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Dissertation submitted in Fulfillment of the requirements for Degree Magister Educationis in the Department of Educational Psychology of the Faculty of Education at the University Of Zululand, 1992. / The objectives of the study were: - to elaborate on and elucidate the changes in society which have impeded the quality of the Hindu parent's accompaniment of his child. - to describe the life - world of the Hindu child as it reveals itself in his relations with himself, others, things/ideas and God. - in the light of the findings from the literature study, to establish certain guidelines according to which accountable support can be instituted to meet the needs of Hindu parents and their children. As an introduction a psychopedagogical perspective on parental accompaniment of their children was given, where it was stressed that the success of the child's education depended on the quality of the parent - child relationship. Parental guidance and support are also crucial in meeting the objectives of education, provided the child's basic physiological and psychological needs are met. The study found that traditional Hindu lifestyles were fast disappearing within a changing society and this had severe consequences for the upbringing of the Hindu child. The pressures of urbanization and industrialization, and the need for employment, forced Hindu families to break away from their traditional extended family systems and move towards nuclear family units. Unlike in the earlier situation, where all members of the extended family assumed responsibility for the upbringing of the children, this is now the sole responsibility of the parents themselves. This has devastating consequences for the child since, generally, both Hindu parents are being forced to seek employment - due to the high cost of living - and consequently the time spent in the accompaniment of their child is considerably reduced. Conditions for pedagogic neglect are therefore created. In addition to this the children come under the strong influence of Western culture and lifestyles, which cause them to become somewhat estranged from their own culture and way of life. The lack of proper parental supervision and control in the urban environment, makes the child also easily Influenced by factors within the environment which result in a wide range of behavioural problems. This affects the relationship between the parent and child, and also has a bearing on his education. Parents do not have the skills and training to cope with the situation or offer assistance to their children, and they are desperately in need of outside help. In the light of the findings of this research the following was recommended: - Hindu authority figures at schools. - A multi-cultural school education policy. - Hindu parents forum at schools. - Further research.

Thesis (MEd)--Stellenbosch University, 2013. / AFRIKAANSE OPSOMMING: Ouers se betrokkenheid by hulle kinders se opvoeding binne ’n vennootskap tussen die huis en die skool het in Suid-Afrikaanse onderwys sedert 1996 toenemend belangrik geword. Ouers is hulle kinders se primêre opvoeders en lê dus die basis vir hul kinders se formele opvoeding. Dit is dus belangrik dat die huis en die skool moet saamwerk as vennote aan die opvoedkundige ontwikkeling van die kind. Die Suid-Afrikaanse Skolewet, Wet 84 van 1996, bevestig die belangrikheid van ‘n vennootskap tussen die huis en die skool, sowel as die noodsaaklikheid dat ouers ‘n bydrae moet lewer tot hulle kinders se opvoeding. Ten spyte van die waarde wat ouerbetrokkenheid bied, blyk dit asof daar tans steeds min of geen sprake van ouerbetrokkenheid by sommige ouers is nie, veral diegene wie se kinders voorheen-benadeelde primêre plattelandse staatskole bywoon. Hierdie studie het die navorsing van die mate van ouerbetrokkenheid van veral ongeskoolde, semi-geskoolde en arm, werklose ouers in die opvoeding van hul kinders ten doel. / ENGLISH ABSTRACT: Parental involvement in learners’ education in the form of a partnership between the home and the school has become very important in South-African education since 1996. Parents are the primary educators of their children and thus lay the foundation for their formal education. It is therefore important that the home and school work together as partners in the learners’ educational development. The South-African Schools’ Act 84 of 1996 confirms the importance of the partnership between the home and the school as well as the necessity of parents to make a contribution to their children’s’ education. Despite the value of parental involvement, there still seems to be no or a limited degree of involvement of some parents whose children attend former disadvantaged, primary schools in rural areas. This study aims to research the levels of parental involvement of especially illiterate, semi-literate, poor and unemployed parents in the education of their children.

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