A psycho-educational programme to assist parents and educators of the learners who failed grade 12.
- Zakwe, Fanelesibonge Nhlanhla
- Authors: Zakwe, Fanelesibonge Nhlanhla
- Date: 2009-02-27T07:14:00Z
- Subjects: parent participation in education , parent -teacher relationships , school failure , grade repetition , failure(psychology)
- Type: Thesis
- Identifier: uj:8203 , http://hdl.handle.net/10210/2206
- Description: D.Ed. , South African Education has been in a crisis, especially in the secondary schools where the majority of learners are blacks and where the academic performance of the grade 12 learners is poor. It is a challenge for all educational stakeholders to determine what contributed to the high failure rate in secondary schools where the majority of learners are blacks especially in grade 12. When learners fail grade 12 they experience many problems such as they may become negative about life and experience feelings of hopelessness, demotivation and guilt. It often seems as if nobody cares about these learners. However, educators, parents, learners, educational officials as well as the South African Government all blame each other for factors which contributed to the high failure rate of learners in grade 12. The main aim of this research was to develop, implement and evaluate a psycho-educational programme to assist the parents and educators of the learners who failed grade 12. This was done so that parents and educators would be able to assist those learners who failed in order to accomplish the goal of becoming educationally well trained persons. A qualitative, exploratory, descriptive, evaluative contextual study was done to develop a programme. Four steps were utilised to develop, implement and evaluate a psycho-educational programme to assist parents and educators of the learners who failed grade 12. The first step dealt with situation analysis. Phenomenological individual interviews were conducted with the learners who failed grade 12 and their parents and educators. The interviews were conducted in order to explore and describe the phenomenon. A literature control was utilised in order to support the findings that were obtained from the interviews. The second step involved the development of the psycho-educational programme. The results from the interviews and the survey list of Dickoff, James and Wiedenbach (1968:423) were utilised in order to develop a conceptual framework of the psycho-educational programme to assist parents and educators of the learners who failed grade 12. The third step involved the implementation of the psycho-educational programme to assist parents and educators. The fourth step involved a single case study to evaluate the psycho-educational programme to assist parents and educators of the learners who failed grade 12. Through this programme parents and educators are empowered with the necessary knowledge, which will assist them to help learners who failed grade 12 change their behaviour, and to assist them to be positive about life and to accomplish their goal.
- Full Text:
- Authors: Zakwe, Fanelesibonge Nhlanhla
- Date: 2009-02-27T07:14:00Z
- Subjects: parent participation in education , parent -teacher relationships , school failure , grade repetition , failure(psychology)
- Type: Thesis
- Identifier: uj:8203 , http://hdl.handle.net/10210/2206
- Description: D.Ed. , South African Education has been in a crisis, especially in the secondary schools where the majority of learners are blacks and where the academic performance of the grade 12 learners is poor. It is a challenge for all educational stakeholders to determine what contributed to the high failure rate in secondary schools where the majority of learners are blacks especially in grade 12. When learners fail grade 12 they experience many problems such as they may become negative about life and experience feelings of hopelessness, demotivation and guilt. It often seems as if nobody cares about these learners. However, educators, parents, learners, educational officials as well as the South African Government all blame each other for factors which contributed to the high failure rate of learners in grade 12. The main aim of this research was to develop, implement and evaluate a psycho-educational programme to assist the parents and educators of the learners who failed grade 12. This was done so that parents and educators would be able to assist those learners who failed in order to accomplish the goal of becoming educationally well trained persons. A qualitative, exploratory, descriptive, evaluative contextual study was done to develop a programme. Four steps were utilised to develop, implement and evaluate a psycho-educational programme to assist parents and educators of the learners who failed grade 12. The first step dealt with situation analysis. Phenomenological individual interviews were conducted with the learners who failed grade 12 and their parents and educators. The interviews were conducted in order to explore and describe the phenomenon. A literature control was utilised in order to support the findings that were obtained from the interviews. The second step involved the development of the psycho-educational programme. The results from the interviews and the survey list of Dickoff, James and Wiedenbach (1968:423) were utilised in order to develop a conceptual framework of the psycho-educational programme to assist parents and educators of the learners who failed grade 12. The third step involved the implementation of the psycho-educational programme to assist parents and educators. The fourth step involved a single case study to evaluate the psycho-educational programme to assist parents and educators of the learners who failed grade 12. Through this programme parents and educators are empowered with the necessary knowledge, which will assist them to help learners who failed grade 12 change their behaviour, and to assist them to be positive about life and to accomplish their goal.
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The role of the governing body in macro planning on LSEN public hospital schools.
- Authors: Lowane, Velaphi Elizabeth
- Date: 2008-08-26T09:15:11Z
- Subjects: school boards , parent participation in education , special education , curriculum planning , hospital schools , Johannesburg ( South Africa )
- Type: Thesis
- Identifier: uj:4092 , http://hdl.handle.net/10210/943
- Description: This study is an investigation on the role of the School Governing Body (SGB) in macro planning of LSEN Hospital Schools. The literature review revealed that much has not yet been done pertaining to the involvement of parents in macro planning at the school level. For this research, qualitative research was conducted on educators, principals and parents who are members of the SGB at Chris Hani Baragwanath Hospital School and Johannesburg Hospital School. The researcher used interviews, notes taking and observation to collect data. The findings disclosed that most of the SGB members had no knowledge about section 20 status as laid down by SASA. They are not aware of their rights and limitations due to lack of professional training. The stakeholders involved in these schools, when doing macro planning, are the internal stakeholders only (the principals and educators). Based on the findings of this study, recommendations and guidelines have been provided to improve the involvement of parents in the school macro planning and management. , Prof. J.R. Debeila
- Full Text:
- Authors: Lowane, Velaphi Elizabeth
- Date: 2008-08-26T09:15:11Z
- Subjects: school boards , parent participation in education , special education , curriculum planning , hospital schools , Johannesburg ( South Africa )
- Type: Thesis
- Identifier: uj:4092 , http://hdl.handle.net/10210/943
- Description: This study is an investigation on the role of the School Governing Body (SGB) in macro planning of LSEN Hospital Schools. The literature review revealed that much has not yet been done pertaining to the involvement of parents in macro planning at the school level. For this research, qualitative research was conducted on educators, principals and parents who are members of the SGB at Chris Hani Baragwanath Hospital School and Johannesburg Hospital School. The researcher used interviews, notes taking and observation to collect data. The findings disclosed that most of the SGB members had no knowledge about section 20 status as laid down by SASA. They are not aware of their rights and limitations due to lack of professional training. The stakeholders involved in these schools, when doing macro planning, are the internal stakeholders only (the principals and educators). Based on the findings of this study, recommendations and guidelines have been provided to improve the involvement of parents in the school macro planning and management. , Prof. J.R. Debeila
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Management strategies to improve the academic performance of previously disadvantaged secondary schools in the grade 12 examination.
- Authors: Joseph, Vathukattu Kurian
- Date: 2008-08-25T10:26:16Z , 2004
- Subjects: academic achievement , high school examinations , school management and organization , educational leadership , effective teaching , secondary education , parent participation in education
- Type: Thesis
- Identifier: uj:3862 , http://hdl.handle.net/10210/922
- Description: The importance of secondary school education in moulding learners into responsible citizens of tomorrow cannot be ignored or undermined. Secondary school education is the stepping stone for unlimited opportunities for learners to explore the career choices that they have to pursue further in their lives. Every year the performance of secondary schools in the matric examination come under spotlight as soon as the results are published. Many schools in the previously disadvantaged communities perform poorly in the matric examination each year. This research aims at drawing up management strategies that could be used to improve the performance of learners in the matric examination in the poorly performing schools. The literature study reveals that effective management and leadership is an essential characteristic of a successful school. Managers of schools that are poorly performing in the matric examination have to set up proper systems in place to ensure effective teaching and learning. Effective participation of all stakeholders in the management of the education of the learners is essential to improve the academic performance of learners in the matric examination. Quality subject delivery by educators in the classroom is the most important and indispensable factor that can improve the academic performance of learners in the secondary schools. Active participation of parents in the education of their children is essential to improve the discipline of the school as well as the academic performance of the learners. The literature study also reveals that poor socio-economic conditions can negatively influence the academic performance of learners. Schools that are poorly performing require visionary and innovative managers to turn them around into centres of excellence. Managers of schools have to seek the assistance and cooperation of the community and the business people to improve the quality of education provided in schools. Availability of necessary physical facilities enhance the quality of teaching and learning and the academic performance of learners in the various subjects. A questionnaire was used to collect the data required for this research. Forty schools that are poorly performing and forty schools that are well performing in the matric examinations were selected for this research. All these schools exist in the previously disadvantaged communities. Based on the information gathered using the questionnaire, each item in the questionnaire is analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors were analysed and explained. The data obtained suggests that in many schools (66,5% of schools surveyed), there is a lack of effective management structures that are essential for the implementation of quality teaching and learning. Lack of support and active participation of the parents in the education of the learners can be noticed from the information gathered. Poor management of school resources for effective teaching and learning can be also observed from the data collected. Lack of physical facilities is still a major problem in many (54,5% of the schools surveyed) schools. Lack of shared vision and cooperation among the stakeholders of education for the provision of quality education is evident in many schools. Ill-disciplined and non-committed learner bodies are a major challenge to many schools in the previously disadvantaged communities. The research shows that, organisational support and individual support are crucial to the success and the improvement of the academic performance of a school. The management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination has two components namely: organisational support and individual support. The SMTs of schools have to set up management systems in place to ensure effective teaching and learning at schools. It is the responsibility of the SMTs to provide a suitable atmosphere needed for effective curriculum delivery at schools. The human, physical and financial resources of a school should be managed most effectively for quality education for all. Management strategies that will provide opportunities for all stakeholders to participate effectively in the school development programmes should be organised by the SMTs of schools. Schools have to introduce and implement strategies to improve the learner attendance and discipline for quality education and to improve the academic performance. The SMTs of schools have to introduce programmes that will increase the participation and support of parents in the education of learners. The academic performance of schools cannot be improved without providing sufficient individual support to the learners and educators. Based on the needs of the educators and learners, schools have to organise various programmes to support them to improve the academic performance in the grade 12 examination. Workshops and in-house training for educators are some of the ways to support the educators to enhance the quality of curriculum delivery at schools. Additional academic support programmes like extra lessons during afternoons and holidays can assist learners to improve their performance. Schools should have necessary systems in place to address the socio-economic needs of learners. In chapter 6, the findings of the research as well as the recommendations of management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination are also given. , Prof. T.C. Bisschoff
- Full Text:
- Authors: Joseph, Vathukattu Kurian
- Date: 2008-08-25T10:26:16Z , 2004
- Subjects: academic achievement , high school examinations , school management and organization , educational leadership , effective teaching , secondary education , parent participation in education
- Type: Thesis
- Identifier: uj:3862 , http://hdl.handle.net/10210/922
- Description: The importance of secondary school education in moulding learners into responsible citizens of tomorrow cannot be ignored or undermined. Secondary school education is the stepping stone for unlimited opportunities for learners to explore the career choices that they have to pursue further in their lives. Every year the performance of secondary schools in the matric examination come under spotlight as soon as the results are published. Many schools in the previously disadvantaged communities perform poorly in the matric examination each year. This research aims at drawing up management strategies that could be used to improve the performance of learners in the matric examination in the poorly performing schools. The literature study reveals that effective management and leadership is an essential characteristic of a successful school. Managers of schools that are poorly performing in the matric examination have to set up proper systems in place to ensure effective teaching and learning. Effective participation of all stakeholders in the management of the education of the learners is essential to improve the academic performance of learners in the matric examination. Quality subject delivery by educators in the classroom is the most important and indispensable factor that can improve the academic performance of learners in the secondary schools. Active participation of parents in the education of their children is essential to improve the discipline of the school as well as the academic performance of the learners. The literature study also reveals that poor socio-economic conditions can negatively influence the academic performance of learners. Schools that are poorly performing require visionary and innovative managers to turn them around into centres of excellence. Managers of schools have to seek the assistance and cooperation of the community and the business people to improve the quality of education provided in schools. Availability of necessary physical facilities enhance the quality of teaching and learning and the academic performance of learners in the various subjects. A questionnaire was used to collect the data required for this research. Forty schools that are poorly performing and forty schools that are well performing in the matric examinations were selected for this research. All these schools exist in the previously disadvantaged communities. Based on the information gathered using the questionnaire, each item in the questionnaire is analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors were analysed and explained. The data obtained suggests that in many schools (66,5% of schools surveyed), there is a lack of effective management structures that are essential for the implementation of quality teaching and learning. Lack of support and active participation of the parents in the education of the learners can be noticed from the information gathered. Poor management of school resources for effective teaching and learning can be also observed from the data collected. Lack of physical facilities is still a major problem in many (54,5% of the schools surveyed) schools. Lack of shared vision and cooperation among the stakeholders of education for the provision of quality education is evident in many schools. Ill-disciplined and non-committed learner bodies are a major challenge to many schools in the previously disadvantaged communities. The research shows that, organisational support and individual support are crucial to the success and the improvement of the academic performance of a school. The management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination has two components namely: organisational support and individual support. The SMTs of schools have to set up management systems in place to ensure effective teaching and learning at schools. It is the responsibility of the SMTs to provide a suitable atmosphere needed for effective curriculum delivery at schools. The human, physical and financial resources of a school should be managed most effectively for quality education for all. Management strategies that will provide opportunities for all stakeholders to participate effectively in the school development programmes should be organised by the SMTs of schools. Schools have to introduce and implement strategies to improve the learner attendance and discipline for quality education and to improve the academic performance. The SMTs of schools have to introduce programmes that will increase the participation and support of parents in the education of learners. The academic performance of schools cannot be improved without providing sufficient individual support to the learners and educators. Based on the needs of the educators and learners, schools have to organise various programmes to support them to improve the academic performance in the grade 12 examination. Workshops and in-house training for educators are some of the ways to support the educators to enhance the quality of curriculum delivery at schools. Additional academic support programmes like extra lessons during afternoons and holidays can assist learners to improve their performance. Schools should have necessary systems in place to address the socio-economic needs of learners. In chapter 6, the findings of the research as well as the recommendations of management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination are also given. , Prof. T.C. Bisschoff
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