Abstract
M.Ed. (Educational Psychology)
This investigation examines empirically, the perception of educational system and educational
policy as determinants of educational standards. Changes in the community lead to changes
in the educational system. The present educational system does not enjoy the support of all
South Africans, many maintaining that the education system must be co-ordinated into a
flexible unit for the maximum benefit of pupils, parents, teachers and the broader
community.
The aim of the study was to determine what perceptions are, how they are formed, and what
peoples perceptions are of educational systems and educational policy as determinants in
educational standards.
In order to achieve this, a questionnaire of eleven questions was developed based on the literature
studied in chapter two of this dissertation. These were investigated for validity and
reliability, and were used as a scale for the measurement of educational system and educational
policy as determinants of educational standards. The variables obtained from this analysis,
were applied to test structure and detailed hypotheses concerning the various groups.
In this comparison the Hotelling P test was used to examine the combination of the eight
facets of educational standards. Where significant multivariate differences were found, they
were further investigated by means of the Student's t test. For three or more groups, the
multivariate hypotheses on the eight facets of educational standards were investigated with
the use of the one-way Manova. Where significant multivariate differences were found, the
detail differences were investigated further with an Anova and a Scheffe, An analysis of the results revealed the following:
* The education system and policy are considered an important determinant of education
standards, with emphasis on:
pupil teacher ratio,
mother tongue instruction,
financial support and
support for indigent pupils
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Women's perception of the education system and policy as determinants of education
standard rated higher than that of men.
The Afrikaans group perceived the education system and policy as determinants of
education standard more important than their English peers.
Qualifications playa role in perceptions. Professional groups also differ in their perception
as to the importance of the education system and policy as determinants of
education standards.
There are considerable differences in the perceptions of the staff of the various
school models. Model Aschools placed the lowest premium on this aspect whereas
Model C considered it important.
A comparison of age groups revealed that the higher the age of the respondent the
lower the perception that education system and policy influenced the education
standards.
There have alsobeen different perceptions between people of different religions affiliations,
families with oneor more children, different income groups and married or
unmarried people. j
Education must change to keep pace with changing demands. Certain principles will still
form the basis of education i.e, mother tongue tuition, Christian upbringing and differing
cultures. Futureeducation system planners and politicians must take the above into account
especially the teacher-pupil ratio.