The Resilient Educators support programme (REds) for HIV and AIDS affected educators was initiated by the University of the Northwest in 2006, following a research project in 2005 that highlighted the need for a support programme that addresses the challenges of educators affected by HIV and AIDS, as existing support structures were found to be inadequate. The REds programme is implemented in phases, and after the completion of each phase, the programme is modified to meet the needs of a broader audience of educators. Since 2006, the REds programme has been implemented by independent researchers in four South African provinces, Gauteng, Mpumalanga, the Northwest province and the Free State. This round of implementation included a comparison group, to allow researchers to compare data. The 2009 implementation of the REds programme was aimed at gathering comparative data to prove that the programme has a positive impact on the quality of life and resilience of educators. This was done in order to provide to the greater REds programme the opportunity to generalise the findings of the programme, and implement it on a national level. The goal of this study was to evaluate the effectiveness of the 2009 version of the REds programme to enhance the quality of life and resilience of HIV and AIDS affected educators in Gauteng. For the purpose of this research study, the researcher used applied and evaluative research. The mixed methods research approach was used, followed by the concurrent triangulation design. The qualitative and quantitative data carried the same weight in the results of the study, and the data sets were merged in the interpretation to produce well-validated conclusions. When comparing the pre- and post-test results, both the quantitative and qualitative data were used to prove or disprove the hypothesis. For the quantitative part of the study, the researcher made use of a quasi-experimental design namely the comparison group pre-test-post-test design. For the qualitative part of the study, the researcher used a collective case study design. Quantitative data was collected through two group administered standardised questionnaires, the Professional Quality of Life Screening (ProQol) and the Resilience Scale for Adults (RSA). Qualitative data was collected by using a narrative, drawings and observations. Pre-test data was collected from the experimental and comparison groups prior to exposure to the REds programme. The experimental group participated in the programme and afterwards, both the experimental and comparison groups participated in a post-test. The participants were recruited from the Diepsloot Combined School and the Emfundiswene Primary School in Alexandra, Johannesburg, Gauteng, by using non-probability volunteer sampling. The quantitative empirical research findings in the experimental group data showed minimal differences between the pre- and post-test data for the ProQol test, and trivial differences in the RSA screening. The comparison group data also showed minimal differences, but the differences were in a downward trend. When comparing the experimental and comparison group findings, the experimental group’s results were slightly more positive than the comparison group, but not enough to draw valid conclusions. However, the qualitative findings showed that the participants in the experimental group found that the programme addressed their support needs as HIV and AIDS affected educators and they felt empowered with knowledge and skills that they lacked, thus making them more resilient. The researcher did not mark any changes in the comparison group data, thus indicating that they did not feel empowered. The researcher hypothesised the following: If the Resilient Educators support programme (REds) were implemented among HIV and AIDS affected educators, their quality of life and resilience will be increased. Conclusions drawn from the qualitative research findings indicated that the REds programme met the support needs of HIV and AIDS affected educators, as the experimental group indicated that they felt empowered and the comparison group did not indicate this. The quantitative data results were not significant enough to prove or disprove the proposed hypothesis, and thus the researcher recommends that the reasons for the insignificant test results from the questionnaires be investigated. AFRIKAANS : Die Resilient Educators Support Programme (REds), ’n ondersteunings program vir MIV-en VIGS-geaffekteerde opvoeders, is in 2006, deur die Noordwes-Universiteit ontwikkel. Die projek spruit uit navorsing wat in 2005 gedoen is en getoon het dat die uitdagings wat MIV-en VIGS-geaffekteerde opvoeders in die gesig staar nie aangespreek word deur die huidige ondersteuningstrukture nie, en dat daar ’n daadwerklike behoefte aan ’n ondersteuningsprogram bestaan. Die REds-program word in fases geïmplementeer, en in elke fase, word die program heraangepas om aan die behoeftes van ’n breër teikengehoor van opvoeders te voldoen. Sedert die begin van die projek in 2006, is die REds-program deur verskeie onafhanklike navorsers, in vier Suid Afrikaanse provinsies, Gauteng, Mpumalanga, Noordwes en die Vrystaat geïmplementeer. Die 2009-implementering van die REds-program, het ’n vergelykende groep ingesluit, wat navorsers instaat stel om die data wat ingesamel word te vergelyk met ’n groep wat nie ’n intervensie ontvang het nie. Die 2009-implementering van die REds-program se doel was om vergelykbare data in te samel, en sodoende te bewys dat die program ‘n positiewe impak op die lewensgehalte en veerkragtigheid van opvoeders het. Die doel van hierdie studie was om te evalueer hoe doeltreffend die 2009-weergawe van die REds-program die lewenskwaliteit en veerkragtigheid van MIV-en VIGS geaffekteerde opvoeders in Gauteng verbeter. Vir die doeleindes van hierdie navorsing het die navorser toegepaste en evaluerende navorsing benut. Die gemengdemetode-navorsingsbenadering en die samewerkende triangulasie-ontwerp is benut. Die kwantitatiewe en kwalitatiewe data dra ewe veel gewig in die resultate van die studie. Datastelle is ook saamgevoeg tydens die interpretasie daarvan ten einde deeglik gestaafde gevolgtrekkings te maak. Tydens die vergelyking van die voor- en na-toetsresultate, is die kwantitatiewe en kwalitatiewe data benut om die hipotese te bewys of te weerlê. Vir die kwantitatiewe deel van die studie het die navorser ‘n kwasieksperimentele ontwerp, genaamd die groep-vergelykende voor-toets-na-toetsontwerp benut. Die kwalitatiewe deel van die studie is gedoen met behulp van die kollektiewe gevallestudie-ontwerp. Kwantitatiewe data is verkry deur twee groepgeadministreerde gestandaardiseerde vraelyste, die Professional Quality of Life Screening (ProQol) en die Resilience Scale for Adults (RSA), te gebruik. Kwalitatiewe data is ingesamel deur gebruik te maak van ’n narratief, tekeninge en observasies. Voor-toets-data is ingesamel by die eksperimentele en vergelykende groep. Die eksperimentele groep het die die REdsprogram deurloop en beide groepe het daarna deelgeneem aan die na-toets. Die deelnemers van die Diepsloot gekombineerde skool en die Emfundiswene laerskool in Alexandra, Johannesburg is by wyse van ’n nie-waarskynlikheids steekproeftrekking gekies, deur van die vrywillige steekproeftegniek gebruik te maak. Die kwantitatiewe navorsingsbevindinge van die eksperimentele groep het minimale verskille tussen die voor- en na-toets-data getoon vir die ProQol-toets, en niksbeduidende verskille is opgemerk in die RSA-toets. Die vergelykende groep se data het ook minimale verskille tussen die voor- en na-toets getoon, maar hierdie veranderings was negatief. In ’n vergelyking tussen die eksperimentele en vergelykende groep se resultate, is bevind dat die eksperimentele groep se uitslae meer positief van aard was as die van die vergelykende groep. Hierdie verskil is egter so klein dat geen werklilke gevolgtrekkings gemaak kan word nie. Desnieteenstaande het die kwalitatiewe bevindinge getoon dat die program wel aan die eksperimentele groep se ondersteuningsbehoeftes voorsien het. Die deelnemers het aangedui dat hulle bemagtig is met die kennis en vaardighede wat hul benodig om hul veerkragtigheid te verhoog. Die navorser het egter geen veranderinge in die vergelykende groep se data waargeneem nie, wat dus beteken dat die vergelykende groep nie bemagtig is nie. Die navorser het die volgende hipotese geformuleer: Indien die Resilient Educators support program (REds) onder MIV-en VIGS-geaffekteerde opvoeders geïmplimenteer word, sal hul lewenskwaliteit en veerkragtigheid verbeter. Gevolgtrekkings gemaak na gelang van die kwalitatitewe navorsingsbevindinge toon aan dat die REds-program wel die ondersteuningsbehoeftes van die opvoeders aanspreek, aangesien die eksperimentele groep aangedui het dat hulle bemagtig voel, in teenstelling met die vergelykende groep wat nie bemagtig voel nie. Die kwantitatiewe navorsingsbevindinge was egter van so ’n aard dat die navorser dit nie kon benut om die hipotese waar of vals te bewys nie. Na gelang van hierdie bevinding beveel die navorser onder andere aan dat die rede(s) vir die niksseggende kwantitatiewe toetsresultate verder ondersoek word. / Dissertation (MSW)--University of Pretoria, 2010. / Social Work and Criminology / unrestricted

Education is essential in providing future human capital that is much needed to build a sustainable, competitive economy. However, the importance of a quality education is often underestimated. In order to enhance working conditions of educators, it seems essential to investigate the role of the positive psychology paradigm by means of developing teachers’ areas of deficiencies and capitalising on their strengths in order for them to reach their full potential and flourish. The current study aimed to adapt and validate the recently developed Strengths Use and Deficit Improvement Questionnaire (SUDIQ) in an attempt to make it suitable for educators. The general objective of this research study was to establish the psychometric properties of the SUDIQ by means of confirmatory factor analysis (CFA), convergent, discriminant and empirical validity. A cross-sectional field survey design and a convenience sample of educators from several educational institutions in the Gauteng Province (N = 502) was utilised to gather the data. CFA was used to test the factorial validity of the adapted SUDIQ scale. In order to prove convergent and discriminant validity, the relationships between the SUDIQ dimensions and similar theoretical constructs (job resources, strengths use, psychological capital, proactive behaviour and person-job fit) as well as constructs postulated to be unrelated to the SUDIQ dimensions (age and education) were determined. Finally, the relationship between the SUDIQ dimensions with vigour, dedication, emotional exhaustion and depersonalisation was determined by using multiple regression analysis. The results confirmed that the SUDIQ comprised a four-factor structure. These four factors were perceived organisational support for strengths use, perceived organisational support for deficit improvement, proactive behaviour towards strengths use and proactive behaviour towards deficits improvement. These dimensions were positively related to the scales such as the strengths use scale, autonomy, supervisor and colleague support, psychological capital, proactive behaviour, and person-job fit. Anticipated perceived organisational support for deficit improvement and proactive behaviour towards strengths use and proactive behaviour towards deficit improvement were unrelated to age. The scales were also relatively weakly related to education. Furthermore, the results revealed that perceived organisational support for strengths use, proactive behaviour towards strengths use and proactive behaviour towards deficit improvement were significant predictors of both vigour and dedication. However, it was found that the only SUDIQ dimension that predicted emotional exhaustion and depersonalisation was proactive behaviour toward strengths use. Recommendations were made to be applied in practice, as well as for future research. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

Education is essential in providing future human capital that is much needed to build a sustainable, competitive economy. However, the importance of a quality education is often underestimated. In order to enhance working conditions of educators, it seems essential to investigate the role of the positive psychology paradigm by means of developing teachers’ areas of deficiencies and capitalising on their strengths in order for them to reach their full potential and flourish. The current study aimed to adapt and validate the recently developed Strengths Use and Deficit Improvement Questionnaire (SUDIQ) in an attempt to make it suitable for educators. The general objective of this research study was to establish the psychometric properties of the SUDIQ by means of confirmatory factor analysis (CFA), convergent, discriminant and empirical validity. A cross-sectional field survey design and a convenience sample of educators from several educational institutions in the Gauteng Province (N = 502) was utilised to gather the data. CFA was used to test the factorial validity of the adapted SUDIQ scale. In order to prove convergent and discriminant validity, the relationships between the SUDIQ dimensions and similar theoretical constructs (job resources, strengths use, psychological capital, proactive behaviour and person-job fit) as well as constructs postulated to be unrelated to the SUDIQ dimensions (age and education) were determined. Finally, the relationship between the SUDIQ dimensions with vigour, dedication, emotional exhaustion and depersonalisation was determined by using multiple regression analysis. The results confirmed that the SUDIQ comprised a four-factor structure. These four factors were perceived organisational support for strengths use, perceived organisational support for deficit improvement, proactive behaviour towards strengths use and proactive behaviour towards deficits improvement. These dimensions were positively related to the scales such as the strengths use scale, autonomy, supervisor and colleague support, psychological capital, proactive behaviour, and person-job fit. Anticipated perceived organisational support for deficit improvement and proactive behaviour towards strengths use and proactive behaviour towards deficit improvement were unrelated to age. The scales were also relatively weakly related to education. Furthermore, the results revealed that perceived organisational support for strengths use, proactive behaviour towards strengths use and proactive behaviour towards deficit improvement were significant predictors of both vigour and dedication. However, it was found that the only SUDIQ dimension that predicted emotional exhaustion and depersonalisation was proactive behaviour toward strengths use. Recommendations were made to be applied in practice, as well as for future research. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

Afrikaans text / This study was undertaken to investigate and explore the experience of the death of a parent and the support for Coloured boys, in the middleadolescence phase, within the school context. Five boys were involved in the study. The gender of the parent was not specified; but all the boys had lost their mothers. The adolescent boys indicated that the death of their mothers was a life changing event; that they struggled emotionally after the death of their mothers but they received enough support from the school, friends and peer group. Family relations were disrupted and the boys often handled their mourning alone. They indicated a continued bond with their mothers, developed a greater sense of responsibility and insight into themselves and the emotions of others deepened. The boys stressed the value of social support but the public display of emotions is influenced by their perceptions of masculinity. / Die studie is onderneem om Kleurling seuns in die middel-adolessente fase se ervaring na die dood van ’n ouer en ondersteuning binne die skoolopset te ondersoek en te verken. Vyf seuns is by die studie betrek. Die geslag van die ouer is nie gespesifiseer nie maar al die seuns het hul moeders verloor. Die adolessente seuns het aangedui dat die dood van hul moeders ’n lewensveranderende gebeurtenis was; dat hulle ’n emosionele stryd gevoer het na die dood van hul moeders maar wel voldoende ondersteuning vanaf die skool, vriende en portuurgroep ontvang het. Gesinsverhoudinge het verbrokkel en die seuns het dikwels alleen hul rou hanteer. Hulle het ’n voortgesette band met hul moeder aangedui, groter verantwoordelikheidsin ontwikkel en insig vir hulself en ander se emosies het verdiep. Die seuns het die waarde van sosiale ondersteuning beklemtoon maar die openlike toon van emosies word deur hul persepsies vanmanlikheid beïnvloed. / Psychology of Education / M. Ed. (Spesialisering in Voorligting)

Afrikaans text / This study was undertaken to investigate and explore the experience of the death of a parent and the support for Coloured boys, in the middleadolescence phase, within the school context. Five boys were involved in the study. The gender of the parent was not specified; but all the boys had lost their mothers. The adolescent boys indicated that the death of their mothers was a life changing event; that they struggled emotionally after the death of their mothers but they received enough support from the school, friends and peer group. Family relations were disrupted and the boys often handled their mourning alone. They indicated a continued bond with their mothers, developed a greater sense of responsibility and insight into themselves and the emotions of others deepened. The boys stressed the value of social support but the public display of emotions is influenced by their perceptions of masculinity. / Die studie is onderneem om Kleurling seuns in die middel-adolessente fase se ervaring na die dood van ’n ouer en ondersteuning binne die skoolopset te ondersoek en te verken. Vyf seuns is by die studie betrek. Die geslag van die ouer is nie gespesifiseer nie maar al die seuns het hul moeders verloor. Die adolessente seuns het aangedui dat die dood van hul moeders ’n lewensveranderende gebeurtenis was; dat hulle ’n emosionele stryd gevoer het na die dood van hul moeders maar wel voldoende ondersteuning vanaf die skool, vriende en portuurgroep ontvang het. Gesinsverhoudinge het verbrokkel en die seuns het dikwels alleen hul rou hanteer. Hulle het ’n voortgesette band met hul moeder aangedui, groter verantwoordelikheidsin ontwikkel en insig vir hulself en ander se emosies het verdiep. Die seuns het die waarde van sosiale ondersteuning beklemtoon maar die openlike toon van emosies word deur hul persepsies vanmanlikheid beïnvloed. / Psychology of Education / M. Ed. (Spesialisering in Voorligting)

During August 2008 commissioners, senior tax administrators and policy makers from 28 African countries attended the International Conference on Taxation, State Building and Capacity Development in Africa. The objective of the conference had been to investigate how African countries can improve their resource mobilization, thereby decreasing Africa’s reliance on foreign aid, improving the fiscal independence of African countries and improving the living conditions of their citizens. It was identified during the conference that African countries can improve their resource mobilization through an improvement of their existing taxation structures. An improvement in existing taxation structures could in turn be achieved through improved sharing of information between African tax authorities on their tax structures currently in place, as well as the habits of their respective taxpayers. In order to facilitate the improved sharing of information, as well as to better equip African Tax Administrations for the task at hand, the African Tax Administration Forum (ATAF) was formed. The aim of this research is to determine whether any progress has been made regarding tax administration reform by African countries following the Conference on Taxation, State Building and Capacity Development in Africa, during the period 2008 to 2012. This has been determined by evaluating the structures of the ATAF and the activities implemented by the ATAF during the period 2008 to 2012 to meet its initial strategic objectives. Secondly, African countries that were previously members of SADC, and have since become members of the ATAF as well, were evaluated in order to determine whether the countries in question have implemented tax administration and governance reforms during the period 2008 to 2012, which have led to an improvement in the tax administration and governance structures of the countries in question. Furthermore, an evaluation was performed as to whether the improvements have led to an improvement in the fiscal independence and humanitarian conditions of the countries in question, during the period 2008 to 2012. The conclusion arrived at reveals that the ATAF has implemented several activities during the period 2008 to 2012, to meet its initial strategic objectives. Furthermore, all the analysed African countries have improved their tax administration structures during the period 2008 to 2012. Unfortunately, not all the countries analysed have been able to improve their governance structures during the period 2008 to 2012 as well. However, where a country has been able to improve both its tax administration and governance structures during the period 2008 to 2012, its fiscal independence and humanitarian conditions have also improved during the period 2008 to 2012. / MCom (South African and International Taxation), North-West University, Potchefstroom Campus, 2014

During August 2008 commissioners, senior tax administrators and policy makers from 28 African countries attended the International Conference on Taxation, State Building and Capacity Development in Africa. The objective of the conference had been to investigate how African countries can improve their resource mobilization, thereby decreasing Africa’s reliance on foreign aid, improving the fiscal independence of African countries and improving the living conditions of their citizens. It was identified during the conference that African countries can improve their resource mobilization through an improvement of their existing taxation structures. An improvement in existing taxation structures could in turn be achieved through improved sharing of information between African tax authorities on their tax structures currently in place, as well as the habits of their respective taxpayers. In order to facilitate the improved sharing of information, as well as to better equip African Tax Administrations for the task at hand, the African Tax Administration Forum (ATAF) was formed. The aim of this research is to determine whether any progress has been made regarding tax administration reform by African countries following the Conference on Taxation, State Building and Capacity Development in Africa, during the period 2008 to 2012. This has been determined by evaluating the structures of the ATAF and the activities implemented by the ATAF during the period 2008 to 2012 to meet its initial strategic objectives. Secondly, African countries that were previously members of SADC, and have since become members of the ATAF as well, were evaluated in order to determine whether the countries in question have implemented tax administration and governance reforms during the period 2008 to 2012, which have led to an improvement in the tax administration and governance structures of the countries in question. Furthermore, an evaluation was performed as to whether the improvements have led to an improvement in the fiscal independence and humanitarian conditions of the countries in question, during the period 2008 to 2012. The conclusion arrived at reveals that the ATAF has implemented several activities during the period 2008 to 2012, to meet its initial strategic objectives. Furthermore, all the analysed African countries have improved their tax administration structures during the period 2008 to 2012. Unfortunately, not all the countries analysed have been able to improve their governance structures during the period 2008 to 2012 as well. However, where a country has been able to improve both its tax administration and governance structures during the period 2008 to 2012, its fiscal independence and humanitarian conditions have also improved during the period 2008 to 2012. / MCom (South African and International Taxation), North-West University, Potchefstroom Campus, 2014

Text in Afrikaans / In this study essential guidelines are given to Foundation Phase educators for the teaching of basic English concepts to English second language learners. Die research design is explained and recommendations are made. The following underlying problems, which were encountered in the research recommendation, are identified and discussed: Learning barriers with specific reference to English as a second language. The causes of learning barriers which include the discussion of intrinsic and extrinsic factors. Educator training is lacking and educators do not have the necessary knowledge and skills to teach basic concepts in English to second language learners. The necessity and advantages of timeous identification of barriers to learning to ensure that basic concepts are taught. The study was concluded with practical guidelines to reinforce basic concepts in learners in the Foundation Phase who are taught in English as a second language. Recommendations were made to parents, educators and the Department of Education. / In die studie word riglyne aan Grondslagfase-onderwysers gegee vir die onderrig van basiese konsepte in Engels aan Engels tweedetaalleerders. Hierdie basiese konsepte is noodsaaklik vir vordering in die Grondslagfase. Die navorsingontwerp verduidelik en aanbevelings gemaak. Die volgende sub-probleme wat onderliggend is aan die navorsingsvoorstel is geïdentifiseer en bespreek, naamlik: Struikelblokke tot leer met spesifieke verwysing na Engels as tweedetaal. Die oorsake wat lei tot struikelblokke tot leer waaronder intrinsieke en ekstrinsieke faktore word bespreek. Onderwyseropleiding is onvoldoende en onderwysers beskik nie oor die kennis en vaardighede om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig nie. Die noodsaaklikheid van vroeë identifisering en die voordele verbonde aan vroegtydige identifisering van struikelblokke tot leer om te verseker dat basiese konsepte voldoende vasgelê word. Die studie is afgesluit met praktiese riglyne vir die vaslegging van basiese konsepte aan leerders in die Grondslagfase wat in Engels as tweede taal onderrig word. Aanbevelings is aan die ouers, onderwysers en die Departement van Onderwys gemaak. / Inclusive Education / M. Ed. (Inklusiewe Onderwys)

Text in Afrikaans / Die uitsluitlike doel van die studie was om die navorsingsprobleem, naamlik om vas te stel op watter wyse die leierskapstyl van opleidingsbestuurders die werksbevrediging van opleidingskonsultante beïnvloed wat volwassene-onderwys binne ʼn bepaalde bankgroep in Suid-Afrika verskaf, aan te spreek. Die navorser het bepaalde leierskapstyle (naamlik die demokratiese-, outokratiese- en laissez-faire leierskapstyle) en werksbevredigingskomponente geselekteer (naamlik ondersteuning, verhoudings en bemagtiging) ten einde dié ondersoek te doen. ʼn Vraelys is ontwerp wat as kwantitatiewe navorsingsinstrument gebruik is om navorsingsdata elektronies te versamel oor respondente se biografiese besonderhede, hulle bestuurder se leierskapstyl en respondente se persepsies van hul eie werksbevrediging. Een-en-negentig (91) uit eenhonderd sewe-en-dertig (137) respondente het die vraelys per e-pos voltooi, wat ʼn responskoers van 66.42% verteenwoordig. Uit die navorsingsresultate en -analise het dit geblyk dat leierskapstyl wél die persepsies van respondente oor elk van die werksbevredigingskomponente statisties beduidend beïnvloed het. / The sole aim of this study was to address the research problem, namely to determine the way in which the leadership style of training managers influences the work satisfaction of training consultants that provide adult education within a specific bank group in South Africa. The researcher selected specific leadership styles for the purpose of thís study (namely the democratic, outocratic and laissez-faire leadership styles) and work satisfaction components (namely support, relationships and empowerment) to carry out thís investigation. A questionnaire was designed which was used as quantitive research instrument to gather research data electronically about respondents’ biographical details, their manager’s leadership style and the perceptions of respondents regarding their own work satisfaction. Ninety-one (91) out of one-hundred-and-thirty-seven (137) respondents completed the questionnaire by email, which represents a response rate of 66.42%. Out of the research and analysis results it became evident that leadership style indeed influenced the perceptions of respondents over each of the work satisfaction components in a statistically significant way. / Educational Studies / M. Ed. (Volwassene-onderwys)

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / AFRIKAANSE OPSOMMING: Hierdie studie is gedoen om die opvoedkundige ondersteuning wat leerders in spesiale jeugsorgsentrums in die Wes-Kaap ontvang te ondersoek, deur gebruik te maak van ’n kwalitatiewenavorsingsontwerp en binne ’n interpretatiewe paradigma te werk. Hierdie studie het ook die belewenisse van manlike jeugoortreders ten opsigte van hul opvoedkundige ervaring binne die rehabilitasiekonteks ondersoek. Die populasie vir die studie was oortreders in ’n spesiale jeugsorgsentrum – ’n onderwysinrigting waartoe jeugdiges deur die hof gevonnis word indien hulle herhaaldelik by misdaad betrokke is. Die navorsing het uitgelig dat die jeugoortreders in die studiepopulasie ’n lang geskiedenis van aanhouding het; dat hulle voorheen in ’n inrigting van die Departement van Maatskaplike Ontwikkeling, ’n gevangenis van die Departement Korrektiewe Dienste en ’n spesiale jeugsentrum van die Departement van Onderwys aangehou is. Die betekenisvolheid hiervan is dat dit toon hoe gefragmenteer dienste aan jeugdige oortreders gelewer word. Daar was baie onderbrekings in die deelnemers se opvoedkundige pad, asook verwydering van die gesins- en gemeenskapslewe. Verder wil dit voorkom of geen departement aanspreeklikheid aanvaar het vir die rehabilitasie van die jeugdiges nie, aangesien hulle heen en weer tussen die inrigtings van die verskillende departemente geskuif is. Daar moet beter samewerking en skakeling wees tussen alle departemente wat betrokke is by jeugoortreders en die implimentering van programme moet effektief gemonitor en gereeld geëvalueer word. Programme moet gereeld hersien en konstant aangepas word om sodoende die lewensvatbaarheid van die programme en inrigtings te bepaal. Jeugdiges in jeugsentrums is nie ’n homogene groep nie en kom uit verskillende agtergronde met diverse opvoedingsbehoeftes waarin voorsien moet word. Die jeugdiges het ook hul opvoedkundige behoeftes verwoord en dit het beroepsvaardighede, sosiale en morele ontwikkeling ingesluit. Verder is die redes ondersoek waarom die jeugdiges aanhoudend betrokke bly by misdaad. Hulle het aangevoer dat dit as gevolg van portuurdruk, dwelms en armoede is. Die jeugdiges het ook voorstelle van alternatiewe programme en ondersteuning gemaak. Volgens hulle moet dit insluiting in die gemeenskap, positiewe vryetydsbesteding, erkenning deur ander en weerbaarheid behels. / ENGLISH ABSTRACT: This study was done to investigate the educational support that learners receive at a special youth centre in the Western Cape, by making use of a qualitative research design and working within an interpretive paradigm. This study also investigated the experiences of male youth offenders with regard to education within the rehabilitation context. The study population were young offenders in a special youth centre, which is an educational institution where young offenders are being sentenced to after being repeatedly involved in crime. The research revealed that the youth offenders of the study population have a long history of detention; that they were held in an institution of the Department of Social Development, the prison of the Department of Correctional Services and special youth centres of the Department of Education. This finding is significant because it shows the fragmentation of services that are delivered to youth offenders. There was a lot of interruption along the participants’ educational pathway, as well as removal from family and community life. Furthermore, it would appear that no department accepted responsibility for the rehabilitation of the youths, because they were moved back and forth between the institutions of the different departments. There should be better collaboration and liaising between departments that are involved with young offenders and the implementation of programmes should be monitored effectively and evaluated regularly. Programmes should also be reviewed regularly and constantly adjusted to establish whether is the programmes and institutions are sustainable. The youth in youth centres are not a homogenous group and come from different backgrounds with diverse educational needs that should be met. The youths also voiced their educational needs, which included workplace skills, social and moral development. Furthermore, the reasons why the youths continue to be involved in crime were investigated. They said that it was because of peer pressure, drugs and poverty. The youths also made suggestions of alternative programmes and support. According to them it should entail inclusion in the community, positive free-time spending, recognition by others and resilience.