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Definition of “a certain minimum of education”
What exactly a ‘certain minimum education’ is, has never been exactly defined in law.
However, the “Guidelines of The Assessment of Education in Places Other Than Recognised
Schools” provide a definition of the ‘broad characteristics of a certain minimum education’.
To quote, ‘a certain minimum education' should
• be suited to the age, ability, aptitude and personality of the child
• be responsive to the child’s individual needs, should take cognisance of the areas of
learning
• that are of interest to the child, and should ensure that his/her personal potential is
enhanced and not suppressed
• address the immediate and prospective needs of the child, in the context of the cultural,
economic and social environment
• provide a reasonably balanced range of learning experiences, so that no one aspect of
the child’s learning is emphasised to the exclusion of others
• develop the personal and social skills of the child and prepare him/her for the
responsibilities of citizenship
• contribute to the moral development of the child
• ensure the development of basic skills (as outlined below) so as to prepare the child to
participate in society and everyday life
• provide opportunities for the child to develop his/her intellectual capacities and
understanding.
Basic skills
Provision for language and literacy skills should
• Reflect the child’s age and stage of development
• Reflect the child’s personality, interests and ability
• Provide for the following, in accordance with the general ability of the child:
• The acquisition of listening and speaking skills (including appropriate verbal and non-
verbal communication behaviour)
• Reading (vocabulary development, comprehension and reading fluency)
• Writing (including grammar, spelling and punctuation sufficient to convey meaning)
• Ensure that the child is developing oral language skills, literacy skills, comprehension
skills and expressive skills in his/her first language, to his/her potential so that he/she may
participate in society and everyday life
Provision for numeracy should
• Reflect the child’s age and stage of development
• Reflect the child’s personality, interests and ability
• Provide for the following, in accordance with the general ability of the child:
• Number
• Number operations
• Measures in money, time, length, area, weight, and capacity
• Ensure that the child is developing understanding, skills and knowledge, to his/her
potential so that he/she may participate in society and everyday life’
What exactly a ‘certain minimum education’ is, has never been exactly defined in law.
However, the “Guidelines of The Assessment of Education in Places Other Than Recognised
Schools” provide a definition of the ‘broad characteristics of a certain minimum education’.
To quote, ‘a certain minimum education' should
• be suited to the age, ability, aptitude and personality of the child
• be responsive to the child’s individual needs, should take cognisance of the areas of
learning
• that are of interest to the child, and should ensure that his/her personal potential is
enhanced and not suppressed
• address the immediate and prospective needs of the child, in the context of the cultural,
economic and social environment
• provide a reasonably balanced range of learning experiences, so that no one aspect of
the child’s learning is emphasised to the exclusion of others
• develop the personal and social skills of the child and prepare him/her for the
responsibilities of citizenship
• contribute to the moral development of the child
• ensure the development of basic skills (as outlined below) so as to prepare the child to
participate in society and everyday life
• provide opportunities for the child to develop his/her intellectual capacities and
understanding.
Basic skills
Provision for language and literacy skills should
• Reflect the child’s age and stage of development
• Reflect the child’s personality, interests and ability
• Provide for the following, in accordance with the general ability of the child:
• The acquisition of listening and speaking skills (including appropriate verbal and non-
verbal communication behaviour)
• Reading (vocabulary development, comprehension and reading fluency)
• Writing (including grammar, spelling and punctuation sufficient to convey meaning)
• Ensure that the child is developing oral language skills, literacy skills, comprehension
skills and expressive skills in his/her first language, to his/her potential so that he/she may
participate in society and everyday life
Provision for numeracy should
• Reflect the child’s age and stage of development
• Reflect the child’s personality, interests and ability
• Provide for the following, in accordance with the general ability of the child:
• Number
• Number operations
• Measures in money, time, length, area, weight, and capacity
• Ensure that the child is developing understanding, skills and knowledge, to his/her
potential so that he/she may participate in society and everyday life’
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