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Blake, Beverley Shannon, und Raj Mestry. „Parental decision-making factors for school choice: A South African middle class perspective“. Educational Management Administration & Leadership 48, Nr. 6 (23.10.2019): 1046–62. http://dx.doi.org/10.1177/1741143219880326.
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The crisis in the quality of South African education is evident in a growing perception among South Africans that public schooling will not be able to enhance the educational outcomes and future of their children. This has resulted in a flight trend of learners across all types of primary and secondary education. Historically (pre-1994), South African parents were not actively involved in making choices regarding the schools their children would attend. Democracy opened the door to this possibility and parents are increasingly formulating their own ideas and preferences of what an ideal school should be and offer their children. In eliciting an understanding of this new trend this study aimed to develop a base of knowledge regarding the factors influencing the school choice decision in the South African context as perceived by middle class parents. To this end, a quantitative study utilizing questionnaires was used to establish parental perceptions regarding those aspects they valued, feared, desired, considered and followed in making the best possible school-choice decision for their children’s future. The results of the research point to a plethora of factors that drive decision-making emphasising agreement with international literature but unique and complicated in nature as often the decisions parents make in South Africa stem from consequences of apartheid policies and as such need to be understood in this specific context.
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Campbell, Eleanor T., Ethelwynn Stellenberg und Natasha Nurse-Clarke. „A Comparison of Food Choices Among Urban South African and New York Adolescents“. Urban Social Work 2, Nr. 1 (Juni 2018): 17–32. http://dx.doi.org/10.1891/2474-8684.2.1.17.
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Child obesity prevention is a relatively new phenomenon in developing countries where food insecurity and malnutrition have been the public health focus. Yet obesity is a global health problem. The purpose of this study was to compare healthy and unhealthy food choices among a convenience sample of 114 adolescent youths from ethically and economically diverse communities in Cape Town, South Africa and New York City using surveys and focus groups. Findings showed no significant differences in healthy food choices among participants regardless of socioeconomic status (SES). For unhealthy food choices, there were significant differences between adolescents from low and middle SES levels. Interviews indicated that unhealthy choices were influenced by money, convenience, and parents. School feeding programs were influential in initiating and sustaining healthy choices, whereas barriers included money and convenience of access to unhealthy food options. Parents and schools provided the most influence on these adolescents’ healthy options by including fruits and vegetables in homemade and school program lunches.
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Naicker, Anand. „The Psycho-Social Context of Career Counselling in South African Schools“. South African Journal of Psychology 24, Nr. 1 (März 1994): 27–34. http://dx.doi.org/10.1177/008124639402400104.
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In this article the author examines the role and relevance of career counselling in schools, as an aspect of the school psychological services. In particular, the psycho-social aspects of career counselling are studied against the background of education for democracy in a changing South African society. A major argument advanced in that the training programmes of school career counsellors should be made more relevant to the specific social and educational needs of disadvantaged pupils. This would mean effecting changes in some prevailing practices, and adopting different paradigmatic perspectives when viewing career counselling for a new South African society. In the movement away from rigid social control, mechanistic and behaviouristic tendencies towards emancipatory practices, both psychological as well as sociological perspectives will have to be taken into account. This will enable youngsters to discover their strengths and weaknesses and to be able to respond creatively to the prevailing socio-economic constraints which influence job choices.
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Bray, E. „Macro Issues of Mikro Primary School“. Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 10, Nr. 1 (04.07.2017): 1. http://dx.doi.org/10.17159/1727-3781/2007/v10i1a2791.
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Mikro Primary School is an Afrikaans medium public school whose governing body refused to accede to an order of the Western Cape Department of Education to change the language policy of the school so as to convert it into a parallel medium Afrikaans/English school. The Supreme Court of Appeal held that section 29(2) of the Constitution of the Republic of South Africa, 1996, means that everyone has a right to be educated in an official language of his or her choice at a public educational institution to be provided by the State if reasonably practicable, but not the right to be so instructed at each and every public educational institution, subject only to it being reasonably practicable to do so. The court held that the language policy and admission policy of Mikro were not contrary to any provision of the Constitution, the South African Schools Act 84 of 1996, the Western Cape Provincial School Education Act 12 of 1997 or the Norms and Standards. The MEC and the department were prohibited and restrained from compelling or attempting to compel the school or its principal to admit learners for instruction otherwise than in compliance with its language policy and applicable provisions of the Schools Act and the Norms and Standards. The court declared the conduct of the department’s officials to be an unlawful interference with the government and professional management of the school in contravention of section 16 of the Schools Act and prohibited and restrained them from interfering unlawfully. The court rejected a previous interpretation of the term “organ of state” and relied on the Constitution which determines that any institution exercising a public power or performing a public function in terms of any legislation is an organ of state (section 239(b)(ii)). This means that the public school (acting through its governing body) is clearly an organ of state because as an institution it exercises a public-education power and performs public-education functions in terms of the Schools Act, for example.
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Van Wyk, Chris, und B. G. Moeng. „The Design And Implementation Of A Strategic Plan In Primary Schools“. International Business & Economics Research Journal (IBER) 13, Nr. 1 (31.12.2013): 137. http://dx.doi.org/10.19030/iber.v13i1.8364.
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Many policies, strategies and plans have been introduced in South African schools so as to acquire quality education. A strategic plan, as a mechanism of putting schools on a pathway of development and effectiveness over a period of time, is one of these initiatives. Its introduction is based on a number of reasons inter-alia - the shift to school self-management, the introduction of Norms and Standards, and the introduction of School Governing Bodies (SGBs). A schools strategic plan is the physical document that embodies the guiding orientation regarding how to manage the school within a larger national and local development perspective. Such a plan can lead to school effectiveness, improvement and development strategies, but not all plans obtain this status because of design efficiencies. A qualitative investigation was done in two primary schools in the Mahikeng Area Office (AO) of the North-West Province in South Africa. Document analysis, in-depth interviews with two principals and two SGB chairpersons, as well as a focus group interview with eight teachers from participating schools, were used to collect data on how primary schools in question design and implement their strategic plans. The investigation seems to suggest that, while an individual school community may craft a strategic plan in its own way, there are common aspects that underpin the entire process. Amongst others, technical knowledge and skill for its execution are necessary. Some policies emphasise the importance of a strategic plan and serve as an integrated implementation framework for its execution. It is concluded that a strategic plan is designed and implemented under three main elements: 1) strategic analysis, which is made up of stakeholder involvement; 2) strategic choices made up of direction-setting, priority determinations, mission, and vision; and 3) strategy in action, which refers to the process of translating the plan into action.
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Van der Berg, Servaas, und Debra Shepherd. „Continuous assessment and matriculation examination marks – An empirical examination“. South African Journal of Childhood Education 5, Nr. 2 (07.12.2015): 17. http://dx.doi.org/10.4102/sajce.v5i2.391.
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<p>This study analyses information and feedback from matriculation level continuous assessment in the South African education system. Continuous assessment (CASS) at the time carried a 25% weight in the final matriculation (Grade 12) mark, and it provides feedback that affects examination preparation and effort. Weak assessment in schools sends wrong signals to students that may have important consequences for the way they approach the final examination. Moreover, similarly wrong signals earlier in their school careers may also have affected their subject choice and career planning.<br />This study compares CASS data to the externally assessed matric exam marks for a number of subjects. There are two signalling dimensions to inaccurate assessments: (i) Inflated CASS marks can give students a false sense of security and lead to diminished exam effort. (ii) A weak correlation between CASS and the exam marks could mean poor signalling in another dimension: Relatively good students may get relatively low CASS marks. Such low correlations indicate poor assessment reliability, as the examination and continuous assessment should both be testing mastery of the same national curriculum. The paper analyses the extent of each of these dimensions of weak signalling in South African schools and draws disturbing conclusions for a large part of the school system.</p>
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Evelyn Chiloane-Tsoka, Germinah. „Factors influencing the Perceptions of youth entrepreneurship development in South Africa“. Problems and Perspectives in Management 14, Nr. 3 (27.09.2016): 556–63. http://dx.doi.org/10.21511/ppm.14(3-2).2016.12.
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Youth unemployment is one of the central concerns affecting global economics in the world today. The recent World Economic Forum held at Davos prioritized the discussions on issues confronting youth unemployment. The International Labor Office (ILO, 2013) projected a global youth unemployment rate of 12.7% by 2017. According to the ILO, (2013), 202 million people are unemployed globally and 40% are under the age of 24. South Africa fares even worse. Statistics SA (2012) indicates that 71% of the unemployed are aged 25-34 and the unemployment rate among youth is 36%. About 3.3 million youth aged 15-34 are not employed or studying (Financial Mail, 7th February 2013). With this in mind, the paper intends to look at the perceptions affecting youth entrepreneurship development in South Africa and whether entrepreneurial education and training fosters the development of entrepreneurial orientation in the South African youth. A five point Likert Scale was used, 1 = Strongly disagree 3 = Neutral and 5 = Strongly agree. Furthermore, a quantitative research method was used and 132 grade eleven learners were purposefully selected randomly in Crawford high school in Gauteng. Findings indicate that entrepreneurship education and training can direct students towards certain career choices; secondly, planned behavior can be predicted; and thirdly, practically is able to increase the propensity of students to start a business. Keywords: SA, learners, entrepreneurship culture, orientation, education, youth unemployment. JEL Classification: L26, J24
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Mclean, Michelle. „The choice of role models by students at a culturally diverse South African medical school“. Medical Teacher 26, Nr. 2 (März 2004): 133–41. http://dx.doi.org/10.1080/01421590310001653973.
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Robertson, J. „“Hell’s view”: Van de Ruit’s Spud – changing the boys’ school story tradition?“ Literator 32, Nr. 2 (22.06.2011): 33–64. http://dx.doi.org/10.4102/lit.v32i2.11.
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The article identifies salient features of Van de Ruit’s novels “Spud: a wickedly funny novel” (2005) and “Spud – the madness continues” (2007) and compares them with the corresponding motifs commonly found in historical British boys’ school stories, tracing shifts in discourse to establish the novels’ construction of a South African boyhood. The article argues that through his conscious subversion of the imperial model’s defining discourses, Van de Ruit’s fictional representation of Spud’s school experience portrays the previously accepted “ideal” construction of boyhood, with its unmistakably defined principles and uncontested ethical code, as fundamentally challenged by the variety of alternative discourses to which the modern protagonist is exposed. The resultant construction of Spud’s South African boyhood is, therefore, characterised by the protagonist’s constant struggle to assimilate the frequently incongruous and bewildering discourses (about moral courage and personal integrity, in particular) that compete for his attention. The pivotal component of this particular construction of boyhood may be argued not to be a strict adherence to a clearly defined schoolboy ethic, but as a variable that is ultimately dependent on the boy’s choices.
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Walker, Melanie. „The Achievement of University Access: Conversion Factors, Capabilities and Choices“. Social Inclusion 7, Nr. 1 (10.01.2019): 52–60. http://dx.doi.org/10.17645/si.v7i1.1615.
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In the light both of persistent inequality of education opportunities for low income families and a wide equality gap in South Africa, this article explores students’ university access by applying Amartya Sen’s capability approach to a South African case study. The article demonstrates empirically that access is more than an individual project, shaped both by objective conditions and subjective biographies, that is by general conversion factors and a person’s social and personal options. Key conversion factors are material (income) and social (family, community, school, information), which produce an interlocking system of opportunity. Access thus requires more than formal opportunity to enable social mobility for all. The case study comprises qualitative interviews with diverse students in their first year at one university; illustrative narratives are selected to show different pathways, conversion factors and choices. Agency and self-efficacy emerge as especially important for making choices but also for constructing a higher education pathway where none exists for that person and her family. The article suggests that higher education has the potential to advance social mobility provided that it moves in the direction of expanding the capabilities of all students to have the choice of higher education.
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Edmonds, Matthew C. „The Private School Pivot: The Shrouded Persistence of Massive Resistance in the Black Belt and Beyond“. History of Education Quarterly 60, Nr. 4 (November 2020): 455–86. http://dx.doi.org/10.1017/heq.2020.45.
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In 1969, four years after passage of the Voting Rights Act, African Americans in Greene County, Alabama, reclaimed control of local government, becoming the first community in the South to do so since Reconstruction. A half century later, however, Greene County remains an impoverished and largely segregated area with poor educational outcomes, especially for Black children. This essay explores the history of Greene County from 1954 to the recent past, with a particular focus on Warrior Academy, a segregated private school (“segregation academy”) founded by Whites in 1965. As a case study of “school choice” in the context of the “long civil rights movement,” it complicates scholarly definitions of “massive resistance.” Furthermore, it demonstrates the ways in which an emerging “color-blind” conservatism premised on White concerns about “educational quality” thwarted Black efforts to achieve educational equality, even in places where African Americans achieved significant political victories.
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Powell, Jessica S. „"To Have Better Than What I Had”: The Transgenerational Family Pedagogy of an African American Family in the South“. Journal of Family Diversity in Education 2, Nr. 2 (06.12.2016): 1–18. http://dx.doi.org/10.53956/jfde.2016.83.
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This paper, based on an ethnographic study of Black families in the South, explores the narratives of the Jordan family across three generations to understand the varied histories of schooling, education, segregation, and desegregation that are embodied in the stories they share. Their stories describe a transgenerational family pedagogy, which I define as the moves, choices, and messages shared across generations to support the educational and social mobility of their children and grandchildren. Their stories underscore the strengths of the segregated community schools of the past, while exposing a shift when de jure segregated education became de facto segregated schooling, and was no longer a suitable option for their children and grandchildren. This paper brings a new perspective to the family involvement discourse by arguing that our understandings of family-school partnerships can be strengthened by analyzing families and their relationships to education as historically and contextually situated
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Drennan, Gillian R., Susan Benvenuti und Mary Evans. „Addressing the gap between school and university in South Africa: exposing grade 11 learners to the integrated and applied nature of science and commerce using geoscience examples“. Terrae Didatica 14, Nr. 3 (28.09.2018): 339–34. http://dx.doi.org/10.20396/td.v14i3.8653535.
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Geoscience Education is not included in the School curriculum in South Africa as a stand-alone subject area. Some concepts are embedded in other subject areas such as Plate Tectonic Theory in Geography and Evolution in Life Sciences. Consequently, most students who do register for a BSc degree at South African Universities do not initially intend to study Geology. Minimum entry requirements for different disciplines in the Faculty of Science at the University of the Witwatersrand (Wits) mean that most of the Geology I registrations are by students not qualifying for Mathematical or Physical Sciences. Biological Sciences can only accommodate a portion of these students so the remainder of the students end up in Geology because they wish to ob-tain a degree and are “forced to do Geology”. In an attempt to introduce future students to a broader view of Science, and in particular to Geoscience, Wits has started offering certified Short Courses at NQF Level 4 (National Qualification Framework school leaving certificate level). In 2016 Wits ran the Wits Integrated Experience in Science and in 2017, the Wits Integrated Experience in Science and Commerce, short courses. Learners were exposed to the integrated nature of various Science disci-plines and the integrated nature of Science and Commerce through enquiry based, problem solving learning opportunities. The target audience was Grade 11 learners as they have not yet applied to any university and have yet to make subject choices and degree choices. By participating in the short course they are exposed to a variety of disciplines and through investigating real problems, they are exposed to the interdisciplinary nature of these disciplines. In 2016 the learners solved a murder mystery and in 2017, they had to scenario plan for an impending meteorite impact just south of Johannesburg. This scenario planning helped learners to see the relationship between Science disciplines and between Science and Commerce. This is important as the initiative is designed to assist learners in actively choosing their Science and/or Commerce majors and to encourage learners to consider taking innovative major combinations that might cross traditional Faculty boundaries.
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Nyoni, Champion N., und Marianne Reid. „Perceptions of patients regarding diabetes-related health communication strategies in the Free State, South Africa“. Health SA Gesondheid 24 (08.01.2019): 8. http://dx.doi.org/10.4102/hsag.v24i0.1089.
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Background: This study researched the perceptions of patients diagnosed with diabetes concerning diabetes-related health communication strategies in the Free State province in South Africa. The prolongation and quality of life of patients diagnosed with diabetes are affected by lifestyle choices. An enabler of risk reduction is health communication which informs, influences and motivates individuals to adopted health-focused lifestyles.Aim: This study sought to describe the perceptions of patients regarding diabetes-related health communication strategies in the Free State, South Africa.Setting: This study was carried out in primary health care centres and community health care centres within the Free State province in South Africa.Methods: A qualitative, descriptive and exploratory research design was used in this study. Thirty-four patients diagnosed with type two diabetes for at least a year were purposively included in this study. Semi-structured interviews in Afrikaans, English, Sotho and Xhosa were conducted. Data analysis was through inductive reasoning and thematic analysis.Results: The majority of the respondents were older women having been diagnosed with diabetes for more than 5 years, with at least primary school education and of diverse South African ethnicities. The main prompting questions operationalised the term ‘perception’, probing their feelings, experiences and knowledge of health-related communication strategies as presented by a variety of information sources. After recording interviews, data were analysed according to themes, categories and sub-categories.Conclusions: The study highlights factors that encourage patients to seek help and foster attitudes of compliance. Practical problems regarding the management of diabetes are underlined. The role of family, as well as the patient–caregiver relationship, in the acceptance and management of the disease is revealed. Societal perception of male symptomology is shown. The study offers information to stakeholders and health care workers for continued successful management of diabetes in communities.
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Samuel, Michael. „EDUCATIONAL LEADERSHIP: THE AUDIENCE CREATES THE TEXT“. International Journal of Educational Development in Africa 1, Nr. 1 (14.10.2014): 31–45. http://dx.doi.org/10.25159/2312-3540/4.
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Alternative conceptions of educational leadership that challenge the performativity culture do not appear substantively to alter the trajectory of practitioner’s everyday choices. This article uses as data the responses from three different audiences to a presentation on such alternative conceptions. The three groups were academics attending an educational leadership conference, circuit managers as part of a post-project workshop, and a group of aspirant school rectors in a training diploma programme. The first two groups were South African and the third a Mauritian audience. The audience responses show how they subverted, re-interpreted and jettisoned the message of the presentation. Three vignettes constitute the analysis of the audiences’ foregrounding of the lived complexities of making alternative leadership choices. The article suggests we need to be aware of how and why practitioners will choose or not to become alternative proponents of the dominant discourses around ‘educational quality’.
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Maile, Simeon. „School Choice in South Africa“. Education and Urban Society 37, Nr. 1 (November 2004): 94–116. http://dx.doi.org/10.1177/0013124504268279.
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Exenberger, Silvia. „Field Study on the Choice of Friends in Two Multi-Racial Pre-Schools (South Africa/London)“. Anthropologischer Anzeiger 61, Nr. 2 (13.06.2003): 233–43. http://dx.doi.org/10.1127/anthranz/61/2003/233.
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CHRISMAN, LAURA. „American Jubilee Choirs, Industrial Capitalism, and Black South Africa“. Journal of American Studies 52, Nr. 2 (Mai 2018): 274–96. http://dx.doi.org/10.1017/s002187581700189x.
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Focusing on the Virginia Jubilee Singers, an African American singing ensemble that toured South Africa in the late nineteenth century, this article reveals how the transnational reach of commercialized black music informed debates about race, modernity, and black nationalism in South Africa. The South African performances of the Jubilee Singers enlivened debates concerning race, labor and the place of black South Africans in a rapidly industrializing South Africa. A visit from the first generation of global black American superstars fueled both white and black concerns about the racial political economy. The sonic actions of the Jubilee Singers were therefore a springboard for black South African claims for recognition as modern, educated and educable subjects, capable of, and entitled to, the full apparatus, and insignia, of liberal self-determination. Although black South Africans welcomed the Jubilee Singers enthusiastically, the article cautions against reading their positive reception as evidence that black Africans had no agenda of their own and looked to African Americans as their leaders in a joint struggle.
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Bartolome, Sarah J. „“We sing to touch hearts”: Choral musical culture in Pretoria East, South Africa“. Research Studies in Music Education 40, Nr. 2 (08.05.2018): 265–85. http://dx.doi.org/10.1177/1321103x18768101.
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The purpose of this study was to explore the culture of choral singing among children and youth in Pretoria East, South Africa. The philosophical underpinnings of the choirs, the roles of choirs within local and national communities, and the perceived values and benefits of participation were examined. This collective case study required the integration of standard ethnographic strategies employed over the course of a month-long period of fieldwork and two shorter follow-up visits. I observed approximately 40 hours of rehearsal and 25 hours of performance, focusing on five choirs in and around the University of Pretoria. I also conducted 22 semi-structured interviews with choristers, directors, staff members, and parents. Participants identified a philosophy of “message bearing” as the primary goal of choral performance. Innovation and diversity in programming and competition were additional emergent themes related to this philosophy. Choirs were found to have multiple roles, including recruiting and marketing, promoting diverse South African musical cultures, and cultivating a national, South African identity. Participants described a wide range of musical, social, educational, and personal benefits associated with participation, with choristers most commonly alluding to choir as a means of “relaxing.” Choir emerged as a source of bridging social capital, encouraging cooperation among participants from diverse racial and cultural backgrounds, promoting intercultural understanding and trust, and cultivating a broadened sense of national South African identity.
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Hammond, Nicol. „Singing South Africanness: the construction of identity among South African youth choirs“. Journal of Musical Arts in Africa 1, Nr. 1 (Januar 2004): 103–15. http://dx.doi.org/10.2989/18121000409486691.
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Mncayi, Precious, und Steven Henry Dunga. „Career choice and unemployment length“. Industry and Higher Education 30, Nr. 6 (27.09.2016): 413–23. http://dx.doi.org/10.1177/0950422216670500.
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Graduate unemployment is especially problematic in a country where much emphasis is placed on furthering academic studies for economic and personal rewards. This article investigates the relationship between career choice and unemployment length among graduates from a South African university. Data were collected by means of a survey questionnaire distributed to graduates in the university’s alumni database. An analysis of variance model was estimated and various descriptive analyses and an ordinary least squares regression were employed. The study finds that the specific majors held by graduates not only influence employment status but also the time taken to find employment. Although human resources, industrial psychology, labour relations management, public administration, public management and politics remain the most popular majors, many graduates in these areas have to wait a long time before securing a job. In light of their findings, the authors recommend that university courses should be as practically oriented as possible in order to help graduates in the job market and consequently to make the transition from education to work an easier one. For their part, graduates need to ensure that they make wise and informed career choices. The government needs to put into effect direct interventions that will enhance and augment teaching and learning throughout the educational system, bearing in mind that the choice to study a certain discipline may be affected by many factors, some of which are beyond the control of the student, such as the quality of school education or socio-economic background.
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Ndimande, Bekisizwe S. „Decolonizing Research in Postapartheid South Africa“. Qualitative Inquiry 18, Nr. 3 (23.01.2012): 215–26. http://dx.doi.org/10.1177/1077800411431557.
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This article emanates from an in-depth qualitative study that examined ideological beliefs among Indigenous parents regarding school desegregation and school “choice” policies in South Africa. The author discusses the politics of qualitative research design and methodology along two primary dimensions: decolonizing research and the importance of Indigenous languages in research. First, the author argues that the language used in qualitative interviews should be situated within the larger sociocultural context of the inquiry in order to affirm and reinforce cultural identities of research participants, not just of the researcher. Second, the author contends that decolonizing approaches in research interrupt and interrogate colonial tendencies at multiple levels, thereby challenging traditional ways of conducting qualitative research. Following on Smith, and Mutua and Swadener, and Denzin, Lincoln, and Smith, and others, the author argues that decolonizing approaches and culturally affirming linguistic choices in research have the potential to return marginalized epistemologies to the center.
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Brink, Beatrix, und Cheryl de la Rey. „Work-Family Interaction Strain: Coping Strategies Used by Successful Women in the Public, Corporate and Self-Employed Sectors of the Economy“. South African Journal of Psychology 31, Nr. 4 (Dezember 2001): 55–61. http://dx.doi.org/10.1177/008124630103100407.
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The main objective of this study was to identify the coping strategies used by successful South African women of all races in dealing with work-family interaction strain. Using a transactional approach, the study also investigated cognitive appraisal as a key antecedent of coping with work-family interaction strain. A survey was conducted with a sample comprising 110 women in the public, corporate and self-employed sectors of the economy. All the participants were married with at least one child of pre school or school going age. The women worked in positions from middle management and higher in corporate or public sector organisations or were business owners with at least four employees. Quantitative and qualitative data were obtained by means of a self-report questionnaire. The main finding of the study showed that the participants used both emotional and problem-focused coping strategies to deal with the hypothetical work-family interaction strain situation. These strategies were positive reappraisal, planful problem solving, self-controlling and seeking social support. Not one of these coping strategies was significantly favoured above the others. The study did not find evidence of a relationship between the participants' cognitive appraisal of the hypothetical situation and their choice of coping strategy, except with regard to cognitive appraisal, control and the coping strategy, escape avoidance; the higher the participant scored on cognitive appraisal, control, the less likely they were to choose escape-avoidance as a coping strategy in dealing with the situation. The article discusses these findings in relation to past studies in other countries and suggestions for further research are presented.
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Voorend, Carlijn GN, Shane A. Norris, Paula L. Griffiths, Modiehi H. Sedibe, Marjan J. Westerman und Colleen M. Doak. „‘We eat together; today she buys, tomorrow I will buy the food’: adolescent best friends’ food choices and dietary practices in Soweto, South Africa“. Public Health Nutrition 16, Nr. 3 (16.07.2012): 559–67. http://dx.doi.org/10.1017/s1368980012003254.
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AbstractObjectiveTo explore if and how female adolescents engage in shared eating and joint food choices with best friends within the context of living in urban Soweto, South Africa.DesignA qualitative, exploratory, multiple case study was conducted using semi-structured duo interviews of best friend pairs to ascertain their eating patterns, friendship and social interactions around dietary habits.SettingParticipants were recruited from three high schools in the urban township of Soweto, South Africa.SubjectsFifty-eight female adolescents (twenty-nine friend pairs) still in high school (mean age of 18 years) were enrolled.ResultsAlthough overweight rates were high, no association between friends was found; neither did friends share dieting behaviours. Both at school and during visits to the shopping mall, foods were commonly shared and money pooled together by friends to make joint purchases. Some friends carefully planned expenditures together. Foods often bought at school were mostly unhealthy. Availability, price and quality were reported to affect choice of foods purchased at school. Preference shaped joint choices within the shopping mall environment.ConclusionsFood sharing practices should be investigated in other settings so as to identify specific behaviours and contexts for targeted and tailored obesity prevention interventions. School-based interventions focusing on price and portion size should be considered. In the Sowetan context, larger portions of healthy food may improve dietary intake of fruit and vegetables where friends are likely to share portions.
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MORGAN, JO-ANN. „Thomas Satterwhite Noble's Mulattos: From Barefoot Madonna to Maggie the Ripper“. Journal of American Studies 41, Nr. 1 (08.03.2007): 83–114. http://dx.doi.org/10.1017/s0021875806002763.
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With emancipation a fait accompli by 1865, one might ask why Kentucky-born Thomas Satterwhite Noble (1835–1907), former Confederate soldier, son of a border state slaveholder, began painting slaves then. Noble had known the “peculiar institution” at first hand, albeit from a privileged position within the master class. As a result, his choice to embark upon a career as a painter using historical incidents from slavery makes for an interesting study. Were the paintings a way of atoning for his Confederate culpability, a rebel pounding his sword into a paintbrush to appease the conquering North? Or was he capitalizing on his unique geographic perspective as a scion of slave-trafficking Frankfort, Kentucky, soon to head a prestigious art school in Cincinnati, the city where so many runaways first tasted freedom? Between 1865 and 1869 Noble exhibited in northern cities a total of eight paintings with African American subjects. Two of these, The Last Sale of Slaves in St. Louis (1865, repainted ca. 1870) and Margaret Garner (1867), featured mixed-race women, or mulattos, as they had come to be called. From a young female up for auction, to the famous fugitive Margaret Garner, his portrayals show a transformation taking place within perceptions of biracial women in post-emancipation America. Opinions about mulattos surfaced in a range of theoretical discussions, from the scientific to the political, as strategists North and South envisioned evolving social policy.
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SIEBÖRGER, R. F. „Reconceptualising South African School History Textbooks“. South African Historical Journal 30, Nr. 1 (Mai 1994): 98–108. http://dx.doi.org/10.1080/02582479408671784.
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Jenkins, Glenn P., und Armin Zeinali. „Cost-effective infrastructure choices in education: Location, build or repair“. South African Journal of Economic and Management Sciences 18, Nr. 1 (04.03.2015): 70–83. http://dx.doi.org/10.4102/sajems.v18i1.818.
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The purpose of this study is to develop a model to arrive at a joint optimising strategy for capital budgeting for the construction of new school buildings and for the renovation of existing schools. This model provides a practical tool for ranking construction projects so as to yield the maximum positive impact on the education system. A key aspect of the model is that it provides the optimal mix of renovation and new construction that should be undertaken under a fixed budget constraint.The model is applied to a sample dataset from the education sector of Limpopo province, South Africa, in order to quantify the benefits of using the model. The benefits from using this model for decision making on the evaluation of new and renovation investments in school infrastructure is estimated to increase the effectiveness of these investments by up to 300 percent over the counterfactual system for making these decisions.
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Bernstein, Ann. „South Africa’s Key Challenges“. ANNALS of the American Academy of Political and Social Science 652, Nr. 1 (30.01.2014): 20–47. http://dx.doi.org/10.1177/0002716213508913.
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The article looks at the “tough choices” (per the National Development Plan) South Africa has to make to be a successful country. It provides policy recommendations and prescriptions for many of the critical issues facing South Africa. The most urgent policy challenges revolve around high levels of unemployment, the regulation of the labor market and the role of unions, the shortage of skills, and the education system. The solutions proposed include the relaxation of labor laws, which hinder entry into the labor market, especially for young people; the introduction of special economic zones; the adoption of an open migration regime for skilled migrants; and the establishment of low-fee private schools and private tertiary education providers. The article calls for bold and visionary leadership in South Africa to ensure that the “tough choices” needing to be made are implemented.
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Ronnie, Linda, und Sarah Boyd. „Leading change in a South African school“. Emerald Emerging Markets Case Studies 9, Nr. 1 (12.06.2019): 1–16. http://dx.doi.org/10.1108/eemcs-10-2018-0215.
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Subject area: Human Resource Management Study level/applicability: Postgraduate business students Learning outcomes The learning objectives to be drawn from the case are as follows: To discuss the challenges of a leader within a resource-constrained environment. Students are required to highlight aspects of transformational leadership and assess the leader against those criteria. To highlight the connection between employee mindset, actions, and organisational performance. Students need to identify the key issues underlying the personnel challenges facing the leader. To explore the influence of leadership on employee engagement. Students should identify the actions taken by the leader to engage employees and analyse the intention behind them, as well as the actual outcomes. To discuss the potential solutions that the leader may institute to achieve the overall transformational objective for the organisation. Case overview/synopsis This case puts students in the shoes of Siya Zwane, the newly appointed principal of Green Acres Primary School in the South Africa’s Eastern Cape. Having recently completed her PhD in education after 10 years of teaching, Zwane is well versed in the best practices for organisational development and eager to apply them in a public school setting. Her leadership is particularly relevant in the context of a struggling school system that faces, among other issues, an economically disadvantaged population, overcrowding in classrooms, poor infrastructure, and a general lack of resources, including qualified staff. As a newcomer to this school system, Zwane learns quickly how these systemic issues manifest in her teaching team and realises that her first priority must be to empower her staff and enhance employee engagement. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 1: Accounting and Finance
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Grossen, Silke, Adelene A. Grobler und Marlies Lacante. „Repeated retention or dropout? Disputing Hobson’s choice in South African township schools“. South African Journal of Education 37, Nr. 2 (31.05.2017): 1–11. http://dx.doi.org/10.15700/saje.v37n2a1367.
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Woolman, Stuart, und Brahm Fleisch. „South Africa's unintended experiment in school choice: how the National Education Policy Act, the South Africa Schools Act and the Employment of Educators Act create the enabling conditions for quasi-markets in schools“. Education and the Law 18, Nr. 1 (März 2006): 31–75. http://dx.doi.org/10.1080/09539960600787317.
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Mouton, Nelda, G. P. Louw und G. Strydom. „Critical Challenges Of The South African School System“. International Business & Economics Research Journal (IBER) 12, Nr. 1 (22.12.2012): 31. http://dx.doi.org/10.19030/iber.v12i1.7510.
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The emphasis in the new curriculum after 1996 in South Africa was placed on the transition from the traditional aims and objectives approach to Outcomes-based education (OBE) and Curriculum 2005. This paradigm shift was interpreted as a prerequisite for achievement of the vision of an internationally competitive country. When analysing the school system in South Africa it became clear that the education system was flawed, with poorly performing teachers, poor work ethics, lack of community and parental support, poor control by education authorities, poor support for teachers and very low levels of accountability. These factors further spilled over into the morale of learners and could be seen in the lack of discipline, brutal violence in schools, low moral values, truancy, absenteeism, late coming and high dropout rates from Grade 1 to Grade 12 and very poor performance in essential areas such as Mathematics and Literacy. Citizens in historically disadvantaged areas tend to become victims of poverty, gangs and drug abuse. These factors further blend with the evil of politics in South African schools which are furthermore plagued by various forms of corruption and socio-economic challenges. Eighteen years after the end of the apartheid dispensation, apartheid is still blamed by many for any real or imagined ills in society, but the reality is that there is no political will to enforce the law or to meet public expectations of accountability, efficiency and delivery. In the light hereof, recommendations are proposed that will address these challenges. The critical message of this article will convey that the fact of the matter is that learner enrolment is not the same as attendance and attendance does not imply learning. Therefore, teaching in South Africa must become a profession of preference and pride as opposed to the present very lackadaisical attitude.
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Aunio, Pirjo, Riikka Mononen, Lara Ragpot und Minna Törmänen. „Early numeracy performance of South African school beginners“. South African Journal of Childhood Education 6, Nr. 1 (15.12.2016): 8. http://dx.doi.org/10.4102/sajce.v6i1.496.
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Early numeracy skills are highly relevant for children’s mathematics learning at school, especially in the initial years when much mathematics learning relies on early numeracy competence. The aim of this study was to investigate the level of early numeracy skills in a sample of South African children in the first months of formal schooling. In this cross- sectional study, there were 443 first graders (206 girls and 237 boys) from Gauteng Province schools. The mean age of the children was 81.61 months (6 years 10 months) (SD 5.40 months). Their early numeracy skills were measured with the ThinkMath Scale. The main finding of this study was that there were statistically significant differences in early numeracy skills between the children when they started first grade. The differences were related to the home language of the first graders in the English medium schools, as well as the type of school (public vs. private). This article concludes that the numeracy competence of the children from the sample was notably varied in the beginning of their formal schooling, which has implications for teaching in the vastly different classroom populations that are all served by one national curriculum.
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Burnett, Cora. „School violence in an impoverished South African community“. Child Abuse & Neglect 22, Nr. 8 (August 1998): 789–95. http://dx.doi.org/10.1016/s0145-2134(98)00058-1.
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Netshitangani, Tshilidzi. „Management style and school violence: South African perspectives“. International Journal of Educational Management 32, Nr. 1 (08.01.2018): 96–106. http://dx.doi.org/10.1108/ijem-06-2016-0136.
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Purpose The purpose of this paper is to examine the reduction of school violence from the management point of view. It reflects on the utterances by teachers, principals, learners and members of school governing bodies (SGBs) to establish the influence that school management practices can have on the prevalence of school violence. Design/methodology/approach This was a qualitative case study. Thus, semi-structured interviews with teachers, principals, learners and members of SGBs were conducted. In addition, focus group interviews with pupils and observations were used to collect data. Findings Findings suggest that most schools were still run in an authoritarian manner. Resultantly, it was also found that an authoritarian school management style practiced seemed to encourage the persistence of violence in schools. Practical implications Policies should incorporate and emphasise the use of pragmatic, critical democratic style of management to address school violence. This is important because a well-run, inclusive and more democratic school can help to reduce external and internal forms of violence. The results from this study further indicate that a poorly run and badly organised school is more prone to various forms of violence. Originality/value The paper adds to the growing body of knowledge in the field of educational management and offers a reference point for further research in the pursuit to eliminate violence in schools. The findings may also be a useful resource for school principals, teachers, policy-makers and other stakeholders who are seeking to eliminate violence in schools.
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Lelliott, Anthony. „Scientific Literacy and the South African School Curriculum“. African Journal of Research in Mathematics, Science and Technology Education 18, Nr. 3 (02.09.2014): 311–23. http://dx.doi.org/10.1080/10288457.2014.967935.
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Watson, Mark B., und Graham B. Stead. „Black South African Adolescents' Attitudes about Studying“. Psychological Reports 80, Nr. 3 (Juni 1997): 861–62. http://dx.doi.org/10.2466/pr0.1997.80.3.861.
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Black South African high school students ( N = 523) were questioned about their attitudes and motivation towards studying. Analysis indicated that the students expressed negative attitudes toward studying and were concerned about failing. 34% indicated a lack of interest in most school subject matter.
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Van Jaarsveld, Leentjie, P. J. (Kobus) Mentz und Suria Ellis. „Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context“. International Journal of Educational Management 33, Nr. 4 (07.05.2019): 604–13. http://dx.doi.org/10.1108/ijem-02-2018-0041.
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Purpose An emphasis on school performance is not just a national issue, but must be examined within the global context. Successful leadership is ensured by school leaders’ compliance to a set of basic practices within particular school contexts. The impact of leadership styles on performance, the work environment and job satisfaction is emphasized, while the appropriate leadership style could make teachers more effective in terms of job productivity. The adoption of different leadership styles by school leaders shows positive results with regard to school effectiveness. The purpose of this paper is to describe school leadership styles and the influence the styles have on school performance. Design/methodology/approach A quantitative approach with a post-positive paradigm was followed. A systematic random sample of 72 secondary schools in KwaZulu-Natal, South Africa, was selected. The Cronbach’s α coefficient, statistical significance (p-values) and effect size (d-values) were calculated, and a factor analysis was conducted. Findings The results show a difference between teachers and principals regarding the transformational leadership style. The principals in the high-performing schools were perceived as less passive-avoidant in practice than those in the low-performing schools. A principal manages and leads a school effectively by applying an appropriate leadership style. Research limitations/implications For future research, it will be advisable to make use of a mixed-method design. Although the Multifactor Leadership Questionnaire addressed numerous aspects of leadership and leadership styles, the “voice” of the respondents lacked. Furthermore, more leadership styles could be investigated in different contexts. Practical implications A chosen principal leadership style is not necessarily the best style for this purpose. School principals and teachers interpret leadership styles differently. Communication is therefore important. Social implications The principal leadership style is not always necessarily the teachers’ and learners’ choice. It is important that schools keep up with a constantly changing world. Originality/value If school principals and teachers agree upon a specific leadership style, there may be better collaboration which enhances better academic performance as well as effectiveness regarding schools.
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Bedasso, Biniam E. „College Major Choice and Neighborhood Effects in a Historically Segregated Society: Evidence from South Africa“. Education Finance and Policy 14, Nr. 3 (Juli 2019): 472–91. http://dx.doi.org/10.1162/edfp_a_00249.
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This paper explores factors affecting the choice of investment in specific human capital in the presence of significant inter-group and spatial inequalities. I use four years of admissions application data at an elite university in South Africa in conjunction with quarterly labor force data to trace the link between aptitude-adjusted expected earnings, neighborhood effects, and the choice of college major. The paper relies on the availability of a rich set of academic and geographical information in the admissions database to make causal inference. The results show that expected earnings have a positive impact on major choice independently of high school background when the ex ante distribution of earnings captures the full range of between-major and within-major income differentials. White applicants are more responsive to differentials in expected earnings than black applicants. Neighborhood effects influence college major choice through near-peer role models and relative achievement at the high school level.
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Bissoon, Sharmila, und Rajeshree Moodley. „Perceptions of dental therapy students regarding the teaching and training with dental amalgam, in a dental school in KwaZulu-Natal, South Africa“. South African Dental Journal 76, Nr. 5 (30.06.2021): 258–69. http://dx.doi.org/10.17159/10.17159/2519-0105/2021/v76no5a4.
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Dental amalgam has been used as a restorative material in dentistry for the past 150 years. This material has been used to restore posterior teeth throughout the world and is also used in South Africa. Dental amalgam has been the material of choice for patients presenting with large tooth decay areas, including the loss of cuspal areas. The reason for this is that dental amalgam was always considered strong and durable. Compared to alternate dental materials, this material could also withstand the significant forces associated with chewing and biting. Dental amalgam is also considered more cost-effective than alternate dental materials such as conventional glass ionomers, resin-modified glass ionomers, resin composite and ceramic restorations, making it more feasible and material of choice in lower economic countries, including South Africa.
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Ziduli, Mlungiseleli. „Leadership Styles of Secondary School Principals for School Effectiveness: South African Cases“. INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES 22, Nr. 1-3 (01.08.2018): 01–10. http://dx.doi.org/10.31901/24566322.2018/22.1-3.911.
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Babson, Andrew. „Developing Possibilities for South African Youth“. ANNALS of the American Academy of Political and Social Science 652, Nr. 1 (30.01.2014): 149–65. http://dx.doi.org/10.1177/0002716213514342.
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The South African government must do more to help learners at all educational levels position themselves for class mobility, economic security, and occupational fulfillment. As of the last quarterly labor force survey of 2012, the national unemployment rate was 24.9 percent. Almost three-quarters of the unemployed are between 15 and 34 years of age; and of them about two-thirds lack a matric qualification (equivalent to high school diploma), about one-third had such qualification but no more, and the remaining few had a tertiary qualification. It is obvious that the macroeconomic causes of structural unemployment need immediate attention; this article also argues that there should be concurrent efforts to promote high school completion rates and expand options for postsecondary education. Specifically, this article explains the yet-untapped power of multilingual education to improve learning and classroom engagement, and also looks to a handful of European postsecondary education models that offer accommodating and worker-friendly paths to occupational flourishing.
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Barrett, Michael, Roy Page-Shipp, Caroline van Niekerk und Johan Ferreira. „Learning music theory en passant: a study in an internationally recognised South African University student choir“. British Journal of Music Education 37, Nr. 2 (12.07.2019): 155–68. http://dx.doi.org/10.1017/s0265051719000238.
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AbstractWhile mastery of aspects of music theory is relevant to rapid learning and understanding of a new choral part, many choirs comprise members with no formal education in music theory. Also, the language of music theory is not intuitive, with many terms having meanings different from those in common use, which can present obstacles for mature learners. The authors hypothesised that students joining an internationally recognised university choir might master aspects of music theory as a by-product of rehearsals. This was tested by having new admissions to such a choir complete a music theory test at the commencement and at the end of a year. The test evaluated the ability to name and write intervals and name notes and the duration of notes. Overall results did not reject the hypothesis. Subjects with no formal music training also showed most, and statistically significant, improvement in the questions related to intervals, which are arguably the most useful skills for choristers who do not sight-read. This appears to be a new finding: the literature shows occasional references to music theory skills, but their acquisition in a learning-by-doing style is not reported. Some insights into ways of enhancing choral performance are a by-product of the principal focus of the study.
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Peltzer, Karl, Varghese I. Cherian und Lily Cherian. „Attitudes toward Suicide among South African Secondary School Pupils“. Psychological Reports 83, Nr. 3_suppl (Dezember 1998): 1259–65. http://dx.doi.org/10.2466/pr0.1998.83.3f.1259.
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This study investigated attitudes towards suicide among 622 Standard 9 (U.S. Grade 11) secondary school pupils chosen at random from schools throughout the Northern Province in South Africa. The pupils were 254 (41%) boys and 368 (59%) girls in the age range of 17 to 24 years, with a mean age of 19.3 yr. A questionnaire was administered to obtain data on attitudes and other measures. There were 31 (17%) parasuicidal boys and 34 (13%) girls. Major intentions or reasons to commit suicide mentioned were “failing to solve problems” and “mental illness.” Most frequent possible suicide methods were firearms, pills, or poison. Significant associations were found with having a friend or relative who committed suicide, parasuicide (oneself), depression, stress events, ethnicity, and attitudes towards suicide.
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Peltzer, Karl, Varghese I. Cherian und Lily Cherian. „Minor Psychiatric Morbidity in South African Secondary School Pupils“. Psychological Reports 85, Nr. 2 (Oktober 1999): 397–402. http://dx.doi.org/10.2466/pr0.1999.85.2.397.
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This study investigated minor psychiatric morbidity (“neurotic”: anxiety and depression symptoms) in rural (Black) South African secondary school pupils. The sample included 622 Grade 11 pupils (254 boys and 368 girls) in the age range of 17 to 24 years with a mean age of 19.3 yr. The inventories used were a questionnaire on the socioeconomic and family background, a Cultural Orientation Scale, a Student Stress Scale, a General Self-efficacy Scale, a Perceived Stress Scale, and the Self-reporting Questionnaire-20. The findings are that 12.6% of the pupils had a possible clinically significant psychological disorder. Contributing factors identified were interpersonal, study, finance, illness, perceived stress, low self-efficacy, and low religious orientation.
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Sefora, Sharonrose. „Storytelling: Career identities of South African high school learners“. Journal of Psychology in Africa 30, Nr. 1 (28.02.2020): 80–85. http://dx.doi.org/10.1080/14330237.2020.1722366.
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Stead, Graham B., Catherine Els und Nadya A. Fouad. „Perceived Career Barriers among South African High School Learners“. South African Journal of Psychology 34, Nr. 2 (Juni 2004): 206–21. http://dx.doi.org/10.1177/008124630403400203.
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Beets, P., und T. van Louw. „Social justice implications of South African school assessment practices“. Africa Education Review 8, Nr. 2 (Juli 2011): 302–17. http://dx.doi.org/10.1080/18146627.2011.602844.
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PELTZER, KARL. „ATTITUDES TOWARD SUICIDE AMONG SOUTH AFRICAN SECONDARY SCHOOL PUPILS“. Psychological Reports 83, Nr. 7 (1998): 1259. http://dx.doi.org/10.2466/pr0.83.7.1259-1265.
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PELTZER, KARL. „MINOR PSYCHIATRIC MORBIDITY IN SOUTH AFRICAN SECONDARY SCHOOL PUPILS“. Psychological Reports 85, Nr. 6 (1999): 397. http://dx.doi.org/10.2466/pr0.85.6.397-402.
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