Doctoral Degrees (Education Policy Studies)

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Browsing Doctoral Degrees (Education Policy Studies) by Subject "Church and education -- South Africa"

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    Die vennootskapskonsep in skoolonderwys in die RSA
    (Stellenbosch : Stellenbosch University, 2002-12) Kleynscheldt, Rudolph Johannes; Du Plessis, W. S.; Steyn, J. C.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: The practice of partnership to the benefit of education is as old as education itself: Partners of education were involved in the most primitive societies. Partners are still of indispensable importance in postmodern societies. This study points out that the conventional partners to education (parent, church and state) have been of importance through the centuries and that partnership involvement should be of increasing importance in times to come. Concurrently, it has become necessary to involve new up-to-date supplementary education partners to address the numerous challenges in the field of education. The parent comes to light as the first and foremost partner in education and is therefore worthy of the connotation primary education partner. History illustrates how certain communities, due to specific perspectives on wond and life, ideologies and educational institutions, tried to scale down the functions of this partner. Nowhere, however, could it be achieved successfully, without serious harmful consequences for the child who is to be educated. The safety and security that the child experiences in the parental home and within the family structure is of the utmost importance for the young child. The proliferation in the number of parentiess children as a result of an increase in the divorce rate, family murders and especially the pandemic MI virus is alarming in this respect. Additional partners will have to be found to address the child's need of security. The anchor provided by participation in religious activities is likewise for the developing child of importance. In addition, the church, in the widest sense of its meaning, emphasizes certain norms and moral values. It provides programmes, which ensure to prevent the youths from derailment along dangerous and destructive routes. The church needs to be admitted and invited to be an essential partner. The state is justly being viewed as a chief partner to education and training, on account of its functions such as the funding of formal education, the provision of a general curriculum and the making of legislation governing education. This important position in the education partnership does not mean that the state should play the dominant role. It does not qualify the state to prescribe to the other partners how they should perform their roles. Partnership presupposes c0- operation and stringent prescriptions by the state would be unacceptable and counter-productive to the respective partners. The conventional partners will have to realise that each has a meaningful contribution to make, which cannot be substituted. by anyone of the others, A comparative study of partnership in Kenya, Cuba and Germany serves as a background study. In an ever-fast changing wortd in which extremely heavy demands are made to education and its partners, it is clear that new education partners have to be found to assist the school. The conventional partners are just not able to fulfit the task by themselves. This study identifies a number of supplementary partners that could, on account of the particular challenges facing· education in South Africa, make a valuable contribution. Partners deserve their position as partners due to the functional role that they could play at a specific stage in the ongoing process of education development. As times change, and new needs come into existence, other partners will have to be identified to support the existing, conventional partners.
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    Die vennootskapskonsep in skoolonderwys in die RSA
    (Stellenbosch : Stellenbosch University, 2002-03) Kleynscheldt, Rudolph Johannes; Du Plessis, W. S.; Steyn, J. C.; Stellenbosch University. Faculty of Education. Dept. of Education policy.
    ENGLISH ABSTRACT: The practice of partnership to the benefit of education is as old as education itself: Partners of education were involved in the most primitive societies. Partners are still of indispensable importance in postmodern societies. This study points out that the conventional partners to education (parent, church and state) have been of importance through the centuries and that partnership involvement should be of increasing importance in times to come. Concurrently, it has become necessary to involve new up-to-date supplementary education partners to address the numerous challenges in the field of education. The parent comes to light as the first and foremost partner in education and is therefore worthy of the connotation primary education partner. History illustrates how certain communities, due to specific perspectives on wond and life, ideologies and educational institutions, tried to scale down the functions of this partner. Nowhere, however, could it be achieved successfully, without serious harmful consequences for the child who is to be educated. The safety and security that the child experiences in the parental home and within the family structure is of the utmost importance for the young child. The proliferation in the number of parentiess children as a result of an increase in the divorce rate, family murders and especially the pandemic MI virus is alarming in this respect. Additional partners will have to be found to address the child's need of security. The anchor provided by participation in religious activities is likewise for the developing child of importance. In addition, the church, in the widest sense of its meaning, emphasizes certain norms and moral values. It provides programmes, which ensure to prevent the youths from derailment along dangerous and destructive routes. The church needs to be admitted and invited to be an essential partner. The state is justly being viewed as a chief partner to education and training, on account of its functions such as the funding of formal education, the provision of a general curriculum and the making of legislation governing education. This important position in the education partnership does not mean that the state should play the dominant role. It does not qualify the state to prescribe to the other partners how they should perform their roles. Partnership presupposes c0- operation and stringent prescriptions by the state would be unacceptable and counter-productive to the respective partners. The conventional partners will have to realise that each has a meaningful contribution to make, which cannot be substituted. by anyone of the others. A comparative study of partnership in Kenya, Cuba and Germany serves as a background study. In an ever-fast changing wortd in which extremely heavy demands are made to education and its partners, it is clear that new education partners have to be found to assist the school. The conventional partners are just not able to fulfit the task by themselves. This study identifies a number of supplementary partners that could, on account of the particular challenges facing· education in South Africa, make a valuable contribution. Partners deserve their position as partners due to the functional role that they could play at a specific stage in the ongoing process of education development. As times change, and new needs come into existence, other partners will have to be identified to support the existing, conventional partners.