To browse Academia. A different approach was presented by J. Martin , in: Janowski, , who rejected the idea that one universal hidden curriculum existed and functioned everywhere where any teaching process took place. If we are to talk about the hidden curriculum β he emphasised β we should talk about one definite, concrete curriculum of a given institution which functions in a given time and place, among given people.
Accordingly, it should be assumed that the hidden curriculum can be only analysed through discovering and interpreting various aspects of educational practice in concrete institutions.
This assumption was realised through devising a survey form to analyse the hidden curriculum in non-public institutions of higher education, which comprised 56 questions concerning the practice of the teaching process.
Another source of information was web sites of private schools of higher education. By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof save to the extent explicitly otherwise stated , that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.
Background: The concept of hidden curriculum was first used by Philip Jackson in , and Hafferty brought this concept to the medical education. Many of the subjects that medical students learn are attributed to this curriculum.
