The purpose of this study was to investigate the relationship between students' achievement level and the validity of students' self-assessments in the course social studies. The students were divided into two achievement groups, low-achiever and high-achiever. Low achievers were students with the grade F-D in the subject of social science and high achievers were students with the grade C-A in the subject of social science. The students had to do a test which they then had to self-assess. The questions on the test were divided into three abilities; factual knowledge, understanding and skill. The students did three self-assessments, one for each ability. The study found that there is a positive correlation between the students' level of achievement and the validity of the self-assessments. This was in line with previous research (Yao-Ting, 2010). The low achieving students overestimated an average of 0.7 grade points compared to the high achievers who overestimated an average of 0.3. The study saw a certain difference in the validity of self-assessments depending on ability, factual knowledge was the ability that the students overestimated themselves most.

The purpose of this study was to investigate the relationship between students'achievement level and the validity of students' self-assessments in the coursesocial studies. The students were divided into two achievement groups,low-achiever and high-achiever. Low achievers were students with the grade F-Din the subject of social science and high achievers were students with the gradeC-A in the subject of social science. The students had to do a test which they thenhad to self-assess. The questions on the test were divided into three abilities;factual knowledge, understanding and skill. The students did threeself-assessments, one for each ability. The study found that there is a positivecorrelation between the students' level of achievement and the validity of theself-assessments. This was in line with previous research (Yao-Ting, 2010). Thelow achieving students overestimated an average of 0.7 grade points compared tothe high achievers who overestimated an average of 0.3. The study saw a certaindifference in the validity of self-assessments depending on ability, factualknowledge was the ability that the students overestimated themselves most.

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Sexuality education has been introduced into the South African syllabus, on a very elementary level, in the Life Orientation learning area of Outcomes- Based Education widely known as Curriculum 2005. Unfortunately outcomes based education ends in Grade 9, leaving learners from Grade 10 -12 with the old syllabus that includes academic subjects only. Very few schools follow a sexuality education programme in Grades 10 - 12 on their own initiative, because it is not compulsory in these grades. The Health Promoting Schools' policies do not include a comprehensive sexuality education programme outline as yet, but when the life-skills approach that is taught in Life Orientation is considered, many similarities in these approaches are identified. Therefore, sexuality education should not be purely factual, but should be taught in conjunction with important life-skills. The two skills investigated in this study are the ability for adolescents to identify and avoid risk behaviour and to be able to make more responsible decisions. Two schools in the Bronkhorstspruit area were identified to take part in this project. School A has implemented a comprehensive sexuality education programme for all its learners and School B has not. The results of the data collected from the questionnaire completed by 100 respondents from the two schools indicated that those from School A had a significantly higher level of knowledge regarding sexuality and appeared to have far better life-skills than the respondents from School B. There was, however, no indication that that this knowledge affected their behaviour in any way. This doesn't mean, though, that the programme has been unsuccessful because the programme doesn't only teach abstinence, but also various methods of precaution. The long-term effect of comprehensive sexuality education has not yet been established because there are so few schools implementing it the way it should be and it is currently not implemented at a young enough age. Unhealthy behaviour patterns, reinforced by years of traditions and taboos, as well as the contradicting information given through the media, cannot be changed overnight. The process of intensive comprehensive sexuality education has only started in South Africa and, with time, a change in the behaviour patterns of adolescents and adults is anticipated. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Sexuality education has been introduced into the South African syllabus, on a very elementary level, in the Life Orientation learning area of Outcomes- Based Education widely known as Curriculum 2005. Unfortunately outcomes based education ends in Grade 9, leaving learners from Grade 10 -12 with the old syllabus that includes academic subjects only. Very few schools follow a sexuality education programme in Grades 10 - 12 on their own initiative, because it is not compulsory in these grades. The Health Promoting Schools' policies do not include a comprehensive sexuality education programme outline as yet, but when the life-skills approach that is taught in Life Orientation is considered, many similarities in these approaches are identified. Therefore, sexuality education should not be purely factual, but should be taught in conjunction with important life-skills. The two skills investigated in this study are the ability for adolescents to identify and avoid risk behaviour and to be able to make more responsible decisions. Two schools in the Bronkhorstspruit area were identified to take part in this project. School A has implemented a comprehensive sexuality education programme for all its learners and School B has not. The results of the data collected from the questionnaire completed by 100 respondents from the two schools indicated that those from School A had a significantly higher level of knowledge regarding sexuality and appeared to have far better life-skills than the respondents from School B. There was, however, no indication that that this knowledge affected their behaviour in any way. This doesn't mean, though, that the programme has been unsuccessful because the programme doesn't only teach abstinence, but also various methods of precaution. The long-term effect of comprehensive sexuality education has not yet been established because there are so few schools implementing it the way it should be and it is currently not implemented at a young enough age. Unhealthy behaviour patterns, reinforced by years of traditions and taboos, as well as the contradicting information given through the media, cannot be changed overnight. The process of intensive comprehensive sexuality education has only started in South Africa and, with time, a change in the behaviour patterns of adolescents and adults is anticipated. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

This qualitative study explores the factual knowledge base and cultural competence of school health counsellors regarding Female Genital Cutting (FGC) in a school setting in Sweden. Through four semi-structured interviews, the research explored participants’ understanding of FGC and their cultural competence in addressing this sensitive issue. Thematic analysis and the lens of social convention theory were applied to interpret the collected data. Results indicate that the school health counsellor’s team demonstrated to some extent factual knowledge and cultural competence regarding FGC. However, challenges such as time constraints, language barriers, and fear of evoking trauma emerged during their work with this concept in a school environment. Aligning with social convention theory, the participant's effort was seen as challenging the continuation of FGC within the Swedish context. The study contributes to the broader discourse on the role of school health counsellors in promoting awareness, prevention, and support for culturally sensitive topics related to the well-being of the student. The study concludes by advocating for culturally inclusive resources within the school to effectively tackle and disseminate knowledge on FGC, emphasizing the importance of addressing this issue within the educational system.