Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Purpose of the study The purpose of the study was to find out the effectiveness of Life Orientation (LO) as a life skills programme in the school curriculum in meeting the needs and challenges of the youth. Learners from the ages of 16 to 24 in the Further Education Training (FET) sector that is, from grade 10 to 12 in the Hewu area Secondary School in Queenstown District were used as a case study. Research design A descriptive research design using a quantitative approach was used in the study. Data collection Data was collected from learners through questionnaires and from teachers through a focus group discussion. The learners and LO teachers from Ekuphumleni, Funda, Hewu, Nomphumelelo and Sovuke Sikhanye Secondary Schools were used as a study sample. Findings Almost all the learners, 90 %, found LO effective in meeting their needs and challenges. LO has helped them to resist peer pressure, saying no to negative and risky behaviour, and to cope with difficult situations like the loss of loved ones. The LO teachers as well found the programme helpful and relevant in meeting the needs and challenges of the youth. However, the LO teachers observed that although the programme was helpful and relevant, the expected attitudes and behaviour of learners contradict what the programme was offering. This disparity can be attributed to the social ills in the community, such as substance abuse, domestic violence, incest, unemployment, poverty and the negative influence of the media. Conclusion The finding of the study has shown that although the learners and LO teachers find the programme relevant and useful in addressing the needs and challenges of the learners, there are so many social ills within the community that destruct and derail the learners hence creating a disparity between what is said about the programme versus the behaviour and attitude that is displayed. This disparity calls for a discourse between teachers and parents, as well as with the community leaders, pastors and other stakeholders. / AFRIKAANSE OPSOMMING: Doel van die studie Die doel van die studie was om die doeltreffendheid van Lewensoriëntering as 'n lewensvaardigheidsprogram in die skoolkurrikulum vir die behoeftes en uitdagings van die jeug, te bepaal. Leerders van die ouderdomme van16 tot 24 in die Verdere Onderwys en Opleiding (VOO) sektor vanaf graad 10 tot 12 in die Hewu area Sekondêre Skool in Queenstown-distrik is gebruik as 'n gevalle studie. Navorsingsontwerp 'n Beskrywende navorsingsontwerp met behulp van ’n kwantitatiewe benadering is gebruik in die studie. Data-insameling Data van leerders is deur middel van vraelyste ingesamel en van onderwysers deur middel van 'n fokusgroepbespreking. Die leerders en die LO-onderwysers van Ekuphumleni, Funda, Hewu, Nomphumelelo en Sovuke Sikhanye hoër skole is gebruik as 'n steekproefbevolking. Resultate Byna al die leerders, 90 % vind LOeffektief om aan hulle behoeftes en uitdagings te voldoen. LOhet gehelp om hulle groepsdruk te weerstaan, nee te sê vir negatiewe en gewaagde gedrag, en om moeilike situasies soos die verlies van geliefdes te hanteer. Die LO-onderwysers vind ook die program nuttig en relevant deurdat dit voldoen aan die behoeftes en uitdagings van die jeug. Die LO-onderwysers het egter opgemerk dat alhoewel die program nuttig en relevant is, die verwagte houdings en gedrag van leerders in teenstelling hiermee is. Hierdie teenstrydigheid kan toegeskryf word aan die maatskaplike euwels in die gemeenskap, soos dwelmmisbruik, gesinsgeweld, bloedskande, werkloosheid, armoede en die negatiewe invloed van die media. Gevolgtrekking Die bevinding van die studie het getoon dat alhoewel die leerders en LO-onderwysers die program relevant en nuttig vind in die aanspreek van die behoeftes en uitdagings van die leerders, daar so baie sosiale euwels in die gemeenskap is wat die leerders vernietig en laat ontspoor, datdat daar 'n wanverhouding tussen wat gesê is oor die program versus die gedrag en houding wat vertoon word, bestaan. Vanweë hierdie teenstrydigheid word 'n beroep gedoen vir 'n diskoers tussen onderwysers en ouers, sowel as die gemeenskapleiers, pastore en ander belanghebbendes.

This study is an exploration of contextual environmental learning through integrated life skills and literacy in a Foundation Phase classroom. It attempts to document, explore and clarify some of the challenges of situated environmental learning in a Foundation Phase classroom through an integrated program of life skills learning and literacy acquisition. The research draws on a rich but often overlooked cultural historical context of embodied intergenerational healthy living practices in a rural Eastern Cape context to construct a learning platform for a more carefully situated and potentially relevant education. The integrated life skills and literacy acquisition program thus unfolded as a contextual process of situated learning within a developing blend of listening, writing and reading to learn in a Grade 3 program of additive bilingualism. The data generated in the study and represented in Chapter 4 suggests curriculum contextualisation in an integrated Foundation Phase program can contribute to environmental learning with enhanced relevance and literacy skills. The evidence from working with learner knowledge and experience in a community context appears to be a key to meaningful curriculum contextualization in an integrated Foundation Phase programme producing enhanced literacy and relevance. It was noted that engaging elders (gogos) enabled the process of opening up local knowledge to link with learner experience and school knowledge to foster relevance, appeared to contribute to more meaningful learning across other learning areas. There is evidence that acquiring literacy skills is a lengthy process that is supported by learner interest and the relevance of what they are learning especially when it is acknowledged by the teacher and the community. The findings of an exploratory study such as this cannot be conclusive beyond the experience that I had of working with learners who were engaged in learning as well as acquiring literacy skills literacy skills. My personal enthusiasm and work with the Gogos and with a community focus were key factors that strengthened environmental learning across school, home and community. The experience has convinced me that this is the way we must work to enhance relevance and literacy in our Foundation Phase teaching.

In the light of the HIV/AIDS pandemic in South Africa, the Department of Education is promoting HIV/AIDS awareness programmes in public schooling. This dissertation focuses on the management of these programmes in secondary schools in the North West Province using a literature review and empirical investigation. The former discusses the disease and treatment, its prevalence and impact on education and the role of principal, educators and parents in prevention. A qualitative study investigated the views of a small sample of principals, teachers and learners from three secondary schools in the North West Province. Sites and participants were selected by purposeful sampling. Data gathering took place by interviewing principals and educators and by essays written by tenth grade learners. Findings illustrated the importance of community values, information, a school policy, inservice teacher training and the contribution of parents and the church. Obstacles to successful awareness programmes were identified and recommendations made. / Educational Studies / M. Ed. (Education Management)

This study investigates whether the HIV/AIDS and Life Skills Education Programme for schools was implemented in accordance with the Ministry's directives. It also seeks to establish whether the programme was effective or not by identifying and examining different implementation strategies and methodologies. Fieldwork was undertaken in the Lupane Area Development Programme where nine schools were randomly selected from sixteen primary schools. A total of nine head-teachers responded to the heads' questionnaire and fifty-eight Grade 4 to 7 teachers responded to the teachers' questionnaire. The study reveals that to a very large extent the HIV/AIDS and Life-skills Education Programme was implemented from Grades 4 to 7 in the primary schools. However, substantial improvements still need to be made in mobilising reading and financial resources. More training and the introduction of more participatory methodologies need to be stepped up for the children to realise more benefits from this life skills education programme. / Development Studies / M.A. (Development Studies)

As youngsters become adults, the development of their personality becomes the focus of their attention. However, neither Christian youthwork nor adult education within the Protestant Church in Germany is geared towards accompanying and advising them in the midst of their religious questions and changes. There is virtually no scholarly or church literature that would focus on the age group of 18 to 30 year olds. Thus far, the Protestant Church has not yet published non-commercial programs for personality development. This dissertation focuses on evaluating a personality training program that was specially developed for young adults. The structures and the content are analyzed in order to gain insights into how such a training can be implemented in the local church. The empirical results will be complemented by insights from different studies on youth, theological and anthropological perspectives on personality and personhood, and two popular models of courses on the Christian faith. / An der Schwelle zum Erwachsenwerden steht die Entwicklung der eigenen Persönlichkeit im Mittelpunkt des Denkens von jungen Menschen. Aber weder die Jugendarbeit noch die Erwachsenenbildung sieht eine Aufgabe darin, junge Erwachsene in ihren religiösen Fragen und Veränderungen zu begleiten und zu beraten. Wissenschaftliche und gemeindepädagogische Literatur, speziell für die Altersgruppe der 18- bis 30-Jährigen, liegt kaum vor und innerhalb der evangelischen Kirche gibt es bislang keine nichtkommerziellen Persönlichkeitsprogramme für diese Personengruppe. Der Fokus dieser Arbeit ist auf die Dokumentation und die qualitative Evaluation eines Persönlichkeitstrainings gerichtet, das speziell für junge Erwachsene entwickelt wurde. Untersucht werden die Strukturen und die Inhalte des Programms, um konkrete Gestaltungshinweise für die Durchführung in einer örtlichen Kirchengemeinde zu gewinnen. Die empirischen Ergebnisse werden durch Exzerpte aus verschiedenen Jugendstudien, aus theologisch-anthropologischen Erörterungen zu Persönlichkeit und Person sein und die Bewertung von zwei christlich populären Glaubenskursen ergänzt. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology)

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)

In this research the use of the Lions-Quest programme “Skills for Adolescence“ at an intermediate secondary school level is examined qualitatively. It is investigated how pupils at a German intermediate secondary school perceive the social skills training and how that training affects the social competencies of the pupils. It is also explored if the pupils can relate their acquired competencies with their values and beliefs. Based on the empirical-theological praxis cycle, the planning, carrying out and the results of thirteen one-to-one interviews and three group interviews are presented. Five types of adolescents can be distinguished in terms of knowing and applying social skills as result of different grounded theory coding strategies: the power-conscious, the autonomous, the ambivalent, the self-confident and the competent. This study wants to contribute to a better evaluation of the implementation of social skills programmes at schools and particularly in religious education. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology)

The contemporary world of work is undergoing far-reaching changes as a result of global economic developments and technological progress. This has necessitated an appraisal of the school curriculum in order to identify the life skills necessary for vocational success. As the concept of a lifetime career has become obsolete, the accent has shifted to a life chance approach in education. This approach emphasises the wide repertoire of life skills required by learners for successful participation in a range of career possibilities and in the sphere of their personal lives, the two being perceived as inseparable. A literature survey investigated the development of professional careers in historical perspective, the contribution of developmental theorists regarding trends in contemporary career progression, various dimensions of success and what motivates successful men and women in their public and private domains. Furthermore, the adjustments required by dual career couples were examined. Various dimensions of life skills for lifespan competence were investigated, with particular reference to South African society. The life orientation approach currently advocated by the new curriculum in South Africa was briefly described. A qualitative study of the life histories of twelve professionals, forty five years and over was conducted in natural settings in order to explore the life skills responsible for career and personal success. Semi-structured interviews elicited descriptive data from participants, selected by judgement sampling. Data was analysed, discussed and synthesised. The major findings emanated: Success in public and private domains was only possible if a balance between them was maintained. Family background, values and educational experiences created a facilitating environment which contributed to early character development. Certain enabling attributes were essential to achieve both career success and self-fulfilment, even among the less privileged participants. Personal obstacles were confronted and managed. Self-discipline, time management and the maintenance of a healthy lifestyle was vital. The interpenetration of public and private domains was emphasised. A sound work ethic and healthy interpersonal relationships with family, colleagues and the community were crucial. Middle and late adulthood emerged as periods of continuing, dynamic self-development. Based on these findings, recommendations for relevant life skills education were proposed. / Educational Studies / D. Ed. (Comparative Education)

With the intention of improving my own practice, the study investigated how school grounds could be used for environmental learning in the Foundation Phase Life Skill Learning Programme within the Revised National Curriculum Statement. The research was conducted in the Grade One class of Ntaba Maria Primary School situated in Grahamstown East. The study was an action research case study based on interpretive approach to research. It had two cycles comprised of two lesson plans. The first Lesson Plan focused on an audit of the school grounds to identify environmental issues. The second Lesson Plan was informed by the audit, and addressed one of the identified environmental issues. Data was gathered through analysis of curriculum documents, video recordings and photographs of learning interactions, journal entries and learners’ work. The study highlighted that school grounds provided a context for environmental learning within Life Orientation Learning Area especially when integrated with other learning areas. There were cases however, where assessment standards were only partly addressed. The study also revealed that the Life Orientation Learning Area was also limiting for school grounds learning opportunities in some cases. In other cases the study highlighted the open-ended nature of some of its assessment standards. The study also revealed how school grounds related activities offered opportunities and challenges for constructivist, situated and active learning. Opportunities and challenges regarding group work, language use, active engagement with information learning in authentic settings, and action and action competence; emerged as issues from the analysis. Finally, the study shed light on how reflection on learners’ work and assessment of these could help teachers modify activities and do them differently so as to enhance the achievement of skills, knowledge, attitudes and values. The achievement of investigative and problem-solving skills through the two lesson plans was critically evaluated as the processes of values education employed in the lesson implementation.

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)