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Die waarde-oriëntering van leerders in sekondêre skole / Andrew Dariús AbdoolAbdool, Andrew Dariús January 2005 (has links)
This study focuses on the identification of didactic guidelines for presenting values
education in secondary schools. The studied literature sends a clear message that
values education is of cardinal importance in education, teaching and training. In 2000
the National Department of Education of South Africa assembled a task team to identify
a set of values in particular relevant to education and training. In the report Manifesto
on Values Education and Democracy (DOE, 2001) six core values are singled out as of
primary importance to the new dispensation in South Africa: equality, equal rights,
tolerance, multilingualism, transparency, accountability, and social responsibility. The
Report focuses only on national, political and social values, however. From research
performed by Rens (2005), Hattingh (1999) en Bagarette (1995), it is clear that an
individual needs to be educated as a holistic being and all life values thus need to be
addressed integratively .
A literature study was undertaken to clarify the concepts values, value orientation and
values education, and also to determine how adolescents experience values education.
Consequently, different values education programmes currently implemented in foreign
countries were analysed . It was found that the 'Cornerstone-waardes" programme of
John Heenan, applied in New Zealand, could reasonably easily be adapted for the
South African context. From the discussion of the curriculating process as applicable to
values education, didactic guidelines could be formulated for values education in South
African schools.
To identify the current orientation to values as manifested by learners, teachers and
school principals in South Africa, the values questionnaire compiled by Vreken and
Rens (2001) for research on the values orientation of university learners, was adapted
and completed by the population involved in this study. Principals were subjected to
partly-structured interviews to gain their opinions on values education in schools.
Interviews on possible guidelines for values education in South Africa were also
conducted by e-mail with international experts.
Since the primary aim of the study was to determine the values orientation of secondary
school learners and to recommend didactic guidelines for values education, the aim was
mainly attained by means of the empirical study. Noteworthy is, however, that there is
no symmetry between learners' views on important values and those that the
Department of Education finds it necessary to be promoted. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2005.
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Die waarde-oriëntering van leerders in sekondêre skole / Andrew Dariús AbdoolAbdool, Andrew Dariús January 2005 (has links)
This study focuses on the identification of didactic guidelines for presenting values
education in secondary schools. The studied literature sends a clear message that
values education is of cardinal importance in education, teaching and training. In 2000
the National Department of Education of South Africa assembled a task team to identify
a set of values in particular relevant to education and training. In the report Manifesto
on Values Education and Democracy (DOE, 2001) six core values are singled out as of
primary importance to the new dispensation in South Africa: equality, equal rights,
tolerance, multilingualism, transparency, accountability, and social responsibility. The
Report focuses only on national, political and social values, however. From research
performed by Rens (2005), Hattingh (1999) en Bagarette (1995), it is clear that an
individual needs to be educated as a holistic being and all life values thus need to be
addressed integratively .
A literature study was undertaken to clarify the concepts values, value orientation and
values education, and also to determine how adolescents experience values education.
Consequently, different values education programmes currently implemented in foreign
countries were analysed . It was found that the 'Cornerstone-waardes" programme of
John Heenan, applied in New Zealand, could reasonably easily be adapted for the
South African context. From the discussion of the curriculating process as applicable to
values education, didactic guidelines could be formulated for values education in South
African schools.
To identify the current orientation to values as manifested by learners, teachers and
school principals in South Africa, the values questionnaire compiled by Vreken and
Rens (2001) for research on the values orientation of university learners, was adapted
and completed by the population involved in this study. Principals were subjected to
partly-structured interviews to gain their opinions on values education in schools.
Interviews on possible guidelines for values education in South Africa were also
conducted by e-mail with international experts.
Since the primary aim of the study was to determine the values orientation of secondary
school learners and to recommend didactic guidelines for values education, the aim was
mainly attained by means of the empirical study. Noteworthy is, however, that there is
no symmetry between learners' views on important values and those that the
Department of Education finds it necessary to be promoted. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2005.
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'n Karakterbouprogram vir verdere onderwys en opleidingskolleges / Fazel Ebrihiam FreeksFreeks, Fazel Ebrihiam January 2007 (has links)
Value and character education possess the inherent building blocks for the preservation
of a healthy society. It is the art of life that keeps the environment friendly, free and safe
allowing earth's inhabitants to play, to live and to work in peace.
Value and character education possess values that remove evil from society and
institutions such as schools, colleges, universities, etc.
One of the primary aims of value and character education is to allow learners to
experience life at its' fullest.
The main purpose of this study is the development of an effective character building
program for a specific further education and training college.
It is obvious from the available literature that society is experiencing a crisis regarding
values, character and morality.
The decline of human and societal values portrayed in the media has compelled the
current government to initiate a value educational program in schools. The values of
the government however, are focused on nation building, democracy and human rights
with the purpose of overcoming the inequalities and injustices of the apartheid system.
However, the inhabitants of South Africa seek more than aspects based on democracy,
nation building and human rights. They seek values that promote moral behaviour,
values of work ethics and values that are aimed at developing their full potential.
Value and character education could probably ensure the provision of a successful life
and future for today's youth.
The researcher has therefore investigated and analysed the precise meanings of the
following terms: values, norms, principles, standards, ethics, character education,
values education. Various character educational programs that succeeded in oversees
countries were also studied.
Focus was also given to educational guidelines including principles, outcomes and
promising practices that the lecturer could use in the classroom to stimulate the
students and to promote character education.
To determine what the present value orientation of the students are, a questionnaire
was compiled for further education and training colleges in the North-West Province. To
ascertain the opinions and contributions of values education and character education,
semi-structured interviews were held with the student council, the head of the support
services and an official of the student support services.
The overall aim of the study is: To create a character-building program for further
education and training colleges after establishing the value orientation of the students.
This empirical research has pointed out specific problem areas and has shown that it is
not only essential but also urgent to implement a value and character educational
program for further education and training colleges. Guidelines for such a program
have been set on the basis of this study. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.
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'n Karakterbouprogram vir verdere onderwys en opleidingskolleges / Fazel Ebrihiam FreeksFreeks, Fazel Abrihiam January 2007 (has links)
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.
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'n Karakterbouprogram vir verdere onderwys en opleidingskolleges / Fazel Ebrihiam FreeksFreeks, Fazel Ebrihiam January 2007 (has links)
Value and character education possess the inherent building blocks for the preservation
of a healthy society. It is the art of life that keeps the environment friendly, free and safe
allowing earth's inhabitants to play, to live and to work in peace.
Value and character education possess values that remove evil from society and
institutions such as schools, colleges, universities, etc.
One of the primary aims of value and character education is to allow learners to
experience life at its' fullest.
The main purpose of this study is the development of an effective character building
program for a specific further education and training college.
It is obvious from the available literature that society is experiencing a crisis regarding
values, character and morality.
The decline of human and societal values portrayed in the media has compelled the
current government to initiate a value educational program in schools. The values of
the government however, are focused on nation building, democracy and human rights
with the purpose of overcoming the inequalities and injustices of the apartheid system.
However, the inhabitants of South Africa seek more than aspects based on democracy,
nation building and human rights. They seek values that promote moral behaviour,
values of work ethics and values that are aimed at developing their full potential.
Value and character education could probably ensure the provision of a successful life
and future for today's youth.
The researcher has therefore investigated and analysed the precise meanings of the
following terms: values, norms, principles, standards, ethics, character education,
values education. Various character educational programs that succeeded in oversees
countries were also studied.
Focus was also given to educational guidelines including principles, outcomes and
promising practices that the lecturer could use in the classroom to stimulate the
students and to promote character education.
To determine what the present value orientation of the students are, a questionnaire
was compiled for further education and training colleges in the North-West Province. To
ascertain the opinions and contributions of values education and character education,
semi-structured interviews were held with the student council, the head of the support
services and an official of the student support services.
The overall aim of the study is: To create a character-building program for further
education and training colleges after establishing the value orientation of the students.
This empirical research has pointed out specific problem areas and has shown that it is
not only essential but also urgent to implement a value and character educational
program for further education and training colleges. Guidelines for such a program
have been set on the basis of this study. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.
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