Abstract:
This object of this study is to investigate the various determinants which, according to social perceptions, establish education standards. The purpose of this study was to establish to what extent curricula and examining, according to social perception, are seen as determinants of education standards. The school curriculum serves as an instrument in achieving teaching and educational objectives. The child is formed through formal teaching, and according to a culturally determined curriculum. Because the school curriculum reflects educational objectives, it is in every individual's interests that the contents of the curricula reflect the beliefs, needs and education objectives of society. This dissertation focuses, therefore, on the perceptions of society as these concern the role of the curricula and examining in determining and maintaining the standards of education. Certain factors such as sport, cultural programmes, social activities, fields of study syllabus contents, differentiation in respect of subject contents, teaching skills and the examination system are identified as probable determinants of education standards. As a result of the above-mentioned factors, identified through literature studies, a questionnaire was compiled so that the social perception of curricula and examining, as determinants of education standards, could be established. Politicians, businessmen, members of school management councils, school principals and senior teaching personnel were approached to respond to the questionnaire. The most important findings of the above-mentioned investigation are as follows: The high averages obtained on all of the items concerning curricula and examining indicate that they play an important role in influencing education standards. The high value which was attached to the relevance of syllabus content, as well as the interpretation and transfer thereof by the teacher, is of fundamental importance to education. Significant differences were found between various language groups, gender, qualification groups, income groups and age groups. No significant differences were found between various religious groups, various living areas, marriage status groups and different family sizes. It cannot be denied that high standards of education are to the advantage of every individual in society. The school therefore has a particular task and role to fulfill.
