A critical analysis of preschool educare in South Africa : towards effective provision for the preschool child

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dc.contributor.advisorTshabalala, Mandlaen_ZA
dc.contributor.authorAtmore, Ericen_ZA
dc.date.accessioned2016-02-22T07:14:23Z
dc.date.available2016-02-22T07:14:23Z
dc.date.issued1989en_ZA
dc.descriptionIncludes bibliography.en_ZA
dc.description.abstractThis study is a critical analysis of educare policy in South Africa with recommendations towards effective provision for the preschool child. The need for a radically revised policy, structure and provision system is based on the inadequacies, inefficiency and ineffectiveness of the present system. A quantitative descriptive research design is used in which use is made predominantly of secondary data and field experience of the writer. Data collection was hindered by the lack of information available and the reluctance of certain authorities to provide information as requested. The historical development of educare in South Africa is outlined. Legislation which, impacts on educare is recorded and the present education and care policies and structures are described. The extent of educare provision is quantified focusing on who is provided for and who is not. Gil's (1981) framework for Analysis and Synthesis of Social Policies is used in analysing educare policy within the Social Planning and Administration paradigm. The study contends that there is no clear unitary discernible educare policy in existence and this has resulted in fragmented structures controlling educare in this country. Particular attention is made to the ideological and value underpinnings of educare policy, structure and provision. The result is an array of services which are uncoordinated and inadequate in terms of the need and demand. The study concludes by making recommendations aimed at eliminating the inadequacies highlighted. A radically revised educare policy is proposed. A three-tier structure with defined responsibilities and functions at each level is suggested. It is the writers belief that implementation of these recommendations will contribute to the solution of problems faced in the educare field today.en_ZA
dc.identifier.apacitationAtmore, E. (1989). <i>A critical analysis of preschool educare in South Africa : towards effective provision for the preschool child</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Social Development. Retrieved from http://hdl.handle.net/11427/17155en_ZA
dc.identifier.chicagocitationAtmore, Eric. <i>"A critical analysis of preschool educare in South Africa : towards effective provision for the preschool child."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Social Development, 1989. http://hdl.handle.net/11427/17155en_ZA
dc.identifier.citationAtmore, E. 1989. A critical analysis of preschool educare in South Africa : towards effective provision for the preschool child. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Atmore, Eric AB - This study is a critical analysis of educare policy in South Africa with recommendations towards effective provision for the preschool child. The need for a radically revised policy, structure and provision system is based on the inadequacies, inefficiency and ineffectiveness of the present system. A quantitative descriptive research design is used in which use is made predominantly of secondary data and field experience of the writer. Data collection was hindered by the lack of information available and the reluctance of certain authorities to provide information as requested. The historical development of educare in South Africa is outlined. Legislation which, impacts on educare is recorded and the present education and care policies and structures are described. The extent of educare provision is quantified focusing on who is provided for and who is not. Gil's (1981) framework for Analysis and Synthesis of Social Policies is used in analysing educare policy within the Social Planning and Administration paradigm. The study contends that there is no clear unitary discernible educare policy in existence and this has resulted in fragmented structures controlling educare in this country. Particular attention is made to the ideological and value underpinnings of educare policy, structure and provision. The result is an array of services which are uncoordinated and inadequate in terms of the need and demand. The study concludes by making recommendations aimed at eliminating the inadequacies highlighted. A radically revised educare policy is proposed. A three-tier structure with defined responsibilities and functions at each level is suggested. It is the writers belief that implementation of these recommendations will contribute to the solution of problems faced in the educare field today. DA - 1989 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1989 T1 - A critical analysis of preschool educare in South Africa : towards effective provision for the preschool child TI - A critical analysis of preschool educare in South Africa : towards effective provision for the preschool child UR - http://hdl.handle.net/11427/17155 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17155
dc.identifier.vancouvercitationAtmore E. A critical analysis of preschool educare in South Africa : towards effective provision for the preschool child. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Social Development, 1989 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17155en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Social Developmenten_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherSocial Planning and Social Administrationen_ZA
dc.subject.otherEducation, Preschool - South Africaen_ZA
dc.subject.otherChildren of working mothers - South Africaen_ZA
dc.titleA critical analysis of preschool educare in South Africa : towards effective provision for the preschool childen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMSocScen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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