Abstract
M.Ed.
South Africa is currently undergoing transformation in general, and particularly in
education. Educators are aware of the aspirations entertained in many hearts that could
contribute towards a dispensation that will provide competitive opportunity and
productivity through effective schools.
There is a vision shared by all races of South Africa in which the quality of life will
improve, with diversity not leading to divisiveness. There is a realisation that continuous,
effectively implemented education can help make this a better nation (Henning, 1998:4).
Education is crucial to South Africa's future growth, development and the upliftment of
its people. A good education system should produce the skills the industrialising
economy needs, the society that is wanted and the responsible citizens upon which our
new democracy will depend (RSA 1996:1).
Since the new dispensation, a number of acts have been passed, policies developed and
frameworks put in place. The endless meetings, workshops, intervention programmes -
though justifiable as they may be - must eventually lead to quality education service as
expected by the majority (Communication Directorate, 1998:3).
However, it has become increasingly difficult for the ordinary person to identify any
change or quality effective education service. Something must be done. Policies on their
own are not going to change things but commitment, dedication, preparedness and
change of mindset are cornerstones for any change and excellence (Communication
Directorate, 1998:3).
Many learners are simply not prepared for work at their various levels and are misled into
believing that they are. Thousands of grade twelve learners enter examination rooms at
the end of the year without such basic knowledge as where to find the alimentary canal
(Calitz, 1998:3). Many educators are simply not doing their work.
It seems that character education with "core ethical values" such as respect, hard work,
responsibility, trustworthiness, fairness and caring does not exist (Huffman, 1994:vi).
Newspaper headlines seem to bear this out: "Seksonnie kom weg met net boetes"
(Anon,1999:5), "Dwelmklopjagte kom binnekort by skole" (Anon,1999:4), "The tiny gift
that caused a big problem" (Sunday Times, 3 October 1999:3).
There is no instant solution to the problem and a tremendous effort will be required just
to stop the decline and then to bring about a gradual improvement. It is not good enough
to merely pay lip service to the idea: it should be realised that the magnitude of the
effort, which is required, is perhaps bigger than anyone can envisage (Calitz, 1998:3).
The present situation is merely a symptom of an underlying malaise. It is clear that the
contemporary society suffers severe social and moral problems such as the deterioration
of civility, the breakdown of sexual morality, drug and alcohol abuse, physical abuse, and
an epidemic of violence. And, as typically the case, society's problems are most visibly
reflected in its youth (Huffman, 1994:v).
In response to these moral danger signs, interest in character education is steadily
building. Character education is the best hope for addressing a wide range of academic
and behaviour problems amongst both educators and learners (Huffman, 1994:vi).
Having introduced the problem that this research hopes to clarify it seems pertinent to
now state the research problem clearly.