chapter 1. Central concepts as used in the study, were broadly defined. Chapter 2 is mainly a review of relevant literature and deals with the aim and functioning of Guidance Services I Education Aid Services in general, with specific reference to the organization and administration of such services and the nature of guidance programmes in the United States of America, Britain and West Germany. Different approaches to Guidance and the principles of Guidance Services were reviewed. The training and qualifications of Guidance personnel in the • above-mentioned countries were also investigated. The aim of this review was to set criterion on which the Education Aid Service of the TED could be judged in chapter 5. The origin and development of the Education Aid Service of the TED since its modest inception in 1914 is described in chapter 3. This was outlined in four clearly distinguishable stages, viz. the origin and development of the Psychological Service, the development of the Vocational Guidance Service, the amalgamation of these two services in 1955 and the inception of the present Education Aid Service in 1983. The aims and policy, organization and administration as well as personnel aspects of the Transvaal Education Aid Service of the present day were investigated in chapter 4. A distinction was drawn between the general guidance program in schools and the activities of the specialised field of the Education Aid Centres and Child Guidance Clinics. The Education Aid Service was evaluated in chapter 5 and general conclusions derived from the study were summarized. A few recommendations based on these conclusions were finally made. They include an empirical investigation into the aims of the present guidance programmes of the Education Aid Service, a change in approach by the Educational Aid Centre, understaffing at Child Guidance Clinics and Education Aid Centres, physical facilities for guidance in schools and training and qualifications of guidance personnel. / Skripsie (MEd)--PU vir CHO, 1990

Thesis (MEd)--PU vir CHO