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Curriculum and society : a parents' perspective

- Maja, Rosinah Ninki Gaolaolwe

Curriculum and society : a subject advisor's perspective

- Mahupela, Magdeline Ofentse Margaret

Empowerment of school communities on suspension and expulsion of African learners from ex-model C schools

- Tsepetsi, Aletta Ditshegoane

  • Authors: Tsepetsi, Aletta Ditshegoane
  • Date: 2012-08-08
  • Subjects: Community and school - South Africa , Education - Social aspects - South Africa , School administration and organization - South Africa - Decision making
  • Type: Thesis
  • Identifier: uj:8973 , http://hdl.handle.net/10210/5443
  • Description: M.Ed. , The main aim of the inquiry looked at community education, in this regard being the empowerment of school communities in effective and efficient running of schools for the new education system adopted in South Africa. The introduction of the South African School Act to meet the demands of the country's constitution, necessitates community involvement for shared-decision making, and fully informed participation by all stakeholders in the running of our schools. In empowering school communities, problems experienced by teachers, parents, learners, governing bodies relating to suspensions and expulsions of African learners were addressed, and an insight into stakeholders' roles was explicitly outlined. The contribution therefore, of this study, is the identification of sources of frustrations and troubles experienced in this regard. The findings provide school communities with a clear exposition of the roles and functions of stakeholders. Power implementation, in expulsion specifically, is clearly indicated to be on the Head of Education, which if perceived unfair can be appealed through the Member of the Executive Committee for Education in the Province. No management team, no governing body or a parent has the right to remove a learner from a school through whatever route — mutually agreed upon by other stakeholders — unless confirmation of that removal is from the HoD, but also with a placement of that learner into another school followed by a support structure created for him/her. All stakeholders will be aware of what the right of education refers to after reading through this research as recommendations clarified. Therefore, the field investigation clarified some of the typical problems about suspension and expulsion experienced by the research sample.
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Enkele medebepalers van die skool as 'n veranderingsagent in Suid-Afrika

- Du Plessis, Esther Margaretha

  • Authors: Du Plessis, Esther Margaretha
  • Date: 2014-03-10
  • Subjects: Community and school - South Africa , Education - South Africa - Aims and objectives , Schools - Social aspects - Case studies , Community education - South Africa
  • Type: Thesis
  • Identifier: uj:4233 , http://hdl.handle.net/10210/9592
  • Description: M.Ed. (Community Education) , The use of the school to address problems in society is accepted to an increasing extent. In this study it was endeavoured to establish whether the school could successfully be used as a changing agent. Determining factors which could exert an influence on the successful achievement of this objective were examined and a theory was developed for future use. It was established that the school could foster change in society through its educational and schooling functions. It is however also true that these changes are not initiated by the school. The school is in an unique position to accelerate the changes which have already taken place in society through an evolutionary process. The most important factors which can influence the successful use of the school as a changing agent are the following: The attitude of the Governing Authority in respect of the anticipated changes. The form of state and education systems. The availability of qualified teachers with a specific and unique combination of invaluable characteristics. The change orientated curriculum. The absence of any of these factors will delay or even wreck the use of the school as a changing agent. The presence, on the other hand, of the right attitude and form of government with an education system to enhance change will enable dedicated teachers to achieve the desired objective through a curriculum aimed at change. The theory formulated in this study could be used as a guideline in cases where the school could deliberately be used to promote specific changes in society.
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Foundation phase pupils' views on sanitation

- Zebediela, Tshiamo

  • Authors: Zebediela, Tshiamo
  • Date: 2012-09-05
  • Subjects: Sanitation , Blacks - Education - South Africa , Public health - Social aspects - South Africa , Community and school - South Africa , Community education - South Africa
  • Type: Mini-Dissertation
  • Identifier: uj:9600 , http://hdl.handle.net/10210/7021
  • Description: M.Ed. , The research essay was an attempt to attend to the problems faced by foundation phase pupils on sanitation. This was to explore through in-depth interviews the pupils' sanitation experiences and facilities at home and those available at the schools, and to find whether they impact on the pupils' effective usage of these facilities at school. A conclusion was reached that it was found necessary to involve parents and the general communities in the education of pupils in order to improve their sanitation usage. This could be achieved through community education that addresses the needs of communities. This community education will keep communities abreast with the changing world. This will mean involving everyone in planning and designing the programmes relevant to the community needs. Everyone should see himself/herself having a role to play in bringing about changes that could lead to a better and healthier lifestyle.
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Meaning making of the gendered experiences of African adolescent girls from child-headed households within their educational and social contexts

- Leatham, Charmaine Petro

  • Authors: Leatham, Charmaine Petro
  • Date: 2014-10-01
  • Subjects: Child caregivers - South Africa - Psychology , Teenage girls - South Africa - Psychology , Sex role - South Africa , Community and school - South Africa
  • Type: Thesis
  • Identifier: http://ujcontent.uj.ac.za8080/10210/387766 , uj:12459 , http://hdl.handle.net/10210/12245
  • Description: D.Ed. (Educational Psychology) , Child-headed households are becoming increasingly prevalent in the absences of parents, especially in township and rural communities. Parents become absent for different reasons, such as needing to find employment away from home or falling ill and dying. Many extended families can no longer financially afford to care for the children within their own homes. Often different family members will take in siblings as they are unable to accommodate them all in their home due to lack of space or financial resources. As a result siblings would be scattered within the extended family. Child-headed households have become a solution whereby siblings could keep living together as a unit as well as staying within their known environment. Often, however, the responsibility of managing the households would be placed on the adolescent girls due to gender-role division. This could leave the girls vulnerable to the possibility of dropping out of school as managing a household, caring for younger siblings and keeping up with academic responsibilities places adolescent girls under intense pressure. The research focused on the gendered experiences of African adolescent girls from child-headed households in Orlando-West, Soweto. A qualitative research approach was used and the study was conducted by means of a hermeneutic phenomenological case study research design. Feminism, as a paradigm and main theoretical orientation, framed the study and findings. The data collection methods included two focus group interviews, one group of girls and one of boys. Three specifically selected girl participants living within the contexts of a child-headed home were selected. Over eight months and by means of individual interviews, the completion of a booklet and photo-voice activities the participants shared their gendered experiences with me within the contexts of a child-headed household. The findings of the data analysis indicated that adolescent girls from child-headed households specific to this study had to make meaning of their lives whilst still being influenced by patriarchal cultural practices and traditions from the past. The division of household chores in the home as modelled by parents was an instrumental factor in initiating gender inequality. The second theme related to the adolescent girls’ daily struggles in adverse circumstances as they had to make meaning and continually adjust to living arrangements that were not always stable. By virtue of their gender, dangers from the community were persistent. Living as a girl within a child-headed household also meant being confronted daily with the socio-economic hardships that influenced being able to attain academic support at school, and purchasing toiletries, food and daily necessities for their families.
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Milieu as determinant van onderwysstandaarde

- Rust, Hugo Amos

Private sector involvement in school marketing

- Sefali, Rabotinki Sidwell

  • Authors: Sefali, Rabotinki Sidwell
  • Date: 2014-03-27
  • Subjects: Community and school - South Africa , Education - Parent participation , School improvement programs - South Africa , Public relations - Schools - South Africa
  • Type: Thesis
  • Identifier: uj:4531 , http://hdl.handle.net/10210/9868
  • Description: M.Ed. (Educational Management) , Marketing in historically black public secondary schools in Phuthaditjhaba was never used as a management strategy by school principals. However principals ofindependent schools in the same region are using marketing to promote the image of their institutions in order to increase the enrolment of learners. These principals hold discussions with business men who evaluate their school programmes with the purpose of Keeping pace with the external environment. The failure to market the public secondary schools has a negative impact on the image ofthese schools and on the attitude that the community adopts towards them. This attitude compels parents to remove their children from such schools and to relocate them to others where marketing of the institution is a daily process and where a sound relationship with both the private sector and the external community of the institution has been established...
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Shared decision-making in the management of secondary schools

- Phadi, Sibongile Mirriam

The effects of local interest group organisational structures on educational management : a case study of Kathorus

- Mashele, Abel Ephraim

The involvement of community members in the governing bodies of two rural high schools in Thulamahashe

- Mkhonto, Shadrack Mpande

  • Authors: Mkhonto, Shadrack Mpande
  • Date: 2012-09-12
  • Subjects: Community and school - South Africa , School administration and organization - South Africa - Mpumalanga , Education, Secondary - South Africa - Mpumalanga - Management , Rural schools - South Africa - Mpumalanga
  • Type: Mini-Dissertation
  • Identifier: uj:10113 , http://hdl.handle.net/10210/7496
  • Description: M.Ed. , The year 1994, will go down as a momentous one in the annals of South African heritage. That is, it is the year in which the shackles of apartheid were torn down. With this came several changes in our society. Education which has had its fair share of the apartheid woes, has inevitably been Undergoing drastic and sometimes radical changes too. For instance, the issue of language in education which led to the infamous Soweto uprising of 1996 in which innocent students were gunned down, has been addressed, albeit still unsatisfactorily. A new school Curriculum - Curriculum 2005 - has also been introduced. So, for the first time in the history of South Africa all its pupils are expected to receive the same education. A significant change in education is the promulgation of the South African School's Act making it mandatory for all schools to have SGB's. This concept, although not altogether new, is revolutionary because it dispenses of the old school committees and also attempts to streamline school governance in South African schools. In this study an attempt is made to look at the concept of school governance, how it has been implemented, and how it's modus operandi is being interpreted and operated in a rural community. It is hoped that the findings here will help to further steer the 'educational ship' in the right direction. The findings indicate that most community members are in need of a programme of assistance in order to learn the skills of school management.
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The role of the school principal in establishing a healthy school-community relationship

- Mofokeng, John Thapelo

  • Authors: Mofokeng, John Thapelo
  • Date: 2012-09-11
  • Subjects: School principals - South Africa , Community and school - South Africa , Teacher-parent relationships - Case studies
  • Type: Mini-Dissertation
  • Identifier: uj:10076 , http://hdl.handle.net/10210/7462
  • Description: M.Ed. , The study was aimed at investigating the establishment and maintenance of healthy school-community relationships. The focus of the inquiry was the role that school principals can play in ensuring that harmonious relations exist between the school and the local community. A decline in the culture of teaching and learning in schools, and the resultant poor educational performance of the learners is a matter of serious concern to all people and organisations with interest in education. It is for that reason that the new South African Schools Act encourages the establishment of a strong partnership between the schools and all stakeholders in education. The stakeholders mentioned in the Act include the business sector, state, and members of the local communities. The partners in a partnership work together towards a common goal. In education the partners work together towards the optimal development of the potentials of the children. The children must be guided to become responsible members of their respective communities, and to contribute in the development of community life. The schools are built in a community to serve the needs of the community members in its area. This makes a partnership between the school and the community, essential if the school is to meet the needs of the community. The school-community partnership can help to ensure that the education offered in schools is relevant and responsive to community needs. Moreover, it is through community support that the school is able to carry out its tasks as expected by the stakeholders. The community is expected, inter alia, to help create a healthy climate within schools, and to promote the culture of teaching and learning. Community members need to be empowered in order to be able to contribute effectively in school activities. The investigation revealed that there are barriers between the schools and their local communities that isolate the schools from their communities. The schools, and the school principals in particular, are faced with the great task of breaking the barriers so as to enable the schools and their communities to work harmoniously together. More importantly, the schools must realise the need to increase their clientele to include the whole community, and not only the community's children. The study also discovered that the relationship between the school and the community takes place haphazardly. There is no plan as to how the school-community relations should be handled. The roles of the teachers and community members in the partnership are not defined. This makes it difficult to channel the actions of partners in school-community relationships to work towards a common goal. The study has highlighted some of the causes of poor school-community relationship and the strategies that can be employed by schools, particularly the principals, to deal with such causes with the aim of breaking down the wall between the school and the community.
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Truancy in black schools : the role of peers

- Khoza, Nelisiwe Cynthia

  • Authors: Khoza, Nelisiwe Cynthia
  • Date: 2014-03-27
  • Subjects: Dropouts , Blacks - School education, Secondary - South Africa - Psychological aspects. , School attendance - Psychological aspects. , Motivation in education , Community and school - South Africa
  • Type: Thesis
  • Identifier: uj:4526 , http://hdl.handle.net/10210/9863
  • Description: M.Ed. (Educational Guidance) , Truancy is a grave problem because truants are wasting their opportunities and are in danger of not becoming productive members of society. Teachers, parents, peers, psychologists, psychiatrists and other important people (see Chapter 5) can play a decisive role in preventing truancy. The literature study states that peer group pressure is one of the main causes of truancy (see Chapter 2) . An empirical research study has been done at Mamelodi high schools. Certain criteria were followed in order to identify truants (see Appendix B). Chapter 4 shows clearly the results of the research project. The significant findings are as follows : more truants are among std 9 than std 8 more truants than non-truants have failed three times or more more truants than non-truants expect to obtain lower marks in the coming examination ; more friends of truants than those of non- truants expect them to obtain lower marks in the coming examination ; truants have less friends than non-truants who are at school ; truants have less friends than those of non-truants who think they are good in their school work.
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Youth learning from stories through interaction with community knowledge holders

- Tayler, Lizelle Hilda

  • Authors: Tayler, Lizelle Hilda
  • Date: 2017
  • Subjects: Storytelling in education - South Africa , Educational anthropology - South Africa , Community and school - South Africa
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/286505 , uj:31002
  • Description: M.Ed. (Educational Psychology) , Abstract: Most schooling environments are structured in ways that learners are not able to relate to learning activities and there are no connections between the school building and the community (Mbembe, 2015). Since schooling and the curriculum was developed using western metrics, schools were not built with the consideration of the way learning happens in the community. This shouldn’t be the case (Vygotsky, 1978) “every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level”. Learning from storytelling through community elders should be initiated and contextualized so that learners can understand and experience lessons being taught to them. Learning in Africa should be contextualized and grounded in community experience (Van der Westhuizen & Dunbar-Krige, 2015). For this experience to be useful and effective, the story telling needs to be grounded in community knowledge, or their experiences at home (Fataar & Subreenduth, 2015). The knowledge of the senior citizens in the community have been disregarded or overlooked (De Valenzuela, 2006) because it has been marginalized by society. This should not be the case. Prescribed story books that young people learn from at school should tell stories of cultural history, dance, art, music, tradition and mannerism, story learning should include practical content (Verran, 1999). Story books should be written by community elder because their stories bring essence to learning. Story reading at school should relate to stories in the community and should equip learners in their daily living, traditions, cultures and believes. Learning needs to make sense in the world of a youth (Tema, 2002), and learning from stories are a way of achieving this. Learning from storytelling should not only be for the purpose of the child wanting to pass a grade, but it should bring a form of mending (Dyson, 1994, p, 18), equipping and preparing young people for a better South Africa.
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