The attitudes of parents towards curriculum 2005
- Authors: Katzin, Laine
- Date: 2012-08-27
- Subjects: Education - Parent participation - South Africa , Curiculum change - South Africa , Curriculum planning
- Type: Mini-Dissertation
- Identifier: uj:3159 , http://hdl.handle.net/10210/6576
- Description: M.Ed. , Across the world, there is evidence that constructive involvement of parents in the functioning of the school holds great benefits for the school, the students, the parents, and their mutual relationships (European Network of Health Promoting Schools, 1995:17). The idea of parents as partners has recently become an important buzz-word in education (Teacher's Forum South Africa, 1998:1). With South Africa's move towards a democratic society, people are being given a say in the activities that influence their lives, for example, to vote for the government, to vote for the governing body at schools, to have a say in every day working circumstances. In management terminology this implies shared decision making, partnerships and involvement in local school management (Teacher's Forum South Africa, 1998:1). Yet, the fact that the press and the education departments are calling for parents to become aware of their rights, and participate in the schools, raises questions about parental attitudes with regards to the national curriculum. Curriculum 2005 is responsible for giving parents more rights and responsibilities within the school than any previous national curriculum in South Africa. It relies on parental participation for its successful implementation. If parents do not agree with the curriculum or do not trust the curriculum developers, they will not participate and support it. A curriculum works on many levels and forms the heart of the education process (Donald, et al. 1997,18). It is, therefore, imperative that all participants within the education system agree with, and support the curriculum. The call for parent participation and agreement within the schools has lead the researcher to question whether all parents share the same attitudes towards the national curriculum. This research project is, therefore, a study of the attitudes of parents towards the new national curriculum. The researcher is trying to ascertain parental attitudes towards Curriculum 2005, as parental attitudes will influence parental behaviour. From the previous paragraphs, it is apparent that parental involvement within schools is necessary for the successful implementation of the new national curriculum. The fact that parental apathy is a general problem in schools in the Gauteng area, prompted the researcher to question parental attitudes with regards to the curriculum. This study will concentrate on uncovering the attitudes of parents towards the national curriculum. Insight into the following will be sought: What information parents have about the national curriculum. What parents expect from the national curriculum. What they believe the national curriculum to represent. How positive or negative they feel about the national curriculum. How they believe they should be involved in the national curriculum. How necessary they believe the changes in the national curriculum to be.
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Parental involvement in school marketing
- Authors: Mathye, Annah Khetani
- Date: 2012-09-11
- Subjects: Public relations - Schools - South Africa , School publicity , Advertising - Schools - South Africa , Education - Parent participation - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10028 , http://hdl.handle.net/10210/7418
- Description: M.Ed. , The aims of this study are: To probe parental involvement in the marketing of schools. To gain closer insight into what parental involvement in school marketing is. To gauge the extent in which schools utilize parental involvement in school marketing. To discover prevailing problems encountered in parental involvement in the marketing of schools. To explore ways and means of bringing about a solution to the problem.
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Parent involvement in curriculum development
- Authors: Molukanele, Motlagomang Allettah
- Date: 2012-09-12
- Subjects: Curriculum change - South Africa , Secondary education - South Africa - Curricula , Education - Parent participation - South Africa , Curriculum planning - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10206 , http://hdl.handle.net/10210/7580
- Description: M.Ed. , If it is accepted that all who are affected by curriculum change should be involved in that process, then it becomes important for the parents to be involved in the decision-making process in the schools their children are attending. They should know what is happening in their schools and participate in the activities. For them to be knowledgeable in matters pertaining to school matters, especially in curriculum development, a certain level of training or orientation is needed. It may be that the lack of interest is caused by lack of knowledge hence non-involvement. The following questions will be discussed in this study: How do parents of secondary schools perceive their roles in curriculum development? To what extent can parents effectively contribute to curriculum development? The aim of the study is to find out through focus group interviews how parents of secondary schools students view their roles regarding curriculum development, and to develop guidelines on how parents of secondary schools students can be involved in curriculum development.
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The social adjustment of home schooled children
- Authors: Kinnear, Tracy-Lee
- Date: 2012-09-12
- Subjects: Home schooling , Education - Parent participation - South Africa , Home and school , Education - Social aspects
- Type: Mini-Dissertation
- Identifier: uj:10154 , http://hdl.handle.net/10210/7533
- Description: M.Ed. , The goal of educational research is to extend the researcher's understanding and knowledge so that this may be used to benefit and improve education (Donald, Lazarus & Lolwana, 1997: 98). The educational psychologist uses this newly acquired knowledge by interpreting it and translating it into practice. Therefore, by presenting the new knowledge on a practical level, they make it more accessible so that it may lead to the improvement of educational practice. In this specific context, the aim of this study serves two purposes. Firstly, the researcher intends to explore and describe how home schooled children experience home schooling and the impact that it has on their socialisation and furthermore gain an understanding of the opportunities that they are presented with to socialise. Secondly, to develop guidelines for the educational psychologist to aid parents of home schooled children to facilitate their children's socialisation.
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Learners achieving without adult support at home
- Authors: Shilubana, Mmamajoro Sylvia
- Date: 2014-03-17
- Subjects: Academic achievement - South Africa , Motivation in education - South Africa , Education - Parent participation - South Africa
- Type: Thesis
- Identifier: uj:4367 , http://hdl.handle.net/10210/9717
- Description: M.Ed. (Educational Psychology) , The Constitution of South Africa and its Bill of Rights places a lot of emphasis and importance on the Rights of children. This is further emphasized by the UN Convention on the Rights of the Child, which states that every child has the inherent right to life, and the State shall ensure, to the maximum, child survival and development. Beside the State, the parents also have the primary responsibility for a child's upbringing (UN Convention, 1998). The South African constitution is regarded as one of the best in the world. The process was consultative and the constitution is the supreme law of the country. Among other things, the constitution ensures that all citizens are equally entitled to the rights, privileges and benefits of citizenship. This includes the children who are protected by the Bill of Rights. The Bill of Rights enshrines the rights of all people in our country and affirms the democratic values of human dignity, equality, and freedom (Act 108 of 1996: chapter 2).
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Models of parental involvement in the South African schooling system: An analysis of former white, rural and township schools
- Authors: Musetha, Elelwani Olivia
- Date: 2019
- Subjects: Education - Parent participation - South Africa , Parent-teacher relationships - South Africa , Home and school - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/446069 , uj:39048
- Description: Abstract: Educational policies have promoted parental involvement in education as an intervention that improves learner academic performance. It is expected that all parents of school-going children get involved in the education and learning of their children. According to South African Schools Act (SASA) no 84 of 1996, teachers, parents and learners are expected to work together in the education of children. However, despite the inclusion of parents as stakeholders along teachers in the education of their children, the South African schooling system is grappling with poor academic achievement and attainment. This phenomelogical qualitative study sought to explore the models of parental involvement practiced in the South African schooling system. The aim of the study was to uncover the practices or models that can positively influence and benefit learners in the South African schooling system. The social justice theory was used along the critical theory to substantively critique the discourse of parental involvement in education. Data were collected through semi-structured interviews and questionnaires for parents only. The study was a qualitative phenomelogical study that aimed to elicit participants lived experience. Purposeful sampling was used to select the participants from three identified schools: former White or model C school, township school and rural school... , M.Ed. (Curriculum and Policy Evaluation)
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