Thesis (MEd (Special education))--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The value of partnerships within the South African education system has for many
years been emphasised by various researchers. It is only since the first democratic
election in South Africa in 1994 that the government was committed to the extension
of partnerships between schools, parents, learners and the community on both local
and national level. In Article 29 of the Constitution (RSA, 1996a) parents are given
the assurance that the state will execute their role as educational partner. The state
also gives other partners enough scope to implement their educational partnerships
according to their worldview and philosophy of life.
The aim of this study was the exploration of challenges and mechanisms for
partnership between three rural primary schools and the Department of Educational
Psychology and Specialized Education, now referred to as the University of
Stellenbosch (US), as tertiary institution. The needs expressed by the particular
schools, the social consciousness role of the US within the community and thirdly the
empowerment role of partnerships served as motivation for the study. A
constructivist, interpretative paradigm was used and the research design can be
classified as empirical research with primary data generating textual data. The
literature review explored the challenges within systems, mechanisms for
partnerships and different systems within partnerships in view of a meta-theoretical
frame of reference.
The research results regarding challenges within specific systems are summarized
under three headings, namely positive findings, negative findings and differences of
opinion. Results regarding the exploration of the partnership shows that the
researcher throughout the study consistently recognised the uniqueness of each
school; trusting relationships were established; the schools were continuously
involved in all the processes; a partnership of collaboration was emphasised; the
processes were continuously evaluated and the schools were predominantly positive
about the collaborative partnership with the US.
The findings of this study have important implications for the further exploration of
partnerships between schools and persons and/or institutions on both local and national level. The positive results accomplished through this partnership with the
three schools acts as motivation for further extension of partnerships.
Recommendations serve as foundation for a partnership of consultation,
collaboration and teamwork between schools and other systems. / AFRIKAANSE OPSOMMING: Die waarde van vennootskappe binne die Suid-Afrikaanse onderwys is reeds vir jare
deur verskeie navorsers beklemtoon. Dit is egter eers sedert Suid-Afrika se eerste
demokratiese verkiesing in 1994 dat die regering hom verbind het tot die uitbou van
vennootskappe tussen skole, ouers, leerders en die gemeenskap op beide plaaslike
en nasionale vlak. In Artikel 29 van die Grondwet (RSA, 1996a) word aan ouers die
versekering gegee dat die staat sy rol as opvoedingvennoot sal deurvoer. Die staat
gee ook aan ander vennote genoeg ruimte om hulopvoedende vennootskappe
volgens hul bepaalde wêreld- en lewensbeskouing in skole uit te leef.
Die doel van hierdie studie was die verkenning van uitdagings en meganismes tot
vennootskap tussen drie landelike primêre skole en die Departement
Opvoedkundige Sielkunde en Spesialiseringsonderwys, voortaan na verwys as die
Universiteit van Stellenbosch (US), as tersiêre instelling. Die behoeftes uitgespreek
deur die betrokke drie skole, die US se sosiale bewustheidsrol binne die
gemeenskap en derdens die bemagtigingsrol wat vennootskappe inhou het as
motivering gedien. Daar is vanuit 'n konstruktivistiese, interpretatiewe paradigma
gewerk en die navorsingsontwerp kan geklassifiseer word as empiriese navorsing
met primêre databronne wat tekstuele data genereer. Die literatuuroorsig het gepoog
om aan die hand van 'n meta-teoretiese verwysingsraamwerk ondersoek in te stel na
uitdagings binne sisteme, meganismes tot vennootskappe en verskillende sisteme
binne vennootskappe.
Die navorsingsbevindinge rakende uitdagings binne bepaalde sisteme word bondig
saamgevat onder drie hoofde, naamlik positiewe bevindinge, negatiewe bevindinge
en meningsverskille. Bevindinge ten opsigte van die verkenning van die vennootskap
het aangetoon dat die navorser deurentyd die uniekheid van elke skool erken het;
dat In vertrouensverhouding gebou is; dat die skole sover moontlik op In
deurlopende basis in al die prosesse betrek is; dat die navorser deurlopend klem
gelê het op In vennootskap van samewerking; dat prosesse deurlopend geëvalueer
is en dat die skole oorwegend positief was oor die vennootskap van samewerking
met die US. Die bevindinge van hierdie studie hou belangrike implikasies in vir die verdere
verkenning van vennootskappe tussen skole en persone en/of instansies op beide
plaaslike en nasionale vlak. Die positiewe resultate behaal deur hierdie vennootskap
met die drie skole moet dien as aansporing vir verdere uitbouing van
vennootskappe. Aanbevelings wat dien as grondslag vir 'n vennootskap van
samewerking, konsultasie en spanwerk tussen skole en ander sisteme word gedoen.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53191 |
| Date | 12 1900 |
| Creators | Jansen, Zenda B |
| Contributors | Hall, R., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 161 p. |
| Rights | Stellenbosch University |
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