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(iii) Educare Volume 30 (1+2) 2001 (v) Editor's Page/Redaksioneel 1 Why philosphy for children in South Africa? P Higgs & L Higgs 14 The globalisation debate and implications for higher education E Lemmer 33 A survey and appraisal of progressive education in the USA I A Coetzer 50 Let's revisit competence-based teacher education WJ Fraser 73 A survey and appraisal of Outcomes-based Education (OBE) in South Africa IA Coetzer 94 A Historical-educational perspective of urbanisation and its contribution to the street child phenomenon in South Africa C le Roux 115 Preparing South African educators for school-familycommunity partnerships NvanWyk 140 Recognition of prior learning - a few words of caution MM Nieman 165 Die bepaling van 'n realistiese prestasievlak GBester 185 Sportsielkunde as komponent in die opleidingsprogram van vakonderwysers J G le Roux & GE Pienaar
(iv) 208 The Swiss missionaries' educational endeavour as a means for social transformation in South Africa BMC Masumbe and IA Coetzer 229 Coping skills for street children HM Vogel 249 Adolescent substance abuse: perspectives on club drugs SM Hoberg 272 The issue of perception: some educational implications ALewis 289 Educational change: is it possible JA Slabbert 306 The internet as an important instrument in training and learning in distance education Ð a cursory review FJ Pretorius 326 Professional portfolio building Ð alternative assessment strategy in teacher education PH du Toit 345 Appendix A
Page 1: EDUCARE Journal of the Faculty of E
Page 5 and 6: (vi) disciplinary frame of referenc
Page 7 and 8: 2 has advocated an educational disc
Page 9 and 10: 4 transform the manner of teaching
Page 11 and 12: 6 4.1 Critical thinking This mode o
Page 13 and 14: 8 . The classroom community of phil
Page 15 and 16: 10 . ethical inquiry: engaging chil
Page 17 and 18: 12 the world from the other's point
Page 19 and 20: 14 The globalisation debate and imp
Page 21 and 22: 16 with insights emanating from dif
Page 23 and 24: 18 it is argued, only reflect a lim
Page 25 and 26: 20 globalists take issue with this
Page 27 and 28: 22 cultural factors and the reconfi
Page 29 and 30: 24 indispensable to the contemporar
Page 31 and 32: 26 government laboratories and corp
Page 33 and 34: 28 dissemination. Information techn
Page 35 and 36: 30 as a tool of destablisation, but
Page 37 and 38: 32 Scott, P (ed) 2000. Introduction
Page 39 and 40: 34 Pedagogics'' in 1894 in which hi
Page 41 and 42: 36 2 THE PRINCIPLES OF THE PROGRESS
Page 43 and 44: 38 greater growth and more lasting
Page 45 and 46: 40 These schools were not only chil
Page 47 and 48: 42 increasingly complex society, th
Page 49 and 50: 44 system. An education mission was
Page 51 and 52: 46 Textbooks and other tools of lea
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48 BIBLIOGRAPHY Bestor, A E 1953. E
Page 55 and 56:
50 Let's revisit competence-based t
Page 57 and 58:
52 2 THE FOUNDATIONS OF COMPETENCE-
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54 FIGURE 1 Profiling an educator's
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56 be expressed as outcomes, be tra
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58 to assume that a specific compet
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60 broader cognitive skills or abil
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62 reasonably and reliably collect
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64 education practitioners. Not onl
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66 supports Outcomes-based Educatio
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68 oped to manage assessment (Whitt
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70 Fennell, E (Ed). 1991. Developme
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72 University of Pretoria & Nationa
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74 for the principle of inclusion a
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76 Traditional education approach N
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78 not display any depth of underst
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80 Curriculum 21 Curriculum 2005 IN
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82 3 COMPARATIVE PRINCIPLES AND PRA
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84 learning outcomes. The object of
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86 strategies, including project wo
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88 on the lack of strong content in
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90 The author is in agreement with
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92 BIBLIOGRAPHY Burke, J (ed) 1995.
Page 99 and 100:
94 A Historical-educational perspec
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96 It is the purpose of this articl
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98 Transvaal. Other sectors of the
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100 homeland towns thereby redirect
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102 these taxes had to be paid in c
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104 tend to be products of poverty
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106 the opportunity to undertake to
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108 neglect (Le Roux 2001). It is a
Page 115 and 116:
110 . street children focus on the
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112 be treated as active and resili
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114 Van Greunen, A. 2001. Wie gaan
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116 generation of evidence: the fam
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118 mobilisation plan for education
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120 through content analysis, which
Page 127 and 128:
122 defended the view of secondary
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124 4.6 Educators seem satisfied wi
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126 enough on their hands anyway.''
Page 133 and 134:
128 5 PREPARING EDUCATORS FOR SCHOO
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130 in helping the school, both wit
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132 collaboratively. In other words
Page 139 and 140:
134 second category of inputs comes
Page 141 and 142:
136 Framework for training Family i
Page 143 and 144:
138 Bastiani, J & Wolfendale, S 199
Page 145 and 146:
140 Recognition of prior learning
Page 147 and 148:
142 1998; Universities and Colleges
Page 149 and 150:
144 identifying learning by means o
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146 whilethisconceptisknowninAustra
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148 together proof of his/her knowl
Page 155 and 156:
150 . Making no distinction between
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152 been awarded. This can partiall
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154 k SKILLS/COMPETENCY DEVELOPMENT
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156 6.4 The necessity of quality co
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158 In order to ensure sound practi
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160 in the development of advertisi
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162 Since there are risks involved
Page 169 and 170:
164 Toop, L & Burleigh, J 1993. Arr
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166 10% is verklaar deur Breinvoork
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168 Twee probleme kom na vore wanne
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170 intelligensie en akademiese pre
Page 177 and 178:
172 Salili (1995:106±109) wat die
Page 179 and 180:
174 5 DIE NAVORSINGSONTWERP VAN DIE
Page 181 and 182:
176 Met die afneem van die toets wo
Page 183 and 184:
178 TABEL 1 Die verband tussen die
Page 185 and 186:
180 7 GEVOLGTREKKING EN AANBEVELING
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182 differently, to help him to dev
Page 189 and 190:
184 Horn, C; Bruning, R, ea 1993. P
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186 1 INLEIDING EN PROBLEEMSTELLING
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188 optimaal te motiveer, of hoe om
Page 195 and 196:
190 Die gevolge van 'n sportonderwy
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192 4 SELEKSIE VAN DIE PROEFPERSONE
Page 199 and 200:
194 TABEL 4 Lokaliteit van sportafr
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196 Volgens tabel 7 het die meeste
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198 Volgens tabel 9 reken vakonderw
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200 Ten slotte is ondersoek ingeste
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202 6.9 Samevatting van die vakonde
Page 209 and 210:
204 TABEL 11 Aspekte van sportsielk
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206 SUMMARY Sport psychology is bec
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208 The Swiss missionaries' educati
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210 2 THE GENESIS OF THE SWISS MISS
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212 the fray in support of the riva
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214 Truly formal education among th
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216 increase in the number of Chris
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218 8 THE IMPLANTATION OF FORMAL ED
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220 studies to include the nursing
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222 hunting dog by the colonisers''
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224 Firstly, the education system d
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226 their activities in this countr
Page 233 and 234:
228 Mabunda, D C 1995. A historico-
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230 guidance and negative or the ab
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232 life (Smit in Schurick 1993:124
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234 highly probable that learners w
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236 Ð These abilities can be devel
Page 243 and 244:
238 Ð Ð Applying criteria as the
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240 plays, video recordings of the
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242 Open-ended questions that were
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244 grandmother in a two-roomed hut
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246 Group B showed more positive fe
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248 Maag, J W & Webber, J. 1997. Co
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250 and Crime Prevention's World Dr
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252 point of view, Papalia and Olds
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254 discovering one's own identity
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256 Some of the street names for Ec
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258 potential cardiac and neurologi
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260 and is characterised by severe
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262 which the researcher selects to
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264 . Thephysicaleffectsoftheuseofc
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266 abused alcohol and often became
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268 The respondents all reported th
Page 275 and 276:
270 BIBLIOGRAPHY Ausubel, D P, Mont
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272 The issue of perception: some e
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274 However, what has come to light
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276 4.1 Senses As the definition of
Page 283 and 284:
278 In this frame of reference proc
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280 5.1 Stereotypes Stereotyping is
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282 7 EXAMPLES OF EDUCATIONAL PERCE
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284 Many definitions of democracy t
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286 . Although cultural factors pla
Page 293 and 294:
288 Retief, F P 1994. Die demokrati
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290 2 WHAT KIND OF EDUCATIONAL CHAN
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292 as someone who not only has the
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294 c control which consists of con
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296 power and possibilities which r
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298 is now ready to be elaborated i
Page 305 and 306:
300 ... try to ensure that everyone
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302 achieve success in the requirem
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304 7 CONCLUSION Educational change
Page 311 and 312:
306 The Internet as an important in
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308 world today regarding communica
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310 can lead to a form of subversiv
Page 317 and 318:
312 Students learn on the Internet
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314 South African teachers with com
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316 with music and speech detection
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318 learning system, and visualisat
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320 By eliminating inefficiencies a
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322 that big companies (such as Mic
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324 BIBLIOGRAPHY Alink, H. ``Painti
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326 Professional portfolio building
Page 333 and 334:
328 Ð Ð Ð Ð Ð Reflective learn
Page 335 and 336:
330 Ð Communicate effectively usin
Page 337 and 338:
332 Ð Ð It helps individuals to b
Page 339 and 340:
334 mulated. Relevant learning and
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336 FIGURE 2 Multiple method triang
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338 Phase 5: Evaluation Evaluation
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340 TABLE 2 Reflection on own learn
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342 FIGURE 3 Expectations of learne
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344 Lustig, K 1996. Portfolio asses
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346 Ð Learning styles/whole brain
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