Filosofies-opvoedkundige perspektiewe op 'n interaktiewe funksionele model vir onderwysvoorsiening in Suid-Afrika

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dc.contributor.advisorDu Plessis, W. S.en_ZA
dc.contributor.authorWyngaard, Audrey Theodoraen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
dc.date.accessioned2012-08-27T11:34:25Z
dc.date.available2012-08-27T11:34:25Z
dc.date.issued1999-10
dc.descriptionThesis (D.Ed.) -- Universiteit van Stellenbosch, 1999.
dc.description.abstractENGLISH 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.
dc.description.abstractAFRIKAANSE OPSOMMING: 'n Ondersoek is geloods om vas te stel in hoe 'n mate afstandsonderrig, kooperatiewe onderrig en gemeenskapskolleges in 'n gesamentlike interaktiewe model gekombineer kan word om die heersende onderwysprobleme in Suid-Afrika te oorbrug. 'n Analise word gemaak van die huidige stand van onderwysvoorsiening in Suid-Afrika. Op hierdie wyse word sekere leemtes in die onderwysstelsel geldentifiseer. Belangrike onderwysverslaesoos die De Lange verslag, die Onderwysvemuwingstrategie en die National Education Policy Investigation Report (NEPI) wat oor die jare verskyn het en 'n belangrike invloed uitgeoefen het op die ontwikkelings in die onderwys, word ondersoek. Verskillende onderrigmodusse soos afstandsonderrig, kooperatiewe onderrig en die konsep gemeenskapskollege word in afsonderlike hoofstukke bespreek. By elkeen van hierdie onderrigmodusse word daar veral gelet op nuwe tendense wat spesifiek by daardie onderrigmodus plaasgevind het en hoe dit toegepas kan word by die interaktiewe model. Daar word ook 'n vergelykende studie gemaak op intemasionale vlak om aan te toon in hoe 'n mate daar veranderings by die huidige stand van onderrig kan plaasvind. 'n Ondersoek word geloods na die filosofie van afstandsonderrig. By kooperatiewe onderrig word daar veral gefokus op die pragmatiese ondertone wat betrekking het op die filosofie van kooperatiewe onderrig. By beide afstandsonderrig en kooperatiewe onderrig verdien nasionale tendense aandag. Die bespreking van gemeenskapskolleges fokus op die verskillende gemeenskapskonsepte wat voorsien in die behoeftes van spesifieke gemeenskappe. In hoofstuk 6 word die interaktiewe model ontwikkel wat bestaan uit afstandsonderrig, kooperatiewe onderrig en die konsep gemeenskapskollege. Daar is twee moontlikhede van die model geldentifiseer. Diagramme is ontwerp om die werking van die interaktiewe model te illustreer. Ondersoek is ingestel na kriteria waaraan die interaktiewe model moet voldoen. Daar is veral gelet op opvoedkundige, maatskaplike, sosiale, ekonomiese en demokratiese kriteria. 'n Profiel van leerders wat moontlik baat sal vind by die interaktiewe model is saamgestel. Daar is veral gekonsentreer op hulle sosio-ekonomiese omstandighede en hoe daar in hulle behoeftes voorsien kan word deur die implementering van die interaktiewe model. In die laaste hoofstuk word die interaktiewe model gemeet aan die kriteria wat reeds geformuleer is. 'n Prototipe word ontwikkel om te illustreer hoe die interaktiewe model gelmplementeer kan word. Ondersoek word ingestel na die mate waartoe die beleidsdokumente genoeg ruimte vir die implementering van die interaktiewe model bied. Die gevolgtrekking wat gemaak word, is dat mense tans algemeen bewus is van 'n behoefte aan doeltreffende onderrigmodusse om onderwysvoorsiening meer toeganklik te maak. Een manier is om modelle soos hierdie interaktiewe model te ontwerp om in die behoeftes van die studente te voorsien.
dc.format.extent317 pages
dc.identifier.urihttp://hdl.handle.net/10019.1/51272
dc.language.isoaf_ZAaf_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subjectEducation -- South Africaen_ZA
dc.subjectDistance education -- South Africaen_ZA
dc.subjectCommunity colleges -- South Africaen_ZA
dc.subjectEducation -- Management -- South Africaen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.titleFilosofies-opvoedkundige perspektiewe op 'n interaktiewe funksionele model vir onderwysvoorsiening in Suid-Afrika
dc.typeThesis
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