Browsing by Author "Wyngaard, Audrey Theodora"

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    Filosofies-opvoedkundige perspektiewe op 'n interaktiewe funksionele model vir onderwysvoorsiening in Suid-Afrika
    (Stellenbosch : Stellenbosch University, 1999-10) Wyngaard, Audrey Theodora; Du Plessis, W. S.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH SUMMARY: A study was concluded to determine the extent to which distance education, co-operative education and community colleges can be combined in an interactive model in order to help solve current educational problems in South Africa. The current state of educational provision in South Africa is analysed to identify certain problem areas in the system. Important educational reports which appeared over the years and greatly influenced the developments in this field, are examined. These include the De Lange report, the Educational Renewal Strategy and the National Education Policy Investigation Report (NEPI). Discussions of different teaching modes such as distance education, co-operative education and the concept of community colleges appear in separate chapters. Special attention is given to new trends in each teaching mode and to their application in the interactive model. A comparative study of the philosophy of distance education is conducted. A discussion of co-operative education especially focuses on the pragmatic undertones in the philosophy of this teaching mode. At both distance education and co-operative education, national trends receive special attention. The discussion of community colleges is focused on the different community concepts which provide for the needs of specific communities. In chapter 6 the interactive model is developed. This model consists of distance education, cooperative education and the concept of community colleges. Two possibilities are identified. Diagrams illustrate the way in which the model works. The criteria which the interactive model should comply with, are examined. The main focus fell on educational, welfare, social, economical and democratic criteria. A profile of learners who will probably benefit from the interactive model, is compiled. Focus points included their socio-economical circumstances as well as the way in which the implementation of this model will provide for their needs. In the last chapter the interactive model is evaluated in terms of the formulated criteria. A prototype is developed to illustrate the implementation of the model while there is determined whether the policy documents indeed allow enough space for this implementation. It concludes by noting that there is currently a general awareness of a need for effective ways to improve the accessibility of educational provision. One solution is to design models like this interactive one in order to provide for students' needs.