Pretoriase Akademie vir Christelik-Volkseie Hoër Onderwys Vereniging Ingelyf kragtens Artikel 21 van die Maatskappywet (Registrasienommer 2001/011539/08)

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Dit wil blyk asof ons uiteindelik besef dat daar 'n krisis in die onderwys in Suid-Afrika is! Hoe groot en ernstig hierdie krisis is, is egter duidelik nog nie onder almal se aandag gebring nie. 1. Matriekuitslae Prof Hercules Nieuwoudt, van die nagraadse skool vir opvoedkunde aan die Noordwes-universiteit, het bevind dat "leerlinge aan heelparty 'goeie' skole afgerig word om matriekvraestelle te beantwoord en dat die werk só ingedril word dat begripmatige ontwikkeling nie altyd daar is nie". Hiermee bevestig hy maar net vanaf die betrokke kampus die SAKP/ANC se vorige minister se stelling dat ons "beter resultate" in die matriekuitslae gaan sien. Ons oë word verblind (in Afrika-terme: ons "koop gesig"). Kyk gerus na die volgende aanhaling uit 'n amptelike persberig. "Tide is turning for SA education, says Asmal - January 12 2004 at 08:33PM Education Minister Kader Asmal was confident on Monday that the year 2004 would see further improvements in school results. The results of the matric class of 2003, he said, reflected that "the tide is turning in education". "Through renewed commitment to education we will be able to build on and consolidate the gains already made," the minister said in a statement. Asmal gave as examples of progress the fact that more and more schools had access to computers and information technology, an improvement in the timely delivery of textbooks and stationery, and better physical conditions in many schools. In addition, he said, "students are now exposed to curricula which are responsive and relevant to the needs of society". The country's matric results had improved by 24.4 percent between 1999 and last year. But the improved results released last month have been widely criticised, with allegations of easier question papers and a drop in matric standards. Asmal urged all pupils on Monday to make full use of the learning opportunities available to them. The minister and his senior officials will embark on random visits of schools to monitor preparations and make sure that learning and teaching started on the very first day of the school year." - Sapa Dit gaan dus oor 'n beter vertoning oor die algemeen en nie noodwendig oor gehalte nie. Niks nuuts nie! Soos ons al gesien het met die afskaffing van talle MBA-programme met die byvoeging van "EQUITY" as kriterium; onder die vaandel van "kwaliteitsbeheer". 2. Akkreditering van privaat instellings vir hoër onderwys Die argument dat enige akademiese instelling in Suid-Afrika "permanente registrasie" verkry het, moet versigtig hanteer word. Hannes du Preez skryf op 2 Junie 2004:"... die Afrikaanse Protestantse Akademie (voorheen die APK se Teologiese skool) het permanente registrasie verkry verlede week. Voorheen was hulle net voorlopig geregistreer. Hulle is nou die eerste Tersiêre Instelling in ons dampkring (denkwyse) wat dit direk verwerf het. Ek het dit Sondagoggend vanaf die preekstoel by APK Pretoria-Oos gehoor." Ons (en ek glo enige Afrikaner) is baie dankbaar en saam met die instelling bly oor hul registrasie. Die SAQA Regulasies en NQF-wetgewing maak egter nie voorsiening dat enige opvoedkundige instelling "permanente" registrasie verkry nie. Daar word nie eens in die regulasies daarvoor voorsiening gemaak nie. Wat wel van toepassing is, is dat sekere instellings "voorwaardelike registrasie" gekry het, aandag aan sekere aspekte moes gee, en daarna ten volle geakkrediteer is. Volgens SAQA (Policy Document, Oktober 2001:30) is "accreditation - means the certification, usually for a particular period of time, of a person, a body or an institution as having the capacity to fulfill a particular function in the quality assurance system set up by the South African Qualifications Authority in terms of the Act". In hierdie stadium praat SAQA van 'n 5-jaar tydperk en dus nie ad infinitum nie. Die Pretoriase Akademie vir CVHO is op die vooraand van 'n aankondiging oor die aanbieding van opleiding van onderwysers, en ander vakrigtings. Dit is veral markerkenning waarna gestreef word, eerder as formele erkenning deur die SAKP/ANC regime met hul verwaterde standaarde. 3. Hoër- of Standaard-graad is nie meer relevant nie Die "behoeftes van 'n postmoderne Suid-Afrikaanse samelewing" verg skynbaar nie meer onderskeiding (diskriminasie) tussen Hoër - en Standaard-graad nie. Die regime het reeds sy planne bekend gemaak om dit uit te skakel. Dit is reeds in Maart vanjaar bekend gemaak, (terwyl almal besig was om die toe-naderende verkiesing te monitor), en die meeste mense het nog nie regtig daarop ag geslaan nie. (March 25 2004 at 02:44PM) By Makhudu Sefaraoriganally published in The Star. How high will the standards of grades be? The matriculants of 2006 will not have a choice between higher or standard grade examination papers. Deputy Education Minister Mosibudi Mangena told The Star on Wednesday that these grades would be scrapped in line with the new curriculum statement. He said differentiation between higher or standard examination papers disadvantaged some pupils and, in some cases, contributed to the closing of career paths. "It is very difficult in practice to differentiate between standard and higher grade papers. It is at the discretion of examiners how questions for a particular paper must be structured," said Mangena. 'Some schools don't even offer higher grade at all' This meant that the question of whether a pupil who passed higher grade matric was in fact better than one who passed the same subject in lower grade was academic. He said the education department had also found cases where schools and teachers chose grades for pupils. "Ideally, pupils are supposed to choose whether they want to do subjects in lower or higher grades, but we found that in some schools, the teachers decide. "Some schools don't even offer higher grade at all. This then disadvantages learners who, for example, would want to pursue medicine as a career," said Mangena. He said those writing mathematics in 2006, for example, would choose, after finishing general education and training (Grade 9), to pursue mathematics or mathematical literacy. The latter, explained Mangena, was very simplified and was designed to help people cope with day-to-day calculations, such as interest rates and water meter readings. Asked why the system made no provision for people of different capabilities, Mangena said there were six different bands to rate achievement in Grade 12, so higher or lower grades were not necessary. He added that negotiations were under way to reach agreement between higher education institutions and the education department on the correct "interpretation of achievement". This was being done to ensure the 2006 matric class did not encounter difficulties when they sought admission at universities in 2007. Education Minister Kader Asmal said recently that a defining feature of the new curriculum was that it set "measurable achievements." Die nuwe minister van Onderwys, Naledi Pandor, het reeds by verskeie geleenthede verklaar dat die tyd vir 'beleid-maak' nou verby is en dat sy aandag aan die uitvoering van beleid gaan gee. Haar verdere uitsprake oor onderwys in die kind se 'huistaal' vir die eerste drie jaar van onderrig en daarna by implikasie in Engels vir die res van sy/haar opvoeding, asook haar hantering van sake soos die toelatingsouderdom tot skoolonderrig en oopstelling van sogenaamde model C-skole, beklemtoon verder hierdie standpunt. Die feit is: dis láát in die nag! Die tyd vir praat is verby. As ons werklik ernstig is oor onderwys in Afrikaans, dan moet ons begin saamstaan en doen. Die Afrikaner word gedwing tot onderlinge samewerking ter wille van oorlewing - veral in terme van onderwys en opvoeding. HENRY DU PLESSIS Opleidingsbestuurder - PA vir CVHO 23 Augustus 2004