Finweek English Edition - - FEEDBACK - An­gela Louw Clau­dia Lynn Cooper

I read the ar­ti­cle

with great in­ter­est. I won­der what the out­come of a cost anal­y­sis of ed­u­ca­tion per fam­ily in pri­vate schools, who foot a dou­ble bill af­ter con­tribut­ing to tax, would be. Tak­ing pri­vate school­ing costs into ac­count, ed­u­ca­tion ex­pen­di­ture for those fam­i­lies is much more. Given the de­clin­ing stan­dard in pub­lic schools, SA uni­ver­si­ties will ad­mit in­creas­ingly less lit­er­ate stu­dents. A worth­while de­gree will likely only be at­tain­able from for­eign uni­ver­si­ties. In 12 years from now, their eir ad­mis­sion stand­dards may far ex­ceed d what we can then n pro­duce. For those with young chil­dren se­ri­ous about a de­gree, pub­lic ed­u­ca­tion is not a re­al­is­tic op­tion for the long term.

Glob­ally, more par­ents are opt­ing to home school. One can hire a highly skilled full-time pri­vate tu­tor at your home for much less and have more cer­tainty of the out­come. Glob­ally, the home-school­ing and pri­vate tu­tor mar­ket is grow­ing.

I won­der how many par­ents have opted for home school­ing in SA for this rea­son? skills that are of­ten not taught by the par­ents. In­stead of hav­ing a life-skills sub­ject, which most ma­tric­u­lants re­gard as a waste of time, learn­ers should be learn­ing prac­ti­cal skills ac­cord­ing to their needs: cook­ing, sewing, fix­ing ap­pli­ances, build­ing and de­sign­ing things.

Teach­ers need to cre­ate a hunger for knowl­edge and need to think out of the box them­selves if it is ex­pected of the learn­ers.

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