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EDCC > EDCC study unit 1 > Flashcards

EDCC study unit 1 Flashcards

Study unit 1

1
Q

What is the definition of education?

A

The intentional, planned activities through which learners are supported by educators to acquire the required knowledge, skills and attitudes themselves in order to meet their responsibilities in all aspects of roles in life.

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2
Q

What do learners prepare themselves for?

A

To conduct their responsibilities as members of their family.
To work at an occupation.
To be active citizens.
To be contributing members of the society.
To be self-actualising individuals.

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3
Q

What is the definition of training?

A

Those planned, intentional activities through which the learners are assisted by the trainers to acquire the knowledge, skills and attitudes to fulfill their responsibility in a particular area or role in life.

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4
Q

What does “education as a science” mean?

A

The science of education and trainings as activity’s including all its aspects.

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5
Q

What are the related concepts of “education as science”?

A
  1. Forming/molding: activities by which one person acts to influence the development of another.
  2. Indoctrination: activities by which someone imprints ideas or puts ideas into someone’s mind.
  3. Coaching: Learning through exercise and sometimes give direction to human behavior’s.
  4. Conditioning: activities that get people to react on something in some way on a particular stimulus OR to bring or keep someone in a certain condition to adjust, change or shape.
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6
Q

What is comparative education?

A

The science with the education system as a field of study.

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7
Q

What are the three different perspectives of comparative education?

A
  1. The education system perspective
  2. The determinant or contextual perspective.
  3. The comparative perspective.
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8
Q

Shortly explain the three different perspectives of comparative education?

A
  1. The education system perspective:
    structures and functioning of the E.S that are studied in order to determine the most effective way to provide educational needs.
  2. The determinant or contextual perspective:
    The influence of different factors on the nature and structure of the functioning of the E.S.
  3. The comparative perspective:
    Focuses on the comparison of different E.S.
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9
Q

What is the focus of comparative education:

A
  1. Transactional in nature: E.S of the world are studied.
  2. Dynamic in nature: E.S are always changing.
  3. Interdisciplinary in nature: different sciences are used to study E.S in context.
  4. Eclectic in nature: the studying and planning of different E.S to improve a particular E.S.
  5. Utilitarian in nature: “that which works’
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10
Q

What are the aims of comparative education:

A

-Descriptive aims: more knowledge about E.S of different countries are made availablE.
-Explanatory aims: relationship between the causes and practice’s in E.S (‘why’)
-Pragmatic aims of improvement: aimed to solve existing problems in E.S.

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11
Q

What is the definition of an education system?

A

A framework consisting of different components and elements for effective education to provide the real educational needs of a target group.

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12
Q

What are the different components of the education system?

A

Education system policy
Education system administration
Structures of teaching
Support services

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13
Q

What are the types of education systems?

A
  1. The national E.S
  2. The mini-education system
  3. The mini-training system
  4. The formal E.S
  5. The non-formal E.S
  6. The informal E.S
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14
Q

Explain shortly the types of education systems?

A
  1. The national E.S
    -provide education of all people in a particular country.
  2. The mini-education system
    -provide educational needs for a particular group of people (Curro schools in SA)
  3. The mini-training system
    -Effective training provided for a particular group of people (ABSA)
  4. The formal E.S
    -Planned and intentional goal-directed educational activities with the national E.S
  5. The non-formal E.S
    -Planned and intentional goal-directed educational activities outside the normal programmes of national E.S
  6. The informal E.S
    -Unplanned activities through a person gains knowledge (dad teaches his son to tie his shoe)
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15
Q

Who are the primary and secondary educators of a child?

A

Primary=parents
secondary=teachers

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16
Q

What is the primary aim of an E.S?

A

To provide in educational needs of target group or community at large.

17
Q

What other aims does the education system have?

A
  1. Cultural aim: E.S should provide learners with opportunities to preserve and develop their exisiting culture.
  2. Selecting aim: opportunities to fulfill responsibilities in life according to individual interests.
  3. Preparation of responsible citizens: contribute to welfare and stable country
  4. Preparation for meaning spending of leisure time
  5. Settlement in community: equip learners with the required competencies to cope with a changing society.
18
Q

What are the subcomponents of the education system policy?

A

Policy formats
Policy making procedures

19
Q

What are the subcomponents of the education system administration.

A

Organizational management structures
Financial framework and budget
Communication

20
Q

What are the subcomponents of the structures of teaching?

A

Education levels
educational institutions
cirricula and programmes
teachers
learners
medium of teaching
physical facilities

21
Q

What are the subcomponents of the support services?

A

services to learners
services to teachers
services to teaching and learning activities

22
Q

Component 1: education system policy

What is an education system policy?

A

The statement of intent of way in which identified educational needs of target group are to be provided for. Educational system policy can also be regarded as transaction between provider & user of education about way in which educational needs of target group will be attended to

23
Q

What are the elements of the education system policy?

A

Vision
Mission
Aims and objectives
Format of the E.S policy

24
Q

Describe the following elements: vision, mission, aims and objectives and the format of the E.S policy?

A

Vision: A short statement of where the system intends to be and provides a general direction.

Mission: characteristics to which the nature & functioning should comply

Aims and objectives: expected outcomes (long, medium, short)

Format of the E.S policy: ways in the E.S will be introduced

25
Q

Component 2: The education system administration

What is meant by the education system administration?

A

The organisation structure of functionaries in E.S They have the responsbility to formaulte and implement E.S policy which gives them educational control.

26
Q

What are the types of educational controls?

A
  1. Centralised control: responsbility to formulate and implement E.S policy is centralised to one person or body.
  2. Decentralsied control: responsbility to formulate and implement E.S policy is decontralsied to different persons or bodies.
  3. Mixed educational control: responsibility to formulate & implement part of policy, so-called externa or country-wide education control is centralised & responsibility to formulate & implement other part of education policy, so-called interna or education control on local level is decentralised
27
Q

What are the elements of the education system adminstration?

A

o Organisational structure of functionaries.
Usually of a ‘line organisational structure’ in order to make sure that several control tasks are sufficiently shared & that everyone knows what should be done by whom in which way & when it should be done

o Communication lines
Communication lines in education system & between education system & target group

o Financing of the education system

28
Q

Component 3: Structures of teaching

What is meant by the structures of teaching?

A

It indicates structural combination of all education institutions at all 4 levels of education

29
Q

What are the elements of the structures of teaching

A

o Education levels: pre-primary, primary, secondary & tertiary levels

o Educational institutions: description of (& organisation of) all different educational institutions on different educational levels including aims, nature & functioning of these educational institutions

o Curricula & differentiation: gives an explanation of different educational programmes being provided on different educational levels & in different educational institutions & types of differentiation which are being provided

o Educators: as element = for example, numbers, gender, age, qualifications of educators & remuneration in education system & training opportunities available to educators

o Learners: as element = for example, numbers, age, gender, admission requirements & other general requirements expected from the learners

o Medium of instruction: serves as place of structuring the languages used in teaching & learning (LOLT)

o Physical facilities: reports on quantitative & qualitative situation of educational spaces & physical facilities in education system

30
Q

Component 4: Support services

What is meant by support services?

A

non-educational services which are required to ensure the provision of quality education according to needs of target group

31
Q

What are the elements of the component of support services?

A

o Support services to the learners: E.g., orthopedagogic services, career orientation services, transport services or medical and dentistry services

o Support services to the educators: E.g., curriculum services, subject advisory & professional services, education media services & education research services

o Support services to the teaching activities & structures: E.g., curriculum services, education media services & consultation services

32
Q

What is meant by the term “determinants or contextual” factors of the education system?

A

factors influencing the nature & functioning of a particular education system

33
Q

What are the two types of determinants and explain them?

A
  1. Internal determinant
    * factors present in particular education system which enable or limit further development of education system
  2. External determinaint
    * outside factors which influence education system
34
Q

Name and explain the different types of internal determinants:

A
  1. Internal determinants or contextual factors of historical nature:
    way in present situation of E.S enables or limits its further development
  2. Internal determinants or contextual factors of reciprocal nature:
     influence that different components & elements have on each other
  3. Internal determinants or contextual tendencies of educational nature:
     influence that educational principles have on nature & functioning of particular E.S
35
Q

What are the types of external determinants?

A
  • demography
  • climate and geography
  • physical and psychological characteristics
  • science and technology
  • language
  • socio-economical tendencies
  • political/institutional tendencies
  • philosophical tendencies
  • co-operators/competitors
36
Q

What is meant by productivity in the education system?

A

The ratio between inputs needed to deliver desired education outputs.

37
Q

What is the primary criterion that an education system can be measured in?

A

 Education needs of target group realistic & expressed within scope & content of contextual factors
 Education system objectives & goals written according to educational needs of target group & take the contextual factors into account
 Education system productivity  outputs delivered in most effective way in relation to relevant inputs
 Each of the components & elements are structured to support the achievement of educational objectives, in accordance with relevant education system theoretical guidelines.
 Desired interaction between various components & elements of education system been properly planned & extent to which collaboration functions regarded as successful in order to support effective functioning of education system

EDCC (8 decks)

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