Die behoefte aan burgerlike opvoeding in Suid-Afrika : 'n politiek-wetenskaplike ontleding van kurrikulum 2005

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dc.contributor.advisor Prof. Y. Sadie en_US
dc.contributor.author Van der Westhuizen, Zulandi
dc.date.accessioned 2012-09-11T06:17:04Z
dc.date.available 2012-09-11T06:17:04Z
dc.date.issued 2012-09-11
dc.date.submitted 2001
dc.identifier.uri http://hdl.handle.net/10210/7327
dc.description M.Litt. et Phil. en_US
dc.description.abstract The purpose of this study is to determine the need for civic education and the degree to which this need is addressed in Curriculum 2005. (Curriculum 2005 is the new education curriculum, implemented in state schools since 1998.) As a young democracy, one of the challenges South Africa faces is to consolidate democracy. Part of this challenge is to establish a culture of political tolerance. Civic education, implemented in schools, is a method to achieve these goals. In the rationale of Curriculum 2005, it is stated that ". . . the child is given opportunities to grow and develop as an active citizen, contributing constructively to the building of a democratic, non-racist, non-sexist and equitable society." (Foundation Phase: Draft Policy/Phase Document, 1997) Intentionally or unintentionally, Curriculum 2005 appears to be the Department of Education's answer to the need for civic education in South Africa at this stage. The degree to which this need is fulfilled needs to be determined, as well as the shortcomings and where and how it can be improved. For civic education to be successful and effective, broad criteria were identified for the content; the method; the approach; resource materials and teacher education. This study found that there is a fair degree of elements of civic education in Curriculum 2005. There are, however, five main problems that may hinder the effectiveness of civic education. The first is the method. Civic education is not taught as a separate subject, but interwoven in mainly the social learning area. The second obstacle is the content. Thirdly, the majority of teachers who have to teach civic education lack sufficient ability and knowledge, as they did not receive training in this field. A fourth point is the budget constraints. On the one hand time and money is needed to develop a civic education programme, while on the other hand, there are some urgent needs to upgrade and expand physical infrastructure in schools. Lastly, the lack of sufficient and appropriate resource material for teachers, probably poses the single biggest obstacle for the successful implementation of civic education. The Department of Educuation did not provide official textbooks or guidelines, and the sourcing of material for discussion and examples is left to the teacher's own discression. Although there is a clear need for civic education in South Africa, and the intention to fulfil this need seems to be present in Curriculum 2005, the means to achieve this goal are absent. The combination of these five points leads to the conclusion that if the results of civic education could be measured, any form of success and effectiveness in Curriculum 2005, would be nothing more than pure coincidence. en_US
dc.language.iso afr en_US
dc.subject Civics - Study and teaching - South Africa en_US
dc.subject Education and state en_US
dc.subject Curriculum planning - South Africa en_US
dc.subject Public schools - South Africa en_US
dc.title Die behoefte aan burgerlike opvoeding in Suid-Afrika : 'n politiek-wetenskaplike ontleding van kurrikulum 2005 en_US
dc.type Thesis en_US

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