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Auswahl der wissenschaftlichen Literatur zum Thema „Grafe 12 learners-South Africa“
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Zeitschriftenartikel zum Thema "Grafe 12 learners-South Africa"
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M.E, Letsoalo. „Disaggregated Analysis of Performances of Grade 12 Learners in Gauteng Province, Republic of South Africa“. Journal of Education and Vocational Research 8, Nr. 2 (28.09.2017): 34–44. http://dx.doi.org/10.22610/jevr.v8i2.1860.
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This paper presents the researchers’ interpretive analysis of data from the main study that was aimed at proposing the method that will plausibly be used to analyse the Grade 12 results and to compare performances of learners between provinces of South Africa. This cross-sectional, quantitative, and ex-post-facto designed study used secondary and clustered data, as supplied by Department of Basic Education through Umalusi council, to compare the likelihood of passing Grade 12 between male and female learners in the Gauteng Province, even after adjusting for school quintile. Thus, this work attempted to model the relation between school resources inputs and school outcomes called educational achievements or academic performances. The dataset contained a total of 98894 (45.44% male and 54.56% female) learners who set for Grade 12 examinations in 2008 academic. The crude estimates indicated that female learners than male learners were significantly 1.035 more likely to pass Grade 12 (OR = 1.035, p = 0.016, 95% CI: 1.006 - 1.065). Also, the school quintile adjusted model indicated that female learners than their male counterparts were significantly 1.040 more likely to pass Grade 12 (OR = 1.040, p = 0.010, 95% CI: 1.009 - 1.072). The significant effect of school quintile favoured female learners (p < 0.001). These results, from disaggregated analysis, indicated that there was sufficient evidence that female than male learners had better chances of passing Grade 12 in Gauteng Province. Therefore, authorities may consider the issue of learner-gender when allocating resources to different school In Gauteng Province.
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Burger, L., D. Mahadea und C. O'Neill. „Perceptions of entrepreneurship as a career option in South Africa: An exploratory study among grade 12 learners“. South African Journal of Economic and Management Sciences 7, Nr. 2 (28.04.2004): 187–205. http://dx.doi.org/10.4102/sajems.v7i2.1376.
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Job creation and poverty alleviation are two pressing challenges facing South Africa today. South Africa’s capacity to address the high unemployment and poverty levels are partly hampered by a poorly developed entrepreneurial culture. An entrepreneurial culture that enhances the supply of effective entrepreneurs at all age and population groups could contribute to economic growth and address both unemployment and poverty. This article investigates the perceptions of entrepreneurship as career option by Grade 12 learners in a specific region in South Africa, as the youth could be viewed as the logical group from which new entrepreneurs should emerge in future. The majority of the surveyed learners seem to have a positive disposition towards small business entrepreneurship as an eventual career, although considerable differences exist in terms of self-image, locality and ethnic backgrounds.
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Mostert, Karien, Khethiwe M Sethole, Oumiki Khumisi, Dorrica Peu, Julius Thambura, Roinah N Ngunyulu und Mavis F Mulaudzi. „Sexual knowledge and practice of adolescent learners in a rural South African school“. African Health Sciences 20, Nr. 1 (20.04.2020): 28–38. http://dx.doi.org/10.4314/ahs.v20i1.6.
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Background: Premature sexual activity has become a norm in South African society, often resulting in teenage pregnancy and sexually transmitted diseases (STD). Occurrence of premature sexual activity is related to insufficient education, gender inequal- ities, household poverty and place of residence. The Stepping Stones project uses a 10-session programme to educate learners about relationships, HIV-prevention and teenage pregnancy. The purpose was to measure and describe learners’ sexual knowl- edge and activities in a rural technical secondary school in North-west Province, South Africa.
Methods: A cross-sectional survey. Questionnaires were distributed to learners in grade 8 to 12. Descriptive statistics was used in analysis.
Results: Seventy-nine questionnaires were analysed. Despite a young sample, 26.6% were sexually active and 24.1% engaged in sexual activity. The mean age for first-time sexual intercourse was 15.2±2.3 years. The use of contraceptives was low (41.2%) and participants reported difficulty in talking to partners about condom use (54.8%). Almost half (45.5%) of the participants had never heard of STDs. Participants expressed a need to use social media as a sex education tool (12.3%). The primary source of information was from school-based programmes (58.0%).
Conclusion: Findings point to unsafe sexual practice of learners at a school in rural South Africa, even from an early age. This concern is accompanied by the occurrence of low levels of sexually-related knowledge. The learners would benefit from contin- ued implementation of the Stepping Stones programme. Implementation could be improved by incorporating social media and emphasising gender equality and negotiation skills in sexually vulnerable situations.
Keywords: Sexual knowledge; adolescent learners; South Africa.
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Malga, Pelonomi F., Boitumelo Marilyn Setlalentoa, Choja Oduaran und Nopasika Maforah. „Factors Influencing HIV/AIDS and Risky Sexual Behaviour Among Learners in South Africa“. Global Journal of Health Science 10, Nr. 5 (01.05.2018): 197. http://dx.doi.org/10.5539/gjhs.v10n5p197.
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HIV/AIDS is a global health concern and young people are more at risk of being infected. The explored factors that contribute to HIV/AIDS and risky sexual behaviour among learners aged 12-18 years in Vuyolwethu High School. The study focused on learners who were in Grade 10-12. This study employed a mixed method research. Quantitative phase was limited to learners while the qualitative phase focused on life-orientation teachers. The total study sample is 150, and the gender distribution is equally distributed at 50% for both males and females. The dominating age and grade among respondents is age 17-18 years and grade 11. Quantitative data were subjected to descriptive analyses while thematic analysis is employed for analysis of qualitative data. Overall, about 51.3% of the respondents strongly agreed that engaging in sexual intercourse without protection is risky, and that unprotected sexual activity can lead to unwanted sexual encounters, unwanted teenage pregnancy and HIV/AIDS. Similarly, substance abuse is found to be a key factor that influences risky sexual behaviour among adolescents, thus resulting to unwanted pregnancies and HIV/AIDS infection. The main conclusion drawn from the findings is that while adolescents seem to be knowledgeable on the factors that contribute to risky sexual behaviour, this knowledge does not lead to attitude change. It is therefore recommended, based on the study’s findings, that there should be more focused training programmes directed not only at knowledge but also attitude and behaviour change.
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Oyediran-Tidings, S. O., F. H. Nekhwevha, E. M. Ondari-Okemwa und Oghenere Salubi. „Access to educational information enabled by ICT tools in the Fort Beaufort Education District (FBED), Eastern Cape, South Africa“. Information Development 37, Nr. 3 (25.02.2021): 402–16. http://dx.doi.org/10.1177/0266666921995232.
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The benefits of the application of ICT tools in the education of high school learners have been well-established in various studies. As developments in technology have increased the reach of electronic information resources and enhanced learners’ access to educational information, it is imperative that these tools be available and accessible without any hindrances whatsoever to high school learners. This study was set out to evaluate the state of ICT infrastructure available to high school learners for the advancement of access to educational information while accentuating the efforts by the South African government to promote computer access in schools. This study underscores the importance of ICT tools for high school learners in ensuring quality educational outcome. A triangulated design was adopted to collect both qualitative and quantitative data on the condition of ICT-enabled access to educational information from Grade 12 learners and teachers in the Fort Beaufort Education District, Eastern Cape South Africa. Results show that learners’ access to educational information is constrained by inadequate provision of ICT infrastructure, restricted access to ICT tools, regulations for use of personal ICT tools and absence of information literacy for high school learners. The study, therefore, recommends the improved and dedicated provision of ICT resources, ICT-enabled educational information literacy program and flexibility of rules regarding the use of personal ICT tools at school.
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OGBONNAYA, UGORJI I., und FRANCIS K. AWUAH. „QUINTILE RANKING OF SCHOOLS IN SOUTH AFRICA AND LEARNERS’ ACHIEVEMENT IN PROBABILITY“. STATISTICS EDUCATION RESEARCH JOURNAL 18, Nr. 1 (31.05.2019): 106–19. http://dx.doi.org/10.52041/serj.v18i1.153.
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There is some disparity in the quality of education among the various races and provinces in South Africa. Since the dawn of democracy in 1994, the government has tried to bridge the gap using quintile categorisation of public schools and its concomitant funding. The categorisation is based on the socioeconomic status of the community in which the schools are located. This study investigated the achievement of learners in the first four quintiles from one school district on the topic of probability. The study employed a quantitative research approach and used Bloom’s taxonomy as the conceptual framework. A total of 490 Grade 12 learners from seven schools participated in the study. Results showed that learners in Quintile 4 had significantly higher achievement scores than learners in the lower quintiles at all levels of Bloom’s taxonomy except synthesis. Counter intuitively, Quintile 1 students had higher achievement than those in Quintiles 2 and 3 at all cognitive levels of Bloom’s taxonomy, with the exception of synthesis. The educational implications of the findings are discussed in relation to quintile ranking of schools and learner achievement. First published May 2019 at Statistics Education Research Journal Archives
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Okeyo, Alice P., Eunice Seekoe, Anniza de Villiers, Mieke Faber, Johanna H. Nel und Nelia P. Steyn. „The Food and Nutrition Environment at Secondary Schools in the Eastern Cape, South Africa as Reported by Learners“. International Journal of Environmental Research and Public Health 17, Nr. 11 (05.06.2020): 4038. http://dx.doi.org/10.3390/ijerph17114038.
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Overweight and obesity are growing concerns in adolescents, particularly in females in South Africa. The aim of this study was to evaluate the food and nutrition environment in terms of government policy programs, nutrition education provided, and foods sold at secondary schools in the Eastern Cape province. Sixteen schools and grade 8–12 learners (N = 1360) were randomly selected from three health districts comprising poor disadvantaged communities. Based on age and sex specific body mass index (BMI) cut-off values, 13.3% of males and 5.5% of females were underweight, while 9.9% of males and 36.1% of females were overweight or obese. The main food items purchased at school were unhealthy energy-dense items such as fried flour dough balls, chocolates, candies, and crisps/chips. Nutrition knowledge scores based on the South African food-based dietary guidelines (FBDGs) were poor for 52% to 23.4% learners in Grades 8 to 12, respectively. Female learners generally had significantly higher nutrition knowledge scores compared to their male counterparts (p = 0.016). Questions poorly answered by more than 60% of learners, included the number of fruit and vegetable portions required daily, food to eat when overweight, foods containing fiber, and importance of legumes. It was noted that the majority of teachers who taught nutrition had no formal nutrition training and their responses to knowledge questions were poor indicating that they were not familiar with the FBDGs, which are part of the curriculum. Nutrition assessment as part of the Integrated School Health Program was done on few learners. Overall however, despite some challenges the government national school meal program provided meals daily to 96% of learners. In general, the school food and nutrition environment was not conducive for promoting healthy eating.
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Mogale, Makobo Lydia, und Mpho Calphonia Modipane. „The implementation of the progression policy in secondary schools of the Limpopo province in South Africa“. South African Journal of Education 41, Nr. 1 (28.02.2021): 1–10. http://dx.doi.org/10.15700/saje.v41n1a1853.
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Globally, policy implementation in the education system has been found to be a challenging area of development. The South African education system is no exception to the ineffective implementation of policies. For example, in South Africa, the progression policy was introduced by the Department of Education in 2013 for the purpose of minimising school drop-out rates. It was intended particularly for learners who had been retained for more than 4 years in a phase. However, progressed learners have been said to be contributing to the decline of Grade 12 national results in 2015 and 2016. We argue that due procedures in the implementation of this policy could have affected the performance of progressed learners, and in turn the overall matriculation results. A qualitative approach was followed and a descriptive case study design was adopted in the study reported on here. Data were collected through document analysis and semi-structured interviews from 2 secondary schools in the Dimamo circuit, Limpopo province. We found that the progression policy was not implemented according to the stipulations. Communication breakdown, negative teacher attitude, overcrowded classrooms, a lack of knowledge and support were found to be contributory factors in the ineffective implementation of the policy.
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Abrahams, Zulfa, Anniza de Villiers, Nelia P. Steyn, Jean Fourie, Lucinda Dalais, Jillian Hill, Catherine E. Draper und Estelle V. Lambert. „What's in the lunchbox? Dietary behaviour of learners from disadvantaged schools in the Western Cape, South Africa“. Public Health Nutrition 14, Nr. 10 (13.06.2011): 1752–58. http://dx.doi.org/10.1017/s1368980011001108.
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AbstractObjectiveTo identify and describe factors associated with food shop (known as tuck shop in South Africa) and lunchbox behaviours of primary-school learners in South Africa.DesignAnalysis of data collected in 2008 from a cross-sectional survey.SettingSixteen primary schools in the Western Cape, South Africa.SubjectsA total of 717 grade 4 learners aged 10–12 years.ResultsA 24 h recall established that 69 % of learners carried a lunchbox to school and 49 % had consumed at least one item purchased from the school food shop/vendor. Most lunchboxes contained white bread with processed meat, whereas the most frequent food shop/vendor purchase comprised chips/crisps. Learners who carried a lunchbox to school had significantly lower BMI percentiles (P = 0·002) and BMI-for-age (P = 0·034), compared with their counterparts. Moreover, they were younger, had higher standard-of-living and dietary diversity scores, consumed more meals per day, had greater self-efficacy and came from predominantly urban schools, compared with those who did not carry a lunchbox to school. Learners who ate food shop/vendor purchases had a lower standard-of-living score and higher dietary diversity and meal scores. Only 2 % of learners were underweight, whereas 19 % were stunted and 21 % were overweight/obese (BMI ≥ 25 kg/m2).ConclusionsChildren who carried a lunchbox to school appeared to have greater dietary diversity, consumed more regular meals, had a higher standard of living and greater nutritional self-efficacy compared with those who did not carry a lunchbox to school.
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Kibirige, Israel, und Kgashane Bethuel Bodirwa. „THE EFFECT OF USING COMPUTER SIMULATIONS ON GRADE 11 LEARNERS’ PERFORMANCE IN PLANTS BIODIVERSITY IN SOUTH AFRICA“. Journal of Baltic Science Education 20, Nr. 4 (15.08.2021): 612–21. http://dx.doi.org/10.33225/jbse/21.20.612.
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Teachers use different pedagogies to improve learners’ performance. The study explored the effect of Computer Simulations (CS) on Grade 11 learners’ performance when taught Plants Biodiversity. A Solomon Four-Group design was used to cater for internal and external validity. Sixty-six learners were assigned to two Control Groups (CG) taught using CS and 66 learners to two Experimental Groups (EG) taught using Talk and Chalk Method (TCM). The pre-test was administered to EG1 and CG1, while post-tests were administered to all four groups. Focus Group Discussion Interviews (FGDI) were conducted with 12 learners: six from EG and six from CG. Quantitative data were analyzed using a T-test, Analysis of Variance (ANOVA), while qualitative data were analyzed using thematic analysis. The results show that EG outperformed CG (T-test; ANOVA; p < .05). Boys’ and girls’ performance in EG did not differ significantly, suggesting that CS favour both gender to perform well. CS positively influenced EG learners’ attitudes towards Biodiversity topic, but not CG. Thus, CS is an effective tool for enhancing learners’ performance. Keywords: computer simulations, Solomon Four-Group Design, learners’ performance, Talk and Chalk Method (TCM)
Dissertationen zum Thema "Grafe 12 learners-South Africa"
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Sikhombo, Zonke Nonhle. „Academic performance of Grade 12 learners in accounting in the Zululand District“. Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1717.
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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018The aim of the study was to investigate reasons for the poor Academic performance of Grade 12 learners in accounting in the Zululand districts. The main aim was addressed by exploring literature to gather information on perspectives on Accounting teaching and the way these problems are approached globally. A qualitative approach was used to investigate factors that affect learner’s performance. Five schools were selected in the Zululand districts. Ten teachers were interviewed. The data were analysed and findings revealed that Grade 12 learners’ performance is inadequate. In order to make a quantum leap and to arrive at creative solutions to the challenges, participants were interviewed regarding the phenomenon. The findings reveal that teachers have inadequate necessary teaching skills and that the subject is sometimes taught by teachers who do not dispose of the necessary expertise in Accounting. Schools also lack resources and economic deficits hamper quality teaching in the rural areas. The main recommendations arising from this study suggest that the Department of Basic Education should also review the time allocated per period to extend the time spent on Accounting. The focus should be also on Grade 10 and 11 Accounting learners to lay the foundation for teaching and learning Accounting in Grade 12. Accounting teachers should be provided with stronger content workshops, at least twice per term.
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Burger, Lydia Lynnette. „Entrepreneurial attitudes of grade 12 learners : an exploratory study“. Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52825.
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Thesis (MBA)--Stellenbosch University, 2002.ENGLISH ABSTRACT: Entrepreneurship potentially offers to make a contribution to some of South Africa's most crucial problems for instance poverty and an extremely high youth unemployment rate. Furthermore it empowers people not to wait for others or external factors to change their destiny, but to become pro-active. Literature indicates that there is internationally a renewed interest in entrepreneurship (as demonstrated in research and the number of tertiary institutions offering entrepreneurship education), with a resulting sophisticated body of knowledge becoming available. In South Africa limited success was reported on the renewed emphasis on entrepreneurship. Although the proportion of entrepreneurs in the country compares favourably to international figures, the proportion of necessity entrepreneurs (people who start businesses as a result of the absence of other options) is considerably lower than that of other developing countries and the success rate of businesses is below the international average. Entrepreneurs often do not have the business skills needed to identify business opportunities and manage a business. In the development of business attitudes, knowledge and skills formal education received extensive attention, but informal education may play a more important role to build positive attitudes, while practical experience is also essential to skills development. The economic future of South Africa will be closely linked to the emerging generation of entrepreneurs. The research indicated that they are willing to take on the challenges, but need help with developing the necessary knowledge and skills. Special measures should be taken to include people from previously disadvantaged population groups, women and rural areas in skills development programmes.
AFRIKAANSE OPSOMMING: Entrepreneurskap kan 'n beduidende bydrae lewer om ernstige probleme in die Suid- Afrikaanse samelewing soos armoede en die hoë werkloosheidsyfer onder die jeug te help verbeter. Dit kan ook help om mense te motiveer om self iets aan hulle situasie te probeer doen. Die literatuurstudie het getoon dat daar 'n internasionale golf van belangstelling in entrepreneurskap is. Meer en meer bestuurskole sluit dit in by die vakke wat hulle aanbied en daar is 'n sterk toename in navorsing oor entrepeneurskap. Suid-Afrika is deel van hierdie nuwe golf, maar het nog heelwat uitdagings op hierdie gebied. Die persentasie plaaslike entrepreneurs vergelyk goed met internasionale syfers, maar die aantal mense wat deur nood gedwing word om hulle tot entrepeneurskap te wend, is laer as die gemiddelde persentasie van ontwikkelende lande waarvan die statistiek bekend is. Dit wil ook voorkom asof die persentasie van besighede wat nie in die langtermyn suksesvol is nie, hoër is as die internasionale syfer. 'n Groot persentasie van die sakelui beskik nie oor die vaardighede om sake-geleenthede raak te sien en besighede te bestuur nie. Opleidingsgeleenthede moet nie net fokus op formele opleiding nie, maar moet informele opleiding en geleenthede vir praktiese ervaring insluit. Op ekonomiese gebied gaan die nuwe geslag entrepreneurs 'n beduidende rol speel in Suid-Afrika se toekoms. Die onderhewige navorsing het getoon dat hierdie groep mense gretig is om hierdie uitdagings te aanvaar, maar hulp nodig het om hulle daarvoor toe te rus. Dit is van wesenlike belang dat alle groepe ingesluit moet word in hierdie toerusting, veral groepe wat op die oomblik nog gemarginaliseerd is soos bruin en swart bevolkingsgroepe, vroue en mense van plattelandse gebiede.
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Tuta, Thamsanqa Clifford. „Teachers’ perspectives of learners’ indiscipline on Grade 12 academic performance: a case of the Libode District“. Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/889.
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Evidence of the effects of indiscipline on the academic performance of grade 12 learners has been mixed. This study examined how indiscipline in the forms of disruptive, aggressive behaviour, alcohol and drug abuse affected levels of academic performance in a case study of public Senior Secondary Schools of the Libode Education District, Eastern Cape Province in the Republic of South Africa. A total of 25 teachers from two selected schools in the Libode District (10 men and 15 women) were randomly assigned to participate in both the quantitative and qualitative interview surveys conducted by the researcher. The study relied substantially on teacher ratings. The data were collected using interviews which were synthesized, analysed, presented and discussed within a specified time frame. The results adequately reflected on the three research questions of the study which were: To what extent do learners‘ aggressive and violent behaviour impede academic performance? Does imbibing alcohol and drugs influence learners‘ academic performance? To what extent does learners‘ disruptive behaviour affect their academic performance? It has been clearly indicated that disruptive, aggressive behaviour and alcohol and drug abuse have a negative impact on academic performance. The factors (disruptive, aggressive behaviour, alcohol and drug abuse) used in the analysis were identified as the main challenges to the educational development and academic achievement among learners; they pose a serious threat and have negative effects on students, teachers, the school environment and society. They originate from the same sources, however; these are mainly family background, society, cultural values, beliefs, technology, peer pressure and classroom management strategies employed by educators. Findings were discussed in the context of the main and sub research questions and recommendations were made.
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Rajan, Amy. „Soft drink consumption among grade 11 and grade 12 learners at a secondary school in Gauteng, South Africa“. Thesis, University of Limpopo (Medunsa Campus), 2012. http://hdl.handle.net/10386/1085.
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Thesis (MPH) -- University of Limpopo, 2012.Background: Over the last few decades, soft drink consumption has been steadily increasing especially at an alarming rate among adolescents. Soft drinks have been associated with positive energy intake. An unhealthy diet along with a lack of physical activity is a major risk factor for health problems like overweight and obesity, cardiovascular diseases and diabetes. Children and adolescents are becoming very susceptible to the development of NCDs due to an increase in consumption of heavily processed and highly caloric foods, leading to early onset of morbidity. Aim of the study: To investigate soft drink consumption among grade 11 and 12 learners at a secondary school in Gauteng, South Africa Methods: A quantitative descriptive survey was conducted among 382 learners (grade 11 and 12) of Liverpool secondary school. A self-administered questionnaire was used to collect data. STATA version 10 was used for data entry and analysis. Results: All learners who participated in the survey reported that they consumed soft drinks over the past 12 months. Out of the 382 learners, only 55 (14.4%) were non-frequent consumers. Carbonated drinks were the most commonly consumed (73.6%). Factors such as frequent snacking (p=0.042), frequent fast food consumption (p=0.001) and easy availability of soft drinks (p=0.00) positively influenced the consumption of soft drinks. Over 55% of the learners had very poor knowledge about the health effects caused by increased consumption of soft drinks. Conclusion: In line with the high consumption of soft drinks, the level of awareness of the health effects of these unhealthy dietary practices among the learners in this study is very poor. Interventions to improve good or healthy dietary habits have to be started both at the home and school level.
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Jaars, Cleopatra. „HIV knowledge and sexual risk behaviour of grade 12 learners in the Cape Metropole, Cape Town“. Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85690.
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Thesis (MCurr)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The HIV pandemic threatens the social, emotional, and physical development of all persons, especially the youth. Adolescents are more at risk of contracting HIV as their lifestyle often involves sexual exploration and experimentation. Effective educational interventions are central to HIV prevention in South Africa. Being a clinical nurse practitioner in a primary health care (PHC) facility, the principal investigator observed that school learners failed to practice safe sex and demonstrated little knowledge about HIV/AIDS prevention. The aim of the study was to investigate the reported level of HIV knowledge and sexual risk behaviour of grade 12 school learners in the Eastern Sub-District of the Cape Metropole, Cape Town. A descriptive, non-experimental, research design was employed with a primarily quantitative approach. The study population comprised grade 12 learners from high schools in the Eastern Sub-District of the Cape Metropole in Cape Town (N=7940). A total of 92 participants from four schools (2 public and 2 private) were included in the sample by using a cluster sampling method. A self-completion semi-structured questionnaire was used to collect the data. Data was collected by the principal investigator and a trained field worker. Ethical approval was obtained from the Health Research Ethics Committee of the Faculty of Health Sciences, Stellenbosch University (N11/07/225). Permission to conduct the research was obtained from the Department of Education. Reliability and validity were assured by means of a pilot study and the use of experts in the field of nursing research and statistics. Descriptive statistics were used to analyse data. Statistical associations were determined using ANOVA and the Mann-Whitney U tests. The qualitative data was analysed thematically and then quantified. The results show that the average HIV/AIDS knowledge score of participants was 60.73%. However, many gaps in HIV/AIDS knowledge were identified. Only 77.2% (n=71) of participants knew the meaning of HIV, 80.4% (n=74) did not know all the ways in which HIV can be transmitted and only 8.7% (n=8) knew how to safely use a condom. The majority of participants (67.4%; n=62) believed in the myth that HIV can be cured and 18.5% (n=17) reported that a traditional healer can cure HIV. With regard to risky behaviour, half of the participants at the time of the study (51%; n=47) reported sexual engagement and 20% (n=9) of these respondents did not use condoms. Furthermore, 25% (n=23) had used alcohol before having sex. There were no association found between the knowledge about HIV/AIDS of participants and their sexual risk behaviour. In view of these study findings, participants are exposing themselves to high risk sexual behaviour that may increase their chances of acquiring sexually transmitted infections including HIV. Several recommendations were identified, including the strengthening of HIV and STI education linked to sexual risk reduction, open communication and additional information sources, availability of condoms at schools and improved access to HIV testing at schools.
AFRIKAANSE OPSOMMING: Die jeug se sosiale, emosionele en fisiese ontwikkeling word deur die MIV-pandemie gekortwiek. As gevolg van hulle seksuele eksperimentering, word adolessente as ʼn hoë risikogroep beskou, sover dit die ontwikkeling van MIV aangaan. Gevolglik speel onderrig ʼn belangrike rol in MIV voorkoming. Die beoefening van onveilige seks, en onvoldoende kennis rakende MIV/VIGS-voorkoming, is deur die primêre navorser, ʼn kliniese verpleegpraktisyn in die primêre gesondheidsorg omgewing, waargeneem. Die studie het dit ten doel om te bepaal wat die MIV-kennis vlakke, en die seksuele gedrag risiko van Graad 12 leerders in die Oostelike sub-distrik van die Kaapstadse Metropool is. ʼn Beskrywende, nie-eksperimentele navorsingsontwerp is gebruik, met ʼn hoofsaaklike kwantitatiewe benadering. Uit die studie populasie van Graad 12 leerders in die Oostelike sub-distrik van die Kaapstadse Metropool hoërskole (N=7940), is ʼn steekproef van 92 deelnemers uit vier hoërskole (twee staatskole en twee privaatskole) gekies – die trossteekproefnemingsmetode is gebruik. Data is versamel deur middel van ʼn semi-gestruktureerde vraelys wat deur die deelnemers self voltooi is. Toestemming vir die uitvoer van die studie is verkry van die Etiese Komitee van die Mediese Fakulteit van die Universiteit van Stellenbosch (N11/07/225), asook die Wes-Kaapse Departement van Onderwys. Die betroubaarheid en geldigheid van die studie is verseker deur die uitvoer van ʼn voorstudie, en is verder versterk deur gebruik te maak van kundiges in die veld van statistiek en verpleegnavorsing. Data is ontleed deur middel van beskrywende statistiese metodes en assosiasies is bepaal deur gebruik te maak van variansie-analise (“ANOVA”) en Mann-Whitney U toetse. Die bevindinge is in frekwensie tabelle en histogramme vervat. Die kwalitatiewe data is gekodeer en gekategoriseer, waarna temas geïdentifiseer is. Alhoewel die studie-bevindinge aangedui het dat die deelnemers ʼn gemiddelde MIV/VIGS-kennis telling van 60.73% behaal het, is verskeie leemtes in hulle bestaande kennis geïdentifiseer. Slegs 77.2% (n=71) van die deelnemers het geweet wat MIV beteken, terwyl 80.4% (n=74) nie geweet het hoe MIV oorgedra word nie. Slegs 8.7% (n=8) van die deelnemers het kennis gehad rakende veilige kondoom gebruik. Die meerderheid van die deelnemers (67.4%; n=62) glo dat MIV genees kan word en 18.5% (n=17) het aangedui dat MIV deur ʼn tradisionele geneesheer genees kan word. Hoë-risiko gedrag, spesifiek seksuele aktiwiteit (51%; n=47%) sonder kondome (20%; n=9) is rapporteer. ʼn Verdere 25% (n=23) van die deelnemers het rapporteer dat hulle alkohol gebruik voor seks, maar daar was geen assosiasie tussen die vlak van MIV/VIGS-kennis en hoë-risiko gedrag nie. Die bevindinge dui daarop dat die deelnemers hulself blootstel aan hoë-risiko seksuele gedrag met die gevolg dat hul kans om MIV te kry verhoog. Die aanbevelings, gegrond op die bevindinge, sluit in: ʼn groter fokus op onderrig wat verband hou met MIV en seksueel oordraagbare infeksies wat gekoppel is aan ʼn verlaging in hoe-risiko seksuele gedrag, openhartige kommunikasie en bykomende inligtingshulpbronne, beskikbaarheid van kondome by skole, asook verbeterde toegang tot MIV toetsing by skole.
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Burns-Ncamashe, Zimasa Nomsawezulu Ancilla. „An investigation of the factors that influence Grahamstown East grade 12 learners to aspire to higher education : a case study“. Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003533.
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This research is an investigation into the factors that influence the decisions of grade 12 learners from Grahamstown East disadvantaged communities to pursue higher education. Research on learner aspirations has largely focused on access to higher education and little or no attention has been has been paid to the enabling or limiting factors and what can be done to increase the numbers of learners from disadvantaged communities who enrol at higher education institutions. This study aims to fill that gap. The research was a qualitative case study located in the interpretive paradigm. The data was gathered using questionnaires and focus group interviews for grade 12 learners. Individual interviews were conducted with the parents of the grade 12 research participants, educators and the school management team. Observation and documentary evidence from school documents were also used for data collection. The data were analysed using systematic patterning, were interpreted, and given meaning linking it to the literature surveyed. The main findings indicate that a number of enabling factors that influence grade 12 learners to pursue higher education co-exist with limiting factors. Recommendations arising from the main findings are presented and the limitations of the research are identified. Areas for possible further research in strengthening learner support so as to increase the numbers of learners who qualify for higher education and to enable the learners from disadvantaged communities to realise their aspirations, are suggested.
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'Malebese, Mot'selisi Lilian. „The relationship between parental support and self-regulated learning behavior of Grade 12 learners in Lejweleputswa“. Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/183.
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Thesis (M. Education) -- Central University of Technology, Free State, 2013The purpose of the study was to investigate the relationship between parental support and self-regulated learning behaviour of grade 12 learners. The study investigated support given to self-regulated learning of grade 12 learners. It gathered both quantitative and qualitative data. The researcher adopted the QUAN-qual model, which is also known as explanatory design. In this model quantitative data are collected first and are more heavily weighted than qualitative data. The quantitative method investigated the relationship between parental support and grade 12 learners’ self-regulated learning behaviour. It also investigated how parental support contributed to learner self-regulated learning behaviour. Qualitative research design explained strategies schools used to encourage positive parental support in their children’s self-regulated learning. It also explained why parents did not offer their support to their children’s education despite the fact that the South African School Act of 1996 encouraged them to do so. The population included grade 12 teachers and learners, as well as learners’ parents from different secondary schools in the Lejweleputswa district. The researcher administered questionnaires to 118 teachers and 218 learners, while 6 parents were interviewed. Teachers and learners were handed relevant questionnaires aimed at their level of participation in the survey. For quantitative data analysis the chi-square test was employed to test whether there were relationships between the variables. The study revealed that there was statistical significant relationship between parental support and learners’ self-regulated learning behaviour. Qualitative data was analysed making use of different analytical concepts used to guide researchers in qualitative data analysis. Although learners may acquire effective self-regulated learning strategies on their own, proper guidance from parents and teachers is very crucial, especially in the early stages of learning. The study established that regular general parent’s meetings, each term, help to facilitate improved learner performance. Amongst others, the researcher recommended that schools should introduce incentive for parental involvement in school matters.
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Fongoqa, Nobatwa Virginia. „The personal perspective essay in Xhosa as reflection of the writing competence of grade 12 learners“. Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53143.
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Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: This study explores a theoretical framework of language competence with reference to the teaching and learning of writing in Xhosa grade 12. The teaching of writing attempts to develop writing skills and to assist learners to see writing as a process involving various stages such as thinking, researching, planning, writing and re-writing. Furthermore, this study aims at demonstrating how to develop the learners to express themselves in a formally ordered way, as required in a given context for a specific purpose and audience. The study is strongly influenced by two approaches, one associated with the processes of writing, and the other called the genre approach, but the study also draws on a number of writing models. Examples of written essays by the learners of Xhosa in grade 12 are presented and analysed. This study examines four essays, each for which properties relating to the language competence component is analysed according to the questions posed by Grabe and Kaplan (1996). Writing is one of the most important communicative skills in life of the individual and it is an integral part of the school curriculum. This study concludes with some recommendations, which might help to solve certain problems relating to essay writing in the teaching of languages in Curriculum 2005 ..
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek 'n teoretiese raamwerk van taalvermoë met verwysing na die onderrig en aanleer van skryfvaardigheid in Xhosa vir graad 12 leerders. Die onderrig van skryfvaardigheid het as doelstelling die ontwikkeling van leerders se skryfvermoëns en die leiding van leerders om skryf te sien as 'n proses wat talle fases behels, soos nadenke, beplanning, navorsing, skryf en herskryf. Die studie poog voorts om aan te toon hoe leerders ontwikkel kan word om hulleself uit te druk in 'n formeelgevorderde wyse, soos vereis in 'n bepaalde konteks en vir 'n bepaalde gehoor. Die studie is sterk beïnvloed deur twee benaderings, een gekoppel aan die prosesse van skryf, en die ander, bekend as die genre-benadering, maar die studie betrek ook 'n aantal modelle van skryfvaardigheid. Voorbeelde van skriftelike stukke deur leerders van Xhosa eerste taal in graad 12 word ontleed. Die studie ondersoek vier opstelle, elke waarvoor eienskappe rakende die taalvaardigheidskomponent, ontleed word volgens vrae gestel deur Grabe en Kaplan (1996). Skryfvaardigheid is een van die belangrikste kommunikasievaardighede in die lewe van 'n individu, en dit vorm 'n integrale deel van die skoolkurrikulum. Die studie sluit af met 'n aantal aanbevelings wat 'n bydrae kan maak tot die oplos van bepaalde probleme rakende skryfwerk in taalonderrig in Kurrikulum 2005.
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Makhanya, Winfred Nonhle Zabathembu. „The personal experience essay in isiZulu as reflection of the writing competence of grade 12 learners“. Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52001.
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Thesis (M.A.)--Stellenbosch University, 2000.ENGLISH ABSTRACT: This study explores the application of various approaches to teaching communicative writing skills in senior phases of learning. The main aim is to investigate how these approaches are adopted to instil competence in the communicative writing skills of grade 12learners ofisiZulu first language. Various approaches to writing skills are discussed and explored in order to make suggestions to educators' effective ways of teaching and learning communicative writing skills. Assessment criteria for written work are also presented to guide educators on how the written work is assessed. In order to ensure that the communicative writing skills are taught and learned effectively up to norms required by the Department of Education; the approaches to teaching communicative writing skills are discussed in relation to both the critical outcomes and the specific outcomes for the learning field Languages, Literacy and Communication as specified in the Curriculum 2005 (1997). The idealized writing curriculum proposed by Grade and Kaplan (1996) is also presented in relation to the specific outcomes that need to be achieved in the Languages, Literacy and Communication learning field. The aim of presenting this writing curriculum is to enable the educators to teach communicative writing skills effectively and to be able to compete in the urban, technological, international world that requires competent writers. In order to investigate the needs and problems that appear to constitute obstacles in teaching and learning communicative writing skills effectively, survey interviews were conducted with the respective educators; and written reports were requested from the educators who were participating in facilitating the process of writing the IsiZulu essays of Grade 12 learners for analysis. In this study, these essays are analysed and assessed. The findings based on this research are presented explicitly to identify the obstacles that educators and learners experience during the writing practices. Recommendations are made as regards positive and constructive changes in the teaching and learning of the communication writing skills in the senior phases of learning in South Africa.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die toepassing van verskeie benaderings tot die onderrig van kommunikatiewe skryfvaardighede in die senior fase van leer. Die hoofdoelstelling van die studie is om In ondersoek te doen na hoe benaderings wat aanvaar word aanleiding kan gee tot die verwerwmg van taalvaardigheid, m die besonder, kommunikatiewe skryfvaardighede deur graad 12 eerstetaalleerders van isiZulu. Verskillende benaderings tot skryfvaardighede salondersoek word ten einde aanbevelings te maak oor doeltreffende wyses waarop onderwysers kommunikatiewe onderrig en leer kan bewerkstellig. Assesseringskriteria VIr skriftelike werk sal aangebied word ten einde taalonderrigpraktisyns riglyne te gee aangaande die assossering van kommunikatiewe skryfvaardighede. Ten einde te verseker dat kommunikatiewe skryfvaardighede doeltreffend onderrig en aangeleer word tot op die peil vereis deur die Departement van Onderwys, sal die benaderings tot die onderrig van kommunikatiewe skryfvaardighede bespreek word met betrekking tot sowel die kritieke uitkomste as die spesifieke uitkomste van die leerveld Tale, Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997). Die voorgestelde skryfkurrikulum van Grabe en Kaplan (1976) salook bespreek word met betrekking tot die spesifieke uitkomste wat bereik moet word in die leerveld Tale, Geletterdheid en Kommunikasie. Die doelstelling van die bespreking van hierdie skrytkurrikulum is om onderwysers in staat te stelom kommunikatiewe skryfvaardighede doeltreffend te onderrig ten einde leerders in staat te stelom mededingend te wees in die huidige stedelike, tegnologiese, internasionale wêreld wat vaardige skrywers vereis. Ten einde die behoeftes en probleme te ondersoek wat hindernisse is in die doeltreffende onderrig en leer van kommunikatiewe taalvaardigheid, is onderhoude gereël met verskillende onderwysers, en skriftelike rapporte is aangevra van onderwysers wat deelgeneem het in die fasiliteringsproses van die skryf van isiZulu opstelle deur graad 12 leerders vir die doeleindes van die analises gedoen in hierdie studie. Die bevindinge gebaseer op die navorsing gedoen in hierdie studie word eksplisiet aangebied ten einde die hindernisse te identifiseer wat onderwys ervaar tydens die praktyk van skryfonderrig. Aanbevelings word gemaak rakende positiewe en konstruktiewe vernaderinge in die onderrig en leer van kommunikatiewe skryfvaardighede in die senior fase van leer in Suid- Afrika.
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Mothabeng, Amon Itumeleng. „An assessment of the attitudes of grade 12 learners toward entrepreneurship in a selected area in the North West province / Amon Itumeleng Mothabeng“. Thesis, North-West University, 2012. http://hdl.handle.net/10394/9178.
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The primary objective of this study was to assess the attitude of grade 12 learners towards entrepreneurship. This primary objective was achieved through the discussion and evaluation of the secondary objectives. The secondary objectives included the literature review relative to entrepreneurship, the empirical study and making practical recommendations. The study was conducted in a selected area in the North-West province, with a specific focus on the region as clustered by the Department of Education of the Kgetlengrivier Local Municipality.
A comprehensive literature review was conducted. In the literature review entrepreneurship was defined based on an entrepreneur’s point of view and also as a process. The literature review also discussed the current state of entrepreneurship in South Africa, education and training models including measures to fast track entrepreneurship adoption among learners, and various models of entrepreneurial development. The assessment of attitude, entrepreneurial intentions of learners and opportunity recognition were other subjects covered in the literature review chapter.
After the literature review, the empirical study was conducted by means of a self- completion questionnaire administered to grade 12 learners. The questionnaire was distributed to a total of 299 learners, and the feedback accumulated to 274 respondents, which represent a good response rate of 92%. Chapter 3 focused on the empirical research by discussing the results obtained from the questionnaire. The questionnaire was structured in such a way that it firstly deals with the respondents’ demographic information, after which it assesses attitude towards entrepreneurship, followed by ways of seizing entrepreneurial opportunities, and establishing the entrepreneurial environment in secondary schools including in South Africa. Furthermore, relations were determined between demographic variables and the constructs used to measure attitude towards entrepreneurship.
Following the detailed analysis of chapter 3, conclusions and recommendations were summoned to chapter 4. Overall, the results indicated a view that learners are not entirely pruned to entrepreneurship due influential factors such as their parents’ or guardian’s lack of involvement in business. Furthermore, it also indicated that if learners are afforded constructive mentorship, they can be more inclined to entrepreneurship. Similarly, if they are financially assisted or motivation is provided by the government and private sectors, they can be able to venture into business.Thesis (MBA)--North-West University, Potchefstroom Campus, 2013.
Bücher zum Thema "Grafe 12 learners-South Africa"
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Dear America: I Thought My Soul Would Rise and Fly: The Diary of Patsy, a Freed Girl, Mars Bluff, South Carolina, 1865. New York: Scholastic, 1997.
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Many stones. Asheville, NC: Front Street, 2000.
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Coman, Carolyn. Many stones. Asheville, NC: Front Street, 2000.
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Mandela, Nelson. Long Walk to Freedom. New York: Little, Brown and Company, 2008.
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Mandela, Nelson. Long walk to freedom: The autobiography of Nelson Mandela. London: Abacus, 1995.
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Mandela, Nelson. Long walk to freedom: The autobiography of Nelson Mandela. Boston, USA: Little, Brown, 1994.
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Mandela, Nelson. Long walk to freedom: The autobiography of Nelson Mandela. London: Little, Brown, 1994.
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Mandela, Nelson. Long walk to freedom: The autobiography of Nelson Mandela. Boston: Little, Brown, 1995.
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Kidd, Sue Monk. The Secret Life of Bees. New York: Penguin Group USA, Inc., 2008.
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Kidd, Sue Monk. The secret life of bees. New York: Penguin, 2005.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Grafe 12 learners-South Africa"
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Lamont, Jenny. „The Production of Learning Resources for the Study of Information Technology with Limited Project Management Capacity“. In Cases on Educational Technology Planning, Design, and Implementation, 32–56. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4237-9.ch003.
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Mindset Network is a non-profit organization that develops educational resources in several sectors, including the schooling sector. In 2011, Mindset Learn, the schooling division of Mindset Network, completed a project to plan, design, and produce learning resources for grade 12 Information Technology. The learning resources provided learning support to 5,000 students in the 425 South African schools that offer the subject. Numerous challenges presented themselves during the implementation of the project. Major project management challenges were insufficient project resources and inadequate project management experience. Several content-related challenges included: the need to include two programming languages simultaneously, the diversity of language and demographics in schools, and disparities in facilities and educator competencies. Despite the limitations experienced during the implementation of the project, Mindset Learn concluded and distributed an impressive set of learning resources to IT schools in South Africa. Several lessons for future projects are evident.
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Modise, Tshidi (Matshediso) Rebecca. „Empowering Practitioners Through Training to Ensure Safety and Health of Early Childhood Development Learners“. In Advances in Early Childhood and K-12 Education, 53–69. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5167-6.ch004.
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The purpose of this chapter is to highlight importance of training Early Childhood Development (ECD) practitioners to ensure safety of learners in ECD centres, known as ECE in other countries. Several government departments have established policies to ensure effective implementation of health and safety practices in ECD centres. The problem with ECD policy implementation seems to be minimal training and support of practitioners and caregivers focusing on health and safety issues in ECD centres. Policy cannot always mandate what matters to outcomes at ECD centres because individual practices ought to be central to local responses. ECD policies in South Africa provide guidelines that direct the day-to-day practices of ECD practitioners. However, health and safety of young children appears to be in the hands of untrained practitioners and caregivers. Furthermore, ECD policy implementation reveals an uncertain relationship between policies and program implementation.
Konferenzberichte zum Thema "Grafe 12 learners-South Africa"
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Jere, Nobert Rangarirai, Wendy Jona und Jose Manappattukunnel Lukose. „Effectiveness of Using WhatsApp for Grade 12 Learners in Teaching Mathematics in South Africa“. In 2019 IST-Africa Week Conference (IST-Africa). IEEE, 2019. http://dx.doi.org/10.23919/istafrica.2019.8764822.
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Mavuru, Lydia, und Oniccah Koketso Pila. „PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?“ In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.
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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Strauss, Michael, Gavin George und Bruce Rhodes. „P4.63 Designing human immunodeficiency virus counselling and testing services to maximise uptake among high school learners in south africa: what matters?“ In STI and HIV World Congress Abstracts, July 9–12 2017, Rio de Janeiro, Brazil. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/sextrans-2017-053264.559.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Grafe 12 learners-South Africa"
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CONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES. Academy of Science of South Africa, 2011. http://dx.doi.org/10.17159/assaf.2016/0025.
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The purpose of this study was to provide evidence-based advice on the status and future role of the Humanities in South Africa to government and other stakeholders (such as science councils, the department of education, universities) as a contribution towards improving the human condition. Everywhere, the Humanities is judged by many to be in “crisis.” The reasons for this, in South Africa, include the governmental emphasis on science and technology; the political emphasis on the economically-grounded idea of “developmentalism;” the shift of values among youth (and their parents) towards practical employment and financial gain; and the argument that the challenges faced by our society are so urgent and immediate that the reflective and critical modes of thinking favoured in the Humanities seem to be unaffordable luxuries. The Report provides invaluable detail about the challenges and opportunities associated with tapping the many pools of excellence that exist in the country. It should be used as a guideline for policymakers to do something concrete to improve the circumstances faced by the Humanities, not only in South Africa but also around the world. Amongst other recommendations, the Report calls for the establishment of a Council for the Humanities to advise government on how to improve the status and standing of the Humanities in South Africa. It also calls for initiation, through the leadership of the Department of Basic Education, considered measures to boost knowledge of and positive choices for the Humanities throughout the twelve years of schooling, including progressive ways of privileging the Arts, History and Languages in the school curriculum through Grade 12.