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Graad 8-leerders se geleefde ervaring van die gebruik van fiktiewe karakters in die LewensoriënteringklaskamerBadenhorst, Corlischa Amanda 12 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: The political and social changes that occurred after 1994 in South Africa, inevitably led to the
emergence of a new educational era. Life Orientation (LO) was introduced as a new learning
area within the Revised National Curriculum Statement (RNCS) and seeks to preventatively
empower learners to take up their legitimate place as citizens within the national and
international society (DoE, 2003:2).
LO cannot only be liable for the holistic development of individual learners. The community
in which learners grow up are faced with unique challenges that will inescapably influence
their development. I highlight the influence of “Ubuntu” and “Ukama” on the process of
becoming of each individual and therefore use the ecosystemic perspective as a theoretical
framework for this study. I reflect on my own experiences within the LO classroom that led
to the creation of fictional characters and case studies as a teaching strategy. In this study I
distinguish between case study as a teaching strategy and a research methodology.
I determine the lived experiences of Grade 8 learners in a secondary school where this
teaching strategy was used within the LO classroom. A case study as research methodology is
used where qualitative data was produced through personal documentation. A random sample
of ten participants from the case study is used to obtain a thorough understanding of their
lived experiences. Qualitative data was further produced by twenty individual and two focus
group interviews with the sample group.
I used the constant comparative method to ensure that I identify the units of meaning and
discuss the findings on the basis of three categories. First, the data indicated that the
participants found guidance through the case studies of the characters. Secondly, it appeared
that the experiences of the characters influenced the participants’ decision making processes.
Thirdly, the data indicated that participants used this teaching strategy as a platform to voice
their own personal emotions and experiences.
On the basis of Gilles Deleuze (in Wallin, 2010) and Magdeleine Grumet (1981) this study
emphasizes the potential role that an evolving, active form of curriculum can play in the
becoming processes of each individual learner and teacher. I conclude by recommending that
uniqueness and diversity must be encouraged within the classroom to ensure that curriculum
will not be a homogeneous policy document, but that it will be active and developmental in nature. I use the work of Wallin (2010), Sutton and Martin-Jones (2008) and Grumet (1981)
to offer new insights about the pedagogical making process within the South African context. / AFRIKAANSE OPSOMMING: Die politiese en sosiale veranderinge wat na 1994 binne Suid-Afrika plaasgevind het, het
onvermydelik gelei tot die ontstaan van ʼn nuwe opvoedkundige era. Lewensoriëntering (LO)
was as ʼn nuwe leerarea binne die Hersiene Nasionale Kurrikulumverklaring (HNKV)
bekendgestel en poog om op ʼn voorkomende wyse leerders te bemagtig om hul geregmatige
plek as burgers binne die nasionale, sowel as internasionale samelewing op te neem (DvO,
2003:2).
LO kan nie alleen aanpreeklik gehou word vir die holistiese ontwikkeling van individuele
leerders nie. Die gemeenskap waarbinne die individuele leerders groot word het sy unieke
uitdagings en sal daarom onwillekeurig hierdie ontwikkelingsproses beïnvloed. Ek
beklemtoon daarom “Ubuntu” en “Ukama” se invloed op die individu se wordingsproses en
gebruik die ekosistemiese perspektief as ʼn teoretiese raamwerk vir hierdie studie. Ek
reflekteer oor my eie ervarings binne die LO-klaskamer wat aanleiding gegee het tot die
ontstaan van fiktiewe karakters en gevallestudies as onderrigstrategie. In hierdie studie
onderskei ek tussen gevallestudies as onderrigstrategie en navorsingsmetodologie.
Ek bepaal die geleefde ervaring van graad 8-leerders in een sekondêre skool waar dié
onderrigstrategie in die LO-klaskamer gebruik word. ʼn Gevallestudie word as
navorsingsmetodologie gebruik waar kwalitatiewe data deur persoonlike dokumentasie
geproduseer is. Ten einde ʼn deeglike begrip te verkry van die gevallestudie se geleefde
ervaring is ʼn ewekansige steekproef van tien deelnemers gebruik. Kwalitatiewe data is verder
deur twintig individuele en twee fokusgroeponderhoude met hierdie steekproef geproduseer.
Ek het deurgaans die konstante vergelykende metode om eenhede van betekenis te
identifiseer gebruik en bespreek my bevindinge aan die hand van drie kategorieë. Eerstens
dui die data aan dat deelnemers leiding uit die gevallestudies van karakters ontvang het.
Tweedens blyk dit of die ervarings van die karakters die deelnemers se besluitnemingsproses
beïnvloed het. Derdens dui die data aan dat deelnemers hierdie onderrigstrategie as ʼn
platform gebruik het wat hulle in staat gestel het om uiting aan hul persoonlike emosies en
ervarings te gee.
Ten slotte beklemtoon hierdie navorsingstudie aan die hand van Gilles Deleuze (in Wallin,
2010) en Magdeleine Grumet (1981) se werk die potensiële rol wat ʼn ontwikkelende, aktiewe
vorm van kurrikulum in die wordingsproses van elke individuele leerder en opvoeder kan speel. Ek beveel daarom aan dat uniekhede en diversiteit binne die klaskamer aangemoedig
moet word ten einde te verseker dat kurrikulum nie as ʼn homogene beleidsdokument aanvaar
word nie, maar dat dit aktief en ontwikkelend van aard sal wees. Ek gebruik die werk van
Wallin (2010), Sutton en Martin-Jones (2008) en Grumet (1981) om nuwe insigte rondom die
pedagogiese wordingsproses binne die Suid-Afrikaanse konteks aan te bied.
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Les relations entre les caractéristiques socioprofessionnelles, les connaissances, les représentations et les contenus d’enseignement traités en classe par les enseignants responsables d’éducation relative au VIH/SIDA en Afrique du SudMacDonald, Kevin 02 1900 (has links)
Il est généralement admis que l’éducation constitue une des stratégies les plus efficaces
pour lutter contre le VIH/SIDA et diminuer sa transmission (Gallant et Matika-Tyndale,
2004). À cet effet, plusieurs pays d’Afrique subsaharienne ont inclus des programmes
d’éducation au VIH/SIDA dans leur curriculum scolaire afin de contrer l’épidémie (ADEA,
2007). Cependant, l’efficacité de ces programmes éducatifs demeure incertaine. Par exemple,
les objectifs des programmes éducatifs, tels que la transmission de connaissances relatives au
VIH/SIDA, ou la diminution des comportements sexuels risqués, ne sont pas toujours atteints
(Matika-Tyndale, 2009; Oshi, D., Nakalema, S. et Oshi, L, 2005).
Le succès d’un programme de lutte et de prévention en milieu scolaire peut être lié aux
contenus d’enseignement traités en classe par les enseignants (Ahmed et al., 2009). Les
contenus traités dépendent en partie des représentations et des connaissances des enseignants
par rapport au(x) sujet(s) qu'ils enseignent et pour des sujets aussi délicats que le VIH/SIDA et
la sexualité, cette relation est particulièrement importante. Par exemple, en Afrique du Sud,
malgré l’existence d’une politique nationale sur le VIH et l’inclusion des sujets relatifs au
VIH/SIDA dans le curriculum scolaire, la mise en oeuvre du programme de lutte et de
prévention peut être compromise par la résistance des enseignants à parler de certains sujets
controversés (Ahmed et al. 2009; Mathews et al., 2006).
Notre étude, menée dans la région de Cape Town en Afrique du Sud, visait à mieux
comprendre les relations entre les caractéristiques socioprofessionnelles des enseignants, leurs
connaissances, leurs représentations à l’égard de l’éducation relative au VIH/SIDA et les
contenus d’enseignement abordés dans le cours life-orientation dédié à l’éducation relative au
VIH/SIDA.
Au total, 71 enseignants du cours life-orientation provenant de 18 écoles secondaires ont
participé à cette étude. Les enseignants ont rempli un questionnaire portant sur leurs
caractéristiques socioprofessionnelles (âge, genre, expérience d’enseignement, niveau
enseigné et expérience personnelle avec le VIH/SIDA), leurs connaissances, différentes
composantes de leurs représentations (attitudes, norme sociale perçue et contrôle
comportemental perçu) et les contenus d’enseignement qu’ils abordent en classe.
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Les résultats des analyses des données ainsi recueillies montrent que la norme sociale
perçue est la seule composante des représentations reliée aux contenus d’enseignement
abordés en classe par l’enseignant. Les attitudes des enseignants envers l’éducation relative au
VIH/SIDA sont plutôt favorables, mais plusieurs d’entre eux manifestent des lacunes par
rapport à leurs connaissances sur les modes de transmission et de prévention du VIH/SIDA.
Par ailleurs, plusieurs croient que le manque de formation et le manque de matériel sont des
obstacles à leur enseignement. Les expériences personnelles avec le VIH/SIDA sont associées
à des attitudes plus positives chez les enseignants et l’expérience d’enseignement du cours
life-orientation est reliée aux connaissances relatives au VIH/SIDA et au contrôle
comportemental perçu de l’enseignant. Nos résultats suggèrent également que certains
contenus d’enseignement spécifiques de l’éducation relative au VIH/SIDA, tel que l’utilisation
des condoms, semblent être particulièrement controversés et source de malaise pour les
enseignants. Nos résultats donnent également des pistes de recherches futures s’intéressant à
l’amélioration de l’enseignement relatif au VIH/SIDA, notamment au sujet du besoin de
formation et de matériel pédagogique supplémentaire, ainsi qu’au sujet de l’influence des
membres de la société sur l’enseignement effectué en classe. Notre recherche montre
également l’importance de distinguer, en recherche, les différents contenus d’enseignement,
plutôt que de considérer de façon globale l’éducation relative au VIH/SIDA. / It is generally accepted that education is one of the most effective ways to fight against
HIV and reduce its transmission (Gallant et Matika-Tyndale, 2004). Many African countries
have thus included HIV/AIDS related topics in school curricula, in hopes of countering the
epidemic (ADEA, 2007). However, the efficiency of HIV/AIDS related education programs
remains uncertain, as certain programs do not seem to succeed in increasing students’
knowledge of HIV/AIDS (Oshi et al., 2005) or changing their behavior (Matika-Tyndale,
2009).
In this regard, several studies show that teachers are key players in determining the
success of program implementation (Mathews et al., 2006). Studies show that teachers
responsible for HIV/AIDS education sometimes feel fear and discomfort with certain topics,
which can seem contradictory to their own values and beliefs (Ahmed et al., 2009; Mathews et
al., 2006). For example, in South Africa, despite a national policy on HIV and the inclusion of
topics related to HIV / AIDS in the life-orientation learning area, implementation of such
subjects may be compromised by resistance from teachers to talk about certain topics
(Mathews et al., 2006; Ahmed et al., 2009). Our study was designed to gain a greater
understanding of the relationships between South African life-orientation teachers’ personal
and psychosocial characteristics and their teaching practices.
The investigated characteristics include age, gender, teaching experience, level taught,
personal experience with HIV/AIDS as well as teacher knowledge, attitudes, perceived social
norms and perceived behavioral control. In total, 71 questionnaires were completed and
returned (44 % response rate) from 18 secondary schools. Perceived social norm proved to be
the only psychosocial characteristic associated with teaching practices. Teachers had generally
positive attitudes towards HIV/AIDS education, although knowledge gaps and lack of
training, material and resources were problems for many of them. Personal experience with
HIV/AIDS was associated with more positive attitudes amongst teachers, and years of
experience teaching life-orientation was associated with higher levels of HIV/AIDS
knowledge and perceived behavioral control. Our findings show that HIV/AIDS education is
vi
not a value-free experience and support the need for ongoing teacher training and additional
materials for teachers. Furthermore, our findings highlight the importance of studying
HIV/AIDS related topics individually and suggest that HIV/AIDS interventions should also
focus on dialogue between schools, teachers and community members, and the impact of
social norm on teaching practices.
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Subjektivní vymezování životních cílů u žáků s poruchami chování / Subjektive Defining of Life Goals of Pupils with Behavioural DisturbancesChaloupka, Jan January 2011 (has links)
Subjective Defining of Life Goals of Pupils with Behavioural Disturbances Author: Jan Chaloupka Faculty of Education, Charles University in Prague - Department of Special Education Supervisor: Mgr. Jana Mottlová Based on studying literature on general pedagogy, special pedagogy and psychology as well as on the author's personal experience with working with pupils with behavioural disturbances, the author proposes a hypothesis, according to which the long-term goal seeking efforts of the majority of pupils concerning socialization and education are absent, distorted and ineffective. The objective of this paper is to confirm or refute the validity of the hypothesis as well as to theoretically formulate impulses for practice. The research was performed on a sample of 120 respondents and a contrastive control group of 30 grammar school students. It was effectuated by means of a questionnaire and complemented by interviews, which are not included in full form for space reasons. The research has shown that in a heterogeneous group of respondents, a majority of two thirds is either incapable of life goals definition or the definition is rather inadequate and unrealistic. The author, however, has identified the reasons for this neither in the faulty family or educational background nor in decreased...
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Effektiewe lewensvaardigheidsopleiding vir grondslagfase-onderwysstudente / Audrey KlopperKlopper, Audrey January 2004 (has links)
The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student
teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for
Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning
methods for training had to be identified to achieve outcomes in the most effective way. New
methods of presentation and assessment had to be exploited to address the new challenge of
reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions
in South Africa had to be determined so that general outcomes and guidelines for effective
training of Foundation Phase student teachers in Life Skills could be established.
A literature study was done to determine the nature of Life Skills for Foundation Phase student
teachers. Four outcomes were identified were identified from this study, namely health
promotion, promotion of the environment, development of human potential and the promotion of
moral, cultural and religious values as main components of Life Skills.
In addition a literature study was done on effective teaching-learning methods which should be
applied to ensure effective Life Skills training for student teachers. The four most important
components or essential features that should be considered during the facilitation of Life Skills
for Foundation Phase student teachers, namely the lecturer, student, learning environment as
well as the aim of teaching, including teaching content and assessment were set out.
After questionnaires regarding the nature of training for Foundation Phase student teachers in
Life Skills were sent to institutions for higher education and the responses were statistically
analysed, it was possible to make a number of findings and recommendations. From the
empirical research it became clear that the identified outcomes were also valued and applied by
lecturers at other institutions for higher education. Furthermore, it became apparent that active
teaching learning-methods and self-regulated learning are valued as important aspects of
effective teacher training. Skills should not only be practised during contact sessions, but
learning environments should be extended. It should include a variety of contexts like
community service, practical teaching experience at schools under supervision of mentors as
well exposure to diverse and multicultural teaching learning-environments.
By effective planning and organising, it is possible for lecturers to guide students to become self regulated
and effective learners within the context of reduced contact time. / Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.
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Effektiewe lewensvaardigheidsopleiding vir grondslagfase-onderwysstudente / Audrey KlopperKlopper, Audrey January 2004 (has links)
The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student
teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for
Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning
methods for training had to be identified to achieve outcomes in the most effective way. New
methods of presentation and assessment had to be exploited to address the new challenge of
reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions
in South Africa had to be determined so that general outcomes and guidelines for effective
training of Foundation Phase student teachers in Life Skills could be established.
A literature study was done to determine the nature of Life Skills for Foundation Phase student
teachers. Four outcomes were identified were identified from this study, namely health
promotion, promotion of the environment, development of human potential and the promotion of
moral, cultural and religious values as main components of Life Skills.
In addition a literature study was done on effective teaching-learning methods which should be
applied to ensure effective Life Skills training for student teachers. The four most important
components or essential features that should be considered during the facilitation of Life Skills
for Foundation Phase student teachers, namely the lecturer, student, learning environment as
well as the aim of teaching, including teaching content and assessment were set out.
After questionnaires regarding the nature of training for Foundation Phase student teachers in
Life Skills were sent to institutions for higher education and the responses were statistically
analysed, it was possible to make a number of findings and recommendations. From the
empirical research it became clear that the identified outcomes were also valued and applied by
lecturers at other institutions for higher education. Furthermore, it became apparent that active
teaching learning-methods and self-regulated learning are valued as important aspects of
effective teacher training. Skills should not only be practised during contact sessions, but
learning environments should be extended. It should include a variety of contexts like
community service, practical teaching experience at schools under supervision of mentors as
well exposure to diverse and multicultural teaching learning-environments.
By effective planning and organising, it is possible for lecturers to guide students to become self regulated
and effective learners within the context of reduced contact time. / Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.
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The role of life orientation in addressing HIV/AIDS in Kwa-zulu Natal secondary schoolsVethe, Calson Bhekithemba 02 1900 (has links)
The Department of Education is promoting HIV/AIDS education programmes in the public schools of South Africa, particularly through the subject Life Orientation. Therefore, this study investigates the role of Life Orientation in addressing HIV/AIDS in KwaZulu-Natal secondary schools.
Different role-players were evaluated to ascertain their attitudes and beliefs about Life Orientation and HIV/AIDS. The examination of different role-players was undertaken to establish the significance of their attitudes and beliefs on the success or failure of the Life Orientation based sex and HIV education programmes in the schools.
An attempt was also made to find a relevant definition of the subject Life Orientation that contains the meaning and the purpose of the subject. Teachers were found to be uncertain about an appropriate definition that carries the meaning of Life Orientation; hence they tend to define it by its components such as Life skills, physical education, decision-making, HIV education and others.
The study also sought to establish the impact of sex education embedded in Life Orientation on the fight against HIV/AIDS. Sex education was examined to determine whether it encourages or reduces youth sexual activities.
In order for teachers to be able to use Life Orientation content to drive sex and HIV education programmes, it had to be ascertained if they were informed or not about HIV/AIDS. The questionnaire carried out an extensive assessment of teachers’ knowledge, attitudes and their personal stance on HIV/AIDS. This study established that training of teachers in both Life Orientation and HIV/AIDS provides them with knowledge which enables them to positively handle sex and HIV education programmes in the classroom. It was for this reason that the study made recommendations with regard to training and support programmes to ensure that teachers are adequately equipped for effective implementation of the subject Life Orientation in the National Curriculum Statement. / Educational Studies / D. Ed. (Curriculum Studies)
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Provision of guidance and counselling services in the schools in the Transkei sub-region of the Eastern CapeNzeleni, Lineo Primrose 01 1900 (has links)
The purpose of the study was to find out about provision of guidance and counselling in the schools in the Transkei sub-region of the Eastern Cape.
Guidance and counselling services are crucial to the success of lifelong learning policies, providing assistance and advice to learners so that they make better informed and future educational and career choices suitable for them. Through guidance and counseling services, students develop a clear understanding of self, their attitudes, abilities, interests, ambitions, resources and limitations from career counselling. They are also guided into various entrepreneurial activities, training, advancement and other benefits for sustainable self-reliance and self-worth. Students are able to achieve and live fulfilled lives and contribute meaningfully to the development of their country in all spheres of life once they receive appropriate guidance and counselling services. Guidance and counseling services look at the holistic development of the learner by taking into account the psycho-social, intellectual, emotional and physical development aspects of the learner within the context of the learner’s environment.
The provision of guidance and counselling programmes and services is the shared responsibility of all school staff. A team approach should be employed, wherein all staff members have specified roles to play. School counsellors play a key role in planning and implementing programmes and service. Guidance and counselling programmes and services are systematically planned to meet the needs of all learners and are infused into the daily activities of schools.
Using a quantitative research design, the research sample included Department of Education (DoE) Officials and teachers in seven districts in the Transkei sub-region of the Eastern Cape.
Questionnaires were used to collect data. Descriptive statistics in were used to analyse the provision of guidance and counselling in the schools in the Transkei sub-region of the Eastern Cape.
The results revealed that guidance and counselling is necessary in schools and that it should be provided in all schools in the districts. / Psychology of Education / M. Ed. (Specialisation in Guidance and Counselling)
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Exploring the impact of narrative arts activities on the self-concept of Grade 9 learners in group contextPienaar, Pieter Abraham 17 October 2008 (has links)
This study reveals the impact of an exemplar narrative arts learning programme on the self-concept of Grade 9 learners in the Life Orientation classroom. The episodic narrative arts learning programme was designed in response to a suggestion in the government guidelines for Life Orientation and merged the outcomes for Arts and Culture and Life Orientation. The aims of narrative counselling were employed to allow the learners to tell their stories to themselves and others. The arts component, based on the arts therapies, allowed the learners an opportunity to give visual substance to their individual and collective narratives through arts activities that occurred within a small group. Brief video recordings were made of each group’s interactions during the narrative arts episodes in order to compile an edited video overview of the process that could be screened for the learners on completion of the programme. The aims of positive psychology were embedded in the structure and design of the arts episodes and activities. This is an interpretive study with a phenomenological focus, because the lived experiences of the participants and the teacher-researcher are paramount and the narrative element in the study necessitates the inclusion of the postmodern paradigm. This qualitative arts-based research project is based on a two-month Life Orientation learning programme that occurred during school hours on the grounds of a faith-based school. Forty-seven learners were divided into six small groups of approximately eight learners each in which they remained for the duration of the programme and were assigned to a specific teacher-facilitator. Fourteen learners volunteered to participate in four rounds of interviews, which were conducted with each participant to determine the impact of the narrative arts activities on the self-concept over the course of the programme. The transcribed interview responses were interpreted and classified according to five predetermined self-concept domains established by an examination of literature. Data analysis occurred in four cycles which align with the four rounds of interviews. Two data analysis approaches were employed and the data triangulated: a scientifically-accountable and a more intuitive approach. Findings based on the interpreted interview responses of these 14 participants indicate that the exemplar narrative arts programme primarily impacted on two self-concept domains, namely the social and personal-emotional domains. The participants’ self-descriptors revealed that the small group arts activity context allowed them to become gradually more other focused and stimulated varied measures of self-insight and self-growth. Once the limitations are recognised, the study could contribute to the inclusion of more arts-based assignments in Life Orientation programmes to aid the development of self-concept, the inclusion of this particular exemplar approach in more educational settings, openness to “team teaching” in the high school and more innovative applications of video recording within an educational or research setting. The exemplar narrative arts approach is a means for strengthening psychological support services in the school, because it reinforces the formulation of identity by allowing learners an opportunity to become actively busy writing and living their life stories / Thesis (PhD)--University of Pretoria, 2008. / Educational Psychology / unrestricted
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Ga-Rankuwa secondary school students' awareness of career counselling and factors influencing career choicesLetlape, Tabea Mmasebedise 11 1900 (has links)
The fundamental aim of education is to empower learners to succeed in their career path and,
as such, the future of South African learners depends on the quality of decisions and the
progress made by them in respect of their personal and career development needs. The focus
of the study was on investigating the awareness of guidance and counselling in Ga-Rankuwa
secondary schools, and explore factors influencing career choice. The total number of
secondary schools that participated in the study were seven (7), and all public schools from
the disadvantaged context, in the Tshwane West Education District. The study was a descriptive
survey, and the target population consisted of 859 participants. The data were collected, using
two questionnaires; namely the Career Development Questionnaire (CDQ), and the Selfstructured Questionnaire (SSQ). The Statistical Package for Social Sciences (SPSS) was used
to generate data, which were used as descriptive statistics of frequency table, percentages and
cross-tabulation to “raise awareness on the status of career guidance and counselling in GaRankuwa secondary schools”
The findings of the study showed that career guidance and counselling was not effectively
implemented in schools, and that inadequate career education was offered to learners during
Life Orientation classes. From the findings, it was discovered that learners did not have the
accurate, sufficient, informed and practical knowledge to help them make sound career
decisions, and that learners’ levels of career maturity were very low. It was evident from the
findings that age, gender, parents/guardians educational background did not have any
significant influence on learners’ career choices. The researcher, therefore, recommends that
Life-Orientation teachers be exposed to extensive career guidance and be offered training in
career counselling, and that there should be adequate and accessible career guidance and
counselling facilities for learners – and that career guidance strategies and policies should be
reviewed. / Psychology / Ph. D. (Psychology)
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Evaluating the impact of the principles of the National curriculum statement on grade 10 Life OrientationSkosana, Petrus Sizani 11 1900 (has links)
Effective implementation of the principles of the National curriculum Statement (NCS) for Life Orientation has various requirements. Thus, with a specific focus on Life Orientation in grade 10, the study aimed at investigating various issues around the implementation of these principles. To this end, a mixed-methods approach was used. In the quantitative phase, questionnaires were used. In the qualitative phase, focus groups and interviews were used to collect data. Similar questions were asked in both phases. The sample was a group of 48 Life Orientation teachers from 48 secondary schools in the Gauteng West district. Ethical issues were considered. Techniques to ensure validity and reliability were also taken into account.
The results showed that, in general:
• the introduction of the NCS in Life Orientation had resulted in too much paperwork and administration for the teachers;
• the principles of the NCS had not helped to transform education from the apartheid era system of education to the present democratic system of education;
• the teachers were poorly trained with regard to implementing the principles of the NCS in the sense that there were not enough workshops and follow-up support provided;
• the principles of the NCS were not implemented at schools, among others because there were problems with the distribution of policies to the teachers via the school management;
• the implementation of the principles of the NCS did not make the envisaged impact on learner attitudes since the attitudes of many learners were often negative;
• the implementation of the principles of the NCS did not make the envisaged impact on learner respect for other cultures;
• the principles of the NCS did not have the ideal impact on morals, values and standards; or impact significantly on crime rate, learner pregnancy or disrespect at school; and• the principles of the NCS did not support learners well to acquire life skills.
• However, the principles of the NCS in Life Orientation were more successful with regards to helping address barriers to learning.
In line with the above, recommendations were made and the limitations of the study were pointed out. / Further Teacher Education / D. Ed. (Curriculum Studies)
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