The Role of Education in South Africa's Constitution and Curriculum
The South African Constitution guarantees the right to education, including adult basic education and further education. The Revised National Curriculum Statement (RNCS) aligns with the Constitution, emphasizing social justice, human rights, and inclusivity. The curriculum aims to provide a learner-centered, outcomes-based education that promotes lifelong learning and empowers learners from all backgrounds. It focuses on developing skills, knowledge, and attitudes while addressing issues such as poverty, inequality, and empowerment.
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HSD L4 TOPIC 3 MALUTI TVET BETHLEHEM Mrs C Schnetler
Theories of social development: The Bill of Rights HOW THE NATIONAL CURRICULUM RELATES TO THE SOUTH AFRICAN CONSTITUTION AND EDUCATION POLICIES CLAUSE 29 OF THE BILL OF RIGHTS, CHAPTER 2 OF THE SOUTH AFRICAN CONSTITUTION EDUCATION 1. EVERYONE HAS THE RIGHT A) TO A BASIC EDUCATION, INCLUDING ADULT BASIC EDUCATION B) TO FURTHER EDUCATION, WHICH THE STATE, THROUGH REASONABLE MEASURES, MUST MAKE PROGRESSIVELY AVAILABLE AND ACCESSIBLE. 2. EVERYONE HAS THE RIGHT TO RECEIVE EDUCATION IN THE OFFICIAL LANGUAGE OR LANGUAGES OF THEIR CHOICE IN PUBLIC EDUCATIONAL INSTITUTIONS WHERE THAT EDUCATION IS REASONABLY PRACTICABLE. IN ORDER TO ENSURE THE EFFECTIVE ACCESS TO, AND IMPLEMENATION OF, THIS RIGHT, THE STATE MUST CONSIDER ALL REASONABLE EDUCATIONAL ALTERNATIVES, INCLUDING SINGLE MEDIUM INSTITUTIONS, TAKING INTO ACCOUNT A) EQUITY B) PRACTICABILITY C) THE NEED TO REDRESS THE RESULTS OF PAST RACIALLY DISCRIMINATORY LAWS AND PRACTICES.
Theories of social development: Bill of Rights and RNCS 3. EVERYONE HAS THE RIGHT TO ESTABLISH AND MAINTAIN, AT THEIR OWN EXPENSE, INDEPENDENT EDUCATIONAL INSTITUTIONS THAT A) DO NOT DISCRIMINATE ON THE BASIS OF RACE B) ARE REGISTERED WITH THE STATE C) MAINTAIN STANDARDS THAT ARE NOT INFERIOR TO STANDARDS AT COMPARABLE PUBLIC EDUCATIONAL INSTITUTIONS. NB: WE CAN SEE THAT THE CONSTITUTION GUARANTEES THE RIGHT TO EDUCATION, INCLUDING ADULT BASIC EDUCATION AND FURTHER EDUCATION. THE REVISED NATIONAL CURRICULUM STATEMENT (RNCS) IS CONCERNED WITH EMPHASISING THE ROLE OF EDUCATION AND TRAINING IN REALISING THE AIMS OF SOUTH AFRICA S CONSTITUTION. THE RELATIONSHIP BETWEEN THE CURRICULUM AND THE CONSTITUTION UNDER THE FOLLOWING FIVE CATEGORIES: * SOCIAL JUSTICE, A HEALTHY ENVIRONMENT, HUMAN RIGHTS AND INCLUSIVITY * OUTCOMES-BASED EDUCATION * A HIGH LEVEL OF SKILLS AND KNOWLEDGE FOR ALL * CLARITY AND ACCESSIBILITY * PROGRESSION AND INTEGRATION
How the curriculum enforces the values and vision of the principles of the Constitution Value and vision, based on the principles of the Constitution Explanation of how the RNCS sets out to achieve these values and vision, based on the principles of the Constitution Social justice, a healthy environment, human rights and inclusivity This philosophy is the foundation of the curriculum. The RNCS describes this concept as a process - and achievement orientated activity-based and learner centred education process that aims to encourage lifelong learning. Theories of social development Outcomes-based education Within each subject, the RNCS sets out gradually more complex, deeper and broader knowledge, skills and attitudes for learners to acquire as they move from one level to the next. This is a key feature of the curriculum. Another important feature is that learners experience subjects as being connected to one another, and that they can make links across different subjects. This encourages learners to develop skills and acquire knowledge across the curriculum. A high level of skills and knowledge for all These are important principles of the Constitution. In particular, the curriculum aims to be sensitive to issues of poverty, inequality, race, gender, age, disability and challenges such as HIV/AIDS. Clarity and accessibility The RCNS sets high expectations of what South African learners can achieve. In line with the value of social justice, sections of the population that were previously disempowered by a lack of skills and knowledge should now become empowered. The RNCS sets out to do this by providing direction on how all learners can achieve a high level of knowledge and skill. Progression and integration It is important for the RNCS to be clear and accessible in its use of language and its design. The Learning Outcomes and Assessment Standards are two design features that are clear and easy to understand. The RNCS will be available in all 11 official languages, and in Braille.
Theories of social development: White Paper 5 WHITE PAPER: AN OFFICIAL GOVERNMENT REPORT, WHICH SETS OUT THE GOVERNMENT S POLICY ON AN ISSUE WHITE PAPER 5: EARLY CHILDHOOD DEVELOPMENT WP 5 ADRESSED ISSUES SUCH AS : ECD SERVICES ARE NOT EQUALLY DISTIRBUTED, NOR ARE THEY ALL OF THE SAME QUALITY, AND MANY FAMILIES DO NOT HAVE ACCESS TO THE SERVICES THEY NEED TO ENABLE CHILDREN TO DEVELOP HEALTHILY. WP 5 ADRESSED THESE ISSUES BY MAKING PROVISION FOR A RECEPTION YEAR THAT WOULD PRECEDE, AND PREPARE LEARNERS FOR GRADE 1, SO THAT ALL CHILDREN WHO STARTED GARDE 1 WOULD HAVE PARTICIPATED IN A RECEPTION YEAR PROGRAMME (GR R). THE AIM OF WP 5 WAS TO RPOVIDE CHILDREN WITH A SOLID FOUNDATION FOR THEIR EDUCATION: * IN LATER YEARS, CHILDREN WOULD NEED LESS REMEDIAL HELP * THEY WOULD BE LESS LIKELY TO DROP UOT OF SCHOOL OR TO REPEAT GRADES * THEY WOULD BE MORE LIKELY TO LEAVE THE EDUCATION SYSTEM AS INDEPENDENT, CRITICAL, CREATIVE, LITERATE CITIZENS. * TO END CYCLES OF POVERTY AND DISADVANTAGE.
THEORIES OF SOCIAL DEVELOPMENT: White Paper 5 EXECUTIVE SUMMARY OF WHITE PAPER 5: IT IS IMPERATIVE THAT THE DEPARTMENT OF EDUCATION PUT IN PLACE AN ACTION PLAN TO ADDRESS THE EARLY LEARNING OPPORTUNITIES OF ALL LEARNERS BUT ESPECIALLY THOSE LIVING IN POVERTY. TIMELY AND APPROPRIATE INTERVENTIONS CAN REVERSE THE EFFECTS OF EARLY DEPRIVATION AND MAXIMISE THE DEVELOPMENT OF POTENTIAL. THE CHALLENGE FOR THE GOVERNMENT IS TO HELP BREAK THE CYCLE OF POVERTY BY INCREASING ACCESS TO EARLY CHILDHOOD DEVELOPMENT PROGRAMMES, PARTICULARLY FOR POOR CHILDREN, AND TO IMPROVE THE QUALITY OF THESE PROGRAMMES. EARLY CHILDHOOD DEVELOPMENT REFERS TO A COMPREHENSIVE APPROACH TO POLICIES AND PROGRAMMES FOR CHILDREN FROM BIRTH TO 9 YEARS OF AGE WITH THE ACTIVE PARTICIPATION OF THEIR PARENTS AND CAREGIVERS. ITS PURPOSE IS TO PROTECT THE CHILD S RIGHTS TO DEVELOP HIS/HER FULL COGNITIVE, EMOTIONAL, SOCIAL AND PHYSICAL POTENTIAL.
Theories of social development: White Paper 5 DEFINITION: EARLY CHILDHOOD DEVELOPMENT (ECD): THE PROCESSES BY WHICH CHILDREN FROM BIRTH TO 9 GROW AND THRIVE, PHYSICALLY, MENTALLY, EMOTIONALLY, SPIRITUALLY, MORALLY AND SOCIALLY. FIVE KEY AREAS REQUIRING ATTENTION REGARDING ECD: * THE EXTENT OF ECD PROVISION * INEQUALITY OF EXISTING ECD PROVISION * INEQUALITY OF ACCESS TO ECD SERVICES * VARIABLE EQUALITY OF ECD SERVICES * AN INCOMPLETE, FRAGMENTED LEGISLATIVE AND POLICY FRAMEWORK FOR ECD THAT RESULTS IN UNCOORDINATED SERVICE DELIVERY FOCUS WILL BE ON: * EXPANDING ECD PROVISION * CORRECTING THE IMBALANCES IN PROVISION * ENSURING EQUITABLE ACCESS * IMPROVING THE QUALITY AND DELIVERY OF ECD PROGRAMMES
Theories of social development: White Paper 5 THE MAIN ECD POLICY PRIORITY IS TO ESTABLISH A NATIONAL SYSTEM OF PROVISION OF THE RECEPTION YEAR FOR CHILDREN AGED 5: ALL CHILDREN SHOULD HAVE PARTICIPATED IN AN ACCREDITED RECEPTION YEAR PROGRAMME BEFORE ENTERING GRADE 1. ALL RECEPTION YEAR PROGRAMMES MUST BE REGISTERED WITH PROVINCIAL DEPARTMENTS OF EDUCATION, THAT ACCREDITED RECEPTION YEAR EDUCATORS BE REGISTERED WITH THE SOUTH AFRICAN COUNCIL OF EDUCATORS (SACE) AND EDUCATORS WHO DO NOT HAVE A SPECIALISED QUALIFICATION TO TEACH THE RECEPTION YEAR UNDERGO APPROVED TRAINING PROGRAMMES. STRATEGIC PLAN FOR CHILDREN UNDER 4: * THE DELIVERY OF APPROPRIATE, INCLUSIVE AND INTEGRATED PROGRAMMES, WITH A PARTICULAR EMPHASIS ON THE DEVELOPMENT OF A NATIONAL CURRICULUM STATEMENT, PRACTITIONER DEVELOPMENT AND CAREER PATHING, HEALTH, NUTRITION, PHYSICAL DEVELOPMENT, CLEAN WATER AND SANITATION, AND A SPECIAL PROGRAMME TARGETING 44 YR OLD CHILDREN FROM POOR FAMILIES WITH SPECIAL NEEDS AND THOSE INFECTED WITH HIS/AIDS. ACCESS TO ECD PROGRAMMES SHOULD THUS INCREASE, THE QUALITY OF SUCH PROGRAMMES SHOULD IMPROVE AND SOUTH AFRICA S YOUNGEST CITIZENS SHOULD BE PROVIDED WITH A SOLID FOUNDATION FOR LIFELONG LEARNING AND DEVELOPMENT.
Theories of social development: WP 5 WHITE PAPER 5 ATTEMPTS TO GIVE ALL LEARNERS EQUAL OPPORTUNITIES TO SUCCEED IN THE SA EDUCATION SYSTEM. BY PROVIDING FOR AN EXTRA YEAR OF COMPULSORY EDUCATION, WP 5 HAS ENABLED LEARNERS FROM UNDERPRIVILEGED BACKGROUNDS TO BE PLACED IN AN ENVIRONMENT WHERE THEY CAN GROW, LEARN AND DEVELOP. WP 5 LINKS WITH THE NATIONAL EDUCATION CURRICULUM, WHICH RECOGNISES THE IMPORTANCE OF TRANSFORMING EDUCATION AND TRAINING TO MEET THE AIMS OF OUR CONSTITUTION AND DEMOCRATIC SOCIETY. WP 5 PROMOTES SOCIAL JUSTICE AND EQUALITY. IT ALSO AIMS TO ENABLE ALL LEARNERS TO FULFIL THE CRITICAL AND DEVELOPMENTAL OUTCOMES WHICH ARE INSPIRED BY THE CONSTITUTION. LEARNERS WHO ARE SUPPORTED BY QUALITY AND EXTENSIVE ECD (SUCH AS GRADE R) WILL BE MORE LIKELY TO: * WOK EFFECTIVELY WITH OTHERS A MEMBER OF A TEAM * ORGANISE AND MANAGE THEMSELVES AND THEIR ACTIVITIES * COMMUNICATE EFFECTIVELY
Theories of social development: White Paper 6 WHITE PAPER 6: INCLUSIVE EDUCATION AND TRAINING BUILDING ON AN EDUCATION SYSTEM THAT IS ACCESSIBLE TO ALL LEARNERS, INCLUDING THOSE WITH SPECIAL NEEDS. INCLUSIVE EDUCATION SHOULD GIVE LEARNERS WITH SPECIAL NEEDS ACCESS TO THE SAME SYSTEM OF EDUCATION AS CHILDREN WITHOUT SPECIAL NEEDS. IT ENABLES ALL MEMBERS OF THE POPULATION TO CONTRIBUTE TO THE DEVELOPMENT OF THE COUNTRY AS A PART OF THE NATION, NOT ISOLATED FROM IT. WHITE PAPER 6 MAKES PROVISION FOR DISABLED LEARNERS IN MAINSTREAM EDUCATION. WP 6 ADDRESSES THE NEED TO GREATLY IMPROVE THE QUALITY OF SPECIAL SCHOOLS, ESPECIALLY FOR THOSE SEVERELY DISABLED LEARNERS WHO CANNOT BE ACCOMMODATED IN MAINSTREAM SCHOOLS.
Theories of social development: WP 6 and RNCS HOW DOES WHITE PAPER 6 RELATE TO THE NATIONAL CURRICULUM? INCLUSIVE EDUCATION IS DEFINED IN WHITE PAPER 6 AS ACKNOWLEDGING THAT ALL CHILDREN AND YOUTH CAN LEARN : THE CURRICULUM IS BASED ON THE SAME PREMISE. THUS, BOTH WP 6 AND THE CURRICULUM REGARD ALL LEARNERS AS EQUAL, AND AS BEING ABLE TO LEARN. THIS BUILDS ON THE PRINCIPLE OF EQUALITY, WHICH IS CENTRAL TO OUR CONSTITUTION AND TO THE BILL OF RIGHTS. ONE OF THE PRINCIPLES OF THE CURRICULUM, BASED ON THE CONSTITUTION, IS THAT OF SOCIAL JUSTICE, A HEALTHY ENVIRONMENT, HUMAN RIGHTS AND INCLUSIVITY . THE CURRICULUM ATTEMPTS TO BE SENSITIVE TO ISSUES OF DISABILITY . SIMILARLY WHITE PAPER 6 AIMS TO CREATE AN INCLUSIVE EDUCATION AND TRAINING SYSTEM, WHICH REFLECTS THE PRINCIPLES AND PRACTICE OF SOCIAL JUSTICE. WHITE PAPER 6 AND THE CURRICULUM ARE CLOSELY LINKED IN THEIR DESIRE TO BE SENSITIVE TO ALL PEOPLE S RIGHT TO EDUCATION AND DIGNITY, INCLUDING THOSE PEOPLE WHO HAVE BARRIERS TO LEARNING CAUSED BY DISABILITY.
Theories of social development: White Paper 6 EXECUTIVE SUMMARY WHITE PAPER 6 INCLUSIVE EDUCATION AND TRAINING IS DEFINED AS: * ACKNOWLEDGING THAT ALL CHILDREN AND YOUTH CAN LEARN AND ALL CHILDREN AND YOUTH NEED SUPPORT. * ENABLING EDUCATION STRUCTURES, SYSTEMS AND LEARNING METHODOLOGIES TO MEET THE NEEDS OF ALL LEARNERS. * ACKNOWLEDGING AND RESPECTING DIFFERENCES IN LEARNERS, WHETHER DUE TO AGE, GENDER, ETHNICITY, LANGUAGE, CLASS, DISABILITY, HIV OR OTHER INFECTIOUS DISEASES. * BROADER THAN FORMAL SCHOOLING AND ACKNOWLEDGING THAT LEARNING ALSO OCCURS IN THE HOME AND COMMUNITY, AND WITHIN FORMAL AND INFORMAL SETTINGS AND STRUCTURES. * CHANGING ATTITUDES, BEHAVIOUR, TEACHING METHODS, CURRICULA AND ENVIRONMENT TO MEET THE NEEDS OF ALL LEARNERS. * MAXIMISING THE PARTICIPATION OF ALL LEARNERS IN THE CULTURE AND THE CURRICULUM OF EDUCATIONAL INSTITUTIONS AND UNCOVERING AND MINIMISING BARRIERS TO LEARNING.
Theories of social development POSSIBLE QUESTIONS 1. DEFINE, AND DISCUSS, EACH OF THE FOLLOWING: * RNCS * BILL OF RIGHTS CHAPTER 29 (EDUCATION) * WHITE PAPER 5 * WHITE PAPER 6. 2. DISCUSS HOW EACH OF THE POLICIES ABOVE, WORKS TOWARDS ACHIEVING THE PRINCIPLES OF THE CONSTITUTION OF SA.
