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Optimism has reigned supreme for a long time regarding the potential of education (schooling) to address the many societal ailments that humankind has had to deal with. The outbreak of the COVID-19 pandemic in March 2020 shifted all such aspirations to the back-burner. Now, after just more than a year after the initial outbreak of the pandemic, the question can be raised whether those who managed the pandemic in the educational context followed the correct policies and instituted the correct (ethical, moral) measures in combatting the pandemic. This comparison between the situation in the Netherlands and South Africa reveals that although the role-players in both countries had a good understanding of the situation and of their duties in such conditions, they tended to treat education as just another facet of society, thereby demonstrating a lack of empathy with the unique demands of education (schooling). CONTRIBUTION: In this article, the authors investigate the governance performance of two different countries during the first year of the COVID-19 pandemic concerning education and judge that performance based on a Biblically driven ethical-moral-pedagogical framework

This book is a collection of chapters based on original research dealing with issues of discipline and disciplinary practices in educational institutions. The aim of the book is to provide a scholarly and scientific perspective on the current state of discipline and disciplinary practices in schools and tertiary education settings. The issue of discipline is investigated from diverse paradigmatic and methodological perspectives, presenting empirical as well as also philosophical research. The empirical perspective includes quantitative (positivistic), qualitative (interpretive) and mixed methods (pragmatic), designs and worldviews. This book offers a ground-breaking contribution to the field of learner and student discipline, with insights into disciplinary practices and issues in educational institutions not hitherto researched, such as Technical Vocational Education and Training colleges and universities.

Die doel van hierdie artikel is om die vraagstuk van die eerste taal as medium van onderrig op universiteitsvlak in Suid-Afrika te belig deur middel van internasionale historiese en vergelykende perspektiewe. Min minderheidstale kon tot dusver daarin slaag om te vorder tot op die vlak van medium van universiteitsonderrig. Hierdie toedrag van sake hou verband met die politieke funksie van formele onderwysinstellings. In Suid-Afrika word die handhawing en uitbouing van Afrikaans as medium van universiteitsonderwys nog verder bemoeilik deur die waarde van Engels in die nasionale en internasionale arbeidsmark, en deur die huidige posisie van Engels as lingua franca van die internasionale akademiese wêreld. Beoordeel vanuit die internasionale ondervinding, sal die verlies aan Afrikaans as medium van universiteitsonderwys egter 'n hele reeks nadelige gevolge vir die Afrikaanssprekende gemeenskap en selfs wyer as net die Afrikaanssprekende gemeenskap hê. Die artikel sluit af met 'n identifisering vanuit die internasionale ondervinding van riglyne vir die wyse waarop die Afrikaanssprekende gemeenskap hom kan beywer vir die behoud van Afrikaans as taal van universiteitsonderwys; dog sonder prysgawe van die voordele wat Engels bied as medium van universiteitsonderwys. The purpose of this article is to illuminate the issue of home language as a language of learning and teaching (LOLT) at university level in South Africa, in view of international historical and comparative perspectives. According to widely accepted hypotheses, formal educational institutions evolved because of political and economic considerations. Although such views are reductionistic in that they do not paint the full picture, they contain a modicum of truth and provide some insight into the issue of LOLT in educational settings. Central governments have always showed a tendency to use education as an instrument for legitimising their own existence and for maintaining the integrity of the state (in the 18th century, for example). Very few minority languages have so far succeeded in acquiring LOLT status with the approval and support of national governments, despite rhetoric about the importance of multiculturalism and adherence to human rights manifesto's. French in Canada (both within and outside of Quebec) and Afrikaans in South Africa are being considered as exceptions to this rule. English has become the language of government in South Africa due to historical circumstances. This, combined with its status as a powerful international linguistic vehicle in a globalised world economy, makes it a factor to be reckoned with by the users of minority languages in South Africa, such as Afrikaans. The possibility of relinquishing the status of Afrikaans as LOLT at South African universities should be carefully weighed against the negative outcomes that such a move might bring about: loss of learning quality and achievement among Afrikaans-speaking students and the possibility that a dysfunctional school system (especially the inadequate command of English of many school teachers and the fact that subjects at secondary school level are often taught not in English but by means of code switching) will in any case place severe restraints on any equalisation effort regarding the employment of English as an exclusive LOLT at South African universities. Other disadvantages of such a step might be the creation of even more social inequalities, deleterious effects on the Afrikaans-speaking community, the removal of Afrikaans in the few places where it is still being used, and the possible extinction of the language within two or three generations. This article embodies a plea not only for the retention of Afrikaans as an LOLT at university level but also for the inclusion of all the other indigenous minority languages in South Africa. The loss of any language leads to a loss of cognitive possibilities, creativity and innovation - something which can hardly be afforded in times of a growing knowledge economy (that is, an economy in which the production and application of new knowledge have become the main driving forces). The loss of a language will be detrimental to opportunities of its speakers in the labour market. The article culminates in the recommendation that Afrikaans should be retained as an LOLT at universities, though alongside English as a second language with lingua franca status. The teaching and learning of English as a second language should be of the highest quality to ensure that it serves as an effective LOLT for students (learners at all levels). The chances of attaining this ideal through negotiation with government and the Department of Higher Education - although it has remained part of an over-all strategy on the part of the speakers of minority languages - seem to be slim. A more viable strategy might be the mobilisation of the Afrikaans segment of the broad South African civil society in favour of the retention of Afrikaans as an LOLT at universities. In doing so, the Afrikaans-speaking community will have to reckon with the recent vocal and even violent opposition of many students to the retention of Afrikaans as a university LOLT. A strategy will have to be developed to stabilise university campuses and to protect Afrikaans from opportunistic attacks such as those being televised on campuses on a daily basis.

Straipsnyje aptariama lyginamosios edukologijos plėtra Lietuvos universitetuose tarptautiniame kontekste. Apžvelgiama istorinė lyginamosios edukologijos raida pasaulyje ir Europoje. Lyginamosios edukologijos disciplina atsirado XX amžiaus pradžioje JAV ir Kanadoje, kurioje ryškų pėdsaką paliko mūsų tautietis, Otavos universiteto profesorius Antanas Paplauskas-Ramunas. Pirmaisiais XX a. dešimtmečiais lyginamoji edukologija pradėta dėstyti ir Vakarų Europos universitetuose. Penktajame dešimtmetyje lyginamosios edukologijos plėtra pasiekė savo zenitą. Dėl įvairių priežasčių šeštuoju ir septintuoju dešimtmečiais dėmesys lyginamajai edukologijai sumažėjo. Nepagerino padėties ir XXI amžiaus pradžioje sustiprėjusi švietimo globalizacija. Lietuvoje lyginamosios edukologijos ištakos taip pat siekia XX amžiaus pradžią. Ketvirtajame praėjusio amžiaus dešimtmetyje lyginamosios edukologijos srityje dirbo tokie žinomi Lietuvos mokslininkai, kaip antai P. Dielininkaitis, J. Laužikas ir kt. Sovietiniu laikotarpiu lyginamoji edukologija aukštosiose mokyklose nebuvo dėstoma; apsiribota „buržuazinio švietimo“ kritika. Lyginamosios edukologijos atgimimas Lietuvoje prasidėjo po nepriklausomybės atgavimo. Šiuo metu lyginamoji edukologija dėstoma daugelio šalies universitetų pedagogų rengimo programose. Kita vertus, Lietuvos lyginamosios edukologijos mokslininkai vis dar mažai bendrauja su užsienio kolegomis ir yra nepakankamai matomi tarptautiniame kontekste. Lietuvos atstovai kol kas nedalyvauja Europos lyginamosios edukologijos draugijos veikloje. Tam tikslui lyginamosios edukologijos specialistai turėtų susiburti į akademinę bendriją. Didesnio šalies mokslininkų dėmesio taip pat turėtų sulaukti lyginamieji švietimo kokybės, lygybės ir socialinio teisingumo, švietimo kokybės užtikrinimo, socialinio mobilumo, švietimo ryšio su ekonomikos plėtra ir kt. aspektai. Article compares the state of the field of Comparative Education in Lithuania with developments internationally. As in most of the countries of the erstwhile Eastern Bloc, the confluence of circumstances in the past decades resulted in Comparative Education being strongly and visibly present in courses taught at pre-graduate and postgraduate levels at universities in Lithuania since 1990. What is absent are research institutes of Comparative Education, also established chairs of Comparative Education, Comparative Education departments and academics exclusively occupied with (teaching and conducting research in) Comparative Education. Comparativists in Lithuania are also not strongly connected with each other and with the international Comparative Education community. While Comparative Education research gets done vigorously and the themes of research are very topical and include equity issues (including gender equity), quality and quality assurance, internationalization of higher education, the societal effects of education (e.g., the effect of education on values, including the political values of students, the effect of education on economic development or on social mobility) and research on the learning of students.

Leerders het geredelik toegang tot die internet en dit skep die geleentheid om deur e-pos en ander vorme van elektroniese kommunikasie met persone by die skool te kommunikeer sonder dat hulle fisies teenwoordig hoef te wees. Terwyl baie van hierdie kommunikasie steurend kan wees wanneer leerders gedurende die skooldag hulle daarmee besig hou, is die mees kommerwekkende aspek van elektroniese boodskappe dié wat kru, beledigend, neerhalend of selfs dreigend is. In die Verenigde State van Amerika (VSA) het skoolbeamptes gevind dat die beheer van sodanige kuberspraak wat hulle oorsprong buite die skool het, wemel van konstitusionele probleme. Hierdie artikel het drie doelstellings. Die eerste is om die regspraak oor leerder kuberspaak in die VSA te ondersoek waar die volgende vyf feitelike variante die gesag van die skool om leerders te bestraf beïnvloed: die plek van oorsprong van die kuberspraak (binne of buite die skoolterrein), die plek van toegang tot die kuberspraak (binne of buite die skoolterrein), die persone wat die toegang tot die spraak bewerkstellig het (personeel of ander leerders), die inhoud van die elektroniese uitdrukking, en die impak van die uitdrukking op die skool. Die tweede doelstelling is om die gesag wat die skool het om leerders te bestraf vir buite-skoolse kuberkommunikasie te bespreek in verhouding tot die ouers se reg om die rigting en inhoud van hulle kinders se opvoeding te bepaal. 'n Bespreking van die regte van leerders tot uitdrukking in die kuberruimte vereis 'n veelsydige benadering wat oorweging skenk aan beide die regsbank se beoordeling van leerders se regte en die gesag wat skole het om leerders te dissiplineer. Hierdie artikel sal 'n ewewig bewerkstellig deur die hofuitsprake van Amerika sowel as Suid-Afrika te oorweeg. Die finale oogmerk is om beginsels vanuit die Amerikaanse regspraak, waar veelvuldige aspekte deur-dink is, te ekstrapoleer tot riglyne vir Suid-Afrika.

The article reports on research that investigated the image of teachers held by school learners. Based on a conceptual-theoretical distinction between the ideal teacher, the totally effective teacher and the typically excellent teacher, it was assumed that learners would focus on the first, which is a mental construct, and not on the third, which refers to a flesh-and-blood person actually found working in classrooms. They would not be aware of the discrepancy existing between the ideal teacher and the actual typically excellent teacher. A hundred learners in each of England, Latvia, Greece, Serbia, Slovenia, Bulgaria, Turkey, Pakistan, South Africa and Mexico were asked to write a one-page essay on the following topic: 'What does a typical teacher look like?' The investigation confirmed the correctness of the assumption. Despite clear instructions to describe a typical teacher, many respondents from all 10 countries described what they regarded as the ideal teacher. There seems to be a discrepancy between what learners want in a teacher (the ideal teacher) and what they actually have (the typical teacher). It is also possible that the lack of exposure to truly transformative teachers may in many instances lead to ineffective education. This may be one of the causes of problems with learner discipline in school that has thus far been overlooked in the scholarly pursuit to get to the root of problems with learner discipline, possibly because it does not fit neatly into the widely used model of categorising the causes of problems with learner discipline in schools. Hierdie artikel berig oor navorsing waarin die beeld wat skoolleerders van onderwysers huldig, ondersoek is. Gebaseer op 'n konseptueel-teoretiese onderskeid tussen die ideale onderwyser, die volledig-effektiewe onderwyser en die tipiese onderwyser is daar van die veronderstelling uitgegaan dat leerders op die eerste, wat 'n teoretiese konstruk is, sou fokus en nie die een wat 'n werklike persoon van vlees-en-bloed voor in 'n klaskamer vol leerders voorstel nie. Hulle sou nie bewus wees van die gaping tussen die ideale onderwyser en die werklike tipiese, uitstekende onderwyser nie. 'n Groep van 100 leerders uit Engeland, Litoue, Griekeland, Serwië, Slowenië, Bulgarye, Turkye, Pakistan, Suid-Afrika en Mexiko is versoek om 'n enkelbladsy-opstel oor die tema: 'Hoe lyk die tipiese onderwyser?' te skryf. Die ondersoek het die veronderstelling bevestig. Ten spyte van duidelike aanwysings om die tipiese onderwyser te beskryf, het al die respondente die ideale onderwyser beskryf. Dit blyk dat 'n teenstrydigheid bestaan tussen die beeld van 'n ideale onderwyser en die werklikheid voor die leerders in die klaskamer. Die moontlikheid bestaan dat die gebrek aan blootstelling aan waarlik transformerende onderwysers tot oneffektiewe onderwys kan lei. Indien wel, kan dit een van die oorsake vir skole se leerderdissiplineprobleme wees - 'n faktor wat tot nou in wetenskaplike pogings om tot die wortel daarvan deur te dring, oor die hoof gesien is, waarskynlik omdat hierdie faktor nie gemaklik in die algemeen gebruikte model van leerderdissiplineprobleme op skool inpas nie.

The research that this article reports on investigated the incidence of learner discipline problems, the effect of them on teachers, the teachers' methods of maintaining discipline and the effectiveness of those methods in one township, namely Jouberton in Klerksdorp, South Africa. The experiences of both teachers and learners were surveyed. It was found that discipline at the school is far from satisfactory and problems with discipline are more serious than the international norm indicates. These problems have a serious effect on a large part of the teachers' family life, personal health, job satisfaction and morale. Whilst both teachers and learners commendably prefer the educationally sound preventive and positive methods of maintaining discipline, the application of these methods appears not to be effective: it seems as if teacher education falls short in the area of maintaining discipline, particularly regarding the successful application of proactive methods of maintaining discipline. Finally, the learners' views on the maintenance of discipline are an alarming indictment of the principles of democracy, human rights and human dignity, and of rationality as a tool for conflict resolution. Recommendations are made for follow-up research with the objective of amelioration. Die navorsing waaroor hier gerapporteer word, het ondersoek ingestel na die voorkoms van leerderdissiplineprobleme, die effek daarvan op onderwysers, onderwysers se metodes om dissipline te handhaaf, en die doeltreffendheid van dié metodes, soos dit voorkom in 'n historiese Swart woonbuurt, naamlik Jouberton, Klerksdorp, Suid-Afrika. Die belewenis van onderwysers sowel as leerders was gepeil. Daar is bevind dat dissipline by die skool ver van bevredigend is en dat dissiplineprobleme ernstiger is as die internasinoale norm. Hierdie probleme het ernstige gevolge op 'n groot persentasie van onderwysers se persoonlikie lewe, werksbevrediging en moraal. Terwyl dit prysenswaardig is dat beide onderwysers en leerders die opvoedkundig meer aanvaarbare voorkomende en positiewe metodes van dissiplinehandhawing verkies, blyk dit dat dat onderwysers nie daarin slaag om dié pro-aktiewe metodes van dissiplinehandhawing suksesvol toe te pas nie. Laastens dui leerders se mening oor metodes van dissiplinehandhawing op 'n kommerwekkende minagting van die beginsels van demokrasie, menseregte en menswaardigheid, en van rasionaliteit as instrument in konflikresolusie. Aanbevelings vir opvolgnavorsing ter verbetering van die dissiplinesituasie aan skole word gemaak.

Leerders het geredelik toegang tot die internet en dit skep die geleentheid om deur e-pos en ander vorme van elektroniese kommunikasie met persone by die skool te kommunikeer sonder dat hulle fisies teenwoordig hoef te wees. Terwyl baie van hierdie kommunikasie steurend kan wees wanneer leerders gedurende die skooldag hulle daarmee besig hou, is die mees kommerwekkende aspek van elektroniese boodskappe dié wat kru, beledigend, neerhalend of selfs dreigend is. In die Verenigde State van Amerika (VSA) het skoolbeamptes gevind dat die beheer van sodanige kuberspraak wat hulle oorsprong buite die skool het, wemel van konstitusionele probleme. Hierdie artikel het drie doelstellings. Die eerste is om die regspraak oor leerder kuberspaak in die VSA te ondersoek waar die volgende vyf feitelike variante die gesag van die skool om leerders te bestraf beïnvloed: die plek van oorsprong van die kuberspraak (binne of buite die skoolterrein), die plek van toegang tot die kuberspraak (binne of buite die skoolterrein), die persone wat die toegang tot die spraak bewerkstellig het (personeel of ander leerders), die inhoud van die elektroniese uitdrukking, en die impak van die uitdrukking op die skool. Die tweede doelstelling is om die gesag wat die skool het om leerders te bestraf vir buite-skoolse kuberkommunikasie te bespreek in verhouding tot die ouers se reg om die rigting en inhoud van hulle kinders se opvoeding te bepaal. ’n Bespreking van die regte van leerders tot uitdrukking in die kuberruimte vereis ’n veelsydige benadering wat oorweging skenk aan beide die regsbank se beoordeling van leerders se regte en die gesag wat skole het om leerders te dissiplineer. Hierdie artikel sal ’n ewewig bewerkstellig deur die hofuitsprake van Amerika sowel as Suid-Afrika te oorweeg. Die finale oogmerk is om beginsels vanuit die Amerikaanse regspraak, waar veelvuldige aspekte deurdink is, te ekstrapoleer tot riglyne vir Suid-Afrika. http://www.dejure.up.ac.za/index.php/volumes/46-vol-1-2013 http://www.dejure.up.ac.za/index.php/volumes

Teachers in South African schools battle with problems in learner discipline. Research indicates that teachers are at a loss as to handling these situations. The aim of this article is to survey incidents of serious learner misconduct in a representative selection of education systems abroad to extract any guidelines that might be applicable to South African schools. Eight education systems were surveyed: Brazil, England, Turkey, Singapore, Malaysia, China, Australia and New Zealand. The international systems surveyed in this article developed promising models, namely the National Safe Schools Framework (NSSF) in Australia, the Response Early Intervention and Assessment Community Health (REACH) programme in Singapore, the National Education Plan in the state of Sáo Paolo, Brazil, and the two models in the category of positive disciplinary approaches in New Zealand, namely the Respectful Schools: Restorative Practices in Education and the New Zealand Minister of Education's Positive Behaviour for [a] Learning Action Plan. A study of these international practices and underlying principles for dealing with discipline in pedagogical situations (Christian or secular) could provide guidelines for South African teachers and education authorities. Suid-Afrikaanse skole het met probleme met leerders se dissipline te kampe. Die doel van hierdie artikel is om gevalle van ernstige probleme met leerderdissipline in 'n verteenwoordigende steekproef van buitelandse onderwysstelsels te ondersoek om riglyne vir Suid-Afrikaanse skole te vind. Agt onderwysstelsels is ondersoek: Brasilië, Engeland, Turkye, Singapoer, Maleisië, China, Australië en Nieu-Seeland. In die internasionale stelsels wat ondersoek is, is belowende modelle aangetref, naamlik die National Safe Schools Framework (NSFF) in Australië, Response Early Intervention and Assessment Community Health-program (REACH) in Singapoer, die Nasionale Onderwysplan in die staat Sáo Paolo, Brasilië, asook twee modelle in die kategorie positiewe dissipline in Nieu-Seeland, te wete die Respectful Schools: Restorative Practices in Education en die Minister van Onderwys van Nieu-Seeland se Positive Behaviour for [a] Learning Action Plan. 'n Studie oor internasionale praktyke en die beginsels onderliggend aan die hantering van dissplineprobleme in (Christelike of sekulêre) opvoedingsituasies kan riglyne vir Suid-Afrikaanse onderwysers en onderwysowerhede verskaf.

Learner discipline is a problem in South African schools. The most serious aspect is addressing learner-discipline problems. Research has shown that teachers are at a loss for effective methods for maintaining discipline. The literature that does exist pertaining to methods of maintaining discipline, invariably enumerates a host of techniques in a 'bag of tricks' fashion: behaviouristic, like treating symptoms, that is, the behavioural manifestation rather than addressing the causes of that behaviour, paying no attention to the psychic dynamics and social context behind poor discipline. This is at variance with the fact that learner-discipline problems have a causal base which reaches far beyond the individual teacher-individual learner interaction. At the levels of the school, family and society, as well as at the level of the spiritual and social functioning of the child and how that might result in discipline problems, and how that should be taken into account when addressing learner discipline problems, a host of literature has been published in recent years. This article surveys this literature, synthesising it in a systematic way that shows a broader and more extensive way of approaching the issue of the problems of addressing learner discipline in South African schools. Although the problem of ill discipline in schools is not limited to or absent from schools that educate on biblical principles, the discussion in the literature occasionally ventures into a brief mention of how the problem could be approached from a holistic and integrated Christian perspective. Leerderdissipline in Suid-Afrikaanse skole is 'n probleem. Die mees problematiese aspek is die hantering van dié probleme. Navorsing het aangetoon dat onderwysers nie oor doeltreffende metodes om leerderdissipline te handhaaf beskik nie. Literatuur oor dissiplinehandhawingsmetodes wat wel bestaan lys 'n reeks tegnieke, in 'n behaviouristiese paradigma, wat die simptome eerder as die oorsake van die probleem aanspreek, en wat nie die psigiese dinamika en sosiale konteks van leerderdissiplineprobleme erken nie. Dit rym nie met die feit dat leerderdissipline 'n oorsaaklike basis het wat veel verder as die individuele onderwyser-individuele leerder interaksie strek nie. Op die vlakke van die skool, die gesin en die samelewing, sowel as die spirituele en sosiale funksionering van die kind en hoe al hierdie faktore in dissiplineprobleme kan uitloop en in berekening gebring behoort te word wanneer dit by die aanspreek van leerderdissiplineprobleme kom, is 'n magdom literatuur die afgelope aantal jare gepubliseer. Hierdie artikel bied 'n oorsig van dié literatuur en dui so 'n meer omvattende benadering aan om leerderdissiplineprobleme in Suid-Afrikaanse skole te hanteer. Ofskoon die probleem van leerderdissiplineprobleme nie beperk is of afwesig is van skole wat onderwys op 'n Bybelse grondslag verskaf nie, word die bespreking van die literatuuroorsig voorsien van 'n Christelike lewensopvatlike bobou.

Tot op hede was navorsers geneig om elkeen van die oorsaaklike of bydraende faktore tot leerderdissiplineprobleme in skole afsonderlik van mekaar te benader. Hierdie artikel het oor navorsing rakende die teoreties-regverdigbare samevloeiing van hierdie faktore rakende dissiplineprobleme in klaskamers gerapporteer. Graad 9-leerders en hulle opvoeders (onderwysers) het vraelyste voltooi waarin hulle op 'n semantiese differensiaalskaal moes aantoon tot watter mate hulle meen elkeen van die 36 moontlike oorsake 'n rol speel in die voorkoms van dissiplineprobleme in hulle skool. Roetinefaktoranalise het aan die lig gebring dat veral sewe faktore 'n bydrae lewer tot wangedrag in hulle besondere skool, naamlik sosiale probleme in die gemeenskap, ouers se invloed op die leerders se gedrag, die gesag van die opvoeder, demokratiese deelname van die rolspelers aan die skoolbestuur, die skoolstrukture as 'n invloed op die voorkoms van leerderwangedrag, asook fisiese geremdhede en psigologiese gestremdhede. Hitherto, researchers in the field of the various causal or contributory factors of learner discipline problems in schools tended to approach each of those factors in isolation. This article reported on research regarding the theoretically justifiable notion of the confluence of the various factors that culminate in learner discipline problems at school. Grade 9 learners as well as their educators completed questionnaires in which they had to indicate on a semantic differential scale the extent to which they thought each of the 36 possible causes played a role in the incidence of learner discipline problems in their school. Routine factor analysis revealed that seven factors contributed to learner misbehaviour in their particular school, namely social problems in society, the influence of parents on the behaviour of their children, the authority of the educator, democratic participation in school governance, the nature of school structures, and also physical and psychological disabilities.

Modern societies have become much more complex in recent decades, also in terms of ethnic identities and differences. The question arose whether education systems were capable of addressing the needs of ethnic and other minorities in countries across the globe. After examining a cross-section of education systems (in Australia, Canada, China, Israel, Malaysia, Rwanda, Russia and South Africa) with the aid of a set of specially developed criteria, it was concluded that these systems seemed to comply with the criteria in various ways, albeit in different measures and in several configurations. It is recommended that policy makers apply such criteria for enhancing the capability of an education system to address the needs of ethnic minorities and to meet the demands of increased social complexity. Samelewings het onlangs toenemend kompleks begin raak, ook in terme van etniese identiteite en verskille. Die vraag is of onderwysstelsels van lande reg oor die wêreld in staat is om te voldoen aan die eise van die verskillende etniese en ander minderhede. Na bestudering van 'n steekproef onderwysstelsels (dié van Australië, Kanada, Sjina, Israel, Maleisië, Rwanda, Rusland en Suid-Afrika) aan die hand van 'n stel spesiaal ontwerpte kriteria is tot die slotsom gekom dat hierdie stelsels oor die algemeen aan die kriteria voldoen, dog in wisselende mate en in allerlei konfigurasies. Dit is aanbeveel dat beleidmakers kriteria soos hierdie toepas ten einde toe te sien dat 'n onderwysstelsel inderdaad in staat sal wees om te kan voorsien in die behoeftes van etniese minderhede en aan die eise van toenemende sosiale kompleksiteit.

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