Examining deliberative democratic engagement in private general education and training
| dc.contributor.advisor | Waghid, Yusef | en_ZA |
| dc.contributor.author | Megan, Forster | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Education Policy studies. | en_ZA |
| dc.date.accessioned | 2018-02-12T07:33:53Z | |
| dc.date.accessioned | 2018-04-09T06:52:55Z | |
| dc.date.available | 2018-02-12T07:33:53Z | |
| dc.date.available | 2018-04-09T06:52:55Z | |
| dc.date.issued | 2018-03 | |
| dc.description | Thesis (MEd)--Stellenbosch University, 2018. | en_ZA |
| dc.description.abstract | 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. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING : Privaat verskaffers van enkelvakke word benadeel deur wanopvattings en subtiele veranderinge aan huidige beleid vir gehaltewaarborge, akkreditering en registrasie in die Suid-Afrikaanse onderwysraamwerk. Hierdie probleem word geïllustreer deur ʼn gevallestudie van ʼn bestaande instelling wat skoolvakke aanbied. Hierdie instelling is nie ʼn skool of ʼn Verdere Onderwys- en Opleidingskollege nie, gevolglik kan dit nie akkreditering verkry of by die regering geregistreer word nie. Wat hierdie veral problematies en noodsaaklik maak is dat die enkelvakverskaffers van Wiskunde en Fisiese Wetenskap uitgesluit word van ʼn bydrae tot en ontwikkeling van skaars en noodsaaklike vaardighede op hierdie gebied. Hierdie studie het dus bevraagteken waarom wetgewing, beleid en regulasies aangepas is om spesialisverskaffers uit te sluit, terwyl die Departement van Hoër Onderwys ʼn witskrif vir naskoolse onderwys en opleiding gepubliseer het, wat die behoefte geïdentifiseer het aan programme wat op Wiskunde en Wetenskap, wat nie meer by die tegniese en beroepsgerigte opleidingskolleges (TVET) aangebied word nie, fokus. Die oorkoepelende doel van hierdie studie was gevolglik om die gehaltewaarborg en regulatoriese liggame te oortuig om privaatverskaffers te akkrediteer en as verskaffers van algemene en verdere onderwys en opleiding te registreer. Die studie het afgesluit met ʼn verwysing na artikel 29(1)(a) van die Grondwet van die Republiek van Suid-Afrika wat verklaar: Elkeen het die reg (a) op basiese onderwys, met inbegrip van basiese onderwys vir volwassenes … (en) moet die staat alle redelike alternatiewe in die onderwys, met inbegrip van enkelmediuminstellings, oorweeg, met inagneming van (a) billikheid; (b) doenlikheid; en (c) die behoefte om die gevolge van wette en praktyke van die verlede wat op grond van ras gediskrimineer het, reg te stel. | af_ZA |
| dc.format.extent | x, 116 pages | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/103328 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Private schools -- Law and legislation -- South Africa | en_ZA |
| dc.subject | Right to education -- South Africa | en_ZA |
| dc.subject | Postsecondary education -- South Africa | en_ZA |
| dc.subject | Private universities and colleges -- Law and legislation -- South Africa | en_ZA |
| dc.subject | Education -- Government policy -- South Africa | en_ZA |
| dc.subject.name | UCTD | |
| dc.title | Examining deliberative democratic engagement in private general education and training | en_ZA |
| dc.type | Thesis | en_ZA |