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.
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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
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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.
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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
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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.
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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.
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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.wcape.gov.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.
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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. (www.HSLDA.org/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.
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
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.
(www.HSLDA.org/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.
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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:
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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.
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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.
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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)
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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
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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.
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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 nonmainstream 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.
- 16 -
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
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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,
- 18 -
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
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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
- 20 -
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.
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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.
- 22 -
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.
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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.
- 24 -
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.
- 25 -
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.
- 26 -
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.
- 27 -
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.
- 28 -
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
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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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