Hierdie studie is toegespits op die samestelling van 'n seksopvoedingsprogram vir skole in Suid-Afrika. Snelle verandering binne sosiale strukture in die samelewing en die blootstelling van die jeug aan kultuur- en godsdiensvreemde seksopvoeding. idees noodsaak die dringendheid van Seksopvoeding word vanuit verskillende waardestelsels aangebied. Die gevolgtrekking is dat beproefde waardes 'n integrale deel van die seksopvoedingsprogram moet uitmaak. Die kind moet begelei word tot seksuele volwassenheid deur gebruik te maak van opvoedkundig-verantwoordbare beginsels en metodes sodat die kind effektief weerstand kan bied teen bederwende invloede uit die samelewing. Die ouers is die aangewese bran van seksopvoeding aan hulle kinders maar weens hulle onbetrokkenheid neem die skoal die verantwoordelikheid op hom. Dit is egter belangrik dat die skoal die ouers as vennote aanvaar. Ten slotte word riglyne verskaf vir die samestelling van 'n seksopvoedingsprogram. / This dissertation considers the composition of a sex education program for schools in South Africa. Rapidly changing social structure within society and the exposure of the youth to foreign cultural and religious ideas necessitate the urgency of sex education. Sex education is presented from different value systems. The conclusion reached is that values must be an integral part of the sex education program. The child must be accompanied to responsible sexual adulthood by means of educationally accountable principles in order that he/she may be able to withstand the demoralizing influences from society effectively. The parents are the appropriate sex educators of their children but, due to their being unconcerned the school accepted this responsibility. It is however of importance that the school accepts the parents as partners. In conclusion guidelines are presented for the compiling of a sex education program. / Psychology of Education / M. Ed. (Voorligting)

This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers. The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling)

Hierdie studie is toegespits op die samestelling van 'n seksopvoedingsprogram vir skole in Suid-Afrika. Snelle verandering binne sosiale strukture in die samelewing en die blootstelling van die jeug aan kultuur- en godsdiensvreemde seksopvoeding. idees noodsaak die dringendheid van Seksopvoeding word vanuit verskillende waardestelsels aangebied. Die gevolgtrekking is dat beproefde waardes 'n integrale deel van die seksopvoedingsprogram moet uitmaak. Die kind moet begelei word tot seksuele volwassenheid deur gebruik te maak van opvoedkundig-verantwoordbare beginsels en metodes sodat die kind effektief weerstand kan bied teen bederwende invloede uit die samelewing. Die ouers is die aangewese bran van seksopvoeding aan hulle kinders maar weens hulle onbetrokkenheid neem die skoal die verantwoordelikheid op hom. Dit is egter belangrik dat die skoal die ouers as vennote aanvaar. Ten slotte word riglyne verskaf vir die samestelling van 'n seksopvoedingsprogram. / This dissertation considers the composition of a sex education program for schools in South Africa. Rapidly changing social structure within society and the exposure of the youth to foreign cultural and religious ideas necessitate the urgency of sex education. Sex education is presented from different value systems. The conclusion reached is that values must be an integral part of the sex education program. The child must be accompanied to responsible sexual adulthood by means of educationally accountable principles in order that he/she may be able to withstand the demoralizing influences from society effectively. The parents are the appropriate sex educators of their children but, due to their being unconcerned the school accepted this responsibility. It is however of importance that the school accepts the parents as partners. In conclusion guidelines are presented for the compiling of a sex education program. / Psychology of Education / M. Ed. (Voorligting)

This dissertation focuses on the expulsion of learners from secondary schools in the Western Cape. Learners with behavioural and emotional problems are disruptive in class. They antagonise teachers and challenge the code of conduct of the school. Expelling learners has far reaching consequences for education and society. Although official expulsions have remained constant the number of "unofficial expulsions" appear to be increasing. Expulsion rates vary amongst schools, but those situated in middle-class areas request more expulsions than those situated in lower socio-economic areas. Substance abuse is by far the most dominant reason for expulsion followed by physical confrontation, verbal confrontation, theft, sexual assault and other behavioural problems. Whilst certain factors such as the socio-economic background, intake, catchment area and ethos of the school does influence expulsions, factors within the school i.e. the attitude of the principal towards certain policies and practices may unintentionally contribute to its increase. Finally, the dissertation provides guidelines and recommendations towards minimising expulsions. / Educational Studies / M.Ed. (Guidance and Counselling)

This dissertation focuses on the expulsion of learners from secondary schools in the Western Cape. Learners with behavioural and emotional problems are disruptive in class. They antagonise teachers and challenge the code of conduct of the school. Expelling learners has far reaching consequences for education and society. Although official expulsions have remained constant the number of "unofficial expulsions" appear to be increasing. Expulsion rates vary amongst schools, but those situated in middle-class areas request more expulsions than those situated in lower socio-economic areas. Substance abuse is by far the most dominant reason for expulsion followed by physical confrontation, verbal confrontation, theft, sexual assault and other behavioural problems. Whilst certain factors such as the socio-economic background, intake, catchment area and ethos of the school does influence expulsions, factors within the school i.e. the attitude of the principal towards certain policies and practices may unintentionally contribute to its increase. Finally, the dissertation provides guidelines and recommendations towards minimising expulsions. / Educational Studies / M.Ed. (Guidance and Counselling)