Ouerbetrokkenheid as faktor in die skolastiese vorderingsproblematiek van leerlinge in skole van die Departement van Onderwys en Kultuur (D.O.K.) Raad van Verteenwoordigers (R.V.)

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dc.contributor.advisorMalan, J. A.en_ZA
dc.contributor.authorLe Kay, Ivan Ulrich Danielen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Educational Psychology.
dc.date.accessioned2012-08-27T12:27:03Z
dc.date.available2012-08-27T12:27:03Z
dc.date.issued1991-02
dc.descriptionTesis (M. Ed.) -- Universiteit van Stellenbosch, 1991.
dc.description.abstractENGLISH SUMMARY: The unsatisfactory scholastic progress of pupils in schools of the Department of Education and Culture (House of Representatives) resulted in the launching of a research project in 1987 by the Department. The role of the parent within this problem of scholastic achievement was defined as field of study. Through questionnaires, compiled after a thorough study of relevant literature, parents were questioned as to their involvement or none-involvement in curricular and extra-curricular activities of their children. It was found that parents want to be involved but they do not know how they can be made part and parcel of school-related activities. Poor housing, together with bad socio-economic circumstances contribute towards the unsatisfactory scholastic situation. By means of certain educational processes, the parent can assist in the prevention of failure of their children. However, the child cannot escape factors such as his parents' philosophy of life, over-crowded living conditions, poor income and a low educational level. The need for more parent-teacher associations became necessary as a means of narrowing the gap between parents and school. Apart from vertical communication between school and parent, horizontal communication between parent and parent became imperative to develop mutual school involvement enthusiasm amongst parents. The establishment of parental-class committees can be regarded as a point of departure. Parent involvement programmes can materialize within these parental class committees. Even the parent with a lower level of scholastic education can play a significant supportive role. It became necessary that parents of children in schools of the D.O.C. should have a bigger say in school-related matters but that they should also adopt a policy of mutual responsibility for the school education of their children. The role of the principal to create an atmosphere for successful parent-school communication and to initiate parent-involvement ventures, cannot be disregarded. Through numerous programmes such as school feeding schemes, rummage sales, School readiness programmes, reading contracts, etcetera, a close relationship between parent and child, but also between parent and parent can be established.
dc.description.abstractAFRIKAANSE OPSOMMING: Na aanleiding van die onbevredigende skolastiese vordering van leerlinge in skole van die Departement van Onderwys en Kultuur (Raad van Verteenwoordigers), het laasgenoemde dit nodig geag om in 1987 'n ondersoek te loods. Die rol van die ouer binne hierdie vorderingsproblematiek is as terrein van navorsing geidentifiseer. Deur middel van vraelyste, saamgestel na omvattende literatuurondersoek, is ouers getoets ten opsigte van hul betrokkenheid of niebetrokkenheid by hul kinders se kurrikulere en nie-kurrikulere skoolaktiwiteite. Daar is gevind dat ouers betrokke wil wees, maar nie weet hoe hulle by skoolverwante aangeleenthede ingeskakel kan word nie. Swak behuising, gepaardgaande met swak sosio-ekonomiese omstandighede, dra by tot die onbevredigende skolastiese prestasie. Deur mid del van sekere opvoedkundige prosesse kan die ouer help om druiping te voorkom. Daar is egter faktore soos die ouers se lewensfilosofie, oorbewoning, karige inkomste en lae onderwyspeil waarvan die kind nie kan ontsnap nie. Die behoefte vir die totstandkoming van meer ouer-onderwyserverenigings het noodsaaklik geword om die gaping tussen ouers en skool te oorbrug. Behalwe vir vertikale skakeling tussen skool en ouer, is horisontale kommunikasie tussen ouer en ouer noodsaaklik om 'n gemeenskaplike skoolbetrokkenheidsentoesiasme te ontwikkel. Die totstandkoming van klasouerkomitees word as 'n vertrekpunt gesien. Ouerbetrokkenheidsprogramme kan binne hierdie klasouerkomitees gestalte kry. Selfs die ouer wat semi-geletterd is, kan 'n betekenisvolle ondersteunende rol speel. Groter inspraak en seggenskap van ouers in skole van die D.O.K., maar ook groter aanvaarding van mede-verantwoordelikheid ten opsigte van hul kinders se skoolopvoeding het uiters noodsaaklik geword. Die skoolhoof se taak om die klimaat vir suksesvolle ouer-skoolkommunikasie daar te stel, maar ook om die inisiatief te neem om ouers betrokke te maak, moenie geringgeskat word nie. Deur middel van verskillende programme soos onder andere skoolvoedingskemas rommelverkope, skoolgereedmaakinisiatiewe en gesamentlike leesbepefening, kan 'n hegte band tussen ouer en kind, maar ook tussen ouerhuis en skool gesmee word.
dc.format.extent121 blaaie
dc.identifier.urihttp://hdl.handle.net/10019.1/69367
dc.language.isoaf_ZAaf_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subjectAcademic achievement -- Environmental aspectsen_ZA
dc.subjectAcademic achievement -- Social aspectsen_ZA
dc.subjectEducation -- Parent participationen_ZA
dc.subjectParent-teacher relationshipsen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.titleOuerbetrokkenheid as faktor in die skolastiese vorderingsproblematiek van leerlinge in skole van die Departement van Onderwys en Kultuur (D.O.K.) Raad van Verteenwoordigers (R.V.)af_ZA
dc.typeThesisen_ZA
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