Support services are indispensable for the effective functioning of education. Support
services render specific, specialized services to the school (the site of instruction),
teachers (trainers) and pupils (learners) and constitute part of the system of both
formal and non-formal education. Although contributions by South African authors
such as Ruperti, Van Schalkwyk and Lazarus and Donald provide valuable
information, there is at present a need for a model for support services to provide in
the changing needs of the target group.
In this research the various theories with regard to support services as a component
of the education system and the mini-education system were discussed. Some brief
examples of support services as they function in practice were also discussed. An
analysis was made of the different viewpoints, a new perspective provided on support
services, and possible organizational structures were discussed for purposes of the
organization of support services within the education system.
Subsequently attention was directed to the personal situation of the trainer. From the
literature it was demonstrated that the trainer would benefit by the support services
with regard to both his professional and academic equipment, the different
relationships in which he finds himself, his personality profile and his personal
circumstances.
Attention was then focused on the various fields in which educational events and
structures in the South African education system can make use of support services in
order to function more optimally. From the literature the conclusion was reached that
the educational events and structures can be supported with regard to the equipping
task of the site of instruction, management tasks situated in the site of instruction and
the physical facilities of the site of instruction.
It was also indicated from the literature that the learner has a need with regard to his
personal situation. Support needs in the case of the learner were discussed by way of
handicaps of learners, disabilities of learners, the parental community in which the
learner finds himself, and the extent of stress experienced by the learner.
Interviews were conducted with focus groups in practice in order to determine
whether the needs for support services as identified from the literature were valid
needs.
Following this research a model for support services in an education system was
proposed by way of graphic representations supported by discussions. Attention
was also given to a possible organizational structure according to which one could
manage such support services.
In conclusion, the research was summarized in brief. Certain findings were
underlined in terms of the objectives and certain recommendations were made with
regard to possiblities for further research emanating from the results of this
project. / Proefskrif (PhD (Vergelykende Opvoedkunde))--PU vir CHO, 1997
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/8982 |
| Date | January 1997 |
| Creators | Steyn, Sophia Catherina |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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