Andere Kunden interessierten sich auch für
![Interpretations and Practice of Widening Participation]( "Interpretations and Practice of Widening Participation")
Interpretations and Practice of Widening Participation44,99 €![Democratic Citizenship Education]( "Democratic Citizenship Education")
Democratic Citizenship Education51,99 €![Democratic Coaching]( "Democratic Coaching")
Democratic Coaching32,99 €![Participation in Adult Learning Activities]( "Participation in Adult Learning Activities")
Participation in Adult Learning Activities44,99 €![Participation of females in technical education in Ghana]( "Participation of females in technical education in Ghana")
Participation of females in technical education in Ghana38,99 €![Women and Work Participation]( "Women and Work Participation")
Women and Work Participation51,99 €![An Exploration to the Communicative Language Teaching Approach]( "An Exploration to the Communicative Language Teaching Approach")
An Exploration to the Communicative Language Teaching Approach26,99 €
This study is philosophical in nature. Through a careful critical examination of the South African Schools Act (SASA) and the Learner Representative Council Guides (RCL) I have tried to evaluate the goals of providing voice for learner expression and providing learners with an opportunity to participate in decision making regarding their schools . From this investigation, I have attempted to work out a general, systematic, coherent and consistent picture of minimal participation of learners in the school governance structure. According to Popkin and Stroll (1993: X111), Socrates, at his trial in 399 BC maintained that the reason he philosophised was that the unexamined life was not worth living . He (Socrates) believes that unless people asked questions, and seriously sought the answers, they would never be able to know if they were doing the right thing. Otherwise, their entire lives might be wasted pursuing useless or even dangerous goals. This is why I decided to examine theseRCL goals.