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Akademiese Reformatoriese Opleiding en Studies (AROS) Prospektus T: 012 332 3227/8 F: 012 332 3227/4668 Aros@lantic.net www.Aros.org.za 31120 Totiusdal 0134 Dickensonlaan 1180 Waverley Pretoria Akademiese Reformatoriese Opleiding en Studies (AROS) Studiegids T: 012 332 3227/8 F: 012 332 3227/4668 Aros@lantic.net www.Aros.org.za 31120 Totiusdal 0134 Dickensonlaan 1180 Waverley Pretoria Akademie Reformatoriese Opleiding en Studies Akademie Reformatoriese Studiegids Akademie Reformatoriese Opleiding en Studies 1 Inhoudsopgawe 1. Begronding 2 2. Uitnodiging 2 3. Aros as organisasie 3 4. Aros-beheer 3 5. Aros-funksionarisse 4 6. Samewerking met Noordwes-universiteit (NWU) 5 7. Kwalifi kasie 5 8. Onderrigmetodiek 6 9. Toelatingsvereistes 7 10. Modules 11 11. Verpligte modules 11 12. Toetse en eksamens 14 13. Studiegeld 14 14. Beurse/Lenings 14 15. Kontakbesonderhede 15 16. Navrae 15 17. Nadere uitwerking van die begronding 16 Akademie Reformatoriese Opleiding en Studies 1 Daarmee word nie te kenne gegee dat voorkoms of die liggaam onbelangrik is nie. Die kind moet juis geleer word dat God se uitverkore kinders met sy wederkoms liggaamlik opgewek sal word, en dan wel met ‘n verheerlikte liggaam. Die liggaam bly immers tempel 10 van God. Waarteen ons wel moet waak, is ‘n verheerliking van die liggaam in die valse voorstelling dat dit ‘n benutting van “talente” is. Is dit nie dikwels die geval op die sportveld nie? Kyk maar net watter ster-status geniet sporthelde in ‘n skool. Vrae ter oorweging • Ons hoor dikwels dat leerlinge wat swak presteer minderwaardig voel aangesien hulle ongunstig vergelyk met ander leerlinge. Hoe sal jy as Christen-onderwyser oor so ’n opmerking oordeel en hoe moet so ‘n kind hanteer word? • Die onderwyspraktyk moet duidelik toon dat ons die “natuur-genade” dualisme met die gevolglike verdeling van die lewe in ‘n liggaamlike en ‘n geestelike terrein, verwerp. Hoe kan klasonderrig so ingerig word dat hierdie skeiding nie in jou vakgebied na vore tree nie? Opdrag Bespreek die volgende stelling krities (in nie minder as 300, maar nie meer as 500 woorde) en maak gebruik van toepaslike voorbeelde: Hoe die Christen-onderwyser die mens sien (mensbeskouing), sal in ‘n groot mate die onderrig wat hy gee, bepaal. Aanbevole bronne 1. Dreeckmeier, T (2000) OP WEG NA CHRUSTUS-GESENTREERDE ONDERWYS. Pretoria: CcE Books. 2. Van Wyk, JH (1993) DIE MENSBESKOUING VAN CALVYN. Potchefstroom: In die Skriflig. Studiegids.indd 1 7/7/2008 4:01:27 PM 10Kor. 6: 19 “Of weet julle nie dat julle liggaam ‘n tempel is van die Heilige Gees wat in julle is, wat julle van God het, en dat julle nie aan julself behoort nie?” Akademie Reformatoriese Opleiding en Studies Studiegids.indd 9 7/7/2008 4:01:33 PM 1. Begronding Akademie Reformatoriese Opleiding en Studies (Aros) is op 4 Oktober 2003 in Pretoria as ’n vereniging gestig. Aros het hom ten doel gestel om Bybelgefundeerde (gereformeerde) opleiding aan pre-primêre, primêre en sekondêre onderwysers te verskaf. Ander studierigtings word dalk later bygevoeg. Die grondslag van Aros is die Bybel en die drie Formuliere van Eenheid soos deur die Gereformeerde en Vrye Gereformeerde Kerke in Suid-Afrika vasgestel. 3. Aros as organisasie Aros se visie spruit hieruit: Skriftuurlik goed opgeleide, besielde en vakkundige onderwysers • Aros is ’n onafhanklike, private akademie. wat opvoeding en onderrig as verlengstuk van ouers behartig in alle skole. Daarom is • die Op 11 Desember 2003 het Aros ’n memorandum van ooreenkoms met die organisasie se missie om soveel moontlik sulke onderwysers op te lei. Potchefstroomse Universiteit vir Christelike Hoër Onderwys (nou Noordwesuniversiteit) aangegaan waarvolgens Aros as ’n afl eweringslokaliteit van NWU Aros is oortuig dat dit vir die land in sy geheel, maar ook vir die onderwysprofessie in die funksioneer. besonder, tot groot voordeel sal wees indien nuwe onderwysers die taak wat hulle verrig • as Aros is ’n vereniging ingelyf kragtens Artikel 21 (registrasienommer 9602281/08). ’n roeping sien en uitleef. Om egter in hierdie doel te slaag, moet studente gelei word om God se Koningskap in alle aspekte van die onderwysprofessie eerste te stel. Met hierdie opleiding probeer Aros om ’n bydrae te lewer in die uitbouing van Christelike (gereformeerde) 4. Aros-beheer onderwys in Suid-Afrika. Aros word deur ’n raad beheer. Die lede van die raad is prof H de Jager (voorsitter), mev G de Vries, dr M Nel, mnr N Roets en prof P Stoker. Raadslede word vir vier jaar benoem en Die groot tekort aan onderwysers wat tans heers, bied die ideale geleentheid om gelowige, is herkiesbaar. Die direkteure is ex offi cio-raadslede. kundige onderwysers op te lei, en om sodoende ’n hoë standaard van onderrig te verseker en ’n wesenlike invloed op die denke van die gemeenskap uit te oefen. Sien bladsy 16 vir ’n nadere uitwerking van hierdie begronding. 2. Uitnodiging Aros nooi graag studente wat hulle met die organisasie se begronding vereenselwig en belangstel om onderwys te studeer, om met Aros te skakel vir nadere inligting. 2 Aros 1 Aros ’n Bybelse mensbeeld Die basis vir die Christen-onderwyser se onderrig Deur die eeue is baie besin oor die vraag: “wie of wat is die mens?” Verskillende denkers het tot uiteenlopende gevolgtrekkings gekom. Vir Plato was die mens ‘n denkende (rasionele) wese, terwyl Marx weer die mens tot ‘n ekonomiese wese gereduseer het. Vir die gelowige onderwyser is die antwoord op hierdie vraag van kardinale belang. Sy siening van die mens, bepaal hoe die onderrig wat hy gee, daar uitsien. Hierdie hoofstuk let onder meer op die volgende aspekte: • Die mens na die beeld van God geskape • Die roeping van die mens • Die mens – ‘n eenheid Na afhandeling van hierdie hoofstuk sal jy ‘n duideliker beeld kan vorm van wat die Bybel oor die mens leer. ‘n Bybelgefundeerde mensbeeld sal jou nie net help om op die regte manier teenoor die leerlinge in jou klas op te tree nie, maar ook teenoor jou kollegas en die ouers met wie jy daagliks in aanraking kom. Studiegids.indd 4 7/7/2008 4:01:33 PM Akademie Reformatoriese Opleiding en Studies 3 Die onderwyser is die persoon wat op grondvlak moet verseker dat onderrig nie net van ‘n hoë akademiese standaard is nie, maar ook van ‘n Bybelse begronding getuig. Akademie Reformatoriese Opleiding en Studies Studiegids.indd 67 7/7/2008 4:01:39 PM Janine Smit Editorial Services: Portfolio page 23
Local Government Elections Guide Independent Electoral Commission (IEC) Local Government Elections: Training Material Local Government Elections Diary Independent Electoral Commission (IEC) Local Government Elections: Training Material LGE Guide 1 2011 Local Government Elections Ward No. Table of Contents List of Abbreviations 2 General Introduction 3 Elections and Democracy 3 The Rights of a Voter 4 Code of Ethics and Customer Service Pledge 5 Objectives of the Module 6 How to use this Module 6 Unit 1 8 An Overview of the Local Government Elections Unit 2 12 Planning before Election Day Unit 3 14 Module 3 Special Votes Unit 4 20 Voting Centres & Streaming Unit 5 27 Training the Voting Station Staff Unit 6 40 Security, Party Agents and Observers ENSURING FREE AND FAIR ELECTIONS Unit 7 44 Before Voting ELECTORAL COMMISSION SOUTH AFRICA 2011 LGE Area Manager Diary ENSURING FREE AND FAIR ELECTIONS Election Date Area Manager ID Number Contact No. Municipality Province (tick relevant) EC FS GP KZN LP MP NC NW WC If found please return to the Electoral Commission offices. This Diary is to be used for Local Government Elections. The Local Government Municipal Electoral Act, 2000 (Act No 27 of 2000) applies ELECTORAL COMMISSION SOUTH AFRICA Unit 8 54 During Voting Unit 9 66 Dealing with Objections (Chapter 5 MEA 27 of 2000; Section 51) To be conducted by the PO to assess the knowledge of the election officials By now you should have a very good idea of the role of the various officials working in a voting station. Test TABLE OF CONTENTS yourself by doing a role-play with your election officials. Ask eight (8) people in the group to play the nine (9) roles mentioned below. OVERVIEW Role Play How to use this Module Queue Walker, Door Controller, Voters’ Roll First Officer, Voters’ Roll Second Officer, Inker, Ballot Paper Issuer First Officer, Ballot Paper Issuer Second Officer, Ballot Box Controller. The Module is designed in such a way that you as an Election Official can work through it in a training session or on your own and include a number of learning devices to help you. These devices are also important for facilitators who present the course to Let the rest of the group walk through the voting station as voters. The “voters” should go through the entire voting process Election and Officials in preparation for Election Day. the “officials” should play out their roles. When the exercise has been completed ask the participants the following questions: Facilitator notes We have included notes to the facilitator where Unit 10 After Voting • How did it feel to be a voter? • How did it feel to be an official? 69 • What difficulties, concerns or issues arose during this exercise? • How did the various role players adhere to the code of conduct which they developed in the previous activity? Facilitator Notes we feel these are necessary in the Module. The notes are intended to guide the facilitator in his/her teaching of the Module. • What can be done to improve the flow of voters? Activities / Group Work Unit 11 • Ask participants 73 how they would go about redirecting a voter to the correct neighbouring voting station? You will find that we have included many Counting Process activities to help you to focus your thinking. These activities may be one of the following voter must hand to the voters’ roll officer will help to quickly Unit 12 High Risk 78 Tasks types: they may merely ask you to reflect on locate the voter on the roll. The slip will indicate the numerical Activities/ an experience or an issue; or you may be Dealing with Questionable Ballot Special Papers sequence of the voter e.g. if the voter’s surname starts with the care must be taken in allocating the roles of queue Group Work required to discuss an issue with your group; letter “a” and if the voter’s name is the first on the roll, the slip walker, door controller and voters’ roll officers to a high calibre or you may be asked to write or fill in certain Unit 13 person. In these 84 will have the number one (1) on it. positions lie the greatest risks in mistakenly answers. Although it takes time to do the After Completing the Countingdisenfranchising an eligible voter. The queue walker is the activities, they are well worth doing and facilitators should use Structure of the Voters’ Roll first point of contact with a voter and can turn a voter away these as teaching activities during the training process. Usually simply due to wrong interpretation of the documentation we discuss responses to the activities just below the activity. Try Unit 14 87 Look carefully at the voters’ roll. The cover page contains required. Similarly the voters’ roll officers who are not sufficiently not to the look at these until you have done the activity yourself. Municipality, VD Number, Voting Station Name, Ward Number Voting Station Management literate can mistakenly fail to find a voter on the voters’ roll. and Date of Proclamation of the Election. The voters’ roll closed Past experience from other Presiding Officers has shown that if Legislation / Legislative Framework on the proclamation date. Unit 15 you do not have 92 the appropriate staff assigned to these roles, We have included sections of relevant eligible voters are wrongfully turned away from the station. legislation, which have a bearing on the eZiskan Voter Participation Quick This Guide The VD number must correspond with the VD number of the is one of the key aspects that we are trying to prevent. So, matters dealt with in this Module. These station and the proclamation date must be the same as the check the people carefully that are assigned to these roles. Legislation/ sections are taken mainly from the Electoral Appendices 102 information given by the local IEC office (MEO) Legislative Act 27 of 2000; and a few sections from the Formative Assessment You will need to demonstrate your skills in the Election process, as well as test your knowledge through a set of questions. At the end of each unit is a set of formative Formative questions which you should complete orally Assessment in groups or pairs, and at the end of the module is a summative assessment (multiple choice questions) which each learner must complete on their own. Your facilitator will discuss this with you during training. Role Play We have included role-play activities to the facilitators where necessary. The content of the lesson should be presented with an emphasise on role-play. Role Play Application Form – Electoral Officials Also bear in 102 mind that you will have to rotate staff during the Appointment as Electoral Officer course of the 103day, so you should have several people who Attendance Register can perform 104 these critical roles. Staff are meant to be able to Appendix 11 perform all the 105functions of others, so check during your training Appendix 12 if these officials 106 fully grasp the key points of all the tasks. Appendix 1 107 Appendix 18 Checking the 108 Voters’ Roll MEC13 109 MEC15 110 Finding names on the Voters’ Roll is not an easy task. Like MEC17 – Local Council PR Counting Form 111 MEC17 – District Council PR Counting searching Form through 112 a telephone directory, it requires a high MEC18 level of literacy 113 and is not a task to be assigned to just any of Appendix 25 your team members. 114 You will need to check if they are able Voter Turnout Sheet to do this comfortably 115 and competently. Locating voters who Framework Electoral Act 73 of 1998. Presiding Officers The voters roll consists of two main parts, namely: in particular, should use the legislation as a basis for all the decisions they need to make. It is vital that • Names of persons who have applied for registration officials and familiarize themselves with the content of these legal are eligible to vote booklets; and most importantly, that they know how to refer to • List of rejected applications relevant legislation. The two parts are separated by a page called “Summary of MEC forms persons who have applied for registration and are eligible to At the end of the Module, are examples of all vote”. This page tells you exactly how many people are on the MEC forms that need to be completed the roll per alphabetical letter. It also says what the sequence before, during and after the voting process. It numbers are for the alphabetical letter. The last sequence is important in your pre-election training that number represents the number of eligible voters registered MEC Forms you actually have practice in filling in the Practical Practical We have included a practical activity to the facilitators. The content of the lesson should be presented in a practical manner. Code of Ethics Customer Service are Pledge on the roll 116100% of the time is an important performance at the station. Fill this number into the Election Dairy. A similar relevant forms. The Voting Station Voting Process measure. The 117slip which is printed by the eZiskan which the The Voting Station Counting Process 118 summary page exists at the end of the “rejected” portion of Voting Centre Voting Process 119 We hope that you learn a great deal as you work through this Module and that what you learn makes your service to the democratic Voting Centre Counting Process 120 process that much more rewarding. eZiskan Process Flow 121 Examples: Valid Ballots 122 Examples: Rejected Ballots 123 Counting and Results Slips Completion Process 124 2011 LGE Guide – Module 3 Conclusion 33 We therefore, once again, thank you for your service and to wish you all the best for Election Day. We hope that you learn a great deal as you work through this Module and that what you learn makes your service to the democratic process that much more rewarding. 2011 LGE Guide – Module 3 1 BEFORE ELECTIONS 8 UNIT 5 2011 LGE Guide – Module 3 7 I I I I I I I I I I I I I I Before Elections (Please tick) þ VD 1 VD 2 VD 3 VD 4 VD 5 VD 6 SV ED SV ED SV ED SV ED SV ED SV ED ABOUT THIS AREA MANAGER DIARY STATION TYPE VOTING STATIONS P = PERMANENT T= TEMPORARY (Please indicate if any of your voting stations are voting centres by placing the letters VC in brackets after the name of the voting station) M=MOBILE Name of Voting Station VC = VOTING CENTRE VD Number WERE ALL MATERIALS ALLOCATED CORRECTLY? WERE ALL VD MAPS AND VOTERS’ ROLLS ALLOCATED VD 1 Presiding Officer CORRECTLY? Contact Number STAFF AVAILABILITY 100%? Name of Voting Station KEYS AND ACCESS TO STATIONS ALL CHECKED AND CONFIRMED? VD Number VD 2 AVAILABILITY OF ALL VOTING STATIONS CHECKED AND CONFIRMED? Presiding Officer SPARE ESS APPLICATION FORMS AND CONTRACTS RECEIVED? Contact Number CELL PHONE SIGNAL – VOTING STATION TO LOCAL Name of Voting Station IEC OFFICE (MEO) SUFFICIENT? VD Number ELECTION DIARY USAGE UNDERSTOOD BY PO? COPY OF ELECTION GUIDE AND DIARY TO AREA VD 3 Presiding Officer MANAGER AVAILABLE? Contact Number PRESIDING OFFICER READINESS FOR ELECTION? Name of Voting Station VD Number BUFFER EZISKANS VD 4 Presiding Officer PARAMETER REPORT ON FILE ALLOCATED EZISKAN S/NUMBER AT MEO OFFICE REPLACED EZISKAN SERIAL NUMBER VD NUMBER Contact Number Name of Voting Station Z Z P P Z Z P P VD Number VD 5 Presiding Officer Z P Z P Contact Number Z P Z P Name of Voting Station Z P Z P Z Z P P Z Z P P VD Number VD 6 Presiding Officer COMMENTS Contact Number LGE AREA MANAGER Diary 3 Janine Smit Editorial Services: Portfolio page 24
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