EDCC 423 Study Notes PDF

EDCC 423 AngEliC StEEnkAmp 076 416 3052 STUDY UNIT 1 Learning outcomes − Explain the concepts education and training − describe the field of study and aims of Comparative Education − define the education system − explain the aims of an education system − briefly describe the components of an education system, namely the education system policy, education system administration, the educational structure (for teaching) and support services; and − understand internal and external determinants of an education system and give examples of each. Explain the concepts education and training The concepts: Education and training − Education and/or training are the core activities of the education system − because of these two concepts, the education system can be distinguished from other systems, such as the health system and transport system. Education − The intentional, planned activities by the educators to equip learners with the required knowledge, skills and attitude to meet their responsibilities in all aspects or roles of life. − Learners should prepare themselves to conduct their responsibilities as members of a family, to work at an occupation, to be active citizens, to be contributing members of the community and to be self-actualizing individuals. − The worldview of the individuals involved determines the basic nature of their education. − For example, for the Christian educator, education is to the honor of God and all the activities are qualified thereby. − Is the science of teaching and learning. Think of education as a deliberate process where teachers help students learn important stuff for life. And the way teachers teach can be influenced by their beliefs. For example, a Christian teacher might focus on education that Training aligns with honoring God. − those planned, intentional activities through which the learners (or trainees) are assisted to acquire the required knowledge, skills and attitudes to fulfil their responsibilities in a particular area or role of life. − for example as members of families, or in occupations, or aa sportsmen, or as citizens. − The learners in training are usually adults. Angelic Steenkamp 076 416 3052 EDCC 423 Training is a purposeful process where learners, often adults, are guided to acquire the specific knowledge, skills, and attitudes they need for a particular job or role in life. Education is where they help students to learn these skills Training is when they learn how to teach and acquire these skills Forming/moulding: − Activities like the acts where one person influences the development of an individual's character. Indoctrination: − Refers to activities by individuals with the aim of imprinting particular ideas onto someone or to put ideas into someone's mind. − It can deny independent thought and asks obedience according to a set pattern. − It is a manner of transferring propaganda. − Like when someone is told they must always eat a certain type of cereal and can never eat anything else. − They're not allowed to even consider trying different breakfast options, and they have to follow this rule without question. − It's a way of forcing one idea on someone and not letting them choose for themselves. Indoctrination is when someone tries to make you believe certain ideas and doesn't allow you to think for yourself. It's like pushing their views on you and asking you to follow them without question. Coaching: − Refers to the continuous activities to learn through exercise and sometimes to give direction to human behaviour. − Imagine you're learning how to play soccer, and your coach is there to teach you how to kick the ball and play the game better. − They watch you, give you tips, and help you practice until you become a better soccer player. Regularly practicing and learning through activities, often with someone giving guidance to improve a person's behaviour or skills. Conditioning: − Refers to the activities that are used to get people used to reacting on in some manner systematically on a particular stimulus − To bring or to keep someone in a certain condition and/or to adjust − To change or to shape by example − Dog with bell that starts to drool because knows that it means he will get food. Conditioning involves making people or animals respond in a specific way when they encounter a particular signal or situation. Angelic Steenkamp 076 416 3052 EDCC 423 Describe the field of study of Comparative Education Comparative Education − Comparative Education can be regarded as the science with the education system as field of study. It’s like the science of studying different education systems worldwide to understand how they work and learn from each other. Might involve studying the curriculum and teaching methods in schools in the United States and comparing them to those in schools in Japan to identify differences and similarities in how mathematics is taught. − Comparative Education has a particular perspective on education, which can be called the 3-in-1 perspective of Comparative Education, namely: The education system perspective: − The structure + functioning of the education system are studied − In order to determine the most effective way in which to provide in the educational needs of the target group. We study how the education system is organized and how it operates We might study school structures to provide better education for students with different learning abilities. The determinant/ contextual perspective: − This perspective focuses on the influence of different factors on the nature, structure and functioning of a particular education system. − For example the present composition of the education system and factors such as the politics, demography, economy and culture of the target group It examines how these external factors influence the education system. Researchers are analysing how the economic situation of a country affects its education system. They study how government funding for schools and access to educational resources change based on the country's economic conditions The comparative perspective: (COMPARE) − This perspective focuses on the comparison of different education systems. − Parts of education systems or complete education systems are compared in order to evaluate one of these education systems or to find ways in which one of these education systems can be improved. Compare the mathematics education curriculum in the United States to that in South Korea Angelic Steenkamp 076 416 3052 EDCC 423 The focus of Comparative Education − The focus of Comparative Education can further be typified by the following, namely that Comparative Education is ✓ Transnational: It looks at education systems from all around the world. ✓ Dynamic: education systems are constantly changing. ✓ Interdisciplinary: Different sciences, such as economy and philosophy, are used to study Dueti the education systems in their contexts. ✓ Eclectic: Involves using parts of different education systems to improve a specific one, but only after adapting them to the local context. ✓ Utilitarian: 'That which works' is important in the study and planning of the education system. Describe the aims of the Comparative Education Aims of comparative education − The following aims of Comparative Education can be identified Descriptive aims: − More knowledge about the education systems of different countries are compiled and made available for − For example, the formulation of education system policy Collecting detailed information and data about the education systems of various countries. Use this knowledge to inform the formulation of their own education system policies Explanatory aims: (EXPLAIN) − The relation between the causes and practices in particular education systems is explained − According to these aims the "why"-question is asked Explore why students in one school consistently perform better in math than students in another school Pragmatic aims of improvement: − Under this category it is aimed to solve existing problems in a particular education system or to plan an education system according to the real education needs of the target group. A school district realizes that their current curriculum is not preparing students for local job opportunities. They may then revise the curriculum to include more vocational training or skills relevant to the local job market Angelic Steenkamp 076 416 3052 EDCC 423 Define the education system The education system as field of research of comparative education Definition of the education system − The framework, consisting of different components and elements, for effective education to provide in the real educational needs of the target group. To provide framework for effective education, real education needs of target group Types of education systems − The following types of education systems can be identified in a particular country: National education system: − Refers to the framework for effective education to provide in the educational needs of all the inhabitants in a particular country as target group. − is qualified by the concept of 'education' as well as by the target group which includes all the inhabitants of a particular country. − One can refer to the South African education system and/or the French education system and/or the Japanese education system. Mini-education system: − Refers to the framework for effective education to provide in the educational needs of a particular group of people as target group − does not include all the inhabitants of the country. − Is qualified by the concept 'education' and the target group. − Typical examples of mini-education systems are the private schools of the Catholics or the German speaking people in South Africa, or the Curro Schools in South Africa. Mini training system: − Refers to the framework for effective training to provide in the training needs of a particular group of people. − Is qualified by the concept 'training' − The training at companies, for example, Sasol, ABSA Bank or Old − Mutual, or training in state organizations, such as the Defense Force, are typical examples of mini-training systems. Angelic Steenkamp 076 416 3052 EDCC 423 Formal education: − Refers to the planned, goal-directed education activities within the national education system. Bachelors − Usually directed at the acquisition of nationally recognized qualifications which are provided on a regular (usually annual) basis. Non-formal education: − Non-formal education or non-formal system of education provision refers to planned, goal- directed education and training provided outside the normal programmes of the national education system. − Non-formal education tends to focus more on the short-term education or training needs of the target group and not necessarily on the acquisition of nationally recognized certification. Informal education: − Informal education usually refers to the unplanned activities through which someone acquires certain knowledge, skills and/or attitudes. − A typical example occurs when a father teaches his son to tie his shoelaces. Explain the aims of an education system The aims of the education system − The primary aim of the national education system is to provide in the educational needs of the target group or the community at large. − Therefore, a reciprocal relationship exists between the education system and its target group. − The level of success of a particular education system can be ascertained by determining the level to which that education system provides in the educational needs of the target group. − To provide in the educational needs of the target group, identifying the following aims can also be done by a particular education system A cultural aim: − The education system should provide opportunities to preserve and develop the existing culture of the target group. Meaning that the school must support the group’s culture and also allow it to develop. For instance, if the school has a large number of African students, the curriculum will likely contain topics like African literature and their celebrations of the African culture to ensure that it promotes cultural preservation. A selecting aim: − Through differentiated education the education system should provide individual learners with the opportunities to fulfil their responsibilities in life according to their individual interests, aptitudes and abilities in accordance with the needs of the country. − At the point of completing their education, the learners should be employable in a particular occupation. A school that provides differentiated education, such as advanced physics classes, enables a student to be well-prepared to pursue a career in physics research after completing her studies, making her Angelic Steenkamp ready for jobs that 076call 416for physics competence 3052 EDCC 423 Preparation of responsible citizens: − Individual learners should be assisted to contribute to the welfare and the stability of the country and not to undermine the existing state organization in an unlawful manner. You are preparing individuals to be responsible citizens that actively contribute to the country’s welfare and stability, while also respecting and abiding by the law and established state organizations. For instance, if the school teaches its students about civic obligations and responsibilities through initiatives like community service, the students will learn the value of giving back to their country and be inspired to do so in a legal manner. Preparation for meaningful spending of leisure time: − Opportunities should be provided to prepare the individual learners to spend their leisure time meaningfully − For example, by practicing a sport or conservation of nature, or participation in the performing arts or the collection of collectables. Provide individuals with opportunities to spend their free time more meaningfully, such as for example by doing something they love like a hobby, or playing sport, going for a walk in the nature etc. Settlement in the community: − Through the provision of equal opportunities in the education system, the individual learners, within the context of their individual abilities, interests and aptitudes, should be equipped with the required competencies to cope with a changing society. Each student will be inspired to pursue their interests, whether in science or the arts, etc., and when they complete their education, they will have the necessary competencies and knowledge to navigate a society that is constantly changing and evolving. This is because all students in the school, regardless of their backgrounds or abilities, will have equal access to a high-quality education. Angelic Steenkamp 076 416 3052 EDCC 423 Briefly describe the components of an education system The components and elements of the education system − The different types of education systems are characterized by a typical structure which distinguishes it as an education system. − The education system consists of different parts, namely the components of the education system, and each component consists of different sub-divisions, namely the elements of an education system Education system policy − The statement of the way in which identified educational needs of the target group are to be provided for. − Represents the basis, the starting point for the establishment and co-ordination of the education system to meet the educational needs of the target group. − Can also be regarded as a transaction between the provider and user of education about the way in which the educational needs of the target group will be attended to. − In the component education system policy it should be determined how productivity in education will be realized in that education system. − In other words, it should be indicated how the education system will provide in the most efficient manner in the education needs of the target group, because the education system should be effective in a purposeful and financial manner. It’s like a blueprint that outlines how a specific group's educational needs will be met. It's the foundation for organizing and coordinating the education system efficiently and effectively, ensuring that it's purposeful and financially sustainable. It's essentially a plan for how education will be provided to the target group. Angelic Steenkamp 076 416 3052 EDCC 423 − The elements of the education system policy are the following: The vision: − The vision is a short statement of what the education system intends to be and it provides the general direction for the development of the education system. − Describes what education system aims to become. − To become a world leader in innovative and inclusive education. The mission: − The mission provides the characteristics to which the nature and functioning of the education system should comply. − To foster a love of learning, promote diversity, and ensure every student's success. Aims and objectives: − The aims and objectives provide the expected outcomes of the education system in the long, medium and short term. − A short-term objective could be to improve reading skills in elementary school students within one year. The format of the education system policy: − The ways in which the education system policy will be introduced are given. − The best known ways are education acts, government notices, ordinances and departmental regulations. Education system administration − Education system administration includes the structure and management of individuals involved in the education system. − Refers to the organization structure of functionaries in the education system as well as to the work done by these functionaries (education system management). − The education system policy is formulated and implemented by the functionaries in the education system administration. − The responsibility to formulate and implement the education system policy can also be called educational control. − Three types of educational control can be identified, namely: Centralized control − means that the responsibility to formulate and implement education system policy is centralized in one person or body. Decentralized control − means that the responsibility to formulate and implement education system policy is decentralized to different persons or bodies. − decision-making authority is distributed to lower levels, such as local school districts or institutions. Mixed educational control − means that the responsibility to formulate and implement a part of the policy, the so-called externa or the country-wide education control is centralized and the responsibility to formulate Angelic Steenkamp 076 416 3052 EDCC 423 and implement the other part of educational policy, the so-called interna or education control on local level is decentralized. − A combination of central and decentralized decision-making. − Some policies and decisions are made at a central level, while others are determined by local or regional authorities Elements of education system administration − Organizational structure of functionaries is usually of a 'line organizational structure' in order to make sure that the several control tasks are sufficiently shared and that everyone knows what should be done by whom in which way and when it should be done. − Communication lines in the education system and between the education system and the target group − Financing of the education system. Structure for teaching − The structure for teaching (with regard to the national education system) indicates the structural combination of all education institutions at all four levels of education namely the pre-primary, primary, secondary and tertiary levels, and also the possibilities of horizontal and vertical movement of learners within and between the different education institutions according to the differentiated educational needs of the learners. It’s like a map that shows how students move from pre-primary to primary, then to secondary, and finally to tertiary education. It also defines when and how students can shift between different levels based on their specific learning needs. For instance, students can transition from primary to secondary school based on their age and achievements. Elements of educational structure − (Particularly for the national education system): Education levels − namely the pre-primary, primary, secondary and tertiary levels Educational institutions − includes a description of all the different educational institutions, from pre-primary to tertiary levels, including the aims, nature and functioning of these educational institutions. − Also covers the curricula and differentiation strategies, outlining the various programs offered and how students are grouped based on their learning needs, such as specialized tracks for science or arts in high schools. Educators as element − refers, for example, to the numbers, gender, age, qualifications of educators and their remuneration in the education system − as well as training opportunities available to the educators. Angelic Steenkamp 076 416 3052 EDCC 423 Learners as element − refers, for example, to the numbers, age, gender, admission requirements and other general requirements expected from the learners Medium of instruction − serves as a place of structuring the languages used in teaching and learning (LOLT). Physical facilities − reports on the quantitative and qualitative situation of the educational spaces and physical facilities in the education system. Support services − Refer to those non-educational services which are required to ensure the provision of quality education according to the needs of the target group. The elements of support services Support services to the learners − for example, orthopedagogic services, career orientation services, transport services or medical and dentistry services. Support services to the educators − for example, curriculum services, subject advisory and professional services, education media services and educators education research services. Support services to the teaching activities and structures − for example, the curriculum services, the education media services and consultation services Understand internal and external determinants of an education system and give examples of each. Determinants/ contextual factors of the education system − Refer to those factors influencing the nature and functioning of a particular education system. − It is important to study the determinants or contexts of an education system in order to answer the "why" question regarding the unique nature, structure and functioning of a particular education system. − Two types of determinants can be distinguished. Internal determinants/ contextual factors − Refer to those factors present in a particular education system which enable or limit the further development of that education system. Historical nature: − Refer to the way in which the present situation of the education system enables or limits its further development. − For instance, if a school had a history of not investing in good teachers, it might have a hard time providing a high-quality education now because it lacks experienced educators. Reciprocal nature: − Refer to the influence that the different components and elements have on each other. Angelic Steenkamp 076 416 3052 EDCC 423 − If a country's government invests more in teacher training, it can lead to better classroom instruction, which in turn improves student performance. − The parts work together and impact each other. Educational nature: − Refer to the influence that educational principles have on the nature and functioning of a particular education system. − if a school strongly believes in fostering creativity, they might encourage students to do art projects and think creatively in all subjects. − The educational principles influence how the school operates and what it values in education. External determinants/ contextual tendencies − Refer to those outside factors which influence the education system. − External determinants/ contextual tendencies relate to the situation of the particular target group. Demographic tendencies: − These determinants refer to the influence of the number, settlement and movement of the target group on the education system. − A region experiences a baby boom, the local school system might need to build more schools to accommodate the increased number of students. Geographical + climatic tendencies: − These tendencies indicate the influence of the geography and climate of the area in which the education system is situated − in a place prone to hurricanes, the education system may need to have emergency plans in place to ensure the safety of students during storms. Economic + scientific technological tendencies: − Tendencies regarding the economic activities and scientific-technological competencies of the target group have an influence on that particular education system. − In a region with a booming tech industry, the education system may focus on preparing students for careers in technology. Social + political tendencies: − The development and changes occurring in the social structure and political ideas and viewpoints influence, for example, the organizational structure of the education system. − In a society where there's a growing demand for inclusive education, the government may implement policies to ensure that students with disabilities have equal access to education Languages of target group: − The language/s used by the target group and the preferences of the target group regarding the medium of instruction have a direct influence on the education system. − If a region has a diverse population with multiple languages, the education system may need to offer bilingual or multilingual instruction to accommodate the linguistic diversity of the students Angelic Steenkamp 076 416 3052 EDCC 423 Juridical + institutional tendencies: − These tendencies refer to the influence of the institutions and agencies of the state as well as the legislation by the state on the education system. − If the government passes a law requiring all schools to provide a certain number of hours of physical education, schools must comply with this requirement. Philosophical tendencies: − The dominant views of life and philosophies present in the target group influence the education system. − If a community believes in the importance of kindness, the education system may focus on teaching values like empathy and compassion to students. THE EDUCATION SYSTEM OF SOUTH AFRICA FORMS AN INTEGRAL PART OF COMPARATIVE EDUCATION ESPECIALLY FOR THE SOUTH AFRICAN EDUCATOR. DISCUSS AND REASON OUT THE FOLLOWING CONCEPTS IN YOUR GROUP: (10) THE CONCEPTS: EDUCATION, TRAINING. (4) − Education: planned, intentional, lifelong activities by educator to equip learners to meet responsibilities in life (to honour god). − Training: intentional, planned activities by educators for learners to acquire knowledge, skills and attitudes to fulfil responsibilities in particular area in life. THE AIMS OF COMPARATIVE EDUCATION. (4) − Descriptive: knowledge and policy making. − Explanatory: relation between causes and practice (why?). − Pragmatic: problem solving and education needs. − Aims CE: explanatory, descriptive, understanding of, as well as planning of education systems. THE DEFINITION OF AN EDUCATION SYSTEM. (2) − to provide framework for effective education, real educational needs of target group. Angelic Steenkamp 076 416 3052 EDCC 423 STUDY UNIT 2 Learning outcomes − Describe the concepts determinants, internal determinants and external determinants − describe the influence of determinants on the components of the education system. Historical development of the South African Education system as internal determinant Education provision in South Africa before 1984 − the history of education serves as a critical foundation for understanding and addressing current educational realities and challenges. − It underscores that our present education system is a product of long-standing forces. − By examining the past, we gain insight into the origins of contemporary issues and can identify potential solutions. − This historical perspective also guides the design of future education systems, emphasizing that knowledge of the past should inform the vision for the future. − The past shapes the present, reveals current problems and solutions, and paves the way for innovative design. The history of education is like a guidebook for understanding and solving today's educational issues. It tells us that our current education system has been shaped by events from the past. By looking at this history, we can find the roots of today's problems and figure out how to fix them. This knowledge from the past also helps us create better education systems for the future. In simple terms, the past influences the present, helps us see current problems and solutions, and sets the path for designing a better future. Origins: 1652: Dutch East Indian Company Nineteenth Century Missionary education and subsequent developments till 1948 1652: Dutch East Indian Company − The first formal education system in South Africa started when the Dutch East Indian Company established a station in 1652. − This system was strongly influenced by Dutch views on education, which were shaped during the Netherlands' War of Independence against Spain. − A key event was the National Synod of Reformed Churches in 1618-1619, where roles in education were outlined: ✓ parents were responsible for teaching the Christian faith ✓ teachers and parents set a good example ✓ the church and state had roles in establishing and maintaining schools. − The church also ensured the purity of the Reformational creed in education. − This system was established during a time of war, reflecting Dutch courage and faith. − Education in the Cape Colony was overseen by the Political Council, with collaboration between the church and state. Angelic Steenkamp 076 416 3052 EDCC 423 − In summary, the first formal education system in South Africa was influenced by Dutch beliefs and structured with roles for parents, teachers, the church, and the state. South Africa's first education system, dating back to 1652, was influenced by Dutch ideas and structured around the roles of parents, teachers, the church, and the state. Parents taught the Christian faith, teachers set good examples, the church ensured religious purity, and the state established schools. This system was created during a time of war, reflecting Dutch courage and faith. Education in the Cape Colony involved collaboration between the church and state, with the church guarding against false beliefs. British administration − In 1896 the Cape Colony changed hands and became a British colony. − When British administration took over they had different ideas about education than the Dutch. − The British included various religious groups, and some didn't want the government involved in education because they feared it would promote Anglican religious education. − There was also a group focused on practical knowledge for personal happiness and prosperity. − Initially, the British didn't change the education system in the Cape. − However, in 1814, Governor Charles Somerset made dramatic changes, pushing for Anglicization and recruiting English-speaking teachers. − This ended church control of education, and Dutch-Afrikaans colonists opposed it. − Private schools increased, and in 1834, Dutch was allowed to be taught. − After the Anglo-Boer War, the British imposed English as the sole language of instruction, leading to the creation of Christian-National schools that taught Afrikaner language, history, and traditions. − These schools merged with government schools in 1906 when self-government was granted. When the British took over in 1806, they had different ideas about education than the Dutch. They wanted practical knowledge and, later, English as the main language. This caused a divide. Governor Charles Somerset pushed for Anglicization, but many opposed it. They started private Christian-National schools to teach Afrikaner culture. After the Anglo-Boer War, the British imposed English, and Christian-National schools merged with government ones in 1906. In a nutshell, British administration brought changes in education, leading to the rise of Christian-National schools teaching Afrikaner culture. 1910: Union of South Africa − In 1910, when the Union of South Africa was formed, each province was allowed to have its own education system. − There was no single national system. − The constitution declared that Dutch (later changed to Afrikaans) and English should be equally respected as mediums of education. − To implement this, a committee was appointed to provide guidelines. − These guidelines included three key principles: ✓ the importance of using the mother tongue for education ✓ respecting parents' choices Angelic Steenkamp 076 416 3052 EDCC 423 ✓ considering local conditions. − Provincial education authorities followed these guidelines for language of instruction in their schools. After the Union of South Africa was established in 1910, each province had its own system, and Dutch/Afrikaans and English were equally important. A committee provided language guidelines based on mother tongue preference, parental rights, and local circumstances. Missionary education − Missionary education for black children in South Africa was primarily driven by European missionaries who aimed to spread the Christian faith. − These missionaries established schools as a part of their activities, emphasizing basic reading and writing skills along with Christian beliefs. − However, only a small percentage of black children attended these missionary schools, which provided only primary education. − These schools were often under-resourced, had poorly trained teachers, and delivered subpar standards of education, with only 5% of students gaining useful knowledge. − Critics argue that this form of education imposed Western culture on black children, neglecting African culture and instilling obedience to God and the church, which further reinforced acceptance of the existing socio-political system rather than fostering free rational inquiry. Government initiatives after 1948; 1953 Bantu education, 1967 National Education Act − After the National Party took power in 1948, they implemented a policy of apartheid, which aimed to segregate racial and cultural groups, believing it would promote their development. − They created ten self-governed states known as "homelands" or "Bantustans," each with its own government, civil service, schools, and universities. − In the field of education, they established the Eiselen Commission in 1949, which led to the Bantu Education Act of 1953. − This act transferred control of black education from missionary societies to the government, creating a Department of Bantu Education. A little − Separate education departments were also established in the homelands and for the Indian and Coloured populations. − However, the Bantu education system faced strong opposition from the black community. − For white children, the National Education Act of 1967 created a national education system with ✓ a Christian character ✓ respect for parents' religious beliefs ✓ a broad national character ✓ the use of Afrikaans or English as the language of instruction ✓ education tailored to children's abilities, aptitudes, and the country's needs After the National Party came to power in 1948, they introduced apartheid policies, segregating different racial and cultural groups. This led to the creation of "homelands" with their own governments and schools. In 1953, the Bantu Education Act transferred control of black education to the government, facing opposition. In 1967, the National Education Act established a national system for white students with Christian values and language options. In essence, the government enforced segregation, separated education, and introduced distinct systems for black and white Angelic Steenkamp 076 students. 416 3052 EDCC 423 Resistance against Bantu education − The opposition to Bantu education in South Africa, primarily led by the African National Congress (ANC) and the black community, was driven by the historical backdrop of racial discrimination. − The ANC itself was established in 1912 in protest of the denial of voting rights to Black South Africans. − They were skeptical of Bantu education, fearing it was designed to provide inferior education and perpetuate the subservient role of Black South Africans in a racially segregated society and economy. − This opposition culminated in the drafting of the Freedom Charter in 1955, which advocated for equal rights and opportunities for all South Africans, irrespective of their race. − The critique of Bantu education focused on its preparation of black students for lower-graded positions, its authoritarian and content-dominated approach, its examination-oriented nature, and its hindrance of critical thinking and free expression. − Additionally, it was criticized for overemphasizing cultural differences, being Eurocentric, and perpetuating inequalities in the education system. − This resistance sparked protests and riots, notably the 1976 Soweto uprising, challenging the apartheid education system's legitimacy. − After the transition of power to the ANC in 1994, efforts were made to reform the education system, shifting towards skills-based education and the establishment of a National Qualifications Framework for lifelong learning and training. The ANC, founded in 1912, opposed Bantu education as it aimed to educate Black children for lower-grade jobs, enforced authoritarian teaching, and focused on exams rather than critical thinking. It neglected African culture, emphasized Eurocentrism, and created inequalities. Protests, including the 1976 Soweto riots, rejected segregated education. By 1994, South Africa aimed for comprehensive education reforms, emphasizing skills-based learning and a National Qualifications Framework for lifelong development. Principles of a new education dispensation after 1994 − After the transition in 1994, the new education dispensation in South Africa, under the leadership of the ANC, was guided by several key principles: Democratization: − Education would be organized democratically, involving active participation from all stakeholders, including educators, learners, parents, workers, and the broader community. Equalization: − equal education opportunities would be made available to all Desegregation: − the population would not be segregated in any manner Multicultural education: − the cultural heritage of all countries and of all cultures and of humanity's common heritage should be taught in schools. Angelic Steenkamp 076 416 3052 EDCC 423 − The values of mutual respect for the country's diverse cultural and language traditions should form the basis of the new education system. 1994-2021: The hard road to Excellence, Equity/Equality and Unity in Diversity − The journey toward post-1994 educational ideals in South Africa has faced substantial challenges, including ✓ difficulties in involving parents in historically black schools ✓ the decline of African language enrollments ✓ reduced numbers of single-medium Afrikaans schools ✓ a significant shortage of teachers. − Despite desegregation, socioeconomic segregation has emerged, perpetuating educational inequalities. − The country struggles with delivering quality, equitable, and relevant education, as demonstrated by underperformance in international assessments and rising unemployment rates among those who completed secondary school. − Implementing Outcomes-Based Education encounters obstacles such as technological limitations, insufficiently trained educators, inadequate support, and high learner-educator ratios. − These challenges reflect the complex path to excellence and unity in diversity in South Africa's education system. South Africa's post-1994 education journey faces hurdles related to democratization, cultural heritage, university trends, single- medium schools, teacher shortages, persistent inequalities, educational quality, and relevant curriculum reforms. Curricula differentiation and certification pre-2005 − Curricula represent the different programmes and learning opportunities or teaching programmes that can provide in the education needs of the target group. − A drastic new policy for the establishment of new curricula for schools was announced by Minister of Education, on 24 March, 1997. − The new curriculum was known as Curriculum 2005. Curriculum 2005 − The new approach, known as OBE (Outcomes-Based Education) is linked to the National Qualifications Framework. − OBE is applied in formal schooling − Early Childhood Development (ECD) applies to the processes by which children spiritually, morally and socially. − Part of ECD, the foundation phase (Grades 1-3), from birth to at least nine years grow and thrive physically, mentally, emotionally forms the first part of the General Education and Training Band of the NQF. − The General Education and Training Band is the nine-year long compulsory-schooling band. Angelic Steenkamp 076 416 3052 EDCC 423 Outcomes based education − The results expected at the end of each learning process are called outcomes. − The new curriculum is based on outcomes which must be achieved by the learner. − These outcomes are grouped according to specific-, critical-, learning area-, and developmental outcomes. − As defined by SAQA, outcomes are the contextually demonstrated end-products of the learning process. − Outcomes include knowledge, skills, and values that are recognized to be critical to the future success of learners and of our society in the 21st century. The external determinants of the South African education system − The external determinants refer to those external factors which should be recognized in the description or planning of an education system and which relate to the target group of the education system Demography − South Africa has one of the most heterogeneous populations in the world that is characterized by its racial, ethnical and cultural distinctions. − The South African population consists of the Nguni people, the Sotho-Tswana people, the Tsonga; the Venda; Afrikaners; English; coloureds; Indians, and people who have immigrated to South Africa from the rest of Africa, Europe and Asia and who maintain a strong cultural identity. − A few members of the Khoi and the San also remain. Climate and geography Geographic features − The Republic of South Africa occupies the most southern part of the African continent − South Africa has common boundaries with the Republics of Namibia, Botswana and Zimbabwe, while the Republic of Mozambique and the Kingdom of Swaziland lie to the northeast. − Completely enclosed by South African territory in the southeast is the mountain Kingdom of Lesotho. − To the west south and east, South Africa borders on the Atlantic and southern Indian oceans − The surface area of South Africa falls into two major physiographic features, namely the interior plateau, and the land between the plateau and the coast. Climatic features − The country falls squarely within the subtropical belt of high pressure, making it dry, with an abundance of sunshine and warm weather. − The wide expanses of ocean on three sides of South Africa have a moderating influence on its climate. − More apparent, however, are the effects of the warm Agulhas and cold Benguela currents along the east and west coasts respectively. − While Durban (east coast) and Port Nolloth (west coast) lie more or less on the same latitude, there is a difference of at least 6°C in their mean annual temperatures. − Gale-force winds are frequent on the coasts, especially in the south-western and southern coastal areas. Angelic Steenkamp 076 416 3052 EDCC 423 Rainfall − South Africa's rainfall is unreliable and unpredictable. − Large fluctuations in the average annual figure are common and South Africa is periodically afflicted by drastic and prolonged droughts, which often end in severe floods. Temperatures − Temperature conditions in South Africa are characterized by three main features. − Firstly, temperatures tend to be lower than in other regions at similar latitudes, for example North Africa and Australia. − This is due primarily to the greater elevation above sea level of the subcontinent. − Secondly, despite a latitudinal span of 13 degrees, average annual temperatures are remarkably uniform throughout the country. − Owing to the increase in the height of the plateau towards the north-east, there is hardly any increase in temperature from south to north as might be expected. − The third feature is the striking contrast between temperatures on the east and west coasts. Temperatures above 32°C are fairly common in summer, and frequently exceed 38°C in the lower Orange River valley and the Mpumalanga Lowveld. The provinces − The country is divided into nine provinces, each with its own Legislature, Premier and Provincial Members of Executive Councils (MECs). Western Cape − The Western Cape lies on southern tip of Africa where the warmer Indian Ocean to the west and the colder Indian Ocean on the southern coast meet. − The Western Cape is rich in agriculture and fisheries. − It is one of the most important food baskets of South Africa. − The sheltered valleys between the mountains provide ideal conditions for the cultivation of fruits, such as apples, table grapes, olives, peaches and oranges. − In the eastern part of the Western Cape region, a large variety of vegetables are cultivated. − The Western Cape is known as one of the world's finest grape-growing regions. − The Swartland district around Malmesbury and the Overberg at Caledon are the bread baskets of the country. − The inland Karoo region around Beaufort West and the Bredasdorp district produce wool and mutton, as well as pedigree merino breeding stock. − Other animal products include broiler chickens, eggs, dairy products, beef and pork. − The west coast of the province is considered to be one of the world's richest fishing grounds. − Capital: Cape Town The Western Cape in South Africa is a major food producer, known for fruits like apples and grapes, vegetables, and excellent grape-growing regions. It's also a hub for grain production in places like Swartland and Overberg, and the inland areas focus on wool, mutton, and animal products. The west coast is famous for fishing. The capital is Cape Town. Angelic Steenkamp 076 416 3052 EDCC 423 Eastern Cape − The Eastern Cape is characterized by its diversity, ranging from the dry, desolate Great Karoo to the forests of the Wild Coast and the Keiskamma Valley, the fertile Langkloof, and the mountainous southern Drakensberg region. − The Eastern Cape has excellent agricultural and forestry potential. − The fertile Langkloof valley in the south-west has enormous deciduous fruit orchards, while the Karoo interior is an important sheep-farming area. Angora wool is also produced. − The Alexandria-Grahamstown area produces pineapples, chicory and dairy products, while coffee and tea are cultivated at Magwa. − The metropolitan economies of Port Elizabeth and East London are based primarily on manufacturing, the most important being motor manufacturing. − With two harbours and three airports offering direct flights to the main centres, and an excellent road and rail infrastructure, the province is a priority for growth and economic development. − Capital: Bisho The Eastern Cape in South Africa is a diverse province, including the Karoo, forests, fertile valleys, and mountains. It's known for agriculture, with fruit orchards, sheep farming, and products like pineapples, chicory, coffee, and tea. The cities of Port Elizabeth and East London focus on manufacturing, especially motor manufacturing. The province has good transportation infrastructure with harbors, airports, and roads. The capital is Bisho. KwaZulu Natal − KwaZulu-Natal is a province with a subtropical coastline, savannah in the east and the Drakensberg mountain range in the west. − KwaZulu-Natal is the only province with a monarchy specifically provided for in its Constitution. − Heavy minerals are mined at Richards Bay in KwaZulu-Natal. − In recent times, the province has undergone rapid industrialization owing to its abundant water supply and labour resources. − The sugar-cane plantations along the Indian Ocean coastal belt form the mainstay of the economy and agriculture of the region. − The coastal belt is also a large producer of subtropical fruit, while the farmers in the hinterland concentrate on vegetable, dairy and stock-farming. − Another source of income is forestry and tea plantations. − Among its assets, the province counts several universities, technikons and various other educational institutions. − KwaZulu-Natal has a relatively poorly skilled labour force. − The economy therefore experiences a shortage of skilled human resources. − Capital: Pietermaritzburg KwaZulu-Natal is a South African province with a diverse landscape, including a subtropical coastline, savannah, and mountains. It has a unique monarchy. The province's economy thrives on heavy mineral mining, sugar-cane plantations, subtropical fruit, and agriculture. Forestry, tea plantations, and education institutions are also important. However, there's a Angelic Steenkampshortage of skilled labor in 076 the region. 416 3052 The capital is Pietermaritzburg. EDCC 423 Northern Cape − The Northern Cape Province lies across its most important asset, the Orange River, which provides the basis for a healthy agricultural industry. − The landscape is characterized by vast arid plains with outcroppings of haphazard rock piles. − This region covers the largest area of all the provinces and has the smallest population. − Important are the karakul sheep and dried fruit industries, and the most northerly winemaking region in South Africa. − The Northern Cape is a semi-arid region with little rainfall in summer. − The weather conditions are extreme cold and frosty in winter and extremely high temperatures in summer. − The Government and stakeholders have united to form an association aimed at promoting marine culture and fishing development projects, in an attempt to alleviate the widespread poverty of communities along the coast. − The economy of a large part of the Northern Cape, the interior Karoo, depends on sheep- farming. The province has fertile agricultural land. − In the Orange River Valley, grapes and fruit are intensively cultivated. Wheat, fruit, peanuts, maize and cotton are produced. − The Northern Cape is rich in minerals. − The country's chief diamond pipes are found in the Kimberley district. Alluvial diamonds are also extracted from the beaches and sea between Alexander Bay and Port Nolloth. − The Sishen Mine is the biggest source of iron ore in South Africa, and the copper mine at Okiep is one of the oldest mines in the country. − Copper is also mined. − The province is also rich in asbestos, manganese, fluorspar, semi-precious stones and marble. − The last remaining true San (Bushman) people live in the Kalahari area of the Northern Cape. − Capital: Kimberley The Northern Cape is a vast South African province known for its arid landscapes, agriculture along the Orange River, and mineral resources. It has a small population and extreme weather conditions, with cold winters and hot summers. The province's economy relies on industries like sheep-farming, agriculture, mining (including diamonds, iron ore, copper, and more), and fishing along the coast. The Northern Cape is also home to the last San (Bushman) people. The capital is Kimberley. Free State − The Free State has a well-established institutional, educational and administrative infrastructure and houses the Supreme Court of Appeal. − The province has a well- known university and many other training institutions. − Known as the 'granary of the country' − Field crops yield almost two thirds of the gross agricultural income of the province. − Cherries, asparagus, soya, sorghum, sunflowers and wheat are also cultivated. − The mining industry is the biggest employer in the Free State. − South Africa is the world's largest producer of gold. Angelic Steenkamp 076 416 3052 EDCC 423 − A more than 400-km long gold reef, known as the Goldfields, stretches across Gauteng and the Free State, with the largest gold- mining complex being Free State Consolidated Goldfields with a mining area − Gold- mines in the Free State also supply a substantial portion of the total silver production of the country, while considerable concentrations of uranium, occurring in the gold-bearing conglomerates of the Goldfields, are extracted as by-product − Bituminous coal is mined in the province and converted to petrochemicals at Sasolburg. − Diamonds from this region, extracted from kimberlite pipes and in the fissures, are of a high quality. − The largest deposit of bentonite in the country occurs in the Koppies district. − Manufacturing is the second-largest sector in the regional economy. − Among the most important activities are the chemical products manufactured by Sasol and the further beneficiation of agricultural products. − A wide variety of industries have developed around the production of basic chemicals from coal. − Capital: Bloemfontein The Free State is a South African province with a strong infrastructure, including the Supreme Court of Appeal. It's often referred to as the "granary of the country" due to its significant agricultural output, primarily field crops like wheat, soya, and sunflowers. The province is a major player in the mining industry, particularly in gold production, and it's home to the world's largest gold reef. The Free State also contributes to the country's silver and uranium production. Manufacturing, including chemical products and agricultural processing, is a significant part of the economy. The capital is Bloemfontein. Northwest Province − The North-West province is centrally located in the subcontinent with direct road and rail links to all of the southern African countries and its own airport. − Diamonds are mined at Lichtenburg, Koster, Christiana and Bloemhof, while Orkney and Klerksdorp have gold-mines. − The area surrounding Rustenburg and Brits is the largest single platinum production area in the world. Marble is also mined here. − Fluorspar is exploited at Zeerust. − Industrial activity is centred around the towns of Brits, Klerksdorp, Vryburg and Rustenburg. − The Brits industries concentrate mostly on manufacturing and construction, while those at Klerksdorp are geared for the mining industry and those at Vryburg and Rustenburg for agriculture. − The province is one of the important food baskets of South Africa. − Maize and sunflowers are the most important crops, with the North-West being the biggest producer of white maize in the country. − Some of the largest cattle herds in the world are found at Stellaland near Vryburg. − The areas around Rustenburg and Brits are fertile mixed- crop farming land. − Capital: Mahikeng Angelic Steenkamp 076 416 3052 EDCC 423 The North-West Province in South Africa is strategically located with good transportation links. It's known for diamond mining in various areas and has gold mines in Orkney and Klerksdorp. The Rustenburg and Brits region is a major global hub for platinum production. Other valuable resources include marble and fluorspar. Industrial activity is concentrated in different towns with a focus on manufacturing, mining, and agriculture. The province is a significant food producer, especially maize and sunflowers, and it's home to large cattle herds. The capital is Mahikeng. Gauteng − The gold capital of the world, Johannesburg, is situated in this province. − Some 50 km north of Johannesburg lies Pretoria, the administrative capital of the Republic. − In the south of the province, Vanderbijlpark and Vereeniging are major industrial centres, while Heidelberg, Nigel and Bronkhorstspruit to the east are important agricultural areas. − Although the province is highly urbanized and industrialized, it contains wetlands of international importance, such as Blesbokspruit. − Gauteng has the most important educational and health centres in the country. − Industries that have contributed significantly to this output are: basic iron and steel; fabricated and metal products; food; machinery, electrical machinery, appliances and electrical supplies; motor vehicle parts and accessories; and chemical products. − The economy of the province is being realigned to move away from traditional heavy industry markets and low value- added production towards sophisticated high value-added production, particularly in information technology, telecommunications and other high-tech industries. − The 'high-tech' corridor at Midrand (halfway between Pretoria and Johannesburg) is the most rapidly developing area in the country. − Gauteng's agricultural sector is geared to provide the cities and towns of the province with daily fresh produce, including dairy products, vegetables, fruit, meat, eggs and flowers. − A large area of the province falls within the so-called maize triangle. − The districts of Bronkhorstspruit, Cullinan and Heidelberg are important agricultural land, where ground-nuts, sunflowers, cotton and sorghum are produced. − Gauteng has a greater proportion of its labour force in professional, technical, managerial and executive positions than any other province. − The capital houses the Johannesburg Stock Exchange, the largest in Africa. − The province's economic magnetism draws a large inflow of migrant labour from poorer regions in the country. − It is the province with the highest per capita income. − Capital: Johannesburg Gauteng is the gold capital of the world, housing Johannesburg and Pretoria. It's highly urbanized and industrialized, with important centers like Vanderbijlpark, Vereeniging, and Heidelberg. The province is known for its educational and health institutions. Major industries include iron and steel, machinery, food, and chemicals. Gauteng is shifting towards high-tech industries, particularly in information technology and telecommunications. The province's agriculture supplies fresh produce to its cities, with a focus on dairy, vegetables, and maize. It's a hub for professional and executive jobs, home to the Johannesburg Stock Exchange, and has the highest per capita income. The capital is Johannesburg. Angelic Steenkamp 076 416 3052 EDCC 423 Mpumalanga − The area has a network of roads and railway connections, making it quite accessible. − An abundance of citrus fruit and many other subtropical fruits – mangoes, avocados, litchis, bananas, pawpaws, granadillas, guavas - as well as nuts and a variety of vegetables are produced here. − Nelspruit is the second-largest citrus- producing area in South Africa. − It is responsible for one third of the country's export in oranges. − The Sabie area is the biggest single region of forestry plantations in South Africa. − Groblersdal is an important irrigation area which yields a wide variety of products such as citrus fruit, cotton, tobacco, wheat and vegetables. − Carolina-Bethal-Ermelo is sheep area. − Potatoes, sunflower seeds, maize and peanuts are also produced in this region. − Mpumalanga is very rich in coal reserves. − The country's biggest power stations, three of which are the biggest in the southern hemisphere, are situated here. − Unfortunately, this causes the highest levels of air pollution in the country. − Secunda, the petroleum-from-coal installation, is also located in this province. − One of the country's largest paper-mills is situated at Ngodwana, near to its timber source. − Middelburg produces steel and vanadium, while Witbank is the biggest coal producer in Africa. − Capital: Nelspruit Mpumalanga, known for its accessibility through roads and railways, is a hub for agriculture and natural resources. The region produces citrus fruit, subtropical fruits, nuts, and vegetables, with Nelspruit excelling in citrus production. The Sabie area hosts extensive forestry plantations. Groblersdal is an irrigation center for various crops. The province is rich in coal reserves and houses major power stations, although it grapples with high air pollution. Secunda, a significant site for petroleum production from coal, is located here, along with a large paper mill near timber sources. Middelburg specializes in steel and vanadium, and Witbank is a major coal producer in Africa. The capital is Nelspruit. Limpopo − The Limpopo Province is the gateway to the rest of Africa. − It is favourably situated for economic co-operation with other parts of southern Africa as it shares borders with Botswana, Zimbabwe and Mozambique. − The Bushveld is cattle country. − Controlled hunting is often combined with ranching. − Sunflowers, cotton, maize and peanuts are cultivated in the Bela-Bela and Modimole areas. − Modimole (previously Nylstroom) is also known for its table grape crops. − Tropical fruit, such as bananas, litchis, pineapples, mangoes and pawpaws, as well as a variety of nuts, are grown in the Tzaneen and Makhado (previously Louis Trichardt) areas. − Extensive tea and coffee plantations create many employment opportunities in the Tzaneen area. Angelic Steenkamp 076 416 3052 EDCC 423 − Zebediela, one of the largest citrus estates in the country, is situated south of Pietersburg. − The largest tomato farm in South Africa lies between Tzaneen and Makhado. − The Northern Province has extensive forestry plantations in the Louis Trichardt and Makhado districts. − Plantations of hard woods for furniture-manufacturing have also been established. − Many of the rural people practise subsistence agriculture. − The Northern Province is rich in minerals, including copper, asbestos, coal, iron ore, platinum, chrome, diamonds, phosphates and gold. − The province is a typical developing area, exporting primary products and importing manufactured goods and services. − Capital: Polokwane Limpopo, the gateway to Africa, is strategically located for economic collaboration with neighboring regions like Botswana, Zimbabwe, and Mozambique. The province boasts cattle farming in the Bushveld, combined with controlled hunting. Bela-Bela and Modimole are known for crops like sunflowers, cotton, maize, and peanuts, as well as table grapes in Modimole. Tropical fruits, nuts, tea, and coffee flourish in the Tzaneen and Makhado areas. Zebediela houses a major citrus estate, and tomato farming thrives between Tzaneen and Makhado. The province also features substantial forestry plantations, including hardwoods for furniture production. Mineral wealth in Limpopo includes copper, asbestos, coal, iron ore, platinum, chrome, diamonds, phosphates, and gold. The province, a developing region, exports raw materials and imports manufactured goods and services. The capital is Polokwane. The socio-economic situation − The need to alleviate poverty is still high on the country's socio-economic agenda. − Much hope is directed towards education as an opportunity to escape from poverty. Language as determinant − The South African Constitution of 1996 (Act 108 of 1996) upholds the right of every individual to use the language and engage in the cultural life of their choice, with the caveat that this must align with the Bill of Rights. − It also ensures that people have the right to receive education in the language of their preference when it's practically feasible. − To accommodate South Africa's diverse population, the Constitution designates 11 official languages: Afrikaans, English, Isi Ndebele, IsiXhosa, IsiZulu, Sepedi, Sesotho, Setswana, SiSwati, Tshivenda, and Xitsonga. − English serves as the primary medium of communication in many government departments. The political situation as external determinant − The current Constitution of the Republic of South Africa was adopted in May 1996 following the nation's first democratic elections that represented all citizens. Angelic Steenkamp 076 416 3052 EDCC 423 − This Constitution, particularly its section on human rights, has significant implications for education in the country. − After the 1994 elections, South Africa established a centralized government at the national level, nine provincial governments at the regional level, and local authorities at the municipal level. − Subsequent national and provincial elections occurred in 2014, reaffirming the dominant position of the ANC (African National Congress) with some important changes. − Presently, South Africa's political landscape reflects a mix of what Fukuyama (2004) characterizes as a "weak state" struggling to perform core functions like providing security to citizens and an overregulated society hindering innovation and entrepreneurship while encroaching on civil society's autonomy. − The current political agenda, officially upheld by the ruling party, focuses on eradicating apartheid's legacy, empowering disadvantaged communities, and ensuring equal treatment for all individuals, irrespective of race, color, creed, or gender. South Africa adopted its democratic constitution in 1996 after the first elections that represented all citizens. The country has a central government, provincial governments, and local authorities. Elections in 2014 reaffirmed the ANC's dominance but brought some changes. South Africa faces challenges like bureaucracy for starting a business and widespread corruption, which has cost the government trillions. The political aim is to eliminate apartheid's legacy, uplift disadvantaged communities, and ensure equal treatment for all. Culture as determinant − In the context of the education system, culture should be defined in the broad sense of the word. − In essence culture is the work and product of man's work. − A distinction can be made between individual, group and universal cultures. − Similarities and differences between cultures can also be distinguished. − Group culture can be defined as the distinctive ideals, aims, activities, interests, and behaviour patterns of a particular group under the guidance of a particular view of life, as embodied by the belief, origin, history, art, science, technology, language, politics, economics, industrial life, etc. of that particular group. − The group culture is not only the sum of the work and work product of the individual group members, but points to a definitive unambiguousness between the work and the product of work of the members of the group. − culture includes most of the abovementioned determinants of the education system, and therefore culture as such is not referred to as determinant of the South African education system. − Culture is a determinant of the education system, but then by means of its constituting parts as explained in the definition of culture. Culture in the context of the education system encompasses the distinctive ideals, activities, and behaviors of a particular group influenced by their beliefs, history, language, and more. Culture significantly impacts the education system, but it's the collective aspects of a group's culture that play a defining role, not culture as a whole. Angelic Steenkamp 076 416 3052 EDCC 423 Philosophy of life as determinant − Almost 80% of South Africa's population are of the Christian faith. − Other major religious groups are the Hindus, Muslims and Jews. − A minority of South Africa's population does not belong to any of the major religions but regard themselves as traditionalists or of no specific religious affiliation. − The regular broadcasting of religious radio and television programmes is indicative of the importance of religion in South Africa. − Many newspapers also carry a daily scriptural message, and various religious magazines and newspapers are produced. − Freedom of worship is guaranteed by the Constitution and official policy is one of non- interference in religious practices. Science and technology − Science and technology are crucial for South Africa's development. The country has a mix of people with varying levels of experience in these fields. − While many households have radios, TVs, and refrigerators, computer access is limited, especially in black households. − The South African education system aims to create lifelong learners, but expensive technology is a barrier. − Mobile phones, on the other hand, are widespread, with more subscribers than people in the country, highlighting their potential for access to information and learning. DISCUSS THE FOLLOWING EXTERNAL DETERMINANTS OF THE SOUTH AFRICAN EDUCATION SYSTEM: (10) LANGUAGE (2) − HUMAN RIGHTS AND LANGUAGE PREFERENCE, 11 LANGUAGES, MAJORITY ISIZULU. POLITICAL SITUATION (2) − CONSTITUTION: EQUALITY IN EDUCATION. (2) CULTURE (2) − GROUP CULTURE, DISTINCTIVE IDEALS, AIMS, ACTIVITIES, INTERESTS, BEHAVIOURAL PATTERNS ACCORDING TO ORIGIN, HISTORY, ART, SCIENCE, TECHNOLOGY, LANGUAGE, POLITICS, ECONOMY, INDUSTRY. (2) PHILOSOPHY OF LIFE (2) − CHRISTIAN MAJORITY, FREEDOM OF RELIGION, NO DISCRIMINATION SCIENCE AND TECHNOLOGY (2) − LIMITED ACCESS, POORLY EQUIPED HOUSEHOLDS, LIFELONG LEARNING COMMUNITY. Angelic Steenkamp 076 416 3052 EDCC 423 EFUNDI TEST 1 Comparative Education includes the following perspectives on education. A. The comparative perspective B. The education system perspective C. The determinant perspective D. All are correct Choose the correct answer “Planned and directed activities through which the learner is supported by the educator to enable him / herself to fulfil a particular role in life”, is the definition of: A. Coaching B. Training ~ C. Not one of these are correct D. Education E. Education as a science “It provides a short discription towards which a particular education system strives”. It is the definition of (choose the correct): A. The vision B. The mission C. The format of the education system policy D. The aims and objectives of the education system Choose the correct answer “The key concepts that provides a definition of education system are: A. Educational needs - B. All three are correct · C. Framework D. Effective education Different types of educational control can be identified as: A. Mixed educational control. B. All are correct C. Decentralised educational control D. Centralised educational control Which of the following describe the focus of Comparative Education? A. Utilistic; Dinamic; Eclectic of nature; Descriptive, Explanatory. B. Utilistic; Dinamic; Eclectic of nature; Transnational; Interdisciplinary C. All are correct Which of the following is an element of the support services? A. Support services to the learners. B. All are elements C. Support services to the teaching activities and structures D. Support services to the educators Which one of the following elements is part of the structure for teaching? A. Educational institutions, Communication; Finances B. Educational institutions; medium of instruction; Education levels C. Almal is ‘n element van die onderwyskundige struktuur is / All are elements of the structure for teaching Which one of the following elements is part of the component education system administration? A. The levels of education control B. Organisational structure of functionaries in the education system C. All are an element D. The financing of the education system Choose the correct answer: “Through the study of the sub-discipline of Comparative Education, the students should, during their professional training as teachers, get to know the education system in which they are going to work, know the following: A. All are correct B. The reasons for the nature of that particular system C. The nature of that particular system D. Which typical characteristics and problems exist within that particular education system E. The determinants of the particular education system The external determinants include the following: A. Language B. Demography C. Philosophical tendences D. All are correct E. Climate and Geography The internal determinants include the following: (Choose the one that does not fit) A. Scientific discoveries B. Politics C. Religions D. Climate E. All are wrong Determinants refer to factors that impact on the nature and functioning of the education system. Is this statement true or false? True False Should the presence of different languages in a province, influence the education in that province? Choose the correct answer True False South Africa has a hetorogenous community composition. Is the statement true or false? True False It is for each of the nine provinces expected to prepare education legislation for the implementation of the national and provincial education policy in the province. Is the statement true or false? True False One of the principels of a new education dispensation after 1994 is: A. More schools to be build B. Democratisation C. Appoint more educators D. Longer school hours Poverty has a influence on the success of learners. True or False True False It is not necessary for a school to provide for a particular philosphy of a school community. True or False True False The external determinants include the following: (Choose the one that does not fit) A. Philosophical tendencies B. Democratical tendencies C. Climate and Geographical tendencies D. Socio-economical tendencies E. Almal is korrek / All are correct STUDY UNIT 3 Learning outcomes: − understand the vision, values and principles of the South African education system − distinguish between and explain national policy and provincial policy The vision and mission of the South African education system The Constitution of South Africa 1996 − The Constitution of South Africa (1996) set the basic guidelines for the nature of education and in that sense for the characteristics of the South African education system. − The guidelines are provided in the Bill of Human Rights, included in the Constitution (art. 29), and includes the following regarding education: ✓ Everyone has the right to Act with highest authority Most important  basic education including adult basic education law above all  further education and the state should provide every measure to open further education to everyone. ✓ Everyone has the right to receive education in the official language of their choice in public educational institutions where reasonably practicable. ✓ Everyone has the right, at their own expense, to establish and maintain own educational institutions, on condition that there is no discrimination on basis of race, that these institutions are registered with the state and that the standards at these institutions compare equally with that of state institutions. ✓ Independent private educational institutions may receive subsidies from the state. The Constitution of South Africa provides fundamental principles for education and characteristics of South African education system. Basic Education Language Choice Establishing Educational Institutions: Subsidies − Other provisions in the Bill of Human Rights influencing education are: ✓ Language and Culture (Article 30): Everyone has the right to use the language and participate in the culture of their choice, as long as it doesn't violate other rights in the Bill. Angelic Steenkamp 076 416 3052 EDCC 423 ✓ Cultural Groups (Article 31): Cultural groups have the right to practice and maintain their cultures and establish cultural associations, but this should not infringe on the rights of other citizens. ✓ Equality (Article 9): Everyone is equal before the law, and discrimination based on factors like race, gender, religion, or culture is prohibited. ✓ Freedom of Association (Article 18): Individuals have the freedom to associate with others. ✓ Commission (Article 185): A Commission for the Protection of the Rights of Cultural, Religious, and Linguistic Communities is established. − The implications of these guidelines should always be regarded during the study of the SA education system and to understand the education system policy in the correct context. Understand the vision of the South African education system The vision of the South African education system − Based on the SA Constitution − It is the joint responsibility of all South Africans who have an interest in the education and training system to help build a just, equitable, and high quality education system for all the citizens, with a common culture of disciplined commitment to learning and teaching. Everyone in South Africa who cares about education has a role in creating a fair, equal, and high- quality education system that benefits all citizens. Encourages a shared commitment to learning + teaching with strong focus on discipline and dedication. It’s a call for collaboration and hard work to provide good education for everyone. Understand the values and principles of the South African education system The values and principles (mission) of the South African education system − Education and training are basic human rights − Parents or guardians have the primary responsibility for the education of their children. − The state has the responsibility to provide assistance to those parents who cannot themselves decide properly on the educational future of their children. − Educational policy should enable all individuals to have access to and succeed in lifelong education and training of good quality. − Equal access to basic education and training, which include more than school education, should be guaranteed to all. No new ones should be created − All historical inequalities should be redressed. − State's resources must be deployed according to the principle of equity to provide the same quality of learning opportunities to all. − The provision of quality education and training is essential and should be provided in an integrated fashion according to the National Qualifications Framework. − Communities must accept ownership for education Angelic Steenkamp 076 416 3052 EDCC 423 − The principle of democratic governance should be promoted increasingly and should be characterized by consultation with all relevant interest groups. − The culture of teaching, learning and management should be restored and a culture of accountability should be created − The goal of education and training should be to establish a democratic, free, equal, just and peaceful society in South Africa. − The diverse religious, cultural and language traditions should be respected and encouraged. − Education in the arts should be promoted. − Education must promote the common democratic values, the importance of the due process of the law and civic responsibility. − Education should promote independent and critical thought. − Differentiated education should equip the learners with the competencies required by the economy and career development. − Mathematics, science and technology education are crucial to human understanding and economic advancement. − Environmental education should be promoted to assist the enjoyment of a decent quality of life and sustainable use of natural resources. − The principles of attainability, sustainability, efficiency and productivity should guide education provision Distinguish between and explain national policy and provincial policy Acts on national level as format of education system policy in the south African education system − The following acts represent the most important acts on the national level regarding policy of the national education system. National Education Policy Act, Act 27 of 1996 Objectives: − Determining the national education policy − Guidelines for consultations to be undertaken − Publication + implementation of policy − Monitoring + evaluation of education The content of the Act includes the following: Aims/ guiding principles − The mission of the South African education system is accepted and can, therefore, be regarded as the aims of the South African education system. Areas to be covered by the national education policy: − Planning − Provision − Financing (Funding) − Staffing (Personnel) − Coordination − Control − Management Angelic Steenkamp 076 416 3052 EDCC 423 − Education programmes − Monitoring − Evaluation − Proper functioning of the education system Make provision for: − quality information systems − control, management and organization of the national education system − facilities, finances and development plans for the education system − innovation, research and development in education − relationship between educators and students The national education policy act − training for educators makes provision for the following − organization, control, financing of education institutions − compulsory schooling − admission of learners − minimum numbers of hours per day and days per year of schooling − coordination of the dates of schools terms − coordination of curricula, syllabuses, standards, examinations − language in education − control and discipline of students − support services for example medical, welfare and career services − co-operation between departments − international relations in the field of education. Consultation on national education policy: − Provision is made for several bodies to be consulted during the formulation of education policy. Publication of the national education policy: − The procedure for the publication of national education policy is provided. Monitoring and evaluation of education: − The procedures to be followed regarding the monitoring and evaluation of the national education system are provided. The National Education Policy Act, Act 27 of 1996, is a South African law that sets the rules and structure for education policies, how education is managed, and who is responsible for what. This law is essential in shaping how education works in South Africa. It’s like the instruction manual for education in South Africa. It tells everyone how to ensure that education is fair and high-quality for all citizens. Angelic Steenkamp 076 416 3052 EDCC 423 One of the most important Acts in our education system South African Schools Act, Act 84 of 1996 Purpose of Act is to: − provide guidelines for the organization, governance and funding of schools − establish norms and standards for the provision of education at schools − ensure provision of quality education across school system − repeal certain laws relating to schools − provide for incidental matters Content of the act includes the following: Learners: − Stipulations are provided regarding compulsory school attendance, admission to public schools, language policy of public schools, freedom of conscience and religion at public schools and the discipline of learners. Public schools: − Guidelines are provided regarding the establishment and maintenance of public schools, the status of public schools, the powers, functions, duties and composition of governing bodies of public schools and the closure of public schools. Learners with special needs in education: − Provisions are made regarding education provision to children with special education needs and the composition, function and responsibilities of the governing bodies for schools for learners with special education needs. Funding of public schools: − Guidelines are provided regarding the funding of public schools, the payment of school fees at public schools, the establishment of school funds and the ho financial records of public schools. Independent (private) schools: − Guidelines are provided regarding the establishment, registration, and subsidies for independent schools, as well as the responsibilities of the state regarding the independent schools and the registration of education at home. The South African Schools Act (SASA) is a law that governs the operation and management of schools in South Africa. It ensures access to education, quality education, and outlines the roles of various stakeholders in the education system. Sets out the rules and regulations for how schools are organized, governed, and funded. Angelic Steenkamp 076 416 3052 EDCC 423 SAQA 3 South African Qualification Authority, Act 58 of 1995 Purpose − make provision for the development + implementation of the National Qualification Framework (NQF) and − to make provision for the establishment of the National Qualification Authority (NQA) Content of the Act: − Aims of the National Qualification Framework (NQF) − Composition of National Qualification Authority (NQA) − Responsibilities of National Qualification Authority (NQA) − Funding of the National Qualification Authority (NQA) − Responsibility of National Qualification Authority to make regulations The South African Qualifications Authority Act (SAQA) is a law that establishes the National Qualifications Framework (NQF) and the National Qualifications Authority (NQA) in South Africa. The NQF sets the structure for qualifications, and the NQA oversees and regulates it. This act outlines the roles, responsibilities, funding, and regulatory powers of the NQA, ensuring the quality and consistency of qualifications in South Africa. 4 Education Labor Relations Act, Act 146 of 1993 Purpose: − promote + maintain labor peace − provide mechanisms for resolution of labor disputes − Regulate collective bargaining in education Has to do with your salaries Content: − Fundamental rights of concerned parties People who help with disputes − Establishment of an Education Labor Relations Council − Procedures for dispute resolutions in case of unfair labor practices − Guidelines for collective bargaining The Education Labor Relations Act is a law in South Africa that primarily deals with labour relations in the education sector. It aims to promote and maintain labour peace, provide mechanisms for resolving labour disputes, and regulate the process of collective bargaining within the education field. Angelic Steenkamp 076 416 3052 EDCC 423 The Higher Education Act, Act 101 of 1997 Purpose − Regulate higher education − Provide for establishment of a Council on Higher Education − Provide for the establishment + maintenance of institutions for higher education. Content: − Composition + functions in quality promotion and assurance in higher education − Establishment + maintenance of institutions for higher education − Governance of public higher education institutions − Funding of public higher education Nsfas − Independent assessor − Functioning of private higher education institutions − Transitional and other arrangements The Higher Education Act, Act 101 of 1997, is a South African law that guides how universities and colleges operate. It covers things like how they're funded, the quality of education, and their rules. Employment of educators Act, Act 76 of 1998 Purpose − provide for employment of educators by the State − regulate conditions of service, discipline, retirement and discharge of educators, and for matters connected therewith. A South African law that sets rules for how teachers are hired, treated, and can be let go. It's there to make sure teachers are treated fairly. − Sections 17 and 18 are very important for people to k

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