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Die invloed van maatskaplike kragte op onderwysvernuwing
Thesis (MEd) -- Stellenbosch University, 1992.
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| Other Authors: | |
| Format: | Thesis |
| Language: | Afrikaans |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867614119252721665 |
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| access_status_str | Open Access |
| author | Geldenhuys, Michiel Jakobus |
| author2 | Prinsloo, N. P. |
| author_browse | Geldenhuys, Michiel Jakobus Prinsloo, N. P. |
| author_facet | Prinsloo, N. P. Geldenhuys, Michiel Jakobus |
| author_sort | Geldenhuys, Michiel Jakobus |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd) -- Stellenbosch University, 1992. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/57789 |
| institution | Stellenbosch University (South Africa) |
| language | Afrikaans |
| last_indexed | 2026-06-10T12:46:58.390Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2012 |
| publishDateRange | 2012 |
| publishDateSort | 2012 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/57789 Die invloed van maatskaplike kragte op onderwysvernuwing Geldenhuys, Michiel Jakobus Prinsloo, N. P. Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Education -- South Africa Educational sociology -- South Africa Dissertations -- Education Thesis (MEd) -- Stellenbosch University, 1992. Education and society influence each other in various ways. This interactive relationship between institutions and social forces can be derived from the Idenburg model. Within South African society the reciprocal influences of the educational system and each of the social forces (economic system, political system, social system, demography, science and technology and religion and world view) are of particular importance. Because the existing educational system tends to perpetuate the status quo, education has not changed much in relation to society. Renewal in education does not therefore present solutions to all the demands of society, although it does play a role in providing relevant education. An elementary text analysis has been used to determine the various forces present in society influence renewal in education in South Africa. Because of the unrest since 1976, especially in black schools, the Government instructed the HSRC in 1980 to start an in depth investigation into all facets of education in the RSA. The eleven principles for the provision of education proposed by the De Lange report were accepted by the Government in principle and in 1984 were ratified by law. Although the HSRC report, the Government's Interim Memorandum and White Paper encompass all population groups, a distinction was made between "own" and "general" educational affairs. In 1985 the HSRC Investigation into intergroup relationships found that this segregated educational system had a negative influence on intergroup relationships, leading to mistrust and prejudice. The ten year plan for the upgrading of education which was announced in 1986 had to be abandoned three years later because of the weakening economic situation in the country. The Walters report on the evaluation and promotion of vocational education in 1990 recommended that curricula be more career orientated. Due to a lack of finances, a cut-back in white education was announced in 1991. In the same year a comprehensive document concerning renewal strategies in education was also released, while in 1992 a new model for the provision of education brought about a devolution of authority in white schools. If one looks at these developments in the South African educational system over the past fifteen years in the light of the equilibrium paradigm, it becomes evident that the local problems in education form part of a broader economic, social and political crisis. We must guard against unrealistically high expectations for the educational system which do not take into account the realities of South African society and the influence that social forces have on institutions. Because these forces do not function in isolation, the underlying interaction places restrictions on the changes in society and all the forces must be considered in perspective and in relation to each other. Masters 2012-08-27T11:38:39Z 2012-08-27T11:38:39Z 1992 Thesis http://hdl.handle.net/10019.1/57789 af Stellenbosch University 137 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Education -- South Africa Educational sociology -- South Africa Dissertations -- Education Geldenhuys, Michiel Jakobus Die invloed van maatskaplike kragte op onderwysvernuwing |
| title | Die invloed van maatskaplike kragte op onderwysvernuwing |
| title_full | Die invloed van maatskaplike kragte op onderwysvernuwing |
| title_fullStr | Die invloed van maatskaplike kragte op onderwysvernuwing |
| title_full_unstemmed | Die invloed van maatskaplike kragte op onderwysvernuwing |
| title_short | Die invloed van maatskaplike kragte op onderwysvernuwing |
| title_sort | die invloed van maatskaplike kragte op onderwysvernuwing |
| topic | Education -- South Africa Educational sociology -- South Africa Dissertations -- Education |
| url | http://hdl.handle.net/10019.1/57789 |
| work_keys_str_mv | AT geldenhuysmichieljakobus dieinvloedvanmaatskaplikekragteoponderwysvernuwing |