‘Is home schooling, in South Africa, more beneficial to ...



Introduction:

I am interested in the growing popularity of home schooling among South Africans. It is an interesting topic as it seems to be something that although not encouraged by the government, many people are choosing to do. I have always felt that this method of schooling has a place in a democratic society because it is the right of a parent to decide whether they want to home school or not. It has been said that a definition of home school is any system that takes place in the home, therefore if a parent hires a tutor to educate the child it is also regarded as home school despite the fact that the parent is uninvolved in the child’s learning. Some parents feel very strongly that home school is the responsibility of the parent and that the parent is the one who educates the child right from start to finish. As any child of any age can begin and end home school at any time it is not difficult to stop the process and allow the child to go to school if need be. If a child were having any problems in school it would be easy for the parent to remove the child from the school and begin the home school process.

Parents choose to home school for a number of different reasons, it is obvious that there is not just one generic prototype family that opts for it. This makes for an interesting discussion because in my opinion, it is a versatile and successful mode of teaching for a lot of people. Speaking and interviewing a wide variety of people, and using this information as a basis for my thesis with regards to home school, is the most successful way of presenting the ‘whole picture’ with relevant statistics and authentic reasons.

I will not be researching how parents actually go about teaching their children at home school (e.g. curriculum and lesson structure) as this is a whole different field of research. Instead I will discuss the relevance of home schooling in South Africa and draw conclusions based on my findings. I will be dealing with historical roots, what leads parents to educate their children at home, as well as legal and political issues. Sitting in on lessons, in my opinion, would do little to aid this research as it has been said in my research that lessons vary and take many forms and I am not evaluating methods of teaching and learning. My interviewees acknowledged that each child’s learning style is different and therefore determines their mode of teaching.

My background of teaching and learning is based in mainstream schooling. I will present the reader with a number of overviews regarding mainstream schooling as traditionally and conventionally this is the system most South African parents opt for.

I will be discussing two methods of educating viz. home schooling and conventional mainstream schooling. By presenting what I found to be appropriate research and information, I hope to present the reader with a realistic view on both methods of schooling. People are more conversant with conventional schooling (having been through the system themselves) and so not much is known about the home school situation in South Africa due to the lack of literature on this topic.

Initially, I felt that I would need to look at young learners in particular, the foundation phase (age 4 -9), as this is the age group that I am familiar with. In starting my research however, I came to realise that looking at statistics and interviewing parents of children of all ages (home schooled) is just as beneficial, as this serves to validate the success rate of the entire process that only really begins in the foundation phase.

As I am a trained foundation phase teacher, knowledge of the Outcomes Based Education System being applied in South Africa is in place, therefore I am able to share my views and opinions about OBE e.g. life skills as an important part of the new curriculum. In fact an argument for home school is that by home schooling you are encouraging life skills development on a daily basis performing routine tasks, but as the curriculum has recently changed with the introduction of O.B.E. it is clear that life skills development is prominent in the new curriculum as well.

Home school is a relatively new practice in South Africa as under the old government it was deemed illegal. As a start I would like to have a historical overview of the two systems viz home school and mainstream schooling in South Africa. It is important to understand the historical roots of any established practice as it helps you understand why things are the way they are today.

Thereafter international research and its relevance in a South African context is explored. I have chosen to include this chapter, because as home school is a relatively new practice in South Africa, there is not a lot of literature and research material available on the topic. Looking at statistics and studies of more developed countries gives an indication of how home school could develop in South Africa. Other reported but undocumented reasons for home schooling, similar to reasons presented in international literature exists in South Africa, therefore comparisons can be made between the two contexts.

Hereafter, I review inclusion education in South Africa. Inclusion education is the policy the government has introduced which means that all schools are open to all children. This chapter provides a brief overview of inclusion education. Included in this chapter is the government’s policy with reference to the white paper six. This is an important part of the discussion as this policy of inclusion means that learners with special needs are welcome at all schools. Not all schools have the resources and not all teachers have the skills to handle all learners. Home school could be a viable and appealing option for those parents who wish to give their children with special needs the best they can. Often these children are not catered for in conventional state schools.

Chapter five consists of my most recent research material and interviews. They are first hand accounts regarding home school as it deals with issues raised in previous chapters. This chapter aims to support any views and understandings already established.

By the end of the final chapter the reader will have a clear picture of the initial topic of the thesis and be able to make their own conclusions, as will I in my conclusion.

Chapter 1: Historical Overview

Historically many schools used education as a tool to ‘indoctrinate the youth’. It is easy for government to control the state curriculum being applied in all schools, and therefore having complete control over what is being taught. It is clear that the previous South African government banned certain literature and learning materials. Certain ideals were practiced in schools: white people were encouraged to believe that they were superior and non-white learners were made to feel like the underdogs and given inferior resources. It is important to note that certain influential South Africans justified apartheid by using the bible. Although it has since been recognised as being a very warped view of the bible, in my opinion it is because of this that the new curriculum doesn’t propose any set religious instruction.

It is important to highlight how important education is and how detrimental the ‘wrong’ schooling can be. During the years of apartheid there was a lot of discrimination and segregation on the grounds of race and gender. There were separate schools for white children and non-white children, the white children getting a more ‘superior’ schooling set up. This division in the schooling system was a characteristic of South Africa’s society for many years meaning that non-whites were exposed to an inferior education putting them at an immediate disadvantage on all fronts.

In a South African and international context, mainstream schooling has been through many different phases. It started out as a system where knowledge was imparted to children and questions could not be asked. Schooling was more of an obligation than a journey of discovery. School education was used and abused; often being a place where children were told what to think and creative problem solving was not encouraged. This ‘old system’ did not cater for the individual needs of all its learners.

It is clear that a lot has changed, and today in schools there is more of a holistic approach when teaching children.

In the case of conventional mainstream schooling in South Africa today, the government has adopted an inclusive policy regarding education. The new curriculum is Outcomes Based meaning that the focus is no longer on what children produce as final output, but rather on the processes involved in learning. This policy of inclusion (discussed in chapter 4) means that education is a right of all South Africans, and no person should be excluded from schools. Outcomes Based Education is the mode of the curriculum making this inclusion possible.

The dramatic changes in South African society in the past few years have affected both general and special education. As one is attached to one’s established ways of thinking, dramatic changes in society are often experienced as a crisis. (Engelbrecht et al., 1999 p 3)

Recently the system has changed to include all learners and Outcomes Based Education forms the groundwork of the new curriculum. Unfortunately, change in society is a process that does not happen overnight and schools are congruent with societal changes. So, in terms of an inclusive education system, schools need time to adapt.

I agree with the idea that every person has an equal right to education and we should eliminate discrimination and encourage a positive school environment. I also think that the situation in education is dynamic, meaning that all these changes are happening constantly. These changes will take getting used to and people will need to become well informed. A big problem with today’s society is that people are misinformed about OBE. They get worried because they haven’t understood the whole process and it’s implications for education in South Africa. They then make the wrong negative assumptions based on half-truths and this leads to confusion. So, whereas the government has all these structured policies and systems in place many people don’t understand the implications, and may make uninformed decisions.

The history of home school in South Africa is that it has been going for approximately 20 years, legally for 9, as it was only legalized in 1996. My interviewees confirm this:

DM: Illegal until April 1998. Laws making it illegal rescinded then but no new laws on criteria or how to register with Department of Education yet in place.

Anon: Been going for about 20years.

TD: Home education started in South Africa at least 20 years ago. There were a small number of families who petitioned the government during the compiling of the new Constitution which ensured parents had the right to keep their children at home to educate them. The schools act of 1999 also ensured that home education was an option parents could take regarding their children’s education – the other two options being private or public education. Parents are required to register with their local Education Department. Home education has however grown considerably in the last 6 years.

JN: I believe that home-schooling has been around in an unofficial capacity for some time, but to the best of my knowledge, was legislated sometime in the past six years. It seems to be a growing trend, but a distrust of the government’s potentially negative influence seems to exist, resulting in many people choosing not to register with the education department.

There is a feeling in the Western Cape (where my research was conducted) that home schooling families are very aware that they are not in favour with the government. Many home schooling parents feel that as a result of the struggle to legalize home schooling, education departments and officials persist in placing a wide variety of obstacles in their path, therefore they refuse to register. Other home schooling parents feel that this is a myth and people should abide by government regulations instead of acting like an underground business because it is now legal.

JN: … I am concerned by the low number of home-schoolers who comply with the department’s requirement to register themselves as such. In my experience, the department offers an extremely limited involvement and is more interested in what is offered to the students than what the student may produce, but all reports that I have heard of dealings with them have been positive.

In speaking informally to an interviewee I learnt that home schooling is still illegal in Germany, however it seems to be flourishing in England, America, Australia and New Zealand. The statistics of home schooling in South Africa, according to my interviewee, is an estimated 25000 – 50000 households with 1 to 10 children in each.

Anon: Estimated around 25000 – 50000 families homeschool with one to 10 children in each.

TD: Yes, I believe that the last count (unofficial) is at 20 000. This may seem unbelievable but it is due to the fact that many home educators are “underground” so to speak. This is a very unfortunate situation as the government does recognize home education as an option and parents can register their children as being at home.

In chapter two I will be giving an overview of the government documents and policies that are relevant in understanding the legalities of home schooling. The Schools Act has been included as Appendix A as a reference when discussing the government’s religious policy.

Chapter 2: Government policies and documents

In starting research I needed to find out what home schooling is in terms of the government and constitution so that I could recognize it as a legal form of schooling in South Africa.

It is obvious that the Schools Act highlights public schooling as its main concern. The government’s policy on religion in schools is highlighted below as this is something that came up often when speaking to home schooling parents. The Schools Act can be viewed as an Appendix A.

Freedom of conscience and religion at public schools

7. Subject to the Constitution and any applicable provincial law, religious observances may be conducted at a public school under rules issued by the governing body if such observances are conducted on an equitable basis and attendance at them by learners and members of staff is free and voluntary. (South African Schools Act, No 84, 1996)

No set religious instruction need be in place in public schools. The governing body may decide to conduct religious observances for all religions of the school. Attendance at these is free and voluntary.

This policy firstly establishes a broad, religion-friendly basis for Religion Education, taken care of by professional teachers. It also encourages the equitable practice of Religious Observances at school. (http//wced..za/documents/religion_in_education_1.html)

It would seem that although this is not the only reason for home schooling in a South African context, more than half of my interviewees confirmed that they would like their children to be brought up in a God-centered environment. In public schools there is no set religious instruction and no preference is given to any one religion. Many parents felt that they would rather have their children educated on a firm religious base, such as the one that they provide at home.

Anon: To help them to be Godly men/husbands and women/wives. Develop strength of character that they would without compromise seek God’s will for themselves.

To give them strength of faith so that they will not be swayed by popular culture.

TD: Our first focus is on experiencing all that we learn in the light of our Creator who has created all that we are learning about, including mathematics and language. Emulating “school” at home will inevitably lead to burnout.

K: We not only want to raise our children in a Godly way, but we also want to give them a Christ-centred education.

Home schooling as defined in the Schools Act, is understood as follows:

In home schooling parents, usually a mother, teach their/her child at the child's home. South African laws make provision for three kinds of education, viz home schooling, private schools and state schools. (docs/nche/000000/00000074.asp, accessed 22 July)

Many of the home schooling parents interviewed shared their own ideas on what home school is to them. Their definitions sometimes differed, however most agreed that it is where the parents take responsibility for their children’s learning within a home environment, outside of a classroom set up.

DM: Educating one’s own children or taking responsibility for it.

Anon: Develop the learning tools of maths, reading and writing

Help my children to discover their passions which will lead to a life vocation.

To develop high standards of work and a good work ethic, knowing that whatever they do trains them in character and perseverance.

Train them to have hearts that seek the Lord

Develop family fitness and exercise habits

Give them a strong family culture

To help them to be Godly men/husbands and women/wives Develop strength of character that they would without compromise seek God’s will for themselves.

To give them strength of faith so that they will not be swayed by popular culture.

TD: We do not see ourselves as “schooling” our children but rather as educating them, hence the use of home educate. We try to engage in a lifestyle of learning where we see every opportunity as a learning experience.

JN: To home-school is to effectively educate, teach life and social skills, and prepare one’s own children for their futures by identifying their strengths and aiming them in the right direction from an early age, in a safe and loving environment.

JB: Education out of a mainstream school.

K: Firstly, I prefer not to refer to it as home school but rather as home education. The reason for this is that it should not be an exercise in re-creating school at home! We believe that education does not only come from books (and other media), although they form a very important part of a child’s education, but education is achieved through life’s experiences. It is especially important that when a child is young that these experiences are shared with a parent. Therefore, home education becomes a lifestyle, and not just a time of teaching/learning between set hours – i.e. home education is a lifestyle of learning.

The following extracts are taken from the HSLDA/ Home schooling South Africa site:

 

• Since the end of 1996 home schooling is expressly provided for in South African law. The Association for Home Schooling was established in 1992, when home schooling was still actively repressed by the previous government.

• It was incorporated into the SA Schools Act of 1996 only after a heavy battle, also in parliament, and after the Home School Legal Defense Association of the USA exercised political pressure to have home schooling recognised in South Africa.

• In 1998 a legal defence fund for home education, the Pestalozzi Trust legal defence fund for home education was established in South Africa. It guards over the interests of home schoolers in the country, offers home schoolers legal protection, and offers information on the rights and obligations of home schooling parents.

• The new state curriculum was promulgated on the 31st of May, 2002. This curriculum purports to be the curriculum not only for state schools, but also for private schools and home schooling. Officials wrongly suppose that home schooling is also obliged to meet all the minimum requirements of Curriculum 2005.

National Schools Act of 1996

Registration of a learner for education at home. 51. (1) A parent may apply to the Head of Department [in the province] for the registration of a learner to receive education at the learner’s home. (2) The Head of Department must register a learner as contemplated in subsection (1) if he or she is satisfied that — (a) the registration is in the best interest of the learner; (b) the education likely to be received by the learner at home — (i) will meet the minimum requirements of the curriculum in public schools (ii) will be of a standard not inferior to the standard of education provided at public schools; and (c) the parent will comply with any other reasonable conditions set by the Head of Department.

Regulations drafted to reflect the following would provide maximum freedom:

The home school parent must file an annual notice of intent to home school which shall include an assurance that reading, writing, math, science, and history will be taught. The family must administer standardized testing to their children beginning in the 3rd grade and every other year thereafter. Testing records shall be retained by the parent for three years.

Although home schooling is legal in South Africa, it is not actively encouraged by government: permission must first be sought from provincial authorities, and various requirements must be met. Some home schooling endeavours are seen by government authorities as an attempt to avoid racial integration in the classrooms. (docs/nche/000000/00000074.asp, accessed 22 July)

This web page extract clearly stipulates the conditions and legal requirements with regards to home schooling in the South African context. I have included this because of the limited amount of information regarding home school in South Africa; this was the most comprehensive description I could find.

Due to this lack of research material, in the next chapter I shall look at international literature regarding home schooling. Through this I will attempt to compare the different situations and methods mentioned.

Chapter 3: International research and its significance to South Africa

It is only during the last two decades or so that home education had gradually come to be more widely accepted as an alternative to school. During this time, the number of children being educated at home has grown steadily, especially in Western Europe. North America and Australasia, though there are no reliable prevalence estimates. The highest prevalence is almost certainly in the United States where about half a million children probably have experience of home education (Lines, 1991) In the UK it is estimated that up to 10,000 families educate their children (Meighan, 1997; Petrie, 1998). Between 10,000 and 15,000 children in Australia are believed to be educated at home (Hunter, 1995). But these are only estimates. (Thomas, A, 1998: 2)

The estimated statistics in South Africa can be compared to these other countries. South Africa does have a considerable amount of home schooling families (2500-5000 families).

Home education has always been legal in England and Wales; the 1994 Education Act stated education is compulsory, ‘either by regular attendance at school or otherwise.’

(Thomas, A, 1998: 2)

Home school in South Africa was deemed illegal before 1996, but many home schooling parents did home school during the time that it was illegal. According to the research it has been going for an estimated 20 years with people being arrested pre1996. It became part of the schools act in 1996.

Home schooling people are not just one particular kind of person but instead come from all social backgrounds:

Home educators come from all social backgrounds and all income levels. There are large families and families with one child; there are also couples and single parents. The main educator is usually the mother but there are also other relatives including grandparents, aunts, uncles and older brothers or sisters who are engaged in the activity of education at home. There are people of every conceivable religious, political and philosophical standpoint. Home educators have all levels of qualifications from none at all to higher degrees. (Lowe, J; Thomas, A, 2002: 3)

South Africa has adopted a policy of inclusive education where all children can be included in conventional mainstream schools. It is not ‘mainstreaming’ because the individual child is not expected to adapt to the school environment, instead inclusion is child centered where the focus is on including the child and providing adequate support.

The definition given in a book that was published in London states that:

Inclusive education describes the process by which a school attempts to respond to all pupils as individuals by reconsidering and restructuring its curricular organization and provision and allocating resources to enhance equality of opportunity. Through this process, the school builds its capacity to accept all pupils from the local community who wish to attend and, in so doing, reduces the need to exclude pupils. (Pg 39: Approaches to teaching and learning).

The next chapter I have included is on inclusive education, because although it is a huge area of study by itself, it is a proposed part of mainstream schools in South Africa. This chapter should be seen as an overview of Inclusive education giving definitions and causes of the need for such a system. The reader should bear in mind how individual attention (in a one-to-one set up) might benefit Learners with special needs.

Chapter 4: Inclusive education

Each learner has unique characteristics and learning problems. One of the teacher’s main tasks is to identify those characteristics and problems (diagnosis) and create appropriate learning conditions (treatments) which will enable that individual to reach required levels of competence. (Thomas, A, 1998, p3)

Learners with special educational needs include all learners who struggle to learn due to barriers in their lives. The government has adopted the policy of Inclusive education in South Africa, meaning that all children should be included at all mainstream schools (as far as possible). In order to understand how learners with special educational needs are catered for in mainstream schools an understanding of Inclusive education in South Africa in necessary.

What is inclusive education in a South African context?

The book, Inclusive Education in Action in South Africa, states that:

Inclusive education can be defined as a system of education that is responsive to the diverse needs of learners. (Engelbrecht et al., 1999 p19)

This is a very broad definition and it does not specify what this means for teaching and learning. It is stated in the same book that:

The NCSNET / NCESS report provides sufficient clarity in this regard:

The separate systems of education which presently exist (“special” and “ordinary”) need to be integrated to provide one system which is able to be recognised and respond to the diverse needs of the learner population. Within this integrated system, a range of options for education provision and support services should be provided.

This operational definition thus speaks of a single educational system and the closure of the dual special ordinary education system. It articulates the need for support services which ensure a range of options for the provision for education. The support systems will include educators with specialised competencies, parents, community homes, community based transportation, NGO’s, lay community resources, and dedicated posts of personnel in all sections of the education departments.(Engelbrecht et al., 1999 p19)

This definition is more comprehensive as it describes what is needed in order for inclusive education to be effective. It describes the underlying principles that are so important and on which this system is based. Only when the community plays an active role in facilitating all learners will the system work. Employing this system in schools is a way of getting everyone ready for life and the understanding that we need to accept, respect and appreciate individual differences as an important part of living.

Clearly, mainstreaming is different from Inclusion education as inclusion is about creating a permanent, inclusive environment that caters for all learners:

Inclusive Education is defined as a learning environment that promotes the full personal, academic and professional development of all learners irrespective of race, class, gender, disability, religion, culture, sexual preference, learning styles and language.’ (NCSNET/NCESS 1998)

The emphasis in Inclusive education is on overcoming barriers in the system that prevent it from meeting the full range of learning needs, whereas mainstreaming focuses on the learner with the problem. In Inclusion education the focus is on adapting support systems available to the child.

Barriers to learning

Barriers to learning could be social, emotional, physical or any other kind. Inclusive educators need to be aware of the possible barriers experienced by learners. Only then, will Inclusive education be meaningful as the educators address and minimize these barriers and eradicate the problem as far as possible. .

Anything that may stand in the way or prevent the learner to fully participate and learn effectively can thus be seen as a barrier to learning. WCED p 13

It is important to remember that barriers are not necessarily a constant factor but can arise quite suddenly due to a number of different factors.

Barriers to learning can be divided into four groups:

• Systematic Barriers

• Societal Barriers

• Pedagogical Barriers

• Medical Barriers

These are four very broad categories and issues. Conditions like oppositional behaviour and syndromes are not mentioned here. Barriers to learning can exist in a combination of two or more.

The purpose of classifying and identifying these barriers to learning is so that the educator may address them. In Inclusive education the learner is at the heart of the process and the educator is there to help the learner develop to the best of his/her individual ability. Barriers need to be dealt with and attention should be on finding ways to minimize and eventually eradicate them.

• Lack of basic and appropriate learning support materials

• Lack of assistive devices

• Inadequate facilities at schools

• Overcrowded classrooms

• Lack of mother tongue educators

The inadequate supply of suitable resources is sometimes indicative of discrimination on the grounds of gender, race and disability that can exist within a community.

The language used by the educator, in the classroom, can also be a barrier because some learners will be receiving input/instructions in a second or even a third language. Now obviously if the child does not know what to do his motivation will lag and his output will be disappointing.

‘Low expectations, lack of cultural peers and discrimination experienced by these learners, contribute further to their breakdown of learning.’ (WCED, p 13)

SOCIETAL BARRIERS

The issues listed below are instrumental to a large variety of barriers experienced by many learners in South Africa.

• Severe Poverty

• Late Enrolment

• Gangs/Violence in neighbourhoods and at home

• Gender Issues in cultural groups and society

• Attitudes

In South Africa sustained poverty is characteristic of many families of underprivileged communities. According to Maslow‘s hierarchy of needs, the basic physical needs of nutrition and shelter must be provided for before moving to the higher stage of emotional well being. Many learners lack these basic needs such as well as water, electricity and toilets meaning their environments are unhealthy and these learners are unable to flourish.

Unfortunately, many of these learners leave school to find jobs and provide supplementary income. It then becomes a vicious cycle of leaving school, limited skills, increase in the unemployment rate, poorly paid workers and on-going poverty.

I was very happy to discover that the school I was at during my practical teaching experience is aimed at eradicating poverty in communities. Through a system of running parent education programmes they are supporting the community at large.

Lack of access to basic services is something that a lot of South Africans, especially in rural areas, experience. Public transport is poor and learners in wheelchairs are often turned away. Some learners experience access problems to basic medical treatment in clinics near their homes. Floods, fires and epidemics can also impact negatively on learners. In South Africa the HIV-Aids crisis has left many children without parents, having to take care of households and other siblings. Without support from the community these learners will become part of the ‘drop out’ statistics.

When a learner is physically, emotionally or sexually abused, the emotional and physical damage could cause frequent absences from school and sometimes eventually dropping out. Substance abuse leading to family breakdown could mean children leave home to live on the streets. Pregnant teenagers may decide to leave home and school to ‘look after’ themselves due to fear of being shunned by the community and peers. In South Africa the increased use of street drugs such, as ‘Tik’, is becoming a huge problem. These cheaper, easy to get drugs are highly addictive and can take literally take over a learners life and suffocate any ambition to learn.

In certain communities violence and crime are common elements of everyday life. Even in the learning environment the learners may not feel safe. The negative attitudes of peers, communities and teachers to these learners are detrimental to the learning process. Their self-esteem suffers and they are not eager to participate in educational activities. Many home schooling parents feel that these undesirable elements present in school are reasons to home school.

Insufficient support of educators, inappropriate and unfair assessment procedures, and inflexible curriculum can cause barriers to learning. In order to accommodate all learners, educators must ensure that all learning styles are accommodated in the classroom. Ideally learners should be allowed to work at their own pace. Learners should not be excluded from subjects based on gender, religion or physical disabilities.

No matter which barrier learners experience, they all seem to struggle with:

• Poor self concept

• Negative Attitude

• Poor Motivation

Therefore it is the schools job to create conditions for all learners to succeed by:

• Organizing teaching and learning in such a way that all learners can attain the outcomes.

• Identifying and understanding barriers to learning and development and adapting learning assessment (WCED Pg 26)

If we look at individual learners with severe ‘problem’ areas and handicaps, it is obviously not the same as minor problems that can be handled with counselling and medication. Although these learners with minor problems could suffer from the side effects of medication or depression, this can be handled on a daily basis with the right intervention. It seems as though the government has placed these more manageable cases in the same class as severe cases where special facilities are crucial.

It is the role of the teacher to ensure that the ethos of the school is positive and accepting of all children. The curriculum must be dynamic instead of static, as the teacher evaluates her methods and activities continually. Unfortunately not all teachers have the tools and confidence to practice effective teaching methods when it comes to learners with special needs. In speaking with a mother who has a child who is severely mentally and physically handicapped, she was of the opinion that no one could educate her child the way she did. She stated that no one knows her child the way she does, and whereas she would never even consider home schooling her younger more sociable child, she believes she is the only one with enough patience and time to teach her handicapped child on an individual basis.

I spoke to other parents of children with special needs who felt that there are various non-mainstream schools that cater for their children’s individual disabilities, they are happy to send their children here. These same parents when asked about sending their children to mainstream schools, objected vehemently and said that in the case of conventional mainstream schooling, they would rather home school.

It has been said that home schooling is especially suited to children with special needs, such as children with an exceptionally high or exceptionally low IQ; or children with special talents, such as being gifted in music and sport; or children with special learning needs. This is something that I respect and therefore I can understand that in terms of learners with Special Educational Needs home schooling is an appealing option.

Chapter 5: Questions regarding home school (See Apendix B for a copy of interview questions)

The following are the interviews from which I based many of my thoughts about Home School. I have included my own perceptions regarding the comments made by the Home Schooling Parents.

Please state your name (optional) and where you live. (Cape Town)

Dawn Marias: DM

Anonymous: Anon

Teresa Dennis: TD

(B.Prim.Ed. cum laude)

Jenny Needham: JN

Jaqui Badenhorst: JB

Karina: K

1. What are your reasons for doing home school?

DM: Excellent form of education.

Anon: Low standards in school, undue pressure to perform, content of school subjects, undesirable elements related to too much peer interaction, want my children to adopt our family values, not others problems.

TD: We home educate because we felt a deep conviction from the Lord to keep our children near, to ensure our family remained united and to train up our children in the way they should go so that when they were old they would not depart from it. We also wanted to grow our children in Godly character and within our value system according to our faith. We also wanted our children to love learning.

JN: Varied, inter alia:

One child severely compromised through teacher mismanagement in the public school system, in the foundation phase.

A desire to impart constructive values not shared in the system.

Removing our children from the negative influences of peer pressure.

To remove them from the presence of drugs, smoking, foul language and other inappropriate behaviours as minors.

To expose them to effective and appropriate disciplinary measures, encouraging them to face the consequences of their actions and take responsibility for themselves.

To encourage a love of learning and offer a superior, practical, hands-on learning efficacy.

The need to train effective entrepeneurship and social awareness in SA today.

To build family unity and raise family values.

JB: Really just because we can. I am a home based mum, and the curriculum is available, so we decided to give it a bash.

K: We not only want to raise our children in a Godly way, but we also want to give them a Christ-centred education. Secondly, having come from a teaching background myself. I feel that educating children in a small group is far more effective than educating them in a large group.

It seems as though most of my interviewees have chosen home school because they feel that it is the best mode of education for their children. The pitfalls in the school system are highlighted; things like big groups, peer pressure and negative influences are mentioned. More than two of my interviewees have taught in the school system and have critically assessed the problems which exist in schools.

2. How many children do you home school? (Please specify if they are your own)

DM: 2 at present, both my own children

Anon: I have 4 but only 3 are school going age, all my own.

TD: Theoretically you may not “home-school” children who are not your own, you would need to register as a “cottage school” with the Department. We home educate our three children aged 15, 14 and 8.

JN: We home-educate our own three children, aged 15(F), 14(M) and 10(M).

JB: Our son, one

K: Two – both our own.

All these interviewees home school their own children. The definition of home school varies from person to person but it is generally accepted that home schooling parents educate their own children outside a mainstream school.

3. What is your definition of home school?

DM: Educating one’s own children or taking responsibility for it.

Anon: Develop the learning tools of maths, reading and writing

Help my children to discover their passions which will lead to a life vocation.

To develop high standards of work and a good work ethic, knowing that whatever they do trains them in character and perseverance.

Train them to have hearts that seek the Lord

Develop family fitness and exercise habits

Give them a strong family culture

To help them to be Godly men/husbands and women/wives Develop strength of character that they would without compromise seek God’s will for themselves.

To give them strength of faith so that they will not be swayed by popular culture.

TD: We do not see ourselves as “schooling” our children but rather as educating them, hence the use of home educate. We try to engage in a lifestyle of learning where we see every opportunity as a learning experience. Our first focus is on experiencing all that we learn in the light of our Creator who has created all that we are learning about, including mathematics and language. Emulating “school” at home will inevitably lead to burnout.

JN: To home-school is to effectively educate, teach life and social skills, and prepare one’s own children for their futures by identifying their strengths and aiming them in the right direction from an early age, in a safe and loving environment.

JB: Education out of a mainstream school.

K: Firstly, I prefer not to refer to it as home school but rather as home education. The reason for this is that it should not be an exercise in re-creating school at home! We believe that education does not only come from books (and other media), although they form a very important part of a child’s education, but education is achieved through life’s experiences. It is especially important that when a child is young that these experiences are shared with a parent. Therefore, home education becomes a lifestyle, and not just a time of teaching/learning between set hours – i.e. home education is a lifestyle of learning.

It is evident that these parents see home schooling as something that they choose for their own children for different reasons. They have different descriptions of home school but they all agree that it is unconventional education that happens outside the mainstream system and in the home. They agree that home school is an education that happens through life experiences.

4. What is the history of home school in South Africa? (As far as you know)

DM: Illegal until April 1998. Laws making it illegal rescinded then but no new laws on criteria or how to register with Department of Education yet in place.

Anon: Been going for about 20 years. Legally for 12, I think. Speak to Mr. Van Oostrum for more.

TD: Home education started in South Africa at least 20 years ago. There was a small number of families who petitioned the government during the compiling of the new Constitution which ensured parents had the right to keep their children at home to educate them. The schools act of 1999 also ensured that home education was an option parents could take regarding their children’s education – the other tow options being private or public education. Parents are required to register with their local Education Department. Home education has however grown considerably in the last 6 years.

JN: I believe that home-schooling has been around in an unofficial capacity for some time, but to the best of my knowledge, was legislated sometime in the past six years. It seems to be a growing trend, but a distrust of the government’s potentially negative influence seems to exist, resulting in many people choosing not to register with the education department.

JB: Haven’t done any research

K: I am not sure.

Those who have researched agree that home school began approximately 20 years ago before it was legalised in South Africa. In my opinion more people practice home school than is documented.

5. Do you feel that people/parents who want to home school their children need a background or some input on educating the young child? (If so please specify)

DM: Support very important as this seems to be the reason why most people give up. It also helps to keep people stimulated and focused on the needs of the child i.e. either the need to stop pressurizing too much or structure more etc.

Anon: No, I do not think they need any training, like teachers training or preschool training. But they have a responsibility to their children before God to make sure they are equipped for their task. The equipping is not only about how to teach the three R’s but to train the whole child through a direct personal relationship with them.

TD: No.

JN: A parent’s love and commitment, coupled with good material, is really all that is required. It is not so much an impartation of information, as it is a shared learning experience. As the educating parent cannot be out earning an income, it is important that both parents are committed to this choice. People who do so naturally tend to avail themselves of as much information as possible regarding teaching methods, materials and other aids. Formal teacher training prepares the educator for dealing with large numbers of children, requiring that they be conformed in order to be managed. In the home environment, the numbers are much lower, but ages vary and individual personalities come into play, resulting in less conformity and more creativity.

 

JB: I haven’t any qualifications, except a love for learning. I enjoy seeing him love learning. I need a base from which to work, and have chosen a curriculum that satisfies me with it’s content. I was worried I’d leave out basics, and often compare what we’re doing with what is being done in schools at the same age.

K: Not at all – after all, a parent knows their own child best and isn’t it the parent that has taught the child everything they know up until age 7 (school-going age) – more than half of what they will learn for the rest of their lives. Perhaps in later years, especially high school, parents may need some assistance in the subjects that they have not mastered themselves, e.g. Mathematics. Although, saying this, the curricula that are being used by home educators usually have excellent Parent Manuals available and are usually self-explanatory themselves.

It is a general consensus that parents wishing to home school their children do not require any kind of special training. The resources available to them are very good. These parents feel that they know their children’s learning style, personal interest and time constraints better than anyone else therefore enabling them to lay a strong foundation to base teaching and learning experiences on.

6. If a parent home schools their own children where do they draw the line between nurturing parent and teacher?

DM: Does there need to be a line? I find that I do need time off but this would be true whatever my tasks. I certainly don’t feel the need to don a different persona in order to educate my children. I discipline them in the same way whether we are busy with an educational task or with recreation.

Anon: It is not separated. The two go hand in hand, separating it will only cause a “school” and limited learning time mentality. Home ed is an adventure for both parent and child and the whole time you interact with them it is nurturing and exposing them to thoughts and ideas around the world they see and people they meet and how to interact with these things. It is not a set of hats we wear interchanging them after 2pm!

TD: No line needs to be drawn. Parents are nurturing teachers of their children from when they are first born, this grows into nurturing mentors as their children mature. We are called to train up our children, which is what we do as we rely daily on the Lord for His guidance, wisdom and discernment.

JN: Home-education is a lifestyle. Every opportunity is used to full advantage both to nurture and educate on some level. No line need to be drawn to disassociate the two.

JB: I have an easy-going child, and have, since he was born, been teaching him on everything, so we don’t really have a line. When we work, I use the curriculum as the “teacher”, i.e. “the day’s writing is A,B,C so that is what we must cover today”. No problem. Nuturing parent and teacher are one, anyway …

K: There is no line to draw if one considers home education in the light of what I said above – i.e. if it is a lifestyle of learning, then the two roles cannot be separated.

It is obvious that these home schooling parents feel that there is not a difference between teacher and parent. It seems that they all agree that teacher and nurturing parent are one and the same and that’s the way that they feel it should be.

7. What are the disadvantages of home education? (socialization, costs) and how can these be overcome?

DM: I think that for me the greatest pitfall is burnout and also keeping my children motivated. This is an ongoing challenge and there are no easy answers that I have found. It just needs constant vigilance and support. It is also costly but so is private education. Socialisation is not as big a problem as outsiders seem to think it is (See survey of Challenges and Struggles as reported in Issue 053, The Learning Home Magazine.)

Anon: Team sports are the only downfall. Overcome? Involved committed parents have been known to get teams together but sports clubs tend to do a better job. Cost of joining clubs can be prohibitive though.

TD: We have been at home with our children for nearly 7 years and cannot honestly list any disadvantages. Our children are well socialized with a large circle of friends.  They are also able to have intelligent conversations with persons across the age spectrum. We have found that the costs of home educating our children are less than if they were at public school. To list the advantages here would take too long.

JN: The educating parent has very little personal time, and therefore needs the support of the spouse.

Socialization in home-education tends to be of a healthier quality than that in the system, across traditional barriers of age, race and religeon; isolation is a choice made by some, but is not a natural consequence of this lifestyle. Opportunities exist for constructive socialization in mixing with friends, (home-schooled, public and private schooled as well as family friends), sports and cultural gatherings, religeous meetings and social awareness projects.

Cost is not really a factor. While one does not need uniforms or to respond to the endless requests for monies at school, one tends to spend more on books of interest, lots of outings and practical project materials.

JB: Socialization: is the LAST pitfall … kids learn from their parents how to overcome problems in the real world. As our boy is an only child we make an effort to encourage friendships with the right kind of friends. Actually enjoy not having the negative influence that most kids have at mainline school.

Costs: also not a pitfall, as the costs of mainline schools add up and are often higher than home-school costs. If one talks pitfalls – I think of stigmatization … a lot of criticizing from those who don’t have the energy to put effort into their own kids, and keep harping on what they think are pitfalls in H/S. Most h/s families stick to a closed circle of friends and remain anon because of this.

K: The only disadvantage that I can think of is possibly team sport – if your child is sport-oriented then it is quite difficult to find opportunities out of school where these can be played at a competitive level. In most instances though there are usually private sports clubs that offer these sports. Also, if one looks around you can usually find alternative sports that are a lot more creative than the ones offered at most schools anyway, e.g. archery, surfing, abseiling, fencing, baseball, etc, etc.

These parents all feel that socialization is not a problem for their children as different small and large group experiences can be set up easily. It seems as though team sport and personal time for the parent are the only two reported disadvantages.

8. How can home school benefit the South African situation?

DM: Thorough education, entrepreneurial skills, growing Self disciplined adults, Not overly influenced by peers and antisocial behaviours such as crime etc., South Africans who are truly patriotic because they have a deep understanding of issues, people who are willing to take risks and do what they feel is right, and people who enjoy learning and enjoy doing it thoroughly and not just for the purpose of passing exams.

Anon: Parents who are committed to training children to have a high moral standard and good work ethic are going to send out strong influencers of society, with hearts of compassion for the under privileged (and an ability to do something about it). They will not be the influenced that falls into varsity to continue the parties, bad behaviour and selfish attitudes that they have leant in schools by necessity to protect their true selves.

TD: South Africa needs families to remain united – the breakdown of family life is detrimental to any country. It is our experience that as parents prepare to teach their children they themselves are learning. I do believe that parents who have even had a limited education can teach their children at home. The resources available make it very possible to learn with your children as they have been written taking into consideration that there is not a “professional” (trained teacher) facilitating the learning.

JN: Families home-educating in South Africa are making public school places available to students who may not otherwise have been accommodated in their areas. They are taking responsibility for their children’s education excellence, and removing that responsibility from the Department of Education, which impacts positively on that budget. Increased entrepeneurship is a natural consequence of this learning style, an essential element in our society in these times, both for self employment and job creation for others. Home education encourages free thinkers, rather than the conformed mass produced by the system in most cases, and should be encouraged wherever it is viable.

 

JB: Overflowing mainline schools … and a curriculum that is degenerating … I don’t think SA realizes how bad the situation in the schools is. The more kids that can be home schooled, the larger % will receive a viable education and be of benefit to the economy one day …

K: I really believe that home education is “producing” children that are going to contribute very positively to society – self-motivated, entrepreneurial, independent thinkers.

All the interviewees agree that home school is a way to better the South African situation because it provides an alternative form of schooling which can, because of the individualised nature of the process, contribute to a better quality education which in turn translates into a stronger economy for the country ultimately. They feel that schools can’t accommodate all children and that being schooled in a ‘family’ set up is more beneficial to the child’s overall development.

9. Do you have any record of what percentage of South African children are home schooled?

DM: No, not personally

Anon: Estimated around 25000 – 50000 families homeschool with one to 10 children in each.

TD: Yes, I believe that the last count (unofficial) is at 20 000. This may seem unbelievable but it is due to the fact that many home educators are “underground” so to speak. This is a very unfortunate situation as the government does recognize home education as an option and parents can register their children as being at home.

JN: I do not have access to this information, but believe statistics to be extremely inaccurate, reflecting perhaps as little as 1 or 2% of the reality.

JB: No, but I think there are more than what is thought

K: No.

Although it can be said that the statistics are inaccurate due to lack of home schoolers registering, a rough estimate is between 20 000 and 50 000. This reflects a large number of home schooling families in South Africa.

10. Which qualification do home schooled children receive at the end of Matric?

DM: Many options available – South African Matric as private candidate, SAT scores, Cambridge A levels, Cambridge HIGCSE, School leaving certificate from American university.

Anon: A and O levels or standard SA gov matric.

TD: This depends on the resources and/or programme they follow. Some complete through Intec and Cambridge, others enter as independent candidates and write the SA Matric at their local school. Others prepare and write the American SAT exams. Other complete their learning to a post matric level without an official Matric Qualification, these families then approach the Tertiary Institutions personally with the work their children have completed and write entrance exams (mostly these families have done this overseas – and their children have been accepted for Tertiary Education)

JN: Many curriculae exist, each one with it’s own final result. Since the Matric as we have known it will cease to exist in the next year or so, I anticipate that my children will be able to compile comprehensive portfolios of their tasks and achievements, for the purpose of acceptance to a university or other educational facility, if they choose to continue their education in that way. If not, I trust that they will be fully equipped to support themselves in a meaningful and constructive way, and that learning will continue to be a lifestyle for them. For us, practical empowerment is of far greater value than a paper qualification.

JB: Depends on curriculum. Are able to sit in on official matric exams, but can also do higher standard A and O levels.

K: They actually have a choice between various options – the South African Matric (or FETC), the British (Cambridge) GCSE (or HiGCSE), the American SAT and several others (I’m not too familiar with all the options yet because my children are still in their primary years.

It seems as though a wide variety of options are available to Matric home schoolers. The British (Cambridge) GCSE (or HiGCSE), the American SAT are available to home schoolers. Home schoolers are also able to ‘sit in’ on school Matric exams, if they would like to. It seems as though some of the interviewees see portfolios and continuous assessment as more beneficial to the child, these more comprehensive assessment methods are what universities will be looking at in the future therefore this is a principle which supports OBE.

11. Do you envisage the format of the present model changing to be more inclusive of a broader base of the community where quality education is desperately needed?

DM: It depends on what the present model is! I certainly think that it is possible to encourage people in areas where quality education is desperately needed to give more input into their children’s lives and take responsibility for ensuring that their children receive a good start to education. At the grassroots level, any adult should be able to facilitate basic education, no matter what the level of their own education. i.e. up to a preschool level. There have been programmes developed to be administered by an illiterate adult! (I hope this answers the question as I am not really sure what the question is trying to ask.)

Anon: No, it is the parents responsibility and unless education around true parenting happens in these communities no amount of school or new curricula can change these problems in the community.

TD: I believe that if parents could be correctly educated about home education – there are many myths and fallacies out there – home education could be taken into communities where there is a desperate need for quality education. However, I do believe that the legacy of Apartheid has resulted in the majority of parents believing that true education happens within the formal structures of school with qualified professionals – when people have been denied quality education for decades this is understandable.

JN: I’m not sure what you mean by this question. Home-schooling does not conform to a specific model, as each family works in a way that works for them, and depending to some extent on which programme, curriculum or material they have chosen, but there are certainly trends that would benefit the system. There are some excellent educational products available, which would vastly improve teaching efficacy in the system. Reducing class numbers and utilizing the many unemployed, properly trained teachers available would positively impact the present status quo, as would effectively prioritized use of the financial resources available to the education department. Moral decay and lack of effective disciplinary measures need to be urgently addressed. All these aspects are manageable in the home situation, but clearly present more of a challenge where the numbers are greater and the teacher does not have an intimate interest in the well-being and best interest of the students.

JB: Would LOVE to see govt applying this – but I don’t see it happening, somehow.

K: I am not sure which model you are referring to.

It seems as though there is no set way of practicing home school. The way that parents decide to educate their children is varied and personal depending on the individual needs of the children.

No specific model is cited as being in place regarding home school. If government became more pro active in the process by establishing a model which can be adapted to suit the South African context, drawing on the experience of the present home school fraternity, a new genre of schooling could emerge.

12. Can home schooling be adapted and managed to offer mother tongue education?

DM: Yes. Could be hard work though. The best materials have taken years to develop.

Anon: Not clear on this question???? We have Black , Coloured, Muslim, Afrikaans, English families home educating. Not sure what you are asking here.

TD: Absolutely – many mother tongue Afrikaans families are using english resources and adapting them for their families. Afrikaans parents are also writing mother tongue resources for use within the wider home educating community.

JN: Home-schooling is always offered in the mother tongue! A second language, is just that! You may be confusing home-schooling with a cottage school, where a limited number of children are taught by a qualified teacher in a home-like environment. There are a very few examples of this style of school here as far as I know, but it is quite different in concept to what is referred to as home-schooling. Obviously, in small groups, mother tongue teaching would be significantly easier than in a large class with a variety of home languages represented.

JB: 100%

K: Definitely. The majority of the education should be in the mother tongue anyway (if the parent is the educator). As far as the materials (curricula, books, etc) are concerned, they could certainly be translated if the demand is there – home educators in South Africa are an incredibly creative and entrepreneurial group. One question that I have though with “mother tongue education” though is, how are the technical terms in some subjects going to be accurately translated from English?

Most of the interviewees agree that it is possible to adapt home schooling resources to suite the ‘mother tongue’ however some thought it would be hard work. Something else that was reflected in these answers was that people of colour and different religions choose to home school as well.

13. How involved is the computer in the home schooling process?

DM: This is up to the individual family and curriculum used

Anon: Supplementary for most but there are computer based home ed programs. See Brainline and Impak

TD: We make use of the computer in order to educate our children about computers. However, we did not us a computer for the first two years of our home education – we used our local library and continue to do so. I personally know of many families who home educate extremely successfully without a computer in their home.

JN: It is a very useful tool, and important for the lifestyle of today and beyond, but it is not a pre-requisite. Home-education can certainly be effective without this luxury.

JB: Depends on curriculum – we use none at present

K: This would depend on the parents’ preference as well as on the curriculum. Some curricula are computer-based while others do not require the availability of a computer at all. I think that you would find a computer in most home-learning homes.

Although computers could be used, it is not a necessity when home schooling. Depending on the proposed curriculum the parent chooses.

14. In your opinion what does the future hold for home school in South Africa? (Is it a practical, viable option for all South Africans?)

DM: Definitely not a practical, viable option for all South Africans. Not all parents can do it. However, for those who want to and can, it is of great benefit to the Department of Education which is short of resources anyway., and to the rest of South Africa. Home Education costs the DoE far less. It has also been proven that the success rate at a tertiary level is much higher in students who have received some of their primary and secondary education at home . Home Education should have a firm place in the education of future generations.

Anon: Of course its viable - it grows from the bottom up with moms of tots starting to be aware of this form of family growth and child education. We have contact with about 10 – 15 moms per month wanting to begin home ed.

TD: As mentioned above, I do believe that home education could be a viable option for all South Africans. I feel that home education is a fast growing option that many parents are taking in South Africa. I do feel that if parents continue to remain “underground” this will have a negative effect on those parents who have chosen to home educate and to register.

JN: It is a practical, viable option for all families seeking to unite their families in a common vision of educational excellence in the best interest of their children and the place they will take in society. It is not so where at least one spouse is not available and committed to the children for a dedicated portion of the day, due to other responsibilities. In my opinion, it should be encouraged where people are willing to make this commitment, but could never be successful if imposed against the will of the individuals involved.

 

JB: Very bright, but the govt has not yet officially recognized it. So wait with bated breath. All home-based SAfricans who have the inclination would be able to do H/S – I think it should be encouraged.

K: Judging by the incredible increase in interest in home education in South Africa, people must be considering it as a very viable and very real option of education for their children. I personally believe that it is an excellent option, not only because of its effectiveness but also because of its practicality and flexibility. It is an option for all people in this country - regardless of religion or race! (There are already home educators in South Africa representative of most of the religious and cultural groups.)

It is clear that it is only a viable option if the parent wants to home school. There is clearly a growing interest in home schooling in South Africa, the future is bright and the interviewees believe it is an excellent option for all parents wanting to give their children the best.

Please feel free to write any comments/opinions regarding the topic.

JN: As discussed on the phone the other day, I am concerned by the low number of home-schoolers who comply with the department’s requirement to register themselves as such. In my experience, the department offers an extremely limited involvement and is more interested in what is offered to the students than what the student may produce, but all reports that I have heard of dealings with them have been positive. They are clearly unaware of the increase in recent numbers, and do not consider us a significant sector of society. The perception exists that we are a group of religious extremists, which may be promoted by this underground behaviour. While there may very well be a component of this, among other things, it certainly is not true of the majority of home-schoolers with whom I am in contact. A large number certainly describe themselves as Christian, but there is no one doctrine or ethos peculiar to all, and the community includes New Age followers as well as Muslim folk. I believe the opportunity to develop character in individuals and equip them to survive in a morally decayed situation is an important factor in people’s choice to do this, but it is not necessarily a religious choice.

Conclusion:

The question being considered is “Is home school a growing phenomenon that is viable in the South African context where conventional mainstream schooling is prevalent?”

In my research of the historical roots of home schooling and mainstream schooling, it became clear that home schooling has been practiced for a lot longer than I originally thought. Whereas it was a struggle to get home school legalized in South Africa, there has always been a percentage of the population who wanted to do it. Since it has been legalized, the estimated statistics of families who home school have grown considerably. The estimated statistics of home schooling families are so considerable in fact, that they can be compared to the estimated statistics of the UK and Australia. Historically, home school was illegal up till 1996, however there has been a paradigm shift and now the government recognises the validity of home school in South Africa. It makes sense that home school should be legal in South Africa as it is a democratic society and parents should have the right to choose whether they would like to educate their children or not.

It clearly takes a specific kind of person to educate their children at home, it is certainly not for everyone and therefore mainstream schooling will always be prevalent.

As there is very little research material available on home schooling in a South African context, I found it was helpful to look at international trends and statistics. It was interesting to note the similarities and something which is clear is that home school is a growing phenomenon in all societies. It is not something that just exists for a certain family type, race and economic group but instead can be applied in any family if they choose it.

Learners with special needs are often disadvantaged in the mainstream education system because teachers are often ill-equipped to cater for their individual needs in an already crowded classroom. Therefore it follows that home schooling would benefit these learners. Something which became evident through my research was that many home schooling parents felt the need for extra support and guidance from other home schooling parents, especially when starting out on this road or schooling a child with special needs.

Finally, in interviewed various home schooling parents, I found that the reasons and ideals for doing home school were admirable and justified. There is no reason why it shouldn’t be a valid, recognised form of schooling. It is totally different from mainstream schooling and a more appropriate term for home schooling would be to home educate as it is not a formal ‘school’ set up. Home schoolers use life experiences as the basis for learning activities and through these everyday experiences they feel that their curricular outcomes are achieved. The learner is able to move through work at his own pace, concentrating on those areas of interest that he has developed. The disadvantages of home school were discussed and whereas they all stated socialization was not a problem, I disagree.

With all my interviewees, a common reason for home schooling included keeping their children away from undesirable elements which they felt existed in schools. They felt that they would like to have complete control over what their children are exposed to. I don’t believe that controlling your child’s socialisation process is necessarily a healthy thing, as a vital part of growing and maturing in this area as an holistic person is being exposed to a number of different people and situations other than your own. Generally teachers are well trained/equipped with the skills and knowledge to facilitate learners with care and maintain discipline. Older children who may be exposed to undesirable elements have the freedom to choose what they want to do, hopefully making the right choice. It is important because as young adults, these same undesirable elements exist in society and not being aware of them could be detrimental to the person.

Home schooling is legal in South Africa and growing in popularity. Parents from all cultures and communities, with adequate educational support and guidance could home school and in this way many of the educational challenges of the current system could be addressed. The parent would however have to be literate and motivated to want the best opportunities for their child given their particular circumstances. I would like to see Government working more closely with a constituted home schooling body to establish a framework for this process.

I would like to conclude by saying that there is substantial body of evidence showing that home school is a growing, potentially viable option for inclusion in the South African educational landscape.

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