Die vennootskapskonsep in skoolonderwys in die RSA

[摘要] ENGLISH ABSTRACT:The practice of partnership to the benefit of education is as old as education itself: Partners ofeducation were involved in the most primitive societies. Partners are still of indispensableimportance in postmodern societies. This study points out that the conventional partners toeducation (parent, church and state) have been of importance through the centuries and thatpartnership involvement should be of increasing importance in times to come. Concurrently, ithas become necessary to involve new up-to-date supplementary education partners to addressthe numerous challenges in the field of education.The parent comes to light as the first and foremost partner in education and is therefore worthy ofthe connotation primary education partner. History illustrates how certain communities, due tospecific perspectives on wond and life, ideologies and educational institutions, tried to scale downthe functions of this partner. Nowhere, however, could it be achieved successfully, withoutserious harmful consequences for the child who is to be educated. The safety and security thatthe child experiences in the parental home and within the family structure is of the utmostimportance for the young child. The proliferation in the number of parentiess children as a resultof an increase in the divorce rate, family murders and especially the pandemic MI virus isalarming in this respect. Additional partners will have to be found to address the child's need ofsecurity.The anchor provided by participation in religious activities is likewise for the developing child ofimportance. In addition, the church, in the widest sense of its meaning, emphasizes certainnorms and moral values. It provides programmes, which ensure to prevent the youths fromderailment along dangerous and destructive routes. The church needs to be admitted and invitedto be an essential partner.The state is justly being viewed as a chief partner to education and training, on account of itsfunctions such as the funding of formal education, the provision of a general curriculum and themaking of legislation governing education. This important position in the education partnershipdoes not mean that the state should play the dominant role. It does not qualify the state toprescribe to the other partners how they should perform their roles. Partnership presupposes c0-operation and stringent prescriptions by the state would be unacceptable and counter-productiveto the respective partners. The conventional partners will have to realise that each has ameaningful contribution to make, which cannot be substituted. by anyone of the others. A comparative study of partnership in Kenya, Cuba and Germany serves as a background study.In an ever-fast changing wortd in which extremely heavy demands are made to education and itspartners, it is clear that new education partners have to be found to assist the school. Theconventional partners are just not able to fulfit the task by themselves. This study identifies anumber of supplementary partners that could, on account of the particular challenges facing·education in South Africa, make a valuable contribution. Partners deserve their position aspartners due to the functional role that they could play at a specific stage in the ongoing processof education development. As times change, and new needs come into existence, other partnerswill have to be identified to support the existing, conventional partners.

[发布机构] Stellenbosch University