Thesis (MEd.) -- Stellenbosch University, 1993. / Bibliography / ENGLISH ABSTRACT: The aim of this investigation was to determine the needs and problems of Standard six pupils in schools controlled by the
Department of Education and Culture (Administration: House of
Representatives) and the extent to which these are being
addressed by existing educational structures.
The investigatior: consists of two parts, a literature study and
an empirical investigation.
The literature study consists of an examination of South African
and international research relevant to the investigation. An
analysis of South African and international school guidance
programmes aimed at meeting the needs and solving possible
problems is included and an overview is given of the role that
the school, both nationally and internationally, can, is and
should be playing to meet these needs and help solve these
problems.
The empirical investigation examined standard six pupils'
problems and needs concerning extra-mural activities,
relationships with peers and older pupils, teachers and parents
and personal adjustment.
A questionnaire to determine these needs and problems was
administered to a representative random sample of secondary
school pupils in the Cape Peninsula.
To determine what is being done to address these needs and
problems, a second questionnaire was sent to the 58 dual-medium
state controlled schools in thE~ Cape Peninsula for standard Six
guidance teachers.
A third questionnaire was sent to the Department of Education and
culture (Administration: House of Representatives) to determine
whether the Department agreed that the school guidance programme
for Standard six pupils had been adequately applied by the school
guidance teachers.
Both South African and internati.onal research indicates that many
adolescents experience adjustment problems on entering secondary
school. Education authorities worldwide address these problems
in various ways. In South l~frica, guidance and counselling
services are available through elll the education departments, but
their effectiveness and implementation need to be clarified
because uniform control is not being exercised. The present
research showed that most of the secondary schools in the survey
do not have an orientation programme to assist pupils to bridge
the gap between the primary and the secondary schools.
Although this research does not offer conclusive evidence that
Standard Six pupils are adversely affected by their present
circumstances, the following needs were established:
pupils • need to belong, supported by their opinion that
extra-mural activities should be compulsory
pupils' need for parent~; to be more lnvolved in school
activities
pupils' need for satisfactory relationships with teachers
pupils' need for satisfactory peer relationships.
Bas~~ on the~e findings, a number of recommendations have been
made. These include:
a sound orientation programme and the Careful selection of
teachers who are sensitive to the needs of standard six
1Jupils
an extra-mural programme where teachers and senior pupils
can play a significant role to enhance the formation of
constructive social groups and engender a sense of
belonging
a guidance programme incorporating group work and which
teaches coping and problem-solving skills
one non-racial education department with equal financing
for all pupils and a uniform system of examination and
certifica.tion
the establishment of "mini-schools" or "middle schools" and
the adoption of extended support for pupils to reduce
adjustment problems. / AFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek was om die behoeftes en probleme van Standerd Ses-Ieerlinge in skole onder die Departement van
Onderwys en Kultuur (Administrasie: Huis van Verteenwoordigers)
te bepaal asook die mate waarin hierdie behoeftes en probleme
deur bestaande onderwysstrukture aangespreek word.
Die ondersoek bestaan uit twee dele, 'n literatuurstudie en
empiriese ondersoek.
Die literatuurstudie bestaan uit 'n ondersoek van relevante suidAfrikaanse
en internasionale navorsing. Dit sluit ook in 'n
ontleding van beide Suid-Afrikaanse en internasionale skoolvoorligtingsprogramme
wat op behoeftebevrediging asook
probleemoplossing gemik is. 'n Oorsig word ook gegee van die rol
wat die skool, op nasionale asook internasionale vIak, kan, moet
en reeds speel om behoeftebevrediging teweeg te bring.
Die empiriese ondersoek het standerd Ses-leerlinge se behoeftes
en probleme met betrekking tot hul houding jeens die skool,
akademiese prestasie, buitemuurse aktiwiteite, verhouding met die
portuurgroep en ouer leerlinge, onderwysers en ouers, en
persoonlike aanpassing ondersoek.
'n Vraelys om hierdie behoeftes en probleme vas te stel is deur
'n verteenwoordigende ewekansige monster van sekondêre skool
leerlinge in die Kaapse Skiereiland ingevul.
Om vas te stel wat reeds gedoen word om hierdie behoeftes en
probleme aan te spreek, is vraelyste aan standerd Sesvoorligtingonderwysers
van die 58 dubbelmedium staatsbeheerde
skole in die Kaapse Skiereiland gestuur.
'n Derde vraely- is aan die Departement van Onderwys
(Administrasie: Huis van Verteenwoordigers) gestuur met die doel
om vas te stel of die skoolvoorligtingsprogram vir standerd sesleerlinge
doeltreffend aangewend is deur die skoolvoorligtingsonderwysers.
Beide suid-Afrikaanse en internasionale navorsing toon dat baie
adolessente aanpassingsprobleme ondervind by toetrede tot die
sekondAre skool. Onderwysowerhede wêreldwyd spreek hierdie
probleme verskillend aan. In suid-Afrika is voorligtings- en
raadgewende dienste deur middel van al die onderwysdepartemente
beskikbaar, maar hul effektiwiteit en implementering moet
ondersoek word aangesien eenvormige kontrole nie uitgeoefen word
nie. Die onderhawige navorsing het getoon dat die meeste
sekondere skole in die opname nie oor 'n orienteringsprogram
beskik om leerlinge te help om die gaping tussen die primere en
die sekondere skool te oorbrug nie.
Alhoewel hierdie ondersoek nie afdoende bewys lewer dat Standerd
Ses-leerlinge deur hul huidige omstandighede benadeel word nie,
is die volgende behoeftes vasgestel: - leerlinge se behoefte om in te skakel, wat ondersteun word
deur hul mening dat buitemuurse aktiwiteite verpligtend
behoort te wees - leerlinge se behoefte dat ouers meer betrokke moet wees by
skoolaktiwiteite - leerlinge se behoefte aan bevredigende verhoudings met hul
onderwysers - leerlinge se behoefte aan In bevredigende verhouding met
hul portuurgroep.
'n Aantal aanbevelings is op grond van hierdie bevindinge gedoen.
Dit sluit in: - 'n goeie orienteringsprogram en die omsigtige seleksie van
onderwysers wat sensitief is vir die behoeftes van Standerd
Ses-leerlinge - 'n buitemuurseprogram waar onderwysers en senior leerlinge
'n doeltreffende rol kan speel om konstruktiewe sosiale
groepe te bevorder sowel as In gevoel van samehorigheid - 'n voorligtingsprogram wat groepwerk insluit en wat lewens-en
probleemoplossingsvaardighede onderrig - een nie-rassige onderwysdepartement met gelyke finansiering
vir aIle leerlinge asook In uniforme eksamen- en
sertifiseringstelsel - die oprig van "miniskole" of "middelskole" en die daarstel
van aanvullende ondersteuning vir leerlinge om
aanpassingsprobleme te verminder
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/57847 |
| Date | 12 1900 |
| Creators | Abrahamse, Petra |
| Contributors | Cilliers, C. D., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 124 leaves |
| Rights | Stellenbosch University |
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