High drop-out rates in the sub-standards in developing countries prompted the researcher to investigate preschool education in first and third world countries, and attend to the related problem of school readiness. The rapidly expanding Educare preschool project in the rural area ot Keiskammahoek in Ciskei was investigated as an example ot community-based low-cost preschool education. A final sample of 41 children who had attended Educare Centres were matched to a control group on age, sex, primary school (where possible), and breadwinner's occupation. The Abbreviated Aptitude Test for School Beginners (standardised on Xhosa-speaking school beginners) was used to test tor significant differences between the two groups six to seven weeks atter school entry. A t-test was used on raw scores and chi-squared tests on staves. No signiticant difference was found between the means of the experimental and control groups. On a subjective rating scale for general-linguistic development and socio-emotional adjustment, no significant difference between means of the experimental and control groups was found. The experimental group's tailure to perform better than the control group, could be ascribed to various reasons, amongst others, the possible shortcoming that the pairs were not matched on intelligence, severe lack ot equipment in Educare Centres, large numbers of children in the majority of groups, uniform programmes for a wide age range, irregular attendance ot children, the low level of training of supervisors and poor home conditions. Scholastic abilities of school beginners in the Keiskammahoek District, as tested, were poor. Results deviated grossly from standardised norms. The expected percentage for the combined categories Very Weak and Weak is, tor instance, 31%; in this investigation, however, 73% of the testees fell in these two classes. Chronologically older children generally performed better. A highly significant difference existed between testees under six years and those over six years. This investigation indicated the need for better organised preschool education in rural areas in Ciskei. proposals with substantial financial implications are: Better training of para-professional staff by qualified staff. Training of qualified staff to provide expertise in preschool education in Ciskei. Provision of sufficient educational materials by Government subsidies and private sponsors. Institution of bridge classes by the Ciskei Department of Education to promote school readiness. Suggestions without financial implications include: An investigation of regulations regarding entrance age for basic education. Only in exceptional cases should children under six be admitted. Daily programmes in Educare Centres geared towards learning readiness without becoming academic. An age limit of three years for admittance to Educare Centres. Very young children should be catered for separately. Liaison between Sub A teachers and Educare staff. / Adobe Acrobat 9.53 Paper Capture Plug-in

This research sought to better understand and explain the factors that account for the non-involvement of parents in their children’s school affairs. It also sought to recommend to the Department of Education developmental strategies that can be utilised towards ensuring the participation of parents by equipping them with knowledge and skills that can help them to become more involved in the success of their children in schools. This research employed a case study design to collect data from parents and teachers using qualitative methods. The qualitative approach was considered appropriate because it affords both exploration and explanation of parents’ non-involvement in the Kotana administrative Area in which three schools were selected by the researcher. Interviews with a total of nine participants constituted by both parents and teachers were conducted. These tape recorded interviews were then transcribed and interpreted by the researcher. Emerging themes were then extracted and presented as explanatory findings on the issue of the non-involvement of parents in their children’s schooling matters. The study found that the level of education; fear of victimisation; language barrier; poor communication of information; lack of personal time; lack of confidence on the part of parents; cultural expectations; transport problems; misbehaviour by teenagers; HIV and AIDS; and the new curriculum accounts for parental non-involvement, and uncovered reasons for non-participation by parents in the affairs of their children at school.

M.Ed. (Educational Management) / Marketing in historically black public secondary schools in Phuthaditjhaba was never used as a management strategy by school principals. However principals ofindependent schools in the same region are using marketing to promote the image of their institutions in order to increase the enrolment of learners. These principals hold discussions with business men who evaluate their school programmes with the purpose of Keeping pace with the external environment. The failure to market the public secondary schools has a negative impact on the image ofthese schools and on the attitude that the community adopts towards them. This attitude compels parents to remove their children from such schools and to relocate them to others where marketing of the institution is a daily process and where a sound relationship with both the private sector and the external community of the institution has been established...

D.Ed. (Educational Psychology) / Child-headed households are becoming increasingly prevalent in the absences of parents, especially in township and rural communities. Parents become absent for different reasons, such as needing to find employment away from home or falling ill and dying. Many extended families can no longer financially afford to care for the children within their own homes. Often different family members will take in siblings as they are unable to accommodate them all in their home due to lack of space or financial resources. As a result siblings would be scattered within the extended family. Child-headed households have become a solution whereby siblings could keep living together as a unit as well as staying within their known environment. Often, however, the responsibility of managing the households would be placed on the adolescent girls due to gender-role division. This could leave the girls vulnerable to the possibility of dropping out of school as managing a household, caring for younger siblings and keeping up with academic responsibilities places adolescent girls under intense pressure. The research focused on the gendered experiences of African adolescent girls from child-headed households in Orlando-West, Soweto. A qualitative research approach was used and the study was conducted by means of a hermeneutic phenomenological case study research design. Feminism, as a paradigm and main theoretical orientation, framed the study and findings. The data collection methods included two focus group interviews, one group of girls and one of boys. Three specifically selected girl participants living within the contexts of a child-headed home were selected. Over eight months and by means of individual interviews, the completion of a booklet and photo-voice activities the participants shared their gendered experiences with me within the contexts of a child-headed household. The findings of the data analysis indicated that adolescent girls from child-headed households specific to this study had to make meaning of their lives whilst still being influenced by patriarchal cultural practices and traditions from the past. The division of household chores in the home as modelled by parents was an instrumental factor in initiating gender inequality. The second theme related to the adolescent girls’ daily struggles in adverse circumstances as they had to make meaning and continually adjust to living arrangements that were not always stable. By virtue of their gender, dangers from the community were persistent. Living as a girl within a child-headed household also meant being confronted daily with the socio-economic hardships that influenced being able to attain academic support at school, and purchasing toiletries, food and daily necessities for their families.

M.Ed. / This study was undertaken out of concern for the many youths in the community of Lotus Gardens who were involved in deviant and delinquent behaviour in and out of school. The findings of the essay describe possible factors that placed these youth at risk of dropping out of school and impacts on their social and emotional development. Their views regarding out-of-school programmes were investigated, as well as the different types of community programmes that could be introduced for the remediation and support of at risk youth. The research was carried out with seven at risk youth from the Lotus Gardens Secondary School who also resided in Lotus Gardens. The seven participants were interviewed in a focus group as well as individually. The data collected was analysed through open coding. The analysis brought to the fore numerous insights. The first was, that various factors combined to place youth at risk of dropping out of school. These could be broadly related to the family, the school, the environment, and the influence of peers. The second important insight, was that the entire school system needed to change to effectively address the complex problems faced by at risk youth. This included a change in the attitude of teachers and an amendment to the curriculum. The school itself, in future, needs to become more community orientated and function as a community facility to eliminate some root causes which place youth at risk. Thirdly, the inquiry showed that there was overwhelming support for the idea of community education programmes, not only to support at risk youth, but to assist youth in general, and parents and the community as a whole. The study revealed that through these programmes, stronger family ties would develop, thereby laying the foundation for a sense of community. This would address some of the factors that place youth at risk and may even eliminate others. In the light of the above analysis it is recommended that, from a community education perspective, the concept of a core-plus school, be given serious consideration. If considered, it could guide the community in addressing some of the social problems faced by the community, which would encompass the problem of at risk youth. Furthermore, in the long term, it would empower the community to address other social problems they might face in today's decadent world.

No description available.

This study pointed out that without parental involvement in the children's education, the latter cannot fulfil its pre-set goals. The family together with the community, have to contribute a lot to the development and improvement of the education system. Implications of parental involvement, together with parents, and children's rights was discussed. The latter fact was supplemented with the educational laws of South Africa and the Constitution of the Republic of South Africa. To determine the problems experienced by teachers in dealing with parents, concerning school related matters, teachers and parents' responses are discussed in this study. In this study America and Britain have been put as examples as far as parental involvement in children's education is concerned. It was concluded that the government together with the parents have to take drastic steps to rectify the situation in the rural areas of the Eastern Cape Province. / Educational Studies / M.Ed. (History of Education)

Thesis (MEd (Special education))--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The value of partnerships within the South African education system has for many years been emphasised by various researchers. It is only since the first democratic election in South Africa in 1994 that the government was committed to the extension of partnerships between schools, parents, learners and the community on both local and national level. In Article 29 of the Constitution (RSA, 1996a) parents are given the assurance that the state will execute their role as educational partner. The state also gives other partners enough scope to implement their educational partnerships according to their worldview and philosophy of life. The aim of this study was the exploration of challenges and mechanisms for partnership between three rural primary schools and the Department of Educational Psychology and Specialized Education, now referred to as the University of Stellenbosch (US), as tertiary institution. The needs expressed by the particular schools, the social consciousness role of the US within the community and thirdly the empowerment role of partnerships served as motivation for the study. A constructivist, interpretative paradigm was used and the research design can be classified as empirical research with primary data generating textual data. The literature review explored the challenges within systems, mechanisms for partnerships and different systems within partnerships in view of a meta-theoretical frame of reference. The research results regarding challenges within specific systems are summarized under three headings, namely positive findings, negative findings and differences of opinion. Results regarding the exploration of the partnership shows that the researcher throughout the study consistently recognised the uniqueness of each school; trusting relationships were established; the schools were continuously involved in all the processes; a partnership of collaboration was emphasised; the processes were continuously evaluated and the schools were predominantly positive about the collaborative partnership with the US. The findings of this study have important implications for the further exploration of partnerships between schools and persons and/or institutions on both local and national level. The positive results accomplished through this partnership with the three schools acts as motivation for further extension of partnerships. Recommendations serve as foundation for a partnership of consultation, collaboration and teamwork between schools and other systems. / AFRIKAANSE OPSOMMING: Die waarde van vennootskappe binne die Suid-Afrikaanse onderwys is reeds vir jare deur verskeie navorsers beklemtoon. Dit is egter eers sedert Suid-Afrika se eerste demokratiese verkiesing in 1994 dat die regering hom verbind het tot die uitbou van vennootskappe tussen skole, ouers, leerders en die gemeenskap op beide plaaslike en nasionale vlak. In Artikel 29 van die Grondwet (RSA, 1996a) word aan ouers die versekering gegee dat die staat sy rol as opvoedingvennoot sal deurvoer. Die staat gee ook aan ander vennote genoeg ruimte om hulopvoedende vennootskappe volgens hul bepaalde wêreld- en lewensbeskouing in skole uit te leef. Die doel van hierdie studie was die verkenning van uitdagings en meganismes tot vennootskap tussen drie landelike primêre skole en die Departement Opvoedkundige Sielkunde en Spesialiseringsonderwys, voortaan na verwys as die Universiteit van Stellenbosch (US), as tersiêre instelling. Die behoeftes uitgespreek deur die betrokke drie skole, die US se sosiale bewustheidsrol binne die gemeenskap en derdens die bemagtigingsrol wat vennootskappe inhou het as motivering gedien. Daar is vanuit 'n konstruktivistiese, interpretatiewe paradigma gewerk en die navorsingsontwerp kan geklassifiseer word as empiriese navorsing met primêre databronne wat tekstuele data genereer. Die literatuuroorsig het gepoog om aan die hand van 'n meta-teoretiese verwysingsraamwerk ondersoek in te stel na uitdagings binne sisteme, meganismes tot vennootskappe en verskillende sisteme binne vennootskappe. Die navorsingsbevindinge rakende uitdagings binne bepaalde sisteme word bondig saamgevat onder drie hoofde, naamlik positiewe bevindinge, negatiewe bevindinge en meningsverskille. Bevindinge ten opsigte van die verkenning van die vennootskap het aangetoon dat die navorser deurentyd die uniekheid van elke skool erken het; dat In vertrouensverhouding gebou is; dat die skole sover moontlik op In deurlopende basis in al die prosesse betrek is; dat die navorser deurlopend klem gelê het op In vennootskap van samewerking; dat prosesse deurlopend geëvalueer is en dat die skole oorwegend positief was oor die vennootskap van samewerking met die US. Die bevindinge van hierdie studie hou belangrike implikasies in vir die verdere verkenning van vennootskappe tussen skole en persone en/of instansies op beide plaaslike en nasionale vlak. Die positiewe resultate behaal deur hierdie vennootskap met die drie skole moet dien as aansporing vir verdere uitbouing van vennootskappe. Aanbevelings wat dien as grondslag vir 'n vennootskap van samewerking, konsultasie en spanwerk tussen skole en ander sisteme word gedoen.

On t.p.: MPhil in Education (Education and Training for Lifelong Learning) / Thesis (MPhil)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: In the South African Schools Act, the principles of partnership and co-operation are strongly emphasised. The community is given authority by the Department of Education to support the school. This research is focused on the role of the community in supporting schools in dealing with community-based problems such as drug abuse and poverty. The aims of this research were to determine ways and means in which the relationship between the community and the school could be promoted, to investigate how the community supports the school in dealing with community-based problems and to find ways and means by which the school can involve the community. In this research quantitative and qualitative methodologies were used to collect the data. Questionnaires were used as quantitative technique while interviews were used as qualitative technique. Questionnaires were completed by the learners from the four selected schools within the Khakhu community, educators from the same four schools, and community members. The respondents for each of the three groups were selected randomly. The quantitative data was processed using the statistical package for the social sciences. The quantitative data was broken down into its constituent parts to enable the researcher to find answers to the research questions. The qualitative data was reduced by breaking it down into categories and by finding trends and clusters of responses. The findings of the research revealed that drug abuse is a problem for both the community and the school. Schools alone cannot deal with drug abuse without the involvement of parents. It has been found that there are parents who do not want to visit the schools even when invited. Most of the community members do not know that the smooth running of a school and good learners' performance result from community involvement in school affairs. If the community could be involved in school activities, some of the community-based problems could be minimised or prevented. The community and the school are two inter-dependent structures, which should support each other. The community and the school should work together. The research indicated that both the community and the school are ready to support each other. A strong relationship between the community and the school is a possible solution to the problems of drug abuse and poverty. The principle of partnership and co-operation are part of the solution to the problem. Educators should encourage the community to participate in the smooth running of the school. They should also recognise the importance of the community in dealing with community-based problems. Sound relationships between the community and the school should be promoted. Some of the recommendations in this research could help the community and the school in dealing with these community-based problems. Therefore, the community should support schools in dealing with community-based problems. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Skolewet beklemtoon die beginsels van vennootskap en samewerking baie sterk. Daar word deur die Departement van Onderwys aan die gemeenskap 'n mandaat gegee om die skool te ondersteun deurdat die skool in der waarheid deur die gemeenskap besit word. Die fokus van hierdie navorsing is op die rol wat die gemeenskap kan speel om aan skole ondersteuning te gee om gemeenskapsgebaseerde probleme soos dwelmmisbruik en armoede te hanteer. Die doel van die navorsing is om metodes en middele te vind waardeur die verhouding tussen die skool en die gemeenskap verbeter kan word, om vas te stel hoe die gemeenskap die skool ondersteun in die hantering van gemeenskapsgebaseerde probleme en om metodes en middele te vind waardeur die skool groter gemeenskapsbetrokkenheid kan verkry. In hierdie navorsing is kwantitatiewe en kwalitatiewe metodes gebruik om data te genereer en in te samel. Om kwantitatiewe data te genereer en te versamel is van vraelyste gebruik gemaak terwyl onderhoude gebruik is om kwalitatiewe data te genereer en in te samel. Die teikengroep wat gebruik is om die vraelyste te voltooi het bestaan uit leerders en opvoeders van vier geselekteerde skole in die Khaku-gemeenskap asook lede van daardie gemeenskap. Die respondente vir elk van hierdie drie groepe is ewekansig gekies. Die Statistiese Pakket vir die Sosiale Wetenskappe (SPSS) is gebruik om die data te verwerk. Die kwantitatiewe data is verdeel in verbandhoudende dele ten einde die navorser in staat te stelom antwoorde op die navorsingsvrae te vind. Die kwalitatiewe data wat verkry is uit die onderhoude is gekodifiseer en in verbandhoudende kategorieë verdeel sodat tendense uit die data verkry kon word. Die bevindinge van die navorsing het bevestig dat dwelmmisbruik 'n probleem vir beide die skool en die gemeenskap is. Die skool kan nie alleen teen hierdie euweloptree as die ouers en dus die gemeenskap nie ook betrokke is nie. Ouerbetrokkenheid by die sake van die skool is 'n probleem, want ouers het aangedui dat hulle nie betrokke wil raak by die skool nie, selfs al word hulle genooi. Die bevindinge dui daarop dat die meeste lede van die gemeenskap nie besef dat die gladde funksionering van die skool en goeie prestasie deur die leerders afhanklik is van die gemeenskap se betrokkenheid by skoolaangeleenthede nie. Indien die gemeenskap betrokke kan raak by skoolaktiwiteite, kan sommige gemeenskapsgebaseerde probleme ten minste voorkom of tot 'n minimum beperk word. Die gemeenskap en die skool is interafhanklik en behoort mekaar te ondersteun en saam te werk. Die bevindinge van die navorsing dui daarop dat die skool en die gemeenskap gereed is om mekaar te ondersteun. 'n Gesonde verhouding tussen die skool en die gemeenskap is 'n moontlike oplossing vir die probleme van dwelmmisbruik en armoede. Die beginsel van vennootskap en samewerking maak deel uit van hierdie oplossing. Opvoeders behoort gemeenskapsbetrokkeneheid by die gladde funksionering van die skool aan te moedig en erkenning te gee aan die belangrike bydrae wat die gemeenskap kan lewer in die hantering van gemeenskapsgebaseerde probleme. Gesonder verhoudings van samewerking en ondersteuning tussen die skool en die gemeenskap moet voortdurend aangemoedig word. Sommige van die aanbevelings wat in hierdie navorsing gemaak word, kan die skool en die gemeenskap help om gemeenskapsgebaseerde probleme te hanteer, en die gemeenskap moet die skool bystaan en ondersteun in die hantering van hierdie probleme.

<p>In South Africa, some of the problems experienced in moving towards an inclusive education system are a lack of resources, a lack of commitment and a poor understanding of how to aid successful inclusion. The implementation of inclusion is a process that has been initiated by Education White Paper 6 (Dept. of Education, 2001) and is still in the process of developing the necessary education support. This study aimed to investigate the collaboration between the District Based Support Team, the School Based Support Team and the School Governing Body which represents the parents. The main objective was to investigate how the above bodies support and assist learners who experience barriers to learning, development and participation through a collaborative and consultative problem approach.</p>