Browsing by Author "Megan, Forster"
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- ItemExamining deliberative democratic engagement in private general education and training(Stellenbosch : Stellenbosch University, 2018-03) Megan, Forster; Waghid, Yusef; Stellenbosch University. Faculty of Education. Dept. of Education Policy studies.ENGLISH ABSTRACT : Single-subject private education providers are prejudiced by the perceived misinterpretations and subtle changes to current policies regarding quality assurance, accreditation and registration in South Africa’s educational framework. This problem is illustrated through a case study of an existing institution that offers school subjects, but is not a school. It is also not a college for further education and training. As a result, the institution is not able to receive accreditation and registration status with the state. What makes this particularly problematic and urgent is that single-subject providers of tuition of Mathematics and Physical Science are being excluded from contributing to the development of scarce and necessary skills in this field. This study raised the question why legislation, policies and regulations have been amended to exclude specialist providers, when the Department of Higher Education has published a White Paper for Post-School Education and Training, which stipulates the need for programmes that focus on Mathematics and Physical Science that may not be available in Technical Vocational Education and Training colleges. The overarching aim of this study was therefore to present a convincing argument suggesting possible opportunities for the quality assurance and regulatory bodies, to consider the advantages of providing accreditation and registration to private providers of general and further education and training. This thesis concludes with the reminder that section 29(1)(a) of the Constitution of the Republic of South Africa states: [E]veryone has a basic right to education, including adult basic education … and that the State must consider all reasonable educational alternatives, including single medium institutions taking into account equity; practicability; and the need to redress the results of past racially discriminatory laws and practices.