Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: There are learners in the South African education system that reside and live within highrisk
situations. These high-risk situations impact on the family-, scholastic and
community contexts and also the relationship variables existing between these systems.
The risk situations in which these learners live, cause and/or on occasion lead to early
school exiting, teenage pregnancy, alcohol and substance abuse, the choice of living on
the streets, youth misbehaviour and gangsterism. It is therefore important to determine
and recognize the environmental contexts in which these learners find themselves to on
the one hand reach a better understanding of this phenomenon, and on the other hand to
organise effective aid and assistance initiatives.
The following can be reported in this regard:
Inconclusive evidence exists with respect to the exact nature of the problems, which
confront primary school learners from high-risk situations.
A shortage of effective strategies exists to support primary school learners from
high-risk situations.
This research is undertaken from a social constructionist, contextual ecosystemic
perspective. The research is founded on a combination of both qualitative and
quantitative methodological approaches and is undertaken within the interpretive research
paradigm.
An encompassing literature review was undertaken during which the following aspects
were described and determined, namely:
The problems encountered by learners from high risk situations.
Recommendations from South African state departments regarding the assistance
and support for learners from high-risk situations. Guidelines collected from the literature regarding the assistance and support for
learners from high-risk situations.
The empirical investigation is aimed at identifying the nature and extent of the prominent
problems being experienced by learners from high-risk situations. Guidelines were
developed by which learners from high-risk situations can be assisted and supported.
These guidelines were developed on the basis of the research results yielded by the
empirical investigation and a synthesis derived from literature exploration and the
integration of empirical findings.
The research focuses on Grade Seven learners from ten selected primary schools in the
Boland region. The investigative instruments used during this research were the
questionnaire, photo analysis and the focus interview. The research findings have shown
that learners are more inclined to leave the school prematurely because of insufficient
relationships that exists between the family, the community and the school. An integrated
approach between these contexts is therefore essential to develop strategies in order to
prevent learners from dropping out of school. / AFRIKAANSE OPSOMMING: Daar is leerders in die Suid-Afrikaanse onderwyssisteem wat 10 hoë risikoomstandighede
woon en leef Hierdie risiko-omstandighede het 'n impak op hulle
gesins-, skolastiese en gemeenskapskontekste asook die verhoudingsveranderlikes wat
daar tussen hierdie sisteme bestaan. Die risiko-omstandighede waarin hierdie leerders
leef, veroorsaak en/of lei soms tot byvoorbeeld voortydige skoolverlating,
tienerswangerskappe, drank- en dwelmmisbruik, die keuse van 'n lewe op straat,
jeugwangedrag en bendevorming. Dit is van belang om die omgewingskontekste van
hierdie leerders te begryp en te verreken om enersyds tot 'n beter begrip van die
fenomeen te kom, maar om andersyds effektiewe hulpverleningsinisiatiewe te ontwikkel.
Die volgende kan in hierdie verband gemeld word:
daar bestaan onvoldoende inligting ten opsigte van die wesenlike aard van die
probleme wat leerders uit hoë risiko-omstandighede aan primêre skole ervaar;
daar is 'n gebrek aan effektiewe strategieë om leerders uit hoë risiko-omstandighede
aan primêre skole te ondersteun.
Hierdie navorsing word onderneem vanuit 'n sosiaal-konstruksionisties, kontekstueelekosistemiese
perspektief Die navorsing steun op 'n kombinasie van beide kwantitatiewe
en kwalitatiewe metodologiese benaderings en word onderneem vanuit die
interpreterende navorsingsparadigma.
'n Omvattende literatuurstudie is onderneem waartydens die volgende aspekte beskryfen
beredeneer is:
die probleme wat leerders uit hoë risiko-omstandighede ervaar.
aanbevelings uit staatsdepartemente in Suid-Afrika oor die ondersteuning van
leerders uit hoë risiko-omstandighede. riglyne vanuit die literatuur oor die ondersteuning van leerders uit hoë risikoomstandighede.
Die empiriese ondersoek is daarop gemik om die aard en omvang van die prominente
probleme wat leerders uit hoë risiko-omstandighede aan primêre skole ervaar te
identifiseer. Riglyne waardeur hierdie leerders ondersteun kan word, is ontwikkel.
Hierdie riglyne is ontwikkelop grond van die navorsingsresultate van die empiriese
ondersoek en 'n sintese vanuit die literatuurverkenning en die integrasie van die
empiriese bevindings.
Die navorsing fokus op graad sewe-leerders aan tien geselekteerde primêre skole in die
Boland-streek. Drie ondersoekinstrumente word tydens hierdie navorsing gebruik,
naamlik die vraelys, foto-analise en die fokus-onderhoud. Die navorsingsresultate het
getoon dat leerders meer geneig is om die skool voortydig te verlaat as gevolg van
gebrekkige verhoudinge tussen die gesin, die gemeenskap en die skool. 'n Geïntegreerde
benadering tussen hierdie kontekste is daarom belangrik om strategieë te ontwikkel wat
sal verhoed dat leerders die skool voortydig verlaat.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/49922 |
| Date | 04 1900 |
| Creators | De Jager, Leon |
| Contributors | Smit, A. G., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | xliii, 343 p. : ill. |
| Rights | Stellenbosch University |
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