History Of Education
____________________________________________
Assignment 4
Research Project
____________________________________________
In partial fulfilment
of the requirements in Post Graduate Certificate in Education (Foundation Phase) (PGCE
FP)
At
Cornerstone Institute
____________________________________________
By
LM. Jaffe
38483
13 May 2019
1
,TABLE OF CONTENT
Introduction .................................................................................................................. 3
Method……………………………………………………………………….………………..4
Findings ....................................................................................................................... 4
The Impact of Globalisation and Neoliberalism on UHS .............................................. 8
Conclusion ................................................................................................................... 9
Addendum A ………………………………………………………………………………..10
Reference List ………………………………………………………………………………11
2
, How United Herzlia School (UHS) has responded to the
Changes in the Educational Landscape Post-1994?
Introduction
Rationale For Research
From the implementation of the Outcome Based Education (OBE) curriculum in 1997 to
the improved National Curriculum Statements (NCS) in 2002 and lastly to the revised
development of the Curriculum Assessment Statement Policy in 2011, it is evident that
the South African education system has experienced continuous changes and
developments since post-apartheid 1994. It can be said that education was seen as a
weapon for revolution (Msila, 2017:1). Post-apartheid education aimed to reform
political agendas to ensure there everyone was treated equally regardless of their
ethical and cultural orientations. The transformation of education over the past twenty-
five years was designed to democratize, globalise and decentralise political agendas
and previously marginalized cultures (Booyse et al., 2011).
The curricula that have been implemented In the South African education sector since
1994 have been based on transferring knowledge and content rather than establishing
learner-orientated education. This research project aims to understand the impact of
change that post-apartheid education had on The United Herzlia School (UHS) in Cape
Town, South Africa. The purpose of this research is to identify how UHS has responded
to these changes in order to understand how the educational landscape has changed
since 1994 and where UHS is positioned within the current educational landscape.
An overview of UHS
UHS is a middle class, independent school that was established in 1940 and was one
of the first Jewish secular schools in Cape Town. UHS was built on the foundation of
five pillars – Academics, Jewish Life, Sport, Arts/Culture and Menschlichkeit; translated
from Hebrew means honesty and ethical practice. The term secular, meaning
irreligious, emphasises the diversity that UHS has integrated into their education
philosophy over the past twenty-five years. UHS began with a small campus in the City
Bowl District (CBD) and has expanded into seven different campuses in different
geographical locations in Cape Town. UHS is a mainstream school that offers a safe
learning environment and an all-inclusive policy for learners with special needs.
3
____________________________________________
Assignment 4
Research Project
____________________________________________
In partial fulfilment
of the requirements in Post Graduate Certificate in Education (Foundation Phase) (PGCE
FP)
At
Cornerstone Institute
____________________________________________
By
LM. Jaffe
38483
13 May 2019
1
,TABLE OF CONTENT
Introduction .................................................................................................................. 3
Method……………………………………………………………………….………………..4
Findings ....................................................................................................................... 4
The Impact of Globalisation and Neoliberalism on UHS .............................................. 8
Conclusion ................................................................................................................... 9
Addendum A ………………………………………………………………………………..10
Reference List ………………………………………………………………………………11
2
, How United Herzlia School (UHS) has responded to the
Changes in the Educational Landscape Post-1994?
Introduction
Rationale For Research
From the implementation of the Outcome Based Education (OBE) curriculum in 1997 to
the improved National Curriculum Statements (NCS) in 2002 and lastly to the revised
development of the Curriculum Assessment Statement Policy in 2011, it is evident that
the South African education system has experienced continuous changes and
developments since post-apartheid 1994. It can be said that education was seen as a
weapon for revolution (Msila, 2017:1). Post-apartheid education aimed to reform
political agendas to ensure there everyone was treated equally regardless of their
ethical and cultural orientations. The transformation of education over the past twenty-
five years was designed to democratize, globalise and decentralise political agendas
and previously marginalized cultures (Booyse et al., 2011).
The curricula that have been implemented In the South African education sector since
1994 have been based on transferring knowledge and content rather than establishing
learner-orientated education. This research project aims to understand the impact of
change that post-apartheid education had on The United Herzlia School (UHS) in Cape
Town, South Africa. The purpose of this research is to identify how UHS has responded
to these changes in order to understand how the educational landscape has changed
since 1994 and where UHS is positioned within the current educational landscape.
An overview of UHS
UHS is a middle class, independent school that was established in 1940 and was one
of the first Jewish secular schools in Cape Town. UHS was built on the foundation of
five pillars – Academics, Jewish Life, Sport, Arts/Culture and Menschlichkeit; translated
from Hebrew means honesty and ethical practice. The term secular, meaning
irreligious, emphasises the diversity that UHS has integrated into their education
philosophy over the past twenty-five years. UHS began with a small campus in the City
Bowl District (CBD) and has expanded into seven different campuses in different
geographical locations in Cape Town. UHS is a mainstream school that offers a safe
learning environment and an all-inclusive policy for learners with special needs.
3
