Professional Documents
Culture Documents
ETH303T Assignment 1 2013
ETH303T Assignment 1 2013
Index
Page
Question 1.1 1 2
Question 1.2 ..3
Question 1.3 ..4
Question 1.4 .5 -7
Question 1.5 8 - 9
Question 2.1 10
Question 2.2 11 - 12
Bibliography 12
ETH303T: Assignment 1
Question 1
1.1 The factors making education provision in post-modern societies
an extremely and complex specialized task.
Introduction:
Education provision is a specialised and extremely complexed task. In post modern
societies there are many contributing factors. These factors include: diversity of
society, individual learners, our rapidly changing world, skills required in the
contemporary world of work, challenges specific to SA and crucial demographic
factors. I will now discuss each of these factors.
1.1.1 Diverse Society:
Societies in which education is provided are multicultural. They have a unique
cultural heritage which is formed by different ethnic groups, variety of religions
practiced and many spoken languages. This diversity means that there are many
different learners needs which need to be kept in mind. It also affects the level and
kind of education provision necessary to produce a quality level of education. This
makes the teachers task an even more difficult one, teachers have so many variables
to deal with in trying to get t o know, understand and effectively teach their learners.
1.1.2 Individual learners:
Because learners are unique individuals with different backgrounds, abilities,
interests and personalities, provision of education is made even more of a
challenging task. To complicate matters, some learners have physical and emotional
challenges. E.g.: mental retardation, sensory impairment, communication disorders,
emotional behavior disorders, learning disability, physical disability. Educational
environments, teaching methods, syllabus content and teacher competency/training
would have to be suitably adjusted or prepared to deal with any challenges the
learners face, in order to allow all learners access to education of the same quality.
1.1.3 Our rapidly changing world:
We live in a world that is constantly changing. These changes are occurring at a very
fast rate. Two facets of change in our world are the economy and technological
innovations.
1.1..3.1 Economy:
The world economy is changing into a global economy. Intense competition exists
even though there has been increased cooperation between countries, Many
countries economies are still developing but there is still a vast difference between
first world and third world economies.
1.1.3.2 Technological Innovations:
Many technological advancements mean that technology should and can help to
make education more effective and applicable. Teachers need to be suitably trained
to use technology in their teaching and also to be able to teach their learners to use all
available kinds of technology in order to be on par with capabilities and make the
best possible use of all available resources. Not all schools are able to make use of
technology as many are under-resourced, understaffed and do not have enough
funding.
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Conclusion:
After discussing the aforementioned factors I realise exactly how specialised and
extremely complexed the task of education provision is in South Africa. Some of the
factors I discussed are general and can and do affect other countries. Apartheid is one
of the factors unique to our country. Often a countrys history has a far reaching
effect on education and other elements in society, like its cultures and traditions. I
can confidently conclude that education provision in post-modern societies is truly an
extremely complex and specialised task.
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1.3 The role of the South African Council for Educators (SACE)
SACE is a national registration council for teachers. Therefore all teachers in South
Africa are obliged to register with SACE.
Section 21 of the South African Council for Educators Act, 2000 requires that:
every educator contemplated by the Act must register with the Council before
appointment to a teaching post; and no person may be employed as an educator by an
employer unless that person is registered with the Council.
An educator must apply for registration with the Council by completing the Council's
application form. The application must be accompanied by certified proof of the
educator's qualifications, identity document and the required registration fee.
Every applicant for registration must disclose to the Council details of:
any previous employer disciplinary action or conviction for a criminal offence;
any pending employer disciplinary proceedings or criminal proceedings against the
applicant; any previous disciplinary proceedings against the applicant by the Council.
The registration committee must consider every application for registration or
provisional registration in the light of the registration criteria and make
recommendations on the application to the Council. In considering an application,
the registration committee may:
request further information from the applicant;
conduct any investigation it deems necessary; and
convene interviews
An educator who applies to register with the Council must satisfy the ethical
standards contemplated in the Code of Professional Ethics for Educators.
An educator:
* respects the dignity, beliefs and constitutional rights of learners and in particular
children, which includes the right to privacy and confidentiality;
* acknowledges the uniqueness, individuality, and specific needs of each learner,
guiding and encouraging each to realise his or her potentialities;
* strives to enable learners to develop a set of values consistent with the
fundamental rights contained in the Constitution of South Africa;
* exercises authority with compassion;
* avoids any form of humiliation, and refrains from any form of abuse, physical or
psychological;
* refrains from improper physical contact with learners;
* promotes gender equality;
* refrains from any form of sexual harassment (physical or otherwise) of learners;
* refrains from any form of sexual relationship with learners at a school;
*uses appropriate language and behaviour in his or her interaction with learners, and
acts in such a way as to elicit respect from the learners;
*takes reasonable steps to ensure the safety of the learner;
*does not abuse the position he or she holds for financial, political or personal gain;
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1.4.1.3 Volunteering
Educators can design program where volunteers are recruited, trained and organised
for a variety of activities. Parents contribute in the way that they help the school
fulfill the needs of the school. Parents as volunteers can help with fundraising, field
trips, coaching sport and tutoring learners. It is important that the volunteer is aware
of the confidentiality of the work when he /she tutors and they must work closely
with the educator. Community members can visit the school to tell about certain
hobbies or careers, through this they bring the real world to the class. The school can
compile a register with all the volunteers who have particular expertise or hobby
what they can share with the school.
1.4.1.4 Learning at home
All parents can be active and supportive of their child's learning. The school can
assist the parent to do this by drawing up a clear homework policy, if possible with
the parents and the learners input and communicate the policy to parents regularly.
1.4.1.5 Decision-making
Issues that affect the learners must be discussed with the parents and therefore the
decision-makings I not limited to the governing body. This consulting empowers the
parents and develops parent leaders and representatives and demonstrates democratic
principles in the relationships between the school and its parents.
1.4.2 Benefits of an effective home-school partnership
Establishing the home-school relationship will benefit all roll-players, that is the
learners, parents, educators, educators and schools. The benefit for this relationships
includes:
1.4.2.1 Improvement of academic achievements
Studies made underscore that if parents participate in the school activities and
encourage education and learning at home, that the child will be more successful at
all grade levels.
1.4.2.2 The learner's behavioural problems decrease and their self-esteem increase
The alliance between educator and parent has shown positive effect on a learner's
self-esteem, fewer behavioural problems and better school attendance.
1.4.2.3 Learner's attitude improve
Parents who show interest in their child's education and have high expectations for
their performance, will promote a positive attitude towards learning.
1.4.2.4 Increased commitment to school work
More regular homework habits is in greater harmony between the school and family
there is more openness between educator and parents develops when frequent parent
involvement is.
1.4.2.5 More confident parents and positive about their abilities to help their children
Parents feel more positive about their own abilities to help their children when they
work with the educator and they will increase their interaction with their children.
1.4.2.6 Greater understanding of the educator and their obstacles by the parents
Parents find gratitude for the educators commitment and skills and the parent get to
know the educator. It is also a comfort for the parent to know that the educator share
their concerns about their children.
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Conclusion
A successful partnership between the educators and the parents will depend on how
well the program match with the parents needs.
It is important to know how a child's parents are and their domestic circumstances.
This will help the educator to implement many strategies to improve the relations
between educator and parents.
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Bibliography
Wikipedia
Policy Handbook for Educators
Teaching in South African schools: the teacher as leader, administrator
and manager.
Pretorius, Fanie & Lemmer, Eleanor (eds) 2004.
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