Systems approach to the value of education in the Republic of South Afric

This study aims to investigate the value of an educational/schooling system through an analysis of the hiring and training practices of firms. Utilizing a systems theory approach, this study is descriptive and exploratory and consists of reviews of relevant documents and the use of several questionnaires. The quantitative techniques employed in this study are aimed at a full analysis of the descriptive and exploratory data related to: (1) dominant majority and non-dominant minority students at each of the four school types (Afrikaner, English, Asian/Indian, and African) and trainee learning strategies and study skills; and (2) secondary school science teachers and corporate trainers use of instructional design components.;The results of this study strongly indicate that the current educational system in the Republic of South Africa is neither preparing all students equally, nor preparing them for successful attainment of employment. This differentiation is purely based on race--a factor which cannot be accepted as a relevant basis for the continuing inequality of educational provision. Secondly, this study shows that the educational/schooling system does not have the current capability of being an effective agent of social change nor of being an effective instrument in imparting work-related skills. Thus the concepts of equality of educational achievements and equality of educational opportunities are non-existent in post-apartheid South Africa.