South African Journal of Education - Volume 23, Issue 2, 2003
Volumes & issues
Volume 23, Issue 2, 2003
Source: South African Journal of Education 23, pp 85 –93 (2003)More Less
School safety and combating crime : the views of a group of Free State learners and educators.
Statements by academics and newspaper reports on crime in schools have resulted in the majority of people believing that crime in schools is out of control. This may lead to a feeling of helplessness and a laissez-faire attitude. Research on school safety is therefore essential. An empirical investigation was launched among a group of Free State educators and learners, initially to determine how safe their schools were. Secondly, an attempt was made to determine to what extent respondents had been exposed to crime during the preceding twelve months, whether they had reported the crimes and, if not, why not. Thirdly, they were asked to suggest crime prevention strategies. The findings are presented against the background of a criminological perspective on juvenile delinquency and a literature review on the causes of crime and crime prevention strategies.
Source: South African Journal of Education 23, pp 94 –100 (2003)More Less
Experience of imposed educational change by a heterogeneous group of teachers.
From the extensive research on educational change undertaken world-wide, it is evident that its implementation has often failed, due to various reasons. A reason that is very often given in this regard is that initiators of educational change do not keep in mind that successful implementation of change and its sustainability require, first and foremost, an inherent change in the human being. For almost a decade, the authors have participated in various international research projects directed at understanding how teachers experience educational change and how it influences their work lives. They report on the insights from one of these studies, which dealt specifically with the differences in experience of imposed post-apartheid educational changes by teachers who had worked previously in the different sections of the ethnic-based education system prior to 1994. The expectations of teachers regarding the new education dispensation and their experiences of the reality of policy implementation are addressed.
Source: South African Journal of Education 23, pp 101 –106 (2003)More Less
The aim in this article was to locate mission education in South Africa within the mission paradigm theory as propagated by the missiologist, David J. Bosch. This model, as proposed in the monograph Transforming Mission : Paradigm Shifts in Theology of Mission, adopts a contextual stance in the examination of the mission process throughout history and is also considered appropriate for a critique of mission education in South Africa.
Author J.J.E. MesserschmidtSource: South African Journal of Education 23, pp 107 –112 (2003)More Less
The nature of co-operative learning among Grade 4 learners who, for the first time, were confronted with a task-based approach in the social sciences was investigated. The investigation was undertaken in three schools in Mangaung, a typical disadvantaged community. The main source of qualitative data consisted of transcriptions of the audio-taped verbal interaction of learners working in groups. For the purposes of this article six events were chosen from the corpus of transcriptions. These events are presented in the original Sesotho with translations in English in a turn-by-turn format. The verbal interaction is analysed in terms of the speech acts performed by the learners in turn-taking. The communicative analysis reveals the way in which learners spontaneously took on social roles by fulfilling certain functions and were actively involved in a meaning-making process during which collaborative and goal-directed learning took place.
Source: South African Journal of Education 23, pp 113 –121 (2003)More Less
Crime in South African education as reflected in the printed media.
The printed media have taken upon themselves the role of watchdogs and guardians. Consequently they report on events that in their opinion either threaten the general welfare of the public at large or are of importance to the community. The public's interest in crime has resulted in the media reporting extensively on crime. The purpose of this article is to look at conventional crime in South African education through the eyes of the media. From the study it appeared that learners and educators are / were not only the victims, but also the perpetrators of violent crime such as murder, kidnapping, rape and assault. Learners and educators are often guilty of, but also exposed to, property crimes such as burglary and theft. In addition school property is often the target of arsonists and vandals. On the basis of media reports, the conclusion is reached that a culture of crime and violence prevails in South African education.
Source: South African Journal of Education 23, pp 122 –129 (2003)More Less
Multilingual learners are placed in increasing numbers in preschools in South Africa and preschool teachers are struggling to meet the needs of these learners. The aim of the study was to gather information from preschool teachers in the Pretoria inner city and adjacent Sunnyside areas regarding the multilingual learners in their classrooms. An empirical investigation was used to gather information. A descriptive survey was employed as research design. A questionnaire was developed and, of the 36 questionnaires distributed to individual teachers, 32 were returned (a response rate of 88%). The preschool teachers supplied valuable information on the language needs of the multilingual learners gathered through informal observation and evaluation. The results indicated that more than half of the learners in any class find it difficult to comprehend or express themselves in their additional languages. Preschool teachers reported that they used certain strategies to facilitate comprehension but expressed the need for training and collaboration in order to meet the needs of the learners. It is proposed that the role of the speech-language therapist should be extended to support preschool teachers in multilingual settings and utilize their skills in the development of additional languages.
Author Cornelia RouxSource: South African Journal of Education 23, pp 130 –134 (2003)More Less
The introduction of a programme for multireligion in religion education or the learning area Life Orientation in South African schools has been a controversial issue since 1997. Although it cannot be taken for granted that religious diversity is a problem in education, many educators and parents have negative perceptions about a programme on different religions and belief and value systems. They fear that learners, especially in the Foundation Phase, will be confused and unduly influenced by the content of different religions. Research in 1993 / 1994 indicated that multireligion content is not easily understood by younger learners and might hamper their religious views. The implementation of innovative didactic approaches in multireligion education, as well as research from 1995 onwards, has indicated that younger learners will not easily be confused if content is presented in a balanced, professional manner. The introduction of games in a specific, colour-coded paradigm, as a didactic approach in multireligion programmes, contributes to the success stories of young learners' knowledge of different belief and value systems. Feeling safe with their own religion while gaining knowledge about other religions in order to develop respect for the diversity in their school environment is the key factor in this approach. The aim of this article is not to discuss problems or perceptions on religious diversity in schools or classrooms but to report on playing games as a solution for understanding religious content.
Implementation of the inclusive education paradigm shift in South African education support servicesAuthor Johnnie F. HaySource: South African Journal of Education 23, pp 135 –138 (2003)More Less
The success of the implementation of inclusive education will greatly depend on the quality and transformation of education support services (ESS). This article explores the philosophical origins of inclusive education and how these impact on education support services. It is suggested that support services in South Af rica are struggling to change their paradigms and mostly operate within an (outdated) exclusive, placement paradigm with a Eurocentric focus. The relevant debate about Africanization is included as one aspect of the transformation process needed in support services : the author prefers to call it the "South Africanization" of education support services. The article concludes with various concrete suggestions of paradigm shifts that (staff in) education support services will have to make in order to align service delivery with inclusive education.
Author Chika Trevor SehooleSource: South African Journal of Education 23, pp 139 –144 (2003)More Less
One of the main weaknesses of the critiques of education policies in post-apartheid South Africa is the tendency to overlook the analysis of the new state and the limitations imposed on it by the Interim Constitution. As such, critiques of policy have been framed in terms of literary or documentary analysis, i.e. by looking at the policy texts that have been released by government since the establishment of the new dispensation. This article represents an attempt to move beyond this narrow analysis of policy and the policy process in the education arena to scrutinise the complex dynamics that have determined or at least conditioned particular directions and made particular policy practices prevail. In particular, it looks at the challenges of restructuring the apartheid education departments, the challenges of the coexistence of the old and the new bureaucracy in the new Department of Education (DoE ) and the impact this has had on the establishment of the new institutional memory and culture within the DoE in South Africa.
Die beoogde stelsel van tweeledige beroepsonderwys en -opleiding in Suid-Afrika : potensiaalbepaling vanuit 'n vergelykende perspektiefAuthor C.C. WolhuterSource: South African Journal of Education 23, pp 145 –151 (2003)More Less
The envisaged dual system of vocational education and training in South A frica : assessing the potential thereof from a comparative perspective.
he aim of this research was to assess the potential of the envisaged dual system of vocational education and training in South Africa from a comparative perspective, namely, the German prototype and the many attempts to transplant this to other countries. The dual system in Germany is outlined and assessed, followed by an evaluation of attempts to export it to other countries. Subsequently, the motivation for and details of the envisaged dual system in South Africa are discussed, before extrapolating, in the concluding section, the implications of the experience abroad for South Africa. The population dynamics, economy, the mobile employment market and low prestige accorded to vocational education do not bode well for a dual system in South Africa. On the other hand, building the qualifications attained in the dual system into the National Qualifications Framework, and empowering would-be learners from designated groups by means of the Equal Employment Act, could create a dual system that could be exemplary for other developing countries, and even for Germany.
Source: South African Journal of Education 23, pp 152 –156 (2003)More Less
We (de)construct interpretive discourses in South Africa's recently published White Paper on Special Needs Education. In particular, we (de)construct objects, agents, actions and binaries constituted by social constructionist discourses as well as the voices these discourses marginalize. We discuss the implications that interpretive discourses, as we deconstruct them in White Paper 6 : Special Needs Education, have for inclusion / exclusion.
Source: South African Journal of Education 23, pp 157 –161 (2003)More Less
Increasing numbers of Southern African school children seek entrance to international schools. Entrance procedures to these schools are a cornerstone event and should be further investigated. Consequently the current admission procedures used by a southern African international school were evaluated and compared with those of selected other international schools. The research group consisted of 69 learners (30 boys and 39 girls) from different racial groups. Multiple regression analysis was used to determine the best combination of predictive variables for academic achievement. Results indicated that the admission procedures compared favourably with those of the other international schools, and that the entrance tests had a significant predictive value. The Culture-Fair Intelligence Test (Scale 2 Form A) appeared to have more predictive value than the MAT-SF for academic achievement. Academic performance was best predicted by a combination of the Culture-Fair Intelligence Test (Scale 2 Form A), the MAT-SF, the English proficiency test and the form (level of progress in school) of students.