Summaries: Education and Learners
ETH303T Summaries
Introduction:
Education system – unable to meet diverse needs of learners and national needs of socio-economic development while simultaneously keeping abreast of global explosion of knowledge, technological innovation and changes of the world of work school is dependent on multi-sectoral strategies and action.
Composition of education system: * Schools and other types of educational institutions: strive to meet diverse needs of learners acc. to age and dev. phase = preprimary, primary, secondary, inst. for further educ. * Governance and management systems: create structures for governance and management. Ministry of Educ. & Training, Dept. of Educ on national and provincial level, control boards, advisory boards, teacher registration boards and structures for educ. Planning * Support/Auxiliary Services: additional help for specialised tasks. * Stakeholders with an interest in education: Those with keen interest in country’s educ., parents, community, teacher, organisations, unions, work providers.
Firstly, the formal schooling system includes many different types of institutions for education and training which strive to meet the diverse needs of learners. In accordance with learners’ ages and developmental phases, there are pre-primary schools, primary schools, secondary schools and institutions of higher education, including universities, technikons and colleges. Furthermore, schools may specialise according to various fields of interest, such as general academic schools, agricultural or technical schools, and arts and sciences schools. Schools are usually differentiated into phases, annual stages or grades, presenting a wide variety of learning programmes or subjects and learning packages. In the higher education system there is also a broad diversity of types of institutions aimed at a wide range of possible vocations in society. Colleges, for example, differentiate their training of teachers, nurses, the police,
Introduction:
Education system – unable to meet diverse needs of learners and national needs of socio-economic development while simultaneously keeping abreast of global explosion of knowledge, technological innovation and changes of the world of work school is dependent on multi-sectoral strategies and action.
Composition of education system: * Schools and other types of educational institutions: strive to meet diverse needs of learners acc. to age and dev. phase = preprimary, primary, secondary, inst. for further educ. * Governance and management systems: create structures for governance and management. Ministry of Educ. & Training, Dept. of Educ on national and provincial level, control boards, advisory boards, teacher registration boards and structures for educ. Planning * Support/Auxiliary Services: additional help for specialised tasks. * Stakeholders with an interest in education: Those with keen interest in country’s educ., parents, community, teacher, organisations, unions, work providers.
Firstly, the formal schooling system includes many different types of institutions for education and training which strive to meet the diverse needs of learners. In accordance with learners’ ages and developmental phases, there are pre-primary schools, primary schools, secondary schools and institutions of higher education, including universities, technikons and colleges. Furthermore, schools may specialise according to various fields of interest, such as general academic schools, agricultural or technical schools, and arts and sciences schools. Schools are usually differentiated into phases, annual stages or grades, presenting a wide variety of learning programmes or subjects and learning packages. In the higher education system there is also a broad diversity of types of institutions aimed at a wide range of possible vocations in society. Colleges, for example, differentiate their training of teachers, nurses, the police,