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Onderwysstelsel en -beleid as determinante van onderwysstandaarde

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dc.contributor.author Nel FE en
dc.date.accessioned 2016-09-22T09:55:53Z
dc.date.available 2016-09-22T09:55:53Z
dc.date.created 1991 en
dc.date.submitted 1992 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/66179
dc.description.abstract The aim of the study was to determine what perceptions are, how they are formed, and what people's 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 T� 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 Scheff�. 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; 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 play a 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 A schools 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 also been different perceptions between people of different religions affiliations, families with one of more children, different income groups and married of unmarried people. 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. Future education system planners and politicians must take the above into account especially the teacher-pupil ratio. en
dc.language Afrikaans en
dc.subject Education en
dc.subject Administration of education (from primary to secondary level) en
dc.subject 006 Business administration / Business leadership en
dc.title Onderwysstelsel en -beleid as determinante van onderwysstandaarde en
dc.type Masters degree en
dc.description.degree MEd en


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