Educare - Volume 32, Issue 1_2, 2003
Volume 32, Issue 1_2, 2003
Source: Educare 32, pp V –VI (2003)More Less
This edition of EDUCARE presents articles reflecting the full spectrum of the field of education. In more than one way volume 32 (1&2) of EDUCARE was published during a period of change. Following its existence of 130 years the University of South Africa (Unisa) is to be structured to serve distance education for the twenty-first century. This is the opportune stage to hand over the editorship to the new editor Dr L (Louis) S Jeevanantham for the further development of a fully accredited journal from one that has served the Faulty of Education since 1972.
Postmodernisme, Foucault se siening oor identiteit en die implikasies daarvan vir letterkunde-onderrig in die tweedetaal klaskamerAuthor M.M. NiemanSource: Educare 32, pp 1 –19 (2003)More Less
In this article Foucault's points of view on identity are discussed with reference to the Self and the Other, knowledge and power, rationality and normality, historicity, discourse, discipline and punishment and sexuality. It is indicated how these concepts relate to postmodernism. The implications of Foucault's point of view and postmodernism for the teaching of literature are contemplated.
A conceptual framework for accelerating emergent literacy skills of disadvantaged pre-schoolers in South AfricaSource: Educare 32, pp 20 –35 (2003)More Less
Children from privileged backgrounds enter the schooling system at a greater advantage than children from impoverished homes. Owing to the discrepancies between the home and the school, and negative schooling experiences, the vast majority of children in schools within impoverished neighbourhoods suffer from the effects of environmental, socio-economic and educational deprivation, and are likely to experience 'special needs' when entering the formal school system. Equalising opportunities and access should therefore be provided for these children.
Source: Educare 32, pp 36 –60 (2003)More Less
Learners are not born with an understanding of the principles of democracy. However, as citizens of the future they have to be prepared for their future responsibilities as citizens of a democratic society. Many institutions help to develop citizens' knowledge and skills and shape their civic character and commitments: family, religious institutions, the media and community groups exert important influences. Schools, however, bear a special and historic responsibility for the development of civic competency and responsibility. Schools are needed as much for political as for educational reasons: on the school, more than upon any other institution, will depend the quality and nature of the citizenship of the future. The notion that South African schools have a distinctively civic mission has been recognised with the introduction of the Revised National Curriculum Statement (2002). Closer scrutiny of the introductory remarks above reveals the existence of a number of problems. The first problem centres around the question of how public schools in South Africa, charged with delivering democratically-inspired programmes on citizenship, should meet the challenge. The second problem centres around the question of how a public school as a whole can work to ensure that education for democratic citizenship is more than an idealistic ambition. The main aim of this article is to sensitise the policymakers, curriculum developers and educational administrators involved in drafting a blueprint for education for citizenship in South African public schools, to the need to gain independent and well-reasoned knowledge of the different models of citizenship education and to assist teachers so that they will be able to successfully educate young South Africans for responsible citizenship using areas within the informal or hidden curriculum of public schools which have the potential for democratic citizenship education.
Source: Educare 32, pp 61 –94 (2003)More Less
The majority of adolescents diagnosed with Major Depressive Disorder (MDD) and admitted to a psychiatric hospital in Gauteng, complained of being tired of 'talk therapy'. In this study, imagery was used as a technique in the treatment of two adolescents suffering from MDD. The initial identification was based on the results of the Beck Depression Inventory (BDI). After a number of sessions of applying imagery techniques, the BDI was readministered. To determine the long-term effectiveness of imagery, the BDI was again administered a month-and-a-half after completion of the sessions. The results before and after indicate a reduction in the severity of depression. The results at the month-and-a-half follow-up session indicated a further reduction in the level of depression in both cases. This indicates the possible long-term effectiveness of imagery in treating depression. Further research is required, but there are significant indications that imagery may be an effective technique in the treatment of depressed adolescents under psychiatric supervision.
Source: Educare 32, pp 95 –115 (2003)More Less
Hierdie artikel lewer verslag oor die faktore rakende beroepsukses en hul verband met opvoeding met die oog op lewensvaardighede. 'n Literatuurstudie ondersoek definisies oor lewensvaardighede en lewensvaardighede-opvoeding, met spesifieke verwysing na Kurrikulum 2005 en die leerarea, Lewensoriëntering. Voorts word professionele sukses en faktore wat die bereiking van sukses in die openbare en private sektore bepaal, bespreek. 'n Kwalitatiewe ondersoek, gegrond op deels-gestruktureerde onderhoude, met twaalf deelnemers, lewer beskrywende data op. Die deelnemers is gekies volgens doelgerigte steekproeftrekking. Sleutelbevindige raak lewensvaardighede, ontwikkel binne gesins-, gemeenskaps- en skoolverbande; lewensvaardighede noodsaaklik vir sukses in die werkplek; lewensvaardighede en die gesin; die vermoë om teenstand te hanteer en vaardighede om lewenslange leergerigtheid voort te sit. Aanbevelinge op grond van hierdie bevindige, word aan opvoeders gedoen.
Source: Educare 32, pp 116 –136 (2003)More Less
In hierdie studie word die effek van chroniese siekte op die gesin ondersoek. 'n Chroniese siekte raak elke lid van die gesin. Die nadelige effek van chroniese siekte kan waargeneem word in wanaanpassings ten opsigte van gesinsrolle en in verhoudings- en kommunikasieprobleme tussen die lede van die gesin. 'n Agteruitgang in die algemene funksionering van die gesin kom ook voor. 'n Empiriese ondersoek waaraan twintig gesinne met 'n chroniese siek ouer of ouers deelgeneem het, is onderneem. Die studie het bevestig dat gesinne met 'n chroniese siek ouer of ouers nie gebruik maak van beskikbare professionele hulp en ondersteuning nie, probleme ervaar met die openbaarmaking van sensitiewe inligting, dat chroniese siek ouers nie begryp watter stres hul kinders moet verduur nie, dat chroniese siek ouers meer sensitief is as die ander lede van die gesin ten opsigte van die impak van die siekte op die gesin en dat die gesin met 'n chroniese siek ouer die slagoffer van die siekte kan word. Die impak van die siekte kan egter verminder word waar die gesin die siekte betekenisvol kan verwerk en bereid is om mekaar te ondersteun.
Source: Educare 32, pp 137 –159 (2003)More Less
The introduction of outcomes-based education in South Africa has taken place amidst considerable controversy. Obstacles to initial implementation have been well documented and a Review Committee (2000) has made incisive recommendations to address major problems. In view of the South African experience, an overview of curriculum reform in Australian education is of value to education policy makers and practitioners, particularly since Australian curriculum policy informed the South African debate to some extent. This article describes the shift to an outcomes-based curriculum in Australia since 1989 on the basis of a literature review and a fact-finding visit to the country. Because of the decentralised nature of educational administration and provision in Australia, the experience of the Northern Territory and New South Wales is specifically referred to. Both cases are apt examples of the lengthy implementation process of curriculum change, which may contribute to an understanding of the current curriculum reform process in South African schooling.
Author E.J. Van NiekerkSource: Educare 32, pp 160 –185 (2003)More Less
The notion of whole-school self-evaluation was introduced into the South African education system by The national policy on whole-school evaluation (2001). Whole-school self-evaluation has since become an integral part of the official evaluation system. However, for schools to benefit maximally from self-evaluation, they should empower themselves to do independent school-based self-evaluation with a view to school improvement. In order to assist schools in this a clarification of concepts associated with self-evaluation is presented, the purpose of self-evaluation and its relation to the idea of school improvement are explored, the strategies, criteria and areas of self-evaluation are discussed and some attention is given to the crucial role of the School Management Team in whole-school self-evaluation.
Factors preventing the development of process skills of biology secondary school learners in South AfricaSource: Educare 32, pp 186 –198 (2003)More Less
The apparent lack of developing basic- and integrated process skills of secondary school biology learners, triggered this investigation. Although the development of process skills of school learners is a required outcome of Curriculum 2005 and therefore an integral part of natural- and life science teaching, it is often neglected in the South African classroom. In an attempt to determine why this is so, a questionnaire was compiled and subsequently completed by 98 biology teachers in Gauteng Province.
Source: Educare 32, pp 199 –221 (2003)More Less
In view of the fact that the majority of learners terminate their study of history at the end of the General Education and Training phase (Grade 9), active steps should be taken by history teachers to prevent it facing extinction in public schools. It is no longer sufficient justification to say, for example, that some learners enjoy history or that teachers are now using a variety of methods on a scale never seen before. There is a need for an adequate and effective promotional strategy to sell history in public schools which will not only convince adult sceptics, whether inside or outside the staffroom, but also give learners at the end of the General Education and Training phase (Grade 9) reasons to consider studying history in the Further Education and Training phase (Grades 10 to 12). To sell the subject effectively in a highly competitive curricular marketplace requires the history teacher of the 21st century to be a publicist and salesperson. This article is intended as a practical guide to give both trainee and in-service history teachers the stimulus, support and materials to sell their subject successfully in the curricular marketplace and to encourage and inspire more learners, especially Grades 10, 11 and 12 learners, to participate in history study.
Author C. MeierSource: Educare 32, pp 222 –239 (2003)More Less
Since 1994 far-reaching curriculum changes in the form of an Outcomes-based Education (OBE) approach to schooling have been put into practice in South Africa. One of the pillars of OBE is a child (learner)-centred approach, that has an impact on virtually every aspect of classroom management. The question that arises is: what is a child-centred approach and what are its implications for classroom management? This article traces the broad issues surrounding the origins of a child-centred approach and investigates the implications of the implementation of a child-centred approach for classroom management. It concludes that child-centred teaching is still more rhetoric than reality in South Africa, because of certain constraints faced by educators. Constraints educators have to deal with in their classrooms, such as class size and inadequate training label education as child-conscious rather than child-centred.
Author S.M. HobergSource: Educare 32, pp 240 –260 (2003)More Less
While peer influence in drug abuse is well documented, little research has been conducted in South Africa on the valuable contribution peers can make in preventative strategies. Daily reports in the media indicate the growing concern over the escalation of substance abuse in South Africa, yet significant research analysis of the role and influence of peer interaction in drug abuse prevention is still grossly neglected by researchers and educationists alike.
Author Greg PienaarSource: Educare 32, pp 261 –274 (2003)More Less
In 1996 corporal punishment was banned in all South African schools. In addition, in 1998, Outcomes-based Education (OBE) was introduced in South African classrooms. Many educators claim that the introduction of extensive group work, which plays a significant role in OBE, has exacerbated the discipline problem. The combination of these factors has led to a situation where it is felt that discipline has collapsed in many South African schools. This article includes an examination of the diverse methods of classroom and whole-school discipline which educationalists have employed over the years. A thorough study of the latest research and literature revealed that parental involvement is becoming one of the most important measures of discipline both in and out of the school. This refers to involvement in the home environment and involvement in school activities in general. An empirical study was undertaken, where the Parental Involvement Programme (PIP) was conducted with a number of children and families. The results indicated that the PIP had a positive effect on the overall behaviour and functioning of the children in the study. Finally, it is stated that committed involvement with the child in his/her home and at school may go a long way towards alleviating some of the discipline problems currently experienced in the classroom.
Author E. PrinslooSource: Educare 32, pp 275 –292 (2003)More Less
This study was undertaken to examine the extent to which young South Africans are integrated into contemporary post-apartheid society. A study of the available research literature brought a disturbingly negative picture to light. In both sectors of society - that is the black majority and the white minority - reports indicate that a large percentage of the youth is being seriously marginalised. Young black people (especially secondary school youth and students in higher education) have been marginalised through a previous political dispensation that offered them inferior and irrelevant education and training. A lack of skills prevents large numbers of young black people from securing a place in the job market.
Young white people are currently subjected to a political policy of reverse discrimination. As members of a disempowered white minority they are held in low esteem by the dominant segments of society. They are demotivated by a bleak vision of the future. Research reports postulate that educational and political authorities have failed to provide the necessary guidance for young people in a new era of technological development and economic globalization. This appears to have resulted in an upsurge of crime, aggression and violence that endangers the future of the youth in the country. This article examines the personal, political, social and environmental factors in South Africa that have a detrimental effect on the education and socialisation of the youth in the country. By means of focus group interviews with young people, it also attempts to determine the degree to which present research findings represent the situation of the youth in the country.