Browsing by Author "Khubisa, Nhlanhlakayise Moses"

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    A focus on the pedagogical relevance of the school in harmonizing education for individual autonomy with responsible citizenship : implications for a school curriculum
    (1991) Khubisa, Nhlanhlakayise Moses; Luthuli, P.C.
    This study is conducted within the Department of Philosophy of Education. The researcher established that there are two rival claims in so far as the role of the school is concerned. We live at a time where there is a great talk on the rights, needs and interests of the individual. Such talks are more often than not, founded on a big caption of individual autonomy or in¬dividual freedom. As the position of the individual is exalted, schools are also blamed for failing to enhance the status of the individual. The second claim is that of the role of the school and society. In this regard the school is merely seen as an agency or instrument for a society. Its task should therefore be centered around preparing individuals for com¬munity service. The researcher is therefore advocating that neither side should be afforded predominance over the other. To this end, the school should be seen as an institution that should help bring about harmony between individual autonomy and responsible citizenship. In order to confirm the supposition on "a Focus on the Pedagogical relevance of the school in harmonizing education for individual autonomy with responsible citizenship: Implica¬tions for a school curriculum", the researcher stated his problem in a question form like this: Can a school manage to bring about harmony between individual autonomy and responsible citizenship? What curriculum can be envisaged if a compromise between individual freedom and citizenship is reached? Methods of research included, among other things, discussions with members of the public like parents. The researcher intended to find out how parents feel about the role and the contribution that is made by schools. Some members of the parent—community were also interviewed. Certain key figures in the society, at schools, universities, technikons and colleges of education were also interviewed on the role that could be played by the school in bringing about a compromise between individual autonomy and responsible citizenship. Teachers of high schools and senior secondary schools were requested to fill in a questionnaire. Through literature review, discussions, interviews and empirical investigation, the researcher found that most people believe that the question of the pedagogical relevance of the school in bringing about harmony between education for in¬dividual autonomy and responsible citizenship has to do with an aim of education. Briefly, it hinges on what children will become after they have completed schooling. Both parents and teachers agreed that the school can¬not be solely held responsible for the education of children. It was then suggested that the school should work in close contact with the parent com¬munity. Aims and purposes of education should be decided by both parents and teachers. The researcher also found that teachers and parents agreed that there is nothing like absolute individual autonomy. For this reason, there is therefore a general consensus that proper education is the one that prepares pupils to live both as worthy individuals and as responsible citizens. An individual in this study was viewed as a person with his own needs, wants, interests, rights and wishes which need not be suppressed at the expense of those of a society. On the other hand a responsible citizen was seen as a person who does not only live for himself, but for other people as well. The researcher then concluded that in executing their ped¬agogic tasks, both teachers at school and the parent community should real¬ize that the needs of an individual and those of a society are interdepen¬dent. There must be harmony between the needs of an individual and those of a society. The school must therefore not only inculcate a spirit of in¬dividualism in pupils but also a spirit of community service. Lastly, the researcher recommended that since the school curriculum dic¬tates what children will become when they have finished schooling, it therefore needs serious attention. It is therefore recommended that a school curriculum should be designed in such a way that it encompasses both the needs of learners and those of their societies. There is therefore a need for further research on the needs of learners and those of their societies. The school curriculum should not only be designed by a selected few. Teachers, members of the public, the private sector, and if possible, students, should all be consulted before a school curriculum is designed.
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    An investigation into the significant role of adult education among blacks in South Africa : a philosophical perspective
    (1995) Khubisa, Nhlanhlakayise Moses; Luthuli, P.C.
    The researcher sought to investigate whether Black people in South Africa view adult education as having any significant role. The researcher established a view that adult education is a tool for transformation. He further demonstrated through his constructive discussions that adult education is a tool for self-liberation and self-development. In this study the researcher has tried to form a harmonious relationship between a sociological approach and philosophical point of view. This study attempts to emphasize the importance of adult education for Blacks in particular. The researcher decided to state his problem in the form of questions: "Does adult education have any significant role in helping Blacks respond to changes and challenges they face in South Africa?" "Do Blacks perceive adult education to be of any particular significance in helping them respond meaningfully to some economic, social and political responsibilities they face?" These and other similar questions helped the researcher in making worthwhile recommendations at the end of his study. The study showed that in every society people need education to fulfil meaningful roles. The researcher has, in many instances, pointed out that adult education will help Blacks respond meaningfully to some challenges they face, especially in the new South Africa. The study revealed that policy makers, planners, trainers, teachers and learners have different views and ideas about what literacy means, what its benefits and consequences are, how it should be achieved, on what scale and why. The researcher found that there was a need for an adult literacy programme that would help Black people become fully involved as citizens of their country. South Africa. The study showed that without this programme it would be almost impossible for Blacks to fulfil any significant role in boosting the economy of the country. In this study adult literacy programmes were seen as components of adult education. Modern society needs people who could meaningfully create a stable environment for the upbringing of future citizens, contribute to society through work, participation in education and training processes. Adult education could help Blacks perform these tasks- The researcher supports the National Education Policy Investigation (1992) on literacy because it empowers individuals, promotes rural, urban or national self-development and self-reliance, accelerates economic development, hastens modernisation, makes individuals more confident and assertive. In Chapter One the problem was stated, aims of the study outlined and major concepts were elucidated. In Chapter Two the rationale for theory and practice in adult education was discussed. It was revealed that adult education responds to individual and social needs. Chapter Three surveys the historical development of adult education in certain countries and also examines some trends of similar developments in South Africa. The researcher found that there has been some commitment in various countries including South Africa to adult education. Chapter Four looked into the magnitude of illiteracy in South Africa and how some organisations have tried to combat it. Whereas Chapter Five describes the research methodology, Chapter Six presents the analysis of data, interpretation and evaluation of the findings. In the analysis of data it was noted that 68% of the respondents indicated that adult education was very important. With regard to the question of the importance of literacy, 43% of the respondents felt that learning to write, learning to count and learning to read were of cardinal importance especially for most Blacks in South Africa. Only 4% of the sample showed uncertainty. Ninety five percent (95%) of the subjects felt that adult education could help elevate the standard of the economy of the country. Only 1% of the respondents felt that this would not be the case. Literature review, interviews and empirical surveys conducted revealed that provision for adult education is necessary for all racial groups in general and for Blacks in particular. Among some recommended actions that the researcher made, the following can be cited: * Adult education programmes are needed at the local, regional and national levels of the governance of education in South Africa. These need to be spelt out clearly in the policy for education and training. * There is a need for research that will assess the needs of people at any given place so that there is no waste of resources on the provision of adult education. * There is a dire need for all stakeholders in education and in particular non-formal education to work collaboratively for the enhancement of adult education schemes. These include the government, members of the community and non-government organisations (NGOs). The researcher felt that the private sector could support adult education projects by way of sponsorships and loans. Though the researcher recommended the involvement of industry and commerce in the education of Blacks he, however, emphasized that what was urgently needed amonc Blacks was education for self-reliance ant self-development- The study revealed that there is a dire need to empowe: Blacks with skills for life and that education should h viewed as a life-long process. The researcher also recommended the setting up of mor adult education centres, consultancy units and researc units for the promotion of adult education. The researcher recommended that a needs assessment shoul be conducted to set up adult education programmes on short-, medium- and long-term basis. Adult education should become a serious and urgent subjec of curriculum planners. However, the research* recommended that there was a dire need for educatit planners in adult education to consult the people, exper' in this field, the private sector and all other interest parties before curricular options are designed. * Black people themselves should form clubs, societies, associations and organisations that will develop programmes for adult education. * Ordinary day schools should be used at night and on weekends for adult education. * There is an urgent need to train adult educators who should be awarded diplomas and certificates after completing their studies. * Colleges of education, technikons and universities should have departments of adult education. In addition to this, all universities need to establish adult education centres. Another important dimension of the study emerged when the researcher made use of the philosophical method to evaluate the trend of emphasis in the theory and practice of adult education. The researcher mentioned that there is also a philosophy that guides the activity of adult education. Links were also forged between a philosophical method and an empirical-analytical method. Substantive reasons for the employment of the philosophical and the empirical method were given. A noteworthy revelation was that the perceptions of Blacks with regard to the significant role of adult education embody some elements of the radical philosophy. Most of these people felt that adult education could help solve some of the social, economic, political and cultural problems. These are some of the immediate problems of these people. This urgent reformist and revolutionary reference to the task of adult education is typical of the radical approach. The radical approach only ignores and undermines the fact that there is always a need for planning and foresight that should precede any implementation of a programme. It is, however, important to mention that a diagnosis of the perceptions of Blacks as observed in the empirical research showed that adult education among these people will have to adopt more of a progressive dimension which is associated with progress and development of the people. It has to do with continuing education which enables the lives of the people to change continously.