Thesis (DPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The practice of partnership to the benefit of education is as old as education itself: Partners of
education were involved in the most primitive societies. Partners are still of indispensable
importance in postmodern societies. This study points out that the conventional partners to
education (parent, church and state) have been of importance through the centuries and that
partnership involvement should be of increasing importance in times to come. Concurrently, it
has become necessary to involve new up-to-date supplementary education partners to address
the numerous challenges in the field of education.
The parent comes to light as the first and foremost partner in education and is therefore worthy of
the connotation primary education partner. History illustrates how certain communities, due to
specific perspectives on wond and life, ideologies and educational institutions, tried to scale down
the functions of this partner. Nowhere, however, could it be achieved successfully, without
serious harmful consequences for the child who is to be educated. The safety and security that
the child experiences in the parental home and within the family structure is of the utmost
importance for the young child. The proliferation in the number of parentiess children as a result
of an increase in the divorce rate, family murders and especially the pandemic MI virus is
alarming in this respect. Additional partners will have to be found to address the child's need of
security.
The anchor provided by participation in religious activities is likewise for the developing child of
importance. In addition, the church, in the widest sense of its meaning, emphasizes certain
norms and moral values. It provides programmes, which ensure to prevent the youths from
derailment along dangerous and destructive routes. The church needs to be admitted and invited
to be an essential partner.
The state is justly being viewed as a chief partner to education and training, on account of its
functions such as the funding of formal education, the provision of a general curriculum and the
making of legislation governing education. This important position in the education partnership
does not mean that the state should play the dominant role. It does not qualify the state to
prescribe to the other partners how they should perform their roles. Partnership presupposes c0-
operation and stringent prescriptions by the state would be unacceptable and counter-productive
to the respective partners. The conventional partners will have to realise that each has a
meaningful contribution to make, which cannot be substituted. by anyone of the others, A comparative study of partnership in Kenya, Cuba and Germany serves as a background study.
In an ever-fast changing wortd in which extremely heavy demands are made to education and its
partners, it is clear that new education partners have to be found to assist the school. The
conventional partners are just not able to fulfit the task by themselves. This study identifies a
number of supplementary partners that could, on account of the particular challenges facing·
education in South Africa, make a valuable contribution. Partners deserve their position as
partners due to the functional role that they could play at a specific stage in the ongoing process
of education development. As times change, and new needs come into existence, other partners
will have to be identified to support the existing, conventional partners. / AFRIKAANSE OPSOMMING: Die gebruik van vennote wat vir die opvoeding van waarde kan wees, is so oud soos die
opvoeding self. Opvoedingsvennote het in die mees primitiewe samelewings voorgekom en is in
die postmoderne samelewings steeds van onmisbare belang. Hierdie studie dui aan dat die
konvensionele opvoedingsvennote (ouer, kerk, staat) deur die eeue van belang was en dat hul
vennootskaplike deelname in die toekoms verhoog behoort te word. Terselfdertyd het dit nodig
geword om nuwerwetse, supplementêre opvoedingsvennote te betrek om die talle uitdagings op
onderwysgebied die hoof te bied.
Die ouer tree na vore as die eerste en vernaamste opvoedingsvennoot en is as sodanig die
benaming primêre opvoedingsvennoot waardig. Die geskiedenis toon aan hoedat sekere
gemeenskappe op grond van bepaalde partikuliere wêreld- en lewensbeskouings, ideologieë en
opvoedingsdoelstellings die rol van hierdie vennoot wou afskaal, maar dat dit nêrens sonder
nadelige gevolge vir die opvoedeling gedoen kon word nie. Die veiligheid, sekuriteit en
geborgenheid wat die kind in die ouerhuis en binne die gesinstruktuur beleef, is veral vir die jong
kind van allergrootse belang. Die groter wordende getalouerlose kinders as gevolg van 'n
toename in egskeidings, gesinsmoorde en veral die pandemiese MI-virus, is in hierdie verband
kommerwekkend. Supptementêre vennote sal daarom gevind moet word om die kind se
behoefte aan geborgenheid aan te spreek.
Die verankerdheid wat deelname aan religieuse aktiwiteite bied, is eweneens vir die
ontwikkelende kind van belang. Daarbenewens beklemtoon die kerk, in die wydste sin
gedefinieer, sekere norme en morele waardes en voorsien hy programme wat verseker dat die
jeug se vryetydsbesteding en drang na plesier nie op gevaarlike, afbrekende roetes ontspoor nie.
Die kerk sal steeds as noodsaaklike opvoedingsvennoot toegelaat en uitgenooi moet word.
Die staat word vanweë funksies soos die befondsing van formele onderwys, die daarstelling van
'n algemene kurrikulum en die neerlê van onderwyswetgewing met reg as hoofvennoot van die
opvoeding, onderwys en opleiding beskou. Hierdie posisie in die vennootskap beteken nie dat
die staat die oorheersende rol speel en aan ander vennote kan voorskryf hoedanig hul rolle sal
wees nie. Vennootskap veronderstel samewerking en streng voorskriftelikhede sal vir
medevennote onaanvaarbaar wees. Die konvensionele vennote sal moet besef dat elkeen se
bydrae tot die opvoeding belangrik is en nie deur ander vennote vervang kan word nie. 'n Vergelykende studie van vennootskaplikheid in Kenia, Kuba en Duitsland dien as agtergrond
tot die studie. In 'n wêreld wat vinnig en voortdurend verander en waar hoë eise aan die
opvoeding en sy vennote gestel word, is dit duidelik dat nuwe opvoedingsvennote gevind sal
moet word om bystand te ver1een. Die konvensionele vennote is gewoon nie in staat om die mas
alleen op te kom nie. Hierdie studie identifiseer 'n aantal supplementêre vennote wat, op grond
van die eiesoortige probleme wat in die Suid-Afrikaanse opvoeding ondervind word, van waarde
sal kan wees. Soos tye verander en nuwe behoeftes ontstaan, sal ander vennote geïdentifiseer
moet word om die konvensienete opvoedingsvennote te ondersteun.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/97515 |
| Date | 12 1900 |
| Creators | Kleynscheldt, Rudolph Johannes |
| Contributors | Du Plessis, W. S., Steyn, J. C., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
| Format | 286 pages : illustrations |
| Rights | Stellenbosch University |
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