Die implementeringsmoontlikhede van "Accelerated Christian Education" en tuisonderrig in 'n ondersteunde opeleer-onderwysmodel vir Suid-Afrikaanse skole

English: South African education is still beleaguered by problems that can often directly or indirectly be attributed to practices characteristic of the policy of separate development under the previous political dispensation. These problems, combined with those typical of the current era, cause some learners to be deprived of highly effective teaching and subsequently of the corresponding opportunities for development. However, if South Africa as a developing country wishes to escape its third world status, the greatest challenge is precisely to provide all its people with an effective education. The purpose of this study is to provide a cost-effective solution to these problems by proposing a feasible education model. During the research phase of this study it was inter alia found that the inequitable provision of education in the past resulted in a large proportion of the population being partially or completely denied access to adequate education facilities, appropriate teaching aids and fully qualified teachers. The exclusion of access to a desirable standard of scholastic education resulted inter alia in great numbers of adults being illiterate and the average pass rate of matriculants especially being alarmingly low. A further outcome is that a large percentage of learners have to repeat grades (standards) in the course of their schooling, placing an ever-increasing burden on education facilities already undersupplied. Education authorities find themselves in a situation that requires urgent action to avoid a national education disaster. At fundamental levels, especially among parents, there are profound concerns. General feelings of pessimism and distrust are further fuelled by the uncertainties surrounding the rapid rate of change in education and the enormous deficits in financial resources that further deprive learners of a universally high standard of teaching. These concerns are reinforced by a considered opinion that the time frame for implementing the outcomesbased Curriculum 2005 is inadequate. The establishment of the new National Qualifications Framework as a certification authority is also considered suspect. A further concern exists about the acknowledgement of cultural diversity, which includes the mother-tongue as the medium of instruction, and the shortage of properly qualified teachers in the subject areas of Mathematics, Science and Technology. Fortunately, before a pervasive attitude of despair about the future of South African education takes hold, literature and research provide a solution in the form of a so-called open-learning approach to education. In an open-learning environment learners and parents initially need a certain amount of educational support, as self-study methods are employed. This does not however present any problems and the support can be provided according to individual needs and conditions. Technology can be fruitfully implemented to support an open-learning environment. The Accelerated Christian Education (ACE) System, one of the instructional systems that was investigated, applies selected components of an open-learning system. In this system individual learners progress at their own rate, study independently and are responsible for their own studies. Teachers act as facilitators and hence relatively large numbers of learners, of various ages and at different levels of development, can be accommodated and managed in one venue. Certain aspects of the system are however inflexible; such as specific prescriptions on learning content, method, school administration, learner assessment and disciplinary measures. The ACE System therefore does not provide a complete solution for the current problems in South African education. Another educational concept that was investigated, is home learning, a practice which is age old. Learners who are tutored at home are not bound either by the prescriptions of the ACE System, or by traditional contact teaching. Their learning processes, learning content and other instructional aspects can be adjusted to their individual circumstances. In consultation with their parents, learners themselves thus determine what, where, how and when they wish to study. However, this system too reveals certain deficiencies. Learners have hardly any opportunity for socialising with their peers and are deprived of school activities like participation in team sports and cultural activities. This model also provides learners who are uncomfortable within the current education system with access to home learning. All learners who were previously excluded from effective, competent schooling for politico-historical or other reasons, now have access to affordable, proper tuition via an open-learning approach. The OESA model offers all learners, regardless of race, language, ability and needs, the opportunity to develop their full potential by allowing them to take charge of their own learning processes. Their individual abilities, preferences and personal circumstances can be taken into account; i.e. the individual is allowed to develop as a complete human being. Apart from all the advantages mentioned above, the OESA model also offers the existing school system substantial financial advantages, as home learners must pay for all the services and facilities, including sport and cultural amenities, that they utilise. Individual teachers therefore also stand to benefit financially by augmenting their incomes. Holistically seen, the OESA model offers all learners in South Africa the opportunity of cost-effectively participating in highly effective education and training which will ultimately benefit the entire South African nation.