Thesis (doctoral)--Tübingen, 1982.

Thesis (doctoral)--University of Stockholm, 1992. / Description based on print version record. Includes bibliographical references (p. 270-279) and index.

Proefschrift Universiteit van Amsterdam. / Met samenvatting in het Nederlands.

Proefschrift Universiteit van Amsterdam. / Met lit. opg., reg. - Met samenvatting in het Engels en Frans.

Thesis--Cologne. / Vita. Includes bibliographical references (p. i-xv).

Thesis (doctoral) -- Universität Bern, 1980. / Bibliography: p. 5-11.

Text in Afrikaans / Hierdie proefskrif is 'n poging om vanuit 'n Penologiese perspektief 'n teoreties-prinsipiele uiteensetting te gee betreffende restitusie aan die slagoffer van misdaad. Die doel van hierdie studie was om deur navorsing tot insig en kennis te kom betref f ende die vraagstuk rondom slagof fervergoeding en meer spesifiek restitusie as slagoffervergoeding. Die proef skrif behels 'n beskrywing van slagoffervergoeding vanaf die vroegste tye wat as die historiese ontwikkeling van slagoffervergoeding gesien kan word tot en met die tydsvlak waarin die strafreg horn nou bevind. Restitusiestelsels van Brittanje, die Verenigde State van Amerika en vyf Europese lande is bespreek. Die Republiek van Suid Afrika beskik nie oor 'n kompensasie of restitusiestelsel om slagoffers te vergoed nie en daarom is slegs die status wat die slagof fer in die strafproses beklee, bespreek. Gedurende die bestudering van die onderskeie lande se restitusiestelsels kon selfs binne die Europese Unie, geen eenstemmige beleid gevind word ten opsigte van die omvang van restitusie aan die misdaadslagoffer nie. In al die lande wat bestudeer is was die doelstellings waarom restitusie ingestel is egter die.slfde naamlik dat die tradisionele strafmetodes waaronder gevangenisstraf en ondertoesigstelling gefaal het in hul pogings om die slagoffer van misdaad te akkommodeer. Navorser het tot die gevolgtrekking gekom dat gesien teen die swak posisie wat die slagoffer van misdaad in Suid-Afrika beklee, die instelling van 'n restitusiestelsel 'n dringende noodsaaklikheid geword het. Die stelsel moet funksioneer vanuit die ondertoesigstellingsdepartement met as ondertoesigstellingsbeamptes as inyorderaars van restitusie wat ook as bemiddelaars kan optree. Aanbevelings is ook gedoen vir die implimentering van 'n sentrale slagoffervergoedingsfonds. / This desertion is an attempt to present, from a Penological perspective, a theoretical fundamental exposition regarding restitution to the victim of crime. The purpose of this study was to, through research, gain insight and knowledge with regard to the question of victim compensation and more specific restitution as victim compensation. The dissertation comprises a description of victim compensation from the earliest of times, which can be seen as the historical development of victim compensation, until the time period that criminal law finds itself in today. Restitution systems of Britain, the United States of America and five European countries are discussed. The Republic of South Africa does not possess a Compensation or restitution system to compensate victims and therefore only the status of the victim in the criminal process is discussed. During the study of different countries's restitution systems there could, not even in the European Union, agreement be found with regard to the extent of restitution to the victim of crime. In all of the countries studied, the purposes why restitution were emplaced were the same, namely that the traditional punishment process, where under imprisonment and under supervision, failed in their attempts to accommodate the victim of crime. Research came to the conclusion that, taken against the bad position that the victim of crime in South Africa holds, the emplacement of a restitution system have become a necessity. The system should function from the under supervisory department with the supervisory officials as collectors of restitution and which could also act as mediators. Recommendations are done for the implementation of a central victim compensation fund.· / Sociology / D. Litt. et Phil. (Penologie)

Text in Afrikaans / Hierdie proefskrif is 'n poging om vanuit 'n Penologiese perspektief 'n teoreties-prinsipiele uiteensetting te gee betreffende restitusie aan die slagoffer van misdaad. Die doel van hierdie studie was om deur navorsing tot insig en kennis te kom betref f ende die vraagstuk rondom slagof fervergoeding en meer spesifiek restitusie as slagoffervergoeding. Die proef skrif behels 'n beskrywing van slagoffervergoeding vanaf die vroegste tye wat as die historiese ontwikkeling van slagoffervergoeding gesien kan word tot en met die tydsvlak waarin die strafreg horn nou bevind. Restitusiestelsels van Brittanje, die Verenigde State van Amerika en vyf Europese lande is bespreek. Die Republiek van Suid Afrika beskik nie oor 'n kompensasie of restitusiestelsel om slagoffers te vergoed nie en daarom is slegs die status wat die slagof fer in die strafproses beklee, bespreek. Gedurende die bestudering van die onderskeie lande se restitusiestelsels kon selfs binne die Europese Unie, geen eenstemmige beleid gevind word ten opsigte van die omvang van restitusie aan die misdaadslagoffer nie. In al die lande wat bestudeer is was die doelstellings waarom restitusie ingestel is egter die.slfde naamlik dat die tradisionele strafmetodes waaronder gevangenisstraf en ondertoesigstelling gefaal het in hul pogings om die slagoffer van misdaad te akkommodeer. Navorser het tot die gevolgtrekking gekom dat gesien teen die swak posisie wat die slagoffer van misdaad in Suid-Afrika beklee, die instelling van 'n restitusiestelsel 'n dringende noodsaaklikheid geword het. Die stelsel moet funksioneer vanuit die ondertoesigstellingsdepartement met as ondertoesigstellingsbeamptes as inyorderaars van restitusie wat ook as bemiddelaars kan optree. Aanbevelings is ook gedoen vir die implimentering van 'n sentrale slagoffervergoedingsfonds. / This desertion is an attempt to present, from a Penological perspective, a theoretical fundamental exposition regarding restitution to the victim of crime. The purpose of this study was to, through research, gain insight and knowledge with regard to the question of victim compensation and more specific restitution as victim compensation. The dissertation comprises a description of victim compensation from the earliest of times, which can be seen as the historical development of victim compensation, until the time period that criminal law finds itself in today. Restitution systems of Britain, the United States of America and five European countries are discussed. The Republic of South Africa does not possess a Compensation or restitution system to compensate victims and therefore only the status of the victim in the criminal process is discussed. During the study of different countries's restitution systems there could, not even in the European Union, agreement be found with regard to the extent of restitution to the victim of crime. In all of the countries studied, the purposes why restitution were emplaced were the same, namely that the traditional punishment process, where under imprisonment and under supervision, failed in their attempts to accommodate the victim of crime. Research came to the conclusion that, taken against the bad position that the victim of crime in South Africa holds, the emplacement of a restitution system have become a necessity. The system should function from the under supervisory department with the supervisory officials as collectors of restitution and which could also act as mediators. Recommendations are done for the implementation of a central victim compensation fund.· / Sociology / D. Litt. et Phil. (Penologie)

Managing discipline in the developing world where corporal punishment has been abolished in schools in line with the human rights agendas, has led to teachers battling with implementing alternative peaceful discipline measures. Namibia is no exception. Data gathered from six purposively selected secondary schools served as the case of this research were textually analysed using open coding. Data used in this inquiry were gathered through qualitative open-ended questionnaire and semi-structured individual interviews from 24 participant teachers at the six secondary schools. In order to view learner discipline in a holistic way, the intention of this inquiry was to explore how teachers experience the management of learner discipline; the factors contributing to learner discipline; the challenges faced by teachers in managing learner discipline; the Namibian government policy in managing learner discipline; and strategies adopted by the teachers in managing learner-learner behaviour in Namibian secondary schools in the region of the Hardap of Namibia. Most of the existing body of knowledge on the phenomenon of learner discipline was confirmed by this study. The inquiry further analysed, presented and discussed the findings in light of the literature review and theories and models that guided the study. The results of this inquiry highlighted that the problem of the Namibian education system is compounded by lack of learner discipline among both learners and teachers. During this inquiry, it was revealed that there is a rampant breakdown of discipline among secondary school learners in the Auob Circuit of the Region of Hardap of Namibia. It was also revealed that participant teachers are trying their best to maintain learner discipline by involving other educational stakeholders. The conclusions were consistent with the main results from the semi-structured individual interviews as well as those from the qualitative open-ended questionnaire resulting in different recommendations being directed at the Education, Arts and Culture Ministry, secondary schools, teachers, parents and learners. It was found that school rules and classroom rules serve as a guideline for teachers and learners when maintaining learner behaviour in schools. Most schools have introduced a demerit system where learners are allocated different points for different offences that they commit, like if they come late for school, come to school without a doctor’s certificate after being absent, if they are disrupting the classes or walking around the school aimlessly. Teamwork among teachers is really lacking when it comes to learner behaviour management in schools. Undisciplined learners take chances as they know that even if they misbehave, nothing will happen to them. The management of learner discipline at some schools has become a very difficult task since most of the learners are troublesome. Learners are affected by the circumstances at home to schools which lead to many problems at schools. Lack of parental involvement is a challenge that teachers face in maintaining learner discipline in schools. Some learners misbehave because of peer pressure. Teachers are also sometimes to blame for disciplinary problems experienced in the Hardap secondary schools of Namibia, taking out their frustrations on the learners or themselves indulging in acceptable behaviour such as drunkenness or sexual molestation. Alcohol and drug abuse are a challenge which is predominant in the Hardap secondary schools, particularly in the Auob Circuit. The results of this inquiry revealed that the challenge that teachers are facing in schools is that learners are defiant, break the law and often become violent. The study recommends that workshops or in-service trainings on learner behaviour management should be conducted by the Education, Arts and Culture Ministry at least twice a year. Teachers should involve learners in drafting a set of school rules. / Die bestuur van dissipline - in die meeste ontwikkelende wêreld waar lyfstraf in skole afgeskaf is in ooreenstemming met die menseregte-agendas, waar die onderwysers sukkel met die implementering van alternatiewe maatreëls vir vreedsame dissipline, insluitend Namibië is 'n baie slegte ervaring vir die meeste onderwysers in die hoërskool. Data wat versamel is uit ses kriteria wat geselekteerde sekondêre skole was, het gedien as die geval van hierdie ondersoek, is met behulp van 'n oop kodering tekstueel ontleed. Data wat in hierdie ondersoek gebruik is, is versamel deur middel van die kwalitatiewe ope vraelys en semi-gestruktureerde individuele onderhoude van vier en twintig deelnemende onderwysers van die ses sekondêre skole. Om die leerderdissipline op 'n holistiese wyse te beskou, was die bedoeling van hierdie ondersoek om te ondersoek hoe onderwysers die korrekte bestuur van leerderdissipline ervaar, die faktor wat bydra tot leerderdissipline, die uitdagings wat onderwysers in die bestuur van leerderdissipline in die gesig staar, die Namibiese regeringsbeleid in bestuur van leerderdissipline en strategieë wat deur die onderwysers aangeneem is vir die bestuur van gedrag van leerder-leerder in Namibiese sekondêre skole in die streek Hardap van Namibië. Die grootste deel van die bestaande kennis oor die verskynsel van leerderdissipline is deur hierdie studie bevestig. Die ondersoek het die bevindings verder ontleed, aangebied en bespreek in die lig van die oorsig van literatuur en teorieë en modelle wat die studie gelei het. Die resultate van hierdie ondersoek het aan die lig gebring dat die probleem van die Namibiese onderwysstelsel vererger word deur 'n gebrek aan leerderdissipline onder leerders en onderwysers. Tydens hierdie ondersoek is aan die lig gebring dat die dissipline onder sekondêre skoolleerders in die Auob-kring in die Hardap-streek in Namibië wydverspreid is. Dit is ook aan die lig gebring dat deelnemende onderwysers hul bes probeer om leerderdissipline te handhaaf deur ander opvoedkundige belanghebbendes te betrek. Die gevolgtrekkings stem ooreen met die belangrikste resultate van die semi-struktuur individuele onderhoude, sowel as dié uit die kwalitatiewe ope vraelys wat gemaak is met betrekking tot elk van die ses ondersoekvrae, verskillende aanbevelings gerig aan die Ministerie van Onderwys, Kuns en Kultuur., sekondêre skole, onderwysers, ouers en leerders, wat noodsaaklike bestanddele is vir verdere ondersoek en studiebeperkings, word duidelik uiteengesit.. Daar is gevind dat skoolreëls sowel as die klaskamerreëls 'n riglyn is vir beide onderwysers en leerders wanneer die leerdergedrag in skole gehandhaaf word. meerderheid skole het 'n stelsel van aflewering ingestel waar leerders verskillende punte kry vir verskillende misdrywe wat hulle begaan, soos as hulle laat kom vir die skool, sonder 'n doktersertifikaat skool toe kom, as hulle die klasse ontwrig of doelloos in die skool rondloop. spanwerk onder onderwysers ontbreek regtig as dit kom by die bestuur van leerdergedrag in skole. dat leerders wat nie gedissiplineerd is nie, kanse waag in skole omdat hulle weet dat al sou hulle hulself gedra, niks met hulle sal gebeur nie. die bestuur van leerderdissipline by sommige skole het 'n baie moeilike taak geword omdat die meeste van die leerders lastig is. leerders bring hul omstandighede tuis na skole wat baie probleme by skole veroorsaak deur mekaar en selfs onderwysers te beledig en te bestry. sommige leerders gedra hulself verkeerd in skole as gevolg van die invloed wat hulle van hul maats kry, en gevolglik vind sommige leerders hulself besig om iets te doen wat daar nie van hulle verwag is om te doen nie. sommige onderwysers is die skuld vir sommige dissiplinêre probleme van sommige leerders wat ondervind word in die Hardap-hoërskole in Namibië. Die uitkomste het ook aan die lig gebring dat baie onderwysers gefrustreerd is weens die werklas en ander sosiale probleme, omdat hulle uiteindelik hul frustrasies op hul leerders loslaat. Weereens dui die resultate daarop dat sommige onderwysers hulself toespits op drank- en dwelmmisbruik, hulle dronk skool toe kom en hul leerders misbruik gebruik. 'n gebrek aan ouerbetrokkenheid is 'n uitdaging wat onderwysers ondervind om leerderdissipline in skole te handhaaf. swak gedissiplineerde leerders is 'n bedreiging vir die vrede en veiligheid van die leerinstellings. drank- en dwelmmisbruik is 'n uitdaging wat veral in die Hardap-hoërskole, veral in die Auob-kring, oorheersend is. Die resultate van hierdie ondersoek het aan die lig gebring dat die uitdaging waarvoor onderwysers in skole te staan kom, is dat leerders alkohol en dwelmmiddels misbruik en dagga op die skoolterrein rook nadat hulle so arrogant geword het dat hulle gewelddadig geraak het. Die studie beveel aan dat minstens twee keer per jaar werkswinkels of indiensopleidings oor die bestuur van leerdergedrag deur die Ministerie van Onderwys, Kuns en Kultuur aangebied word. Onderwysers moet leerders betrek by die opstel van 'n stel skoolreëls. / Educational Management and Leadership / Ph. D. (Education Management)

Afrikaans text, with English and Xhosa summaries / Baie leerders in voorheen benadeelde skole kom uit enkelouerhuise, waar ouers lang ure werk en dikwels ongeletterd is. Dit lei daartoe dat die oorgrote meerderheid leerders in 'n ongestruktureerde omgewing en in huise grootword sonder duidelike dissiplinêre grense. Dissiplinêre grense behels die daarstelling van duidelike perke wat aan kinders wys wat hulle mag doen en wat hulle nie mag doen nie. Alle kinders het grense nodig om optimaal te groei en te leer. As kinders weet wat die gevolge daarvan is om buite die grense te beweeg, sal hulle probeer voldoen aan verwagtinge. Aan die anderkant sal 'n gebrek aan grense baie dissiplinêre probleme veroorsaak, aangesien leerders nie tuis selfdissipline aanleer nie. Daarbenewens word hulle dikwels grootgemaak in omgewings waar hulle blootgestel word aan dwelms, geweld, misdaad en bendes. Hulle verwerf nie die kennis van watter soort gedrag tuis of in hul gemeenskappe moreel en sosiaal aanvaarbaar is nie. Die gebrek aan dissipline en selfdissipline tuis lei tot dissiplinêre probleme in die klaskamer, veral by leerders in voorheen benadeelde skole. Die onderrig van goeie dissipline, wat tot selfdissipline lei, berus op opvoeders se skouers in die skoolkonteks. Dus word die rol van skole en opvoeders uiters belangrik, hoewel dit na 'n onoorkomelike probleem klink. As alle belanghebbendes 'n rol kan speel om leerders te help om optimaal te ontwikkel, sal dit ook help met dissiplinêre probleme. / Many learners in previously disadvantaged schools come from single parent homes, where parents work long hours and often are illiterate. This leads to the fact that the vast majority of learners grow up in an unstructured environment and in homes without clear disciplinary boundaries. Disciplinary boundaries involve establishing clear limits that show children what they are allowed to do and what they are not allowed to do. All children need boundaries to grow and learn optimally. When children know what the consequences are for stepping out of bounds, they will be more compliant. A lack of boundaries on the other hand causes many disciplinary problems, as learners do not learn self-discipline at home. In addition, they are often raised in environments where they are exposed to drugs, violence, crime and gangs. They do not acquire the knowledge of which types of behaviour are morally and socially acceptable at home or in their communities. The lack of discipline and self discipline at home leads to disciplinary problems in the classroom, especially with learners in previously disadvantaged schools. The teaching of good discipline, leading to self discipline rests on educators’ shoulders in the school context. Thus, the role of schools and educators become extremely important, although it sounds like an insurmountable problem. If all stakeholders could play a role to assist learners to develop optimally, it will also help with disciplinary problems. / Uninzi lwabafundi abaphuma kwizikolo ebezihlelelekile ngaphambili bavela kumakhaya anomzali omnye, apho abazali besebenza iiyure ezinde kwaye kunjalo bengafundanga. Ngoko uninzi lwabafundi lukhulela kwindawo engenasiseko someleleyo nakumakhaya angenamiqathanga icacileyo yokuziphatha. Imida yokoluleka kokuziphatha ibandakanya ukumiselwa kwemida ecacileyo ebonisa abantwana izinto abavunyelweyo ukuzenza nezinto abangavunyelwanga ukuba bazenze. Bonke abantwan bafuna ukubekelwa imiqathanga ukuze bakhule ngokugqibeleleyo. Xa abantwana bezazi iziphumo zokutyeshela imiqathanga ebekiweyo baya kuthobela nangakumbi. Ukongeza, basoloko bekhulela kwindawo apho bedibana neziyobisi, ubundlobongela, ulwaphulo-mthetho namamaqela emigulukudu. Ngoko ke, abalufumani ulwazi ngeentlobo zokuziphatha ezivumelekileyo ekhaya okanye ekuhlaleni. Ukungabikho kwenqeqesho nokuzihlonipha ekhaya kukhokelela kwiingxaki zokuziphatha egumbini lokufundela, ingakumbi abafundi abakwizikolo ebezihlelelekile. Ukufundisa indlela efanelekileyo yokuziphatha, ekhokelela ekuziphatheni kakuhle, ngumthwalo wootitshala esikolweni.Yiloo nto indima yezikolo nootitshala iba yeyona ibaluleke kakhulu, ngaphandle kwale ngxaki ikhangeleka ingenakuphela. Ukongeza, ukuba bonke ababandakanyekayo banokudlala indima ekuncedeni abafundi ukuba bakhule ngokugqibeleleyo, kunganceda ekusombululeni iingxaki zokuziphatha. / Psychology of Education / M. Ed. (Opvoedkundige Sielkunde)