Department of Education Policy Studies

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Browsing Department of Education Policy Studies by browse.metadata.advisor "De Klerk, J."

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    Karakteropvoeding van risiko-leerders in die Wes-Kaap
    (Stellenbosch : Stellenbosch University, 2007-03) Spamer, Christina Johanna; De Klerk, J.; Stellenbosch University. Faculty of Education. Dept. of Educational Policy Studies.
    ENGLISH ABSTRACT: “… education must seek to help pupils become morally just individuals” (Waghid, 2004b:535). South Africa, as a fairly young democracy, faces many challenges. Education of its youth into adults that can fulfil their obligations in a democratic society is but one of these challenges. A democracy can only be successful when a country’s citizens internalise basic values such as mutual respect and responsibility. Newspapers and news reports unfortunately tell of increasing moral decay amongst the youth of South Africa. In this research, various models of value education are critically evaluated in order to determine the best model for establishing values in the youth. Character education is discussed as a balanced and comprehensive approach to value education, and critical comments on the Manifesto on Values, Education and Democracy attempt to show its relevance for value education in practice. The increase in social problems such as poverty, single-parent families and AIDS orphans, leads to an increase in “at-riskchildren” in South Africa. This study therefore also investigates possible ways in which teachers can contribute to instilling positive values in at-risk learners. The establishment, development and internalisation of values are a long and intricate process in which schools, parents and society are all important stakeholders. This research shows the importance of cooperation between all role players to instil values in South Africa’s young people and that the process of value education slowly but surely shows results. Key concepts: values, value education, character education, youth at risk
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    Morele opvoeding aan leerders binne die konteks van plekke van veiligheid in Wes-Kaapland
    (Stellenbosch : University of Stellenbosch, 2005-12) Marthinus, Mercia; Van Wyk, B.; De Klerk, J.; University of Stellenbosch. Faculty of Education. Dept. of Education Policy Studies.
    During his presidency, Mr Nelson Mandela could not emphasise enough the rights of children and the conditions of children and youth in detention. In his first opening speech of Parliament in 1994 he made it quite clear that the rights of children had to be prioritised. In May 1995, a year after the Government of National Unity came into power, Mr Mandela recommended that an Inter-Ministerial Committee for Youth at Risk should be appointed to draft an improved system for Child and Youth Care. With regard to children who are guilty of lawlessness, drug abuse, gangsterism and juvenile delinquency, Places of Safety occupy an important position in the South African education system. In this research I conclude that the biggest stumbling block for the effective application of moral education in Places of Safety could be attributed to the fact that children admitted to these places are hardened street children. They form a sub-culture on their own, who could easily be influenced by the group of whom they are part. The multi-disciplinary teams who are responsible for the moral education of these learners are not always adequately trained to handle their tasks effectively, and do not always realise the necessity thereof. The limited time that these learners/children spend at Places of Safety also has an influence on the effective application of their moral education. The programmes at Places of Safety are specifically designed to support the regeneration of morality for children who stray from accepted social norms and values of society. The National Institute for Crime Prevention and the Reintegration of Offenders (NICRO) has support structures in the community in places which support children and youth, who are guilty of unacceptable social behaviour, such as violent crimes, house burglary and rape. One may refer to support structures as diversion programmes, and they are managed by NICRO to support institutions that are currently working with persons in conflict with the law.
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    Reculturing of teachers in the restructuring of a democratic educational system in South Africa
    (Stellenbosch : Stellenbosch University, 2003-03) King, Irene; De Klerk, J.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: In 1999 the Minister of Education, Professor Asmal, while praising the policy achievements of the first five years of government, described the education conditions of the majority of South Africans as a national emergency. In his assessment large parts of the system were seriously dysfunctional, characterised by rampant inequality, low teacher morale, failure of governance and management and poor learning. In this study I will argue that a legal framework and idealist policies for change are important, but they will not adequately change schools and their cultures. A democratic culture can only be successfully established in a new democracy on the preconditions that the hearts, minds and attitudes of educators and learners are changed. I also argue that the rationale behind restructuring is school improvement and the improvement of the quality of education, but that unless the reculturing of teachers as well as learners enters into the equation, the objectives of restructuring will never be achieved. This study analyses the restructuring that has taken place since 1994, considers possible ways of reculturing teachers and discusses the role of developmental appraisal in the process of reculturing. The research document consists of five chapters. The introductory chapter provides the orientation for the study. This is followed by a chapter dealing with a theoretical perspective on reculturing teachers in the restructuring of schools in a democratic South Africa. Chapter Three focuses on the different policies and legislative frameworks of restructuring of schools that have been introduced since 1994; it also examines the processes of reculturing by means of professional development and in particular developmental appraisal and the instilling of morals and values as points of departure. Chapter Four reports on a questionnaire conducted in the Paarl, Wellington, Malmesbury and Franschhoek areas in the Western Cape. The study concludes with a comparison of the findings in the empirical study and those of the South African Education for All (EFA) 2000 Report. When educators reculture themselves and their schools, they need to change the conditions of their work and make a paradigm shift. Recommendations are made on how to bring about these changes.
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    Uitdagings aan onderwysleiers in gekombineerde skole in die Suid-Kaapse platteland
    (Stellenbosch : Stellenbosch University, 2002-12) Van Heerden, Marianne; De Klerk, J.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: Unique demands are made on management of combined schools in the Southern Cape because it must accommodate seven to eighteen year old learners, each with their specific needs. This includes the adolescent who has to adapt to several changes in his/her own body as well as in the environment. Elementary and middle schools in Japan and the USA have restructured to be more effective by accommodating the specific needs of the learners, as well as the demands which the society in the twenty-first century will make on learners. The success of these schools encouraged high schools to adopt a more personal nature in the relationship between adults and learners and to prepare learners for jobs which would be very different from those of a few years ago. There are quite a few aspects in favour of combined schools, for example, fewer learners, a long relationship with the school and a close relationship between school and community. These aspects should be used to their fullest to ensure that these schools remain the "good" schools they were in the past. Criteria for being effective schools are changing drastically and combined schools cannot just rely on their previous success for growth. A generation of learners with a unique nature and of whom unique demands will be made in the future are entering these schools. Schools will have to provide more than mere subject knowledge. Learners must receive education in character, ethics, self-discipline and stress management. Schools will have to be managed from a new paradigm to accomplish these aspects. Change can only happen when people change and that would create a new culture. When schools are managed from a principle-centered paradigm, people are empowered to experience private and public victories. It is then possible to align the managerial and organizational levels with the values embedded in the school mission.