To see the other types of publications on this topic, follow the link: Inclusive education – South Africa – Johannesburg.
Journal articles on the topic 'Inclusive education – South Africa – Johannesburg'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Inclusive education – South Africa – Johannesburg.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Ayaya, Gladys, Tsediso Michael Makoelle, and Martyn van der Merwe. "Participatory Action Research: A Tool for Enhancing Inclusive Teaching Practices Among Teachers in South African Full-Service Schools." SAGE Open 10, no. 4 (October 2020): 215824402096357. http://dx.doi.org/10.1177/2158244020963576.
Full textAbstract:
Previous studies conducted on the implementation of inclusive education in South African full-service schools showed that teachers lacked knowledge and expertise in inclusive teaching practices. Furthermore, in some international studies, it is recommended that, to enhance inclusive teaching, it was necessary to involve the teaching communities concerned, using their in-depth understanding of the problem at hand, to come up with emancipatory solutions that could assist in the design of effective teaching strategies to enhance inclusive teaching. Therefore, this study investigated the role of participatory action research (PAR) in enhancing teachers’ inclusive teaching practices in full-service schools. This qualitative PAR study was conducted for 6 months by a research team comprising 12 teachers in a full-service school in the Johannesburg East District of South Africa. Data were collected through PAR stages of planning, observation, action, and reflection. To analyze data, during PAR, group interpretative meetings were held with coresearchers and, after PAR process, an inductive qualitative thematic content data analysis was done by the researcher. Among the findings from the study was that teachers’ understandings of inclusive education were varied. Their conceptions about what it meant to be an inclusive teacher in a full-service school context were also vague. However, the study has found that through PAR participation teachers were able to share and develop own understandings of these concepts. Furthermore, the study identified a need for teachers in a full-service school to be reflective, critical, and innovative about their teaching practices to cater for diverse learner needs in the classroom, which are skills necessary for enhancing inclusive teaching and learning. The study has confirmed PAR as a viable change strategy of teaching toward inclusion.
2
Clacherty, Glynis. "Artbooks as witness of everyday resistance: Using art with displaced children living in Johannesburg, South Africa." Global Studies of Childhood 11, no. 1 (March 2021): 7–20. http://dx.doi.org/10.1177/2043610621995820.
Full textAbstract:
Artbooks, which are a combined form of picture and story book created using mixed media, can be a simple yet powerful way of supporting children affected by war and displacement to tell their stories. They allow children to work through the creative arts, which protects them from being overwhelmed by difficult memories. They also allow, even very young children, to show us how they cope with past violence and present injustice by recalling and representing the small everyday overcomings of their lives – a garden they planted in DRC, a mother who walks them across a busy Johannesburg street, a curtain blowing in the door of their new home – just as it did in their old home. The books allow them to witness to the injustice of xenophobic violence by neighbours and the immoveable bureaucracy attached to accessing documents, through representing the small details of their lives in crayons and paint. Making artbooks also allows for some measure of meaning-making in the chaos of the everyday in a hostile city where their parents struggle to maintain a normal life for them. Books are also a powerful way for children to safely share their stories and advocate for changed attitudes, laws and policies in the increasingly migrant-hostile South African society. The article will tell the story of a book-making project run over a number of years at a community counselling centre that works with families on the move in Johannesburg South Africa. It will also describe how some of the children’s books have become a powerful advocacy tool through their inclusion in the digital library of the African Storybook project. The article will explore some of the practical details of the project and the theory around the power of the representation of the everyday which we are beginning to derive from the work.
3
Munongi, Lucia, and Jace Pillay. "The inclusion of children’s rights and responsibilities in the South African school curriculum." Improving Schools 21, no. 1 (October 4, 2017): 48–62. http://dx.doi.org/10.1177/1365480217732233.
Full textAbstract:
This study aimed to explore Grade 9 learners’ perceptions on the extent to which rights and responsibilities are taught in the school curriculum. The sample consisted of 577 learners from 13 public, independent and independent-subsidised schools, randomly sampled from four Johannesburg education districts. Data were collected through a quantitative questionnaire that was self-administered. Results showed that rights and responsibilities were being taught to a low or moderate extent in various learning areas. The findings suggest a gap in the teaching of children’s rights and responsibilities in the school curriculum. Based on the findings, we make several recommendations for the inclusion of children’s rights in the school curriculum in South African schools.
4
Shepard, Katherine F. "Sense (Scents) of South Africa." South African Journal of Physiotherapy 55, no. 1 (February 28, 1999): 3–5. http://dx.doi.org/10.4102/sajp.v55i1.551.
Full textAbstract:
This paper presents a brief description of some of the author’s perceptions of the land, of physiotherapy education and practice and of the struggle of the nation of South Africa acquired during a 4 week visit in late spring 1997. One week was spent in Cape Town participating in several venues at the International Congress of the South African Society of Physiotherapy. Three weeks were spent at the University of the Witswatersrand in Johannesburg presenting a course in qualitative research to health care colleagues representing the disciplines of physical therapy, occupational therapy, speech pathology and occupational health. During the time in Johannesburg several health care facilities were visited including Baragwanath Hospital, Natal Hospital and the Wits Rural Facility and Tinswalo Hospital at Acornhoek.
5
Engelbrecht, Petra. "Inclusive education: Developments and challenges in South Africa." PROSPECTS 49, no. 3-4 (August 24, 2020): 219–32. http://dx.doi.org/10.1007/s11125-020-09499-6.
Full text
6
Naidoo, Bhaigiavathie, and Juliet Perumal. "Female principals leading at disadvantaged schools in Johannesburg, South Africa." Educational Management Administration & Leadership 42, no. 6 (October 2, 2014): 808–24. http://dx.doi.org/10.1177/1741143214543202.
Full text
7
Donohue, Dana, and Juan Bornman. "The challenges of realising inclusive education in South Africa." South African Journal of Education 34, no. 2 (May 26, 2014): 1–14. http://dx.doi.org/10.15700/201412071114.
Full text
8
Gregory, James J., and Jayne M. Rogerson. "Housing in multiple occupation and studentification in Johannesburg." Bulletin of Geography. Socio-economic Series 46, no. 46 (December 20, 2019): 85–102. http://dx.doi.org/10.2478/bog-2019-0036.
Full textAbstract:
AbstractResearch concerning studentification is growing in importance. The supply of private student accommodation forms part of the wider urban process of studentification which documents changes in the social, economic and cultural fabric of cities. Although scholarly interest concerning the supply of private student accommodation has enjoyed sustained interest in the global North, only limited work is available surrounding the supply and demand for private student accommodation in global South urban centres. In South Africa there has been growing recognition of the impact of the studentification that has accompanied the massification of tertiary education in the post-apartheid period. Using interviews with key stakeholders, suppliers of student accommodation, as well as focus groups with students, this paper explores the supply of houses in multiple occupation and students’ perspectives on such properties in Johannesburg, South Africa. One distinctive influence upon the studentification process in South Africa is the impact of the national government funding system which was restructured in order to support the tertiary education of students from previously disadvantaged communities.
9
Hooijer, Elizabeth Lynne, Dr Martyn Van der Merwe, and Dr Jean Fourie. "Symbolic Representations as Teachers Reflect on Inclusive Education in South Africa." African Journal of Teacher Education 10, no. 1 (May 4, 2021): 127–52. http://dx.doi.org/10.21083/ajote.v10i1.6549.
Full textAbstract:
The inclusive education movement generated many changes in the education system worldwide, resulting in teachers needing to change their practice and beliefs and implement inclusive teaching strategies to accommodate a more diverse learner population. Numerous professional development courses were conducted in South Africa, however the expected change in attitude and practice proved difficult to achieve for many. Even after attending such courses, teachers found it challenging to establish inclusive learning environments, believing they did not have the necessary skills and resources to teach learners with divergent learning needs. This study explored the pivotal role of teachers and their personal perspectives of themselves as inclusive practitioners in South Africa after attending a professional development course on inclusive education strategies. A qualitative, interpretative research design was utilised whereby visual symbols alongside written reflections were analysed to identify changes in teachers’ knowledge, beliefs and practice. Findings revealed that teachers’ knowledge had increased, their attitudes towards learners with diverse needs was more positive, they felt more confident in their own abilities and more equipped for the task. Critical reflection emerged as an essential skill for teachers to be able to question their beliefs and rethink their practice but that this skill needed to be actively taught and encouraged in order to change prevailing perceptions of diversity and improve teaching practice.
10
Kemp, Arina, Iliana Skrebneva, and Deirdré Krüger. "Supporting Deaf Learners in Inclusive Education Settings in South Africa." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 11, no. 1 (2011): 21–32. http://dx.doi.org/10.18848/1447-9532/cgp/v11i01/38961.
Full text
11
Oswald, Marietjie, and Erika Rabie. "Rethinking gifted education in South Africa." Gifted Education International 33, no. 3 (May 16, 2016): 273–85. http://dx.doi.org/10.1177/0261429416642285.
Full textAbstract:
In this article, we report the findings of a qualitative, collective case study exploring the academic experiences of six grade 11 gifted students in two schools in diverse socio-economic communities in rural Western South Africa. Gifted students represent an important component of a nation’s intellectual capital. They possess the qualities needed to find innovative solutions for many scientific and social challenges. Despite inclusive education policy initiatives aimed at ensuring quality education for all, the extant research indicates that gifted students from all socio-economic levels and cultures are neglected in South African classrooms. In this study, the voices of the students themselves were analysed. Whilst they are on the receiving end of education policy and teaching initiatives, their contributions are seldom sought. Our data collection methods included multiple measures and six in-depth individual semi-structured interviews as well as a focus group interview with all the subjects. The informal findings showed that academically gifted students from both affluent and disadvantaged backgrounds face similar challenges. They often feel neglected and academically under-stimulated. Recommendations were made to address their needs more appropriately.
12
Kibuuka, Paul. "Transformation and development towards a fully inclusive society and economy in the City of Johannesburg, South Africa." Public and Municipal Finance 6, no. 1 (April 5, 2017): 63–74. http://dx.doi.org/10.21511/pmf.06(1).2017.07.
Full textAbstract:
This paper analyzes the state of economic growth and development in the City of Johannesburg (COJ) South Africa as by the year 2016 and presents a case for transformation and development of the City towards a fully inclusive economy and society. The research reveals that faster and sustainable economic growth in addition to proactive pro-equity policies are a sine qua non for inclusive growth and participation in the City, where the triple challenges of poverty, inequality and unemployment persist more than 20 years into the democratic dispensation. During the last 17 years the City economy has grown at almost the same pace as the national South African economy with a trend reflective of major world economic events. Going forward, the South African economy is projected to grow at less 2% annually in the next 3 years. In terms of the City, the prognosis is that the City will either continue to trace the national economic growth rate or decline from 2% in 2016 to 1% in 2018. In order to achieve the objectives and goals of the Johannesburg 2040 Growth and Development Strategy in the long term and the City Integrated Development Plan in the medium term, the City leadership and administration will need to begin by not only addressing factors that inhibit economic efficiency including crime and corruption, but also the provision of a critical pipeline of skills required by industry in order to attract local and international investment. The increase in investment is expected to broaden the revenue base and to strengthen the financial capacity of the City to roll out services to the previously disadvantaged communities so as to bring them into the mainstream of economic empowerment and social transformation.
13
Garnett, Jennica, Felix Made, Nonhlanhla Tlotleng, Kerry Wilson, and Nisha Naicker. "Work Related Musculoskeletal Pain in Golf Caddies—Johannesburg, South Africa." International Journal of Environmental Research and Public Health 17, no. 10 (May 21, 2020): 3617. http://dx.doi.org/10.3390/ijerph17103617.
Full textAbstract:
Golf is an important and growing industry in South Africa that currently fosters the creation of an informal job sector of which little is known about the health and safety risks. The purpose of the study is to investigate the prevalence and significance of musculoskeletal pain in male caddies compared to other golf course employees while holding contributing factors such as socioeconomic status, age, and education constant. Cross-sectional data were collected and analyzed from a convenience sample of 249 caddies and 74 non-caddies from six golf courses in Johannesburg, South Africa. Structural interviews were conducted to collect data on general demographics and musculoskeletal pain for two to three days at each golf course. On average, caddies were eight years older, had an income of 2880 rand less a month, and worked 4 h less a shift compared to non-caddies employed at the golf courses. Caddies were approximately 10% more likely to experience lower back and shoulder pain than non-caddies. Logistic regression models show a significantly increased adjusted odds ratio for musculoskeletal pain in caddies for neck (3.29, p = 0.015), back (2.39, p = 0.045), arm (2.95, p = 0.027), and leg (2.83, p = 0.019) compared to other golf course workers. The study findings indicate that caddying, as a growing informal occupation is at higher risk for musculoskeletal pain in caddies. Future policy should consider the safety of such a vulnerable population without limiting their ability to generate an income.
14
Gladun, E. "BRICS DEVELOPMENT THROUGH SOCIALLY RESPONSIVE ECONOMY." BRICS Law Journal 5, no. 3 (October 13, 2018): 152–59. http://dx.doi.org/10.21684/2412-2343-2018-5-3-152-159.
Full textAbstract:
The 10th BRICS Academic Forum, consisting of scholars, think tanks and non-governmental organizations from Brazil, Russia, India, China and South Africa, took place in Johannesburg, South Africa on 28–31 May 2018. The event was hosted jointly by the BRICS Think Tank Council (BTTC) and the South African BRICS Think Tank (SABTT) with the support of the South African government and the National Institute for the Humanities and Social Sciences (NIHSS) as the SABTT custodian and coordinator. Under South Africa’s direction as chair of BRICS, participation at the Academic Forum was extended to other African countries as part of the Africa Outreach Initiative: Angola, Burundi, Ethiopia, Gabon, Namibia, Uganda, Togo, Rwanda and Senegal accepted invitations. Participants commended the efforts made by China during its turn as chair of BRICS to promote BRICS cooperation and suggested working together to strengthen the three-wheel-driven areas of economy, peace and security, and people-to-people exchanges. For the final four days of May, Johannesburg became a vibrant intellectual capital offering for the Academic Forum participants much debate and discussion, plenary sessions and side events all united under the theme “Envisioning Inclusive Development Through a Socially Responsive Economy.” The 2018 Academic Forum focused on the topics most important for the BRICS group ranging from peace and security, energy, gender relations and health to regional integration. The Forum was a complete success with broad consensus and submitted a list of recommendations for the consideration of the leaders of BRICS.
15
Ivala, Eunice. "Implementing Inclusive Education: A Case of KwaZulu-Natal’s Department of Education, South Africa." International Journal of Interdisciplinary Educational Studies 11, no. 4 (2016): 57–68. http://dx.doi.org/10.18848/2327-011x/cgp/v11i04/57-68.
Full text
16
DENIS, PHILIPPE. "The Beginnings of Anglican Theological Education in South Africa, 1848–1963." Journal of Ecclesiastical History 63, no. 3 (June 20, 2012): 516–33. http://dx.doi.org/10.1017/s0022046910002988.
Full textAbstract:
Various attempts at establishing Anglican theological education were made after the arrival in 1848 of Robert Gray, the first bishop of Cape Town, but it was not until 1876 that the first theological school opened in Bloemfontein. As late as 1883 half of the Anglican priests in South Africa had never attended a theological college. The system of theological education which developed afterwards became increasingly segregated. It also became more centralised, in a different manner for each race. A central theological college for white ordinands was established in Grahamstown in 1898 while seven diocesan theological colleges were opened for blacks during the same period. These were reduced to two in the 1930s, St Peter's College in Johannesburg and St Bede's in Umtata. The former became one of the constituent colleges of the Federal Theological Seminary in Alice, Eastern Cape, in 1963.
17
Engelbrecht, Petra. "Changing Roles for Educational Psychologists within Inclusive Education in South Africa." School Psychology International 25, no. 1 (February 2004): 20–29. http://dx.doi.org/10.1177/0143034304041501.
Full text
18
Weston, Alia. "Fees Must Fall: Student Revolt, Decolonisation, and Governance in South Africa, Susan Booysen (ed.) (2016)." Art, Design & Communication in Higher Education 20, no. 1 (April 1, 2021): 115–17. http://dx.doi.org/10.1386/adch_00033_5.
Full text
19
Rogerson, Christian M. "Urban tourism, aerotropolis and local economic development planning: Ekurhuleni and O.R. Tambo International Airport, South Africa." Miscellanea Geographica 22, no. 3 (September 30, 2018): 123–29. http://dx.doi.org/10.2478/mgrsd-2018-0019.
Full textAbstract:
Abstract One vibrant topic within the emerging scholarship around geographies of tourism development and planning concerns that of tourism and local economic development planning. Across many countries tourism is a core base for planning of place-based local economic development programmes. In post-apartheid South Africa the country’s leading cities have promoted tourism as part of economic development programming. This article examines planning for South Africa’s aerotropolis around the O.R. Tambo International Airport in Ekurhuleni, which is adjacent to Johannesburg. Under circumstances of economic distress and the need for new sources of local job creation Ekurhuleni is undertaking planning for tourism development through leveraging and alignment to aerotropolis planning. The nexus of aerotropolis and urban tourism planning is analysed. Arguably, the strengthening of tourism in Ekurhuleni offers the potential for contributing towards inclusive development goals.
20
Mitchell, Claudia, Naydene De Lange, and Nguyen-Thi Xuan Thuy. "“Let’s not leave this problem”: exploring inclusive education in rural South Africa." PROSPECTS 38, no. 1 (March 2008): 99–112. http://dx.doi.org/10.1007/s11125-008-9057-y.
Full text
21
Murungi, LN. "Inclusive basic education in South Africa: issues in its conceptualisation and implementation." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 18, no. 1 (May 15, 2015): 3159. http://dx.doi.org/10.4314/pelj.v18i1.07.
Full text
22
Lomofsky, Lilian, and Sandy Lazarus. "South Africa: First steps in the development of an inclusive education system." Cambridge Journal of Education 31, no. 3 (November 2001): 303–17. http://dx.doi.org/10.1080/03057640120086585.
Full text
23
Engelbrecht, Petra, Marietjie Oswald, and Chris Forlin. "Promoting the implementation of inclusive education in primary schools in South Africa." British Journal of Special Education 33, no. 3 (August 24, 2006): 121–29. http://dx.doi.org/10.1111/j.1467-8578.2006.00427.x.
Full text
24
Mawonde, Albert, and Muchaiteyi Togo. "Implementation of SDGs at the University of South Africa." International Journal of Sustainability in Higher Education 20, no. 5 (July 1, 2019): 932–50. http://dx.doi.org/10.1108/ijshe-04-2019-0156.
Full textAbstract:
Purpose The purpose of this paper is to demonstrate how universities can play a pivotal role in implementing sustainable development goals (SDGs). It recognises the advantage that universities have in responding to social challenges through their functions and operations, mainly through research and innovation and academic prowess. Not much guidance is available on how they can contribute to SDG implementation. The research is a case study of the University of South Africa, a distance education institution. It showcases how its science campus in Johannesburg has incorporated SDGs in its operations. Design/methodology/approach Data were collected through interviews with campus operations managers and sustainability office managers, a survey with environmental science honours students was conducted and observations of the Unisa Florida campus environment were undertaken to establish practices that contribute towards SDG implementation. Document analysis assisted in complementing the data collection process. Data were analysed by aligning practices with SDG indicators. Findings The research revealed a number of practices that align with SDGs in teaching, research, community engagement and campus operations management. Unisa is however challenged by financial limitations and as an open distance education and learning (ODeL) institution, it struggles to involve students in these projects. The paper concludes that while the most obvious contribution of universities to SDGs is towards quality education (SDG 4), higher education, including distance education institutions, can play an active role in implementing other SDGs as well. Research limitations/implications This research was limited to one institution, Unisa, owing to time limitations. While this might seem like the research was too selective, it was intentional, as the aim was to research a distance education institution. The research targeted staff involved in campus operations at Unisa’s Florida Campus, which is located in Johannesburg. Interviews were limited to students pursuing BSc Honours in Environmental Management. This was a methodological decision to contain the research, but making sure that the targeted respondents were the most informed. Individual case studies are often critiqued for being insufficiently representative to allow generalisations to other contexts (Jupp, 2006). This applies to this research in terms of “populations and universes” (Yin, 2003, p. 10), but generalisations to “theoretical propositions” (ibid) are possible. Originality/value There are few studies in Africa which researched implementation of SDGs in universities, let alone in ODeL institutions. The research revealed the challenge of involving students in sustainability practices in distance education institutions and serves as a testimony that such institutions can still have successful projects on and off campus. It suggests involving students in applied research based on the current sustainability projects on and off campus.
25
Milne, Annari, and Mike Mhlolo. "Lessons for South Africa from Singapore’s gifted education – A comparative study." South African Journal of Education 41, no. 1 (February 28, 2021): 1–8. http://dx.doi.org/10.15700/saje.v41n1a1839.
Full textAbstract:
Since 1999 South African learners have participated in various international studies but sadly the learners have continued to perform dismally, which brings to question the quality of their education. Meanwhile, Singaporean students have been among the top achievers in all these competitions. Many comparative studies have been done between different nations and Singapore, but in few, if any, of these studies the focus has been on comparisons regarding gifted education. Singaporean policies and practices on gifted education generally prioritise a commitment to engaging learners from all ability levels with appropriately challenging curricula and instruction. In this article we report on a comparative study between the Singaporean and South African education systems. Three frames, (a) political context (b) curriculum structure and (c) loose coupling shaped the analysis. Results show that both countries had similar challenges at the point of independence from colonial rule and yet, they responded differently to those challenges. Singapore implemented inclusive education driven by excellence while South Africa’s inclusive education is driven by equity without excellence. South Africa has a one-size-fits-all curriculum, whereas Singapore has alternatives that create multiple pathways for learners to reach their full potential. Although gifted education is being proposed in current South African pronouncements, there is no evidence of coherence in terms of its implementation. Meanwhile, Singapore has a coherent system that ensures their policies move from theory into practice. All these are lessons that South Africa can learn.
26
Maingard, Jacqueline. "EDUCATION FOR A THIRD CINEMA IN SOUTH AFRICA. REFLECTIONS ON A COMMUNITY VIDEO EDUCATION PROJECT IN ALEXANDRA, JOHANNESBURG." South African Theatre Journal 5, no. 1 (January 1991): 35–45. http://dx.doi.org/10.1080/10137548.1991.9688027.
Full text
27
Beyers, Christa, and Johnnie Hay. "Can inclusive education in South(ern) Africa survive the HIV and AIDS pandemic?" International Journal of Inclusive Education 11, no. 4 (July 2007): 387–99. http://dx.doi.org/10.1080/13603110701391360.
Full text
28
Uwah, Chijioke. "Creating a Culturally Inclusive Intervention Mechanism for HIV/AIDS Education in South Africa." Journal of Human Ecology 46, no. 2 (May 2014): 103–11. http://dx.doi.org/10.1080/09709274.2014.11906711.
Full text
29
Engelbrecht, Petra. "The implementation of inclusive education in South Africa after ten years of democracy." European Journal of Psychology of Education 21, no. 3 (September 2006): 253–64. http://dx.doi.org/10.1007/bf03173414.
Full text
30
Tilbury, Daniella. "The World Summit, Sustainable Development and Environmental Education." Australian Journal of Environmental Education 19 (2003): 109–13. http://dx.doi.org/10.1017/s0814062600001518.
Full textAbstract:
Despite the bad press surrounding the UN World Summit on Sustainable Development (WSSD), the outcomes of the event confirm that WSSD served to reinvigorate global commitments and actions to sustainable development.The Summit, which took place from 26 August - 4 September 2002 in Johannesburg, South Africa, aimed to review progress made towards Sustainable Development over the past 10 years and to work towards commitments to action (UN General Assembly Resolution 55/199). It saw the largest ever gathering of world leaders and over 21,000 participants from 191 government, intergovernmental and non-government organisations, the private sector, academia and the scientific community (IISD, 2002). The mere presence of these stakeholders, willing to engage in the negotiation process, demonstrates that sustainable development is very much alive and relevant.President Thabo Mbeki opened by characterising the growing gap between North and South as “global apartheid” and highlighting the crises of poverty and ecological degradation. It was clear then that the outcomes of the Summit had to go beyond the Rio 1992 commitments which focused on environmental actions. He called for a practicable and meaningful Johannesburg Plan of Implementation to fulfil the framework of Agenda 21 within the Summit theme of “People, Planet and Prosperity”.
31
Henning, Elizabeth. "Views of childhood and knowledge of children." South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 4. http://dx.doi.org/10.4102/sajce.v4i2.200.
Full textAbstract:
<p>In a country where there is a consistent loud outcry about school achievement of youth<br />in the final school examination in Grade 12, attention has recently shifted to children in<br />the primary school. The very founding of this journal was motivated by a deep concern<br />about research in childhood education and children’s lives. Questions were being asked<br />about what happens in the first years of schooling, about the suitability of the national<br />curriculum for such a diverse population, about specialised research in the field of<br />learning in the early years, and about teaching with care and with insight, knowing<br />who the children of this nation are.<br />The journal took an early stand when, at its launch in 2010, the editor noted that the<br />notion of a national foundation phase curriculum assumes the existence of a ‘national’<br />Grade 1 learner. In South Africa there are children who come to school, well prepared<br />for the demands of school – and there are others who come with only their survival<br />records in homes of extreme poverty, of absent parents and of families broken by the<br />effects of the history of the nation and the effects of disease. Much as we would like<br />to see a standard of performance expected from the ‘national’ young learner, we need<br />to see the layers of diversity too. Can such a stratified population, socially fractured<br />in many ways, truly enact a differentiated curriculum for children who have so much<br />and for children who have so little at the same time and at the same pace? Can our<br />foundation phase classes be truly inclusive?<br />It remains a vexing question. Much research is needed to even try to give a robust<br />response. In recent years, in the research of the Centre for Education Practice Research<br />at my home institution, we have encountered more than 3000 children between five<br />and seven years old in an extensive interview test of mathematical cognition. In the<br />process we found children who had never encountered a print drawing and children<br />who did not know that a page can be turned. However, the very same children had<br />a perfectly normal idea of approximate number and size. We regard this as evidence<br />that they have the core knowledge of number that has to be developed by systematic<br />instruction and caring apprenticeship in classrooms. But for that they would need<br />teachers who know them as well as they know the latest curriculum and its suggested<br />tools of teaching.<br />This is but one example of how important teacher education is and how important<br />it is that we should investigate both learners and teachers, but also teacher education<br />and teacher educators. Teachers and their educators at universities have their own<br />view of children, of learning and of childhood. Much as we may all agree that the<br />core activity of schools is for the young to learn the three Rs and the subject areas of<br />the curriculum, there are researchers who are opposed to a developmental view of<br />learning. The journal’s stance is that, in the Vygotskian tradition (Kozulin, 1990), the<br />young learn and are initiated – and thus develop – in the work of school (and society).<br />SAJCE– December 2014<br />ii<br />In the SAJCE we welcome different views on child learning and celebrate South<br />Africa’s researchers who argue that “pedagogical ‘know-how’ and views of child and<br />childhood constitute the subject knowledge that is foundational in the foundation<br />phase curriculum” – as Murris and Verbeek do in this issue. Add to that knowledge<br />of how children the world over have core knowledge systems, as argued by cognitive<br />developmental psychologists and neuroscientists, and we have a composite picture<br />of what the object of teacher education is – to know 1) the learner and 2) the subject<br />content, but also 3) the self as teacher.<br />This ‘didactical triangle’, was already proposed as view of teaching in the 17th century<br />in Comenius’s major work, Didactica Magna (Comenius, 1632/1967). In the 20th century,<br />for some reason, the English- speaking world used the term ‘didactic’ to denote<br />teacher-centred learning, while Comenius proposed what can arguably nowadays be<br />termed pedagogical content knowledge (PCK). Jari Lavonen, the chair of the teacher<br />education department at the University of Helsinki, recently noted that PCK is the<br />transformation of subject content knowledge by infusing it with knowledge of the<br />learner and of the self as teacher. In Finland they refer to PCK simply as Didactics, while<br />taking full cognisance of Shulman’s model (Shulman 1986).<br />But, views on teaching become more complicated when teachers are faced<br />with children who enter Grade 1, but who are not ready to embrace the way of life<br />at school. Bruwer and her co-authors report in this issue on teachers’ views on the<br />predicament they face when children need to cross the liminality boundary – when<br />they are still ‘betwixt and between’ life as an informal learner and life in school, where<br />they have to be inducted into life as a formal learner in a national curriculum. In the<br />same vein, Condy and Blease argue that a “one-size-fits-all curriculum cannot address<br />the issues that rural multigrade teachers and learners face”. Seldom do educational<br />researchers contemplate this very real issue. I was in the same class in Grade 1 as my<br />brother, who was then in Grade 8, in a little farm school. I recall vividly how we young<br />ones spent much time making clay oxen while they were doing indecipherable maths<br />on the writing board.<br />When more than one language is used, or required to be used, in a single classroom<br />communication set-up, a teacher is faced with yet another dimension. Ankiah-Gangadeen<br />and Samuel write about a narrative inquiry that was conducted in Mauritius, noting<br />that the “narrative inquiry methodology offered rich possibilities to foray into these<br />[teachers’] experiences, including the manifestations of negotiating their classroom<br />pedagogy in relation to their own personal historical biographies of language teaching<br />and learning”.<br />Added to the multilayered types of knowledge around which a teacher needs to<br />negotiate her way in a foundation phase classroom, are knowledge and understanding<br />of children’s transition from one grade to the next. Nieuwenhuizen and co-authors<br />found that the move from Grade 2 to Grade 3 is notably more difficult for children than<br />earlier grade transitions. I wish to add that it is also a grade transition that requires<br />much more of the learning child in volume and in pace of learning; the transition<br />Editorial<br />requires a ‘mature’ young learner who has worked through the curriculum of the<br />earlier grades effectively.<br />Kanjee and Moloi not only present information about ANA results, but show how<br />teachers utilise these in their teaching. To that, the editorial team adds: what is the<br />national testing ritual really doing for teachers? Are there many unforeseen and even<br />unintended effects? Many teachers may say that it alerts them to gaps in their own<br />knowledge and pedagogy and, especially, we would think, the way in which they<br />assess children’s learning effectively. While Kanjee and Moloi invoke local national<br />tests, Fritz and her co-authors from Germany, Switzerland and South Africa show<br />how a mathematics competence and diagnostic test for school beginners found<br />its way from Europe to South Africa. They point to the challenges of translating an<br />interview-based test and of validating it in a local context in four languages. With the<br />promise that the test will be normed in this country, the foundation phase education<br />as well as the educational psychology community may stand to benefit from such a<br />test, which is theoretically grounded in children’s conceptual development.<br />The matter of teaching with formative assessment as pedagogical tool comes to<br />mind whenever one discusses assessment. In an article by Long and Dunne, one reads<br />about their investigation into teaching of mathematics with a very specific angle – how<br />to “map and manage the omissions implicit in the current unfolding of the Curriculum<br />and Assessment Policy Statement (CAPS) for mathematics”. In a very dense and fast<br />paced curriculum it is not possible to fill all the gaps. Who knows what the effect may<br />be for future learning of children who move through a curriculum quite rapidly?<br />Staying in the early grade classroom, Sibanda explores the readability of two<br />textbooks for natural science learning for Grade 4 learners. She touches on one of<br />the sensitive nerves of South African school education, namely the English language.<br />In her analysis of two textbooks, using a range of methods of text analysis, she<br />comes to the conclusion that the books are simply too difficult to read. She argues<br />that the authors have not taken into account that both vocabulary and syntax have<br />to be taught systematically in order for Grade 4 children to be able to read texts in a<br />language they do not know well, for one, and in a discourse of science writing that is<br />new for them as well.<br />Ragpot narrates the story of how an instructional film, #Taximaths: how children<br />make their world mathematical, was conceptualised, scripted and produced with<br />senior undergraduate students at UJ. This artefact serves not only as higher education<br />material in teacher education, but is also used as material for teacher development.1<br />This issue of the journal is rounded off by an important contribution about the<br />ethics of research on children. Pillay explains how experts in ethics have advised him<br />in the work they do in the National Research Foundation South African Research<br />Chair he holds in ‘Education and Care in Childhood’ at the University of Johannesburg.<br />The reader is reminded that care of vulnerable children and the protection of their<br />rights should be high on the list of educational practice and its research.<br />iii<br />SAJCE– December 2014<br />The next issue of SAJCE is a special one. It is edited by Nadine Petersen and Sarah<br />Gravett and it celebrates a programme of research and development of the South<br />African Department of Higher Education and Training, with funding support from the<br />EU. The Strengthening Foundation Phase Teacher Education Programme started in<br />2011 and included most of the universities in the country. The issue promises to be a<br />milestone publication on teacher education for the primary school.<br />Editorial greetings<br />Elizabeth Henning</p>
32
Bradlow, Benjamin H. "Weapons of the Strong: Elite Resistance and the Neo-Apartheid City." City & Community 20, no. 3 (February 24, 2021): 191–211. http://dx.doi.org/10.1177/1535684121994522.
Full textAbstract:
Transitions to democracy promise equal political power. But political ruptures carry no guarantee that democracy can overcome the accumulated inequalities of history. In South Africa, the transition to democracy shifted power from a racial minority in ways that suggested an unusually high probability of material change. This article analyzes the limits of public power after democratic transitions. Why has the post-Apartheid local state in Johannesburg been unable to achieve a spatially inclusive distribution of public goods despite a political imperative for both spatial and fiscal redistribution? I rely on interviews and archival research, conducted in Johannesburg between 2015 and 2018. Because the color line created a sharp distinction between political and economic power, traditional white urban elites required non-majoritarian and hidden strategies that translated their structural power into effective power. The cumulative effect of these “weapons of the strong” has been to disable the capacity of the local state to countervail the power of wealthy residents’ associations and property developers. Through these strategies, elites repurposed institutional reforms for redistribution to instead reproduce the city’s inequalities.
33
Maher, Marguerite. "Information and advocacy: Forgotten components in the strategies for achieving inclusive education in South Africa?" Africa Education Review 6, no. 1 (June 2009): 19–36. http://dx.doi.org/10.1080/18146620902857251.
Full text
34
Mashiyi, Nomakhaya. "Towards Promoting a Responsive and Inclusive Tertiary Education System in South Africa through Multilingualism." International Journal of Educational Sciences 6, no. 1 (January 2014): 1–9. http://dx.doi.org/10.1080/09751122.2014.11890111.
Full text
35
Engelbrecht, Petra, Marietjie Oswald, Estelle Swart, Ansie Kitching, and Irma Eloff. "Parents’ Experiences of Their Rights in the Implementation of Inclusive Education in South Africa." School Psychology International 26, no. 4 (October 2005): 459–77. http://dx.doi.org/10.1177/0143034305059021.
Full text
36
Anthony, David. "Unwritten History: African Work in the YMCA of South Africa." History in Africa 32 (2005): 435–44. http://dx.doi.org/10.1353/hia.2005.0004.
Full textAbstract:
In mid-1995, walking out of the door of my house, I received a telephone call. On the other end of the line was a distinct, well-spoken, but clearly faraway male voice. The man introduced himself, saying:My name is Vusi Kaunda, calling from Johannesburg, South Africa. I recently read an article you wrote about the YMCA, referring to events that took place some 75 years ago. I have been working for the South African YMCA for 10 years and I never knew anything about all this. Where did you get your information?Conditions did not permit us to take this conversation to its logical conclusion. I was on the way to conduct a history class; we had clearly connected at an inconvenient time. But that verbal exchange has stayed on my mind ever since. It demonstrated the power of the written word to connect people separated by thousands of miles, yet discover that they have a common purpose. Ours is to tell the story of the African voice in a new inclusive historiography of South Africa's Young Men's Christian Association.My discovery of the YMCA of South Africa came as a result of researching the life of Max Yergan, an African-American YMCA Secretary who, representing the “jim crow” “Colored Work” Department of a segregated North American YMCA, entered the Union of South Africa after considerable opposition, on the second day of January 1922. This was Yergan's third overseas posting and second African assignment, the first being in Kenya, and then Tanganyika during the East Africa campaign of World War I. He had joined the YMCA as a Shaw University sophomore in Raleigh, North Carolina in 1911, rapidly rising in its ranks to become a national figure in their Black “Y” network. Yergan became the third “non-white” YMCA Traveling Secretary in South Africa and the first to attempt to do so on a full-time basis, succeeding J. K. Bokwe and D. D. T. Jabavu.
37
Moss, Viyusani, Hasan Dincer, and Umit Hacioglu. "The Nature of the Creditor-Debtor Relationship in South Africa." International Journal of Research in Business and Social Science (2147-4478) 2, no. 2 (January 3, 2013): 47–57. http://dx.doi.org/10.20525/ijrbs.v2i2.67.
Full textAbstract:
This article was a result of an investigation measuring the ‘Correlation between Borrower Education and Non-payment Behaviour in Low Income Homeowners in South Africa as the premise of the study and poor relationship between lenders and borrowers as the secondary proposition. The study was motivated by the high level of foreclosures for non-payment of mortgages in the Protea Glen area in Johannesburg, Gauteng, as reported by the Human Rights Commission Inquiry in 2008. In investigating this non- payment behaviour the researcher employed largely quantitative instruments supplemented by qualitative methods. The study revealed interesting empirical findings that largely invalidated the founding hypotheses, despite existing theoretical frameworks - underpinned by various scholars - that sought to corroborate the hypotheses. The findings have however supported the premise that households reporting poor relationships with lenders were susceptible to non-payment behaviour. The rest of the secondary hypotheses were rejected by the empirical findings, viz. that there was no correlation between the level of formal education and non-payment behaviour; the link between propensity to default and the age of homeowners were also invalidated. From these findings, it can be demonstrated that there is a critical need for mitigating measures to remedy the identified shortcomings in this sector.
38
Mahlo, Dikeledi. "Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa." SAGE Open 7, no. 1 (January 2017): 215824401769716. http://dx.doi.org/10.1177/2158244017697162.
Full textAbstract:
This qualitative study draws from Bronfenbrenner’s ecological theory, which emphasizes interaction between the systems of education. The study argues that if teachers are able to cater for diversity in their classes, the vision of inclusive education will be realized. Inclusive education requires all learners with the diverse needs to be able to access education and succeed in their schooling careers. Ten teachers who are teaching in the Foundation Phase were purposively selected to form part of the study; data were collected through interviews, observations, and document analysis. Teachers indicated that large classes, lack of parental support, training for teachers, and social problems of the learners were making the teaching of learners with diverse needs challenging. This article focussed on the factors that are considered by teachers in the study as barriers to catering of learners with diverse needs, concluding that if teachers are provided with support, more learners will be able to sail through the system of education.
39
Daniels, Berenice. "Developing inclusive policy and practice in diverse contexts: A South African experience." School Psychology International 31, no. 6 (December 2010): 631–43. http://dx.doi.org/10.1177/0143034310386536.
Full textAbstract:
Pre-1994, South Africa was a country riddled with inequality and discrimination stemming from the policy of ‘apartheid’. Since 1994, there have been considerable efforts made to enable the country to move toward becoming non-racial and democratic, with a culture of human rights and social justice. One of the primary tasks of the new democratically elected government was a reform of the education system. Specialized Education was initially neglected, but then in 1996 a National Commission was appointed to investigate Special Needs in Education and Education Support Services, of which the author was one of the co-ordinators. The timeline for the full implementation of the resulting White Paper 6 on Inclusive Education is 20 years. Inclusive Education in South Africa aims to meet the needs of all learners by addressing barriers to learning, welcoming diversity and fostering maximum participation by all in the culture of the school. This article, based on the author’s experience, will discuss the challenges for implementation of the policy in one of the South African districts which field-tested the recommendations in White Paper 6, a district with diverse contexts, the emerging promising practice, and the implications for specialized support professionals, in particular the role of school psychologists.
40
Du Toit, Nina (HG). "Designing a Model for Facilitating the Inclusion of Higher Education International Students with Disabilities in South Africa." Social Inclusion 6, no. 4 (December 6, 2018): 168–81. http://dx.doi.org/10.17645/si.v6i4.1666.
Full textAbstract:
Higher education in South Africa is regulated by several policies, and the obligation of increased access and participation of persons with disabilities into higher education is recognized in legislation (Department of Education, 1997; Department of Higher Education and Training, 2013). However, research indicates that the proportion of students with disabilities in higher education and in study programmes abroad is still very low worldwide (Fazekas, 2017; Organisation for Economic Co-operation and Development, 2011). Study opportunities for these students in higher education institutions abroad, including South Africa, should therefore be increased to provide equal access and experience in an inclusive higher education environment. This study explores possible reasons for the low engagement of South African students with disabilities in international mobility programmes and the function of key role-players in supporting international students with disabilities studying in South Africa (incoming students) and South African students with disabilities studying abroad (outgoing students). This study also explores the ways by which the exchange process could be facilitated more effectively within the context of an inclusive higher education environment. Data on the support services offered to these students was obtained by means of questionnaires sent to the International Relations Offices and Disability Rights Units at higher education institutions in South Africa. The study culminated in the design of a model which specifies the roles of the various role-players in supporting international students with disabilities during their pre-departure, study and return phases.
41
Gregory, James J., and Jayne M. ROGERSON Rogerson. "Studentification and commodification of student lifestyle in Braamfontein, Johannesburg." Urbani izziv Supplement, no. 30 (February 17, 2019): 178–93. http://dx.doi.org/10.5379/urbani-izziv-en-2019-30-supplement-012.
Full textAbstract:
The process of studentification has emerged as a new form of neighbourhood change in the global North over the past 16 years and often situated within broader debates on gentrification. The growth of private student housing across cities globally has been linked to the increased neoliberalisation and massification of higher education and the lack of universities to keep up with the supply of student housing. Limited scholarship, however, exists on studentification in the global South. Notwithstanding that, in South Africa there has been growing recognition of the impact of studentification on urban environments. Despite some recognition in smaller cities, studentification has been neglected in large urban contexts. Using interviews with key informants and focus groups with students, this paper explores the impact of studentification in the urban neighbourhood of Braamfontein in Johannesburg. Over the past decade and a half there has been evidence of the concentration of student geographies and the commodification of student lifestyle in Braamfontein, Johannesburg.
42
Ntombela, Sithabile. "The progress of inclusive education in South Africa: Teachers’ experiences in a selected district, KwaZulu-Natal." Improving Schools 14, no. 1 (March 2011): 5–14. http://dx.doi.org/10.1177/1365480210390082.
Full text
43
Adigun, Olufemi Timothy. "Inclusive education among pre-service teachers from Nigeria and South Africa: A comparative cross-sectional study." Cogent Education 8, no. 1 (January 1, 2021): 1930491. http://dx.doi.org/10.1080/2331186x.2021.1930491.
Full text
44
Chidester, David. "Unity in Diversity: Religion Education and Public Pedagogy in South Africa." Numen 55, no. 2-3 (2008): 272–99. http://dx.doi.org/10.1163/156852708x283078.
Full textAbstract:
AbstractOn 12 September 2003, Minister of Education, Kader Asmal, presented to Parliament South Africa's new national policy on religion and education. Breaking with the confessional religious instruction of the past, the policy established a new educational agenda for teaching and learning about religion, religions, and religious diversity in South African schools. Although this policy was the focus of many years of educational debate and religious controversy, it was also part of broader post-apartheid efforts in nation building. The policy was based on an inclusive definition of citizenship; it enacted the state's commitment to constitutional values, respect for cultural diversity, and transformational promise of moving a divided society towards national unity. In this broader context, I want to link South Africa's national policy for religion and education with post-apartheid initiatives in cultural heritage. As public pedagogy, state-driven and market-driven heritage projects have created an expanding classroom for "celebrating diversity and building national unity." Heritage projects have been criticized for manufacturing uniformity and privileging the extraordinary. In working out a curriculum for religion education in schools, these criticisms also need to be addressed. This article proposes that fruitful exchanges in theory and pedagogical practice can emerge at the intersection of religion education, heritage studies, and the history of religions.
45
Engelbrecht, Petra, Mirna Nel, Suegnet Smit, and Marichelle van Deventer. "The idealism of education policies and the realities in schools: the implementation of inclusive education in South Africa." International Journal of Inclusive Education 20, no. 5 (October 16, 2015): 520–35. http://dx.doi.org/10.1080/13603116.2015.1095250.
Full text
46
Pamacheche, Rukudzo, Richard Chinomona, and Tinashe Chuchu. "Management's Commitment, Education and Ethics on Organisational Entrepreneurship: The Case of South African Non-Profit Organisations." Journal of Economics and Behavioral Studies 8, no. 4(J) (September 5, 2016): 133–43. http://dx.doi.org/10.22610/jebs.v8i4(j).1369.
Full textAbstract:
The objectives of the study were to explore the management characteristics that are related to organisational entrepreneurship in not-for-profit organisations (NPOs) in Gauteng, South Africa as well as the relationship between organisational entrepreneurship and the organisational performance. The methodology involved a quantitative approach of collecting and analysing research data. A field study was conducted in Johannesburg, South Africa whereby research data were collected from 257 NPO managers from voluntary organizations. Using the SPSS 22 and the AMOS 22 software program, Structural Equation Modeling (SEM) was performed to analyze the research data. The study noted implications for NPO management teams, including the renovation of business model structures to incorporate continuous learning and constructive risk-taking in order to take advantage of the performance benefits derived from organisational entrepreneurship. The study also recommends further research into potential citizenship bodies for NPO management teams to foster commitment to their occupation in the non-profit sector. The research makes a significant contribution by providing a framework in which management's commitment to NPOs can be measured and analysed.
47
Mkhize, Sipho W. "Reflections of academic nurse leaders on transformational leadership styles utilised in nursing education institutions, South Africa." Journal of Nursing Education and Practice 9, no. 10 (July 28, 2019): 92. http://dx.doi.org/10.5430/jnep.v9n10p92.
Full textAbstract:
Objective: The aim of this article is to reflect on the experiences of the nursing education leaders with transformational leadership styles, with the objective of describing such styles used by academic nurse leaders.Methods: The qualitative research adopted an explorative, descriptive and contextual design. The participants (N = 8) were purposively selected, based on their availability and number of years’ experience as nursing education leaders, through an open invitation. Data was collected by means of in-depth individual interviews using a broad, central question, thereby allowing the participants to interpret the question and answer voluntarily. All tape-recorded interviews and field notes were transcribed verbatim and analysed using open coding of Tesch to identify themes and sub-themes.Results: The results reflected transformation was viewed differently by participants, and as challenging and inclusive. Participants reported that transformation was challenging due to the number of demands from policy makers for the implementation of unified curriculum reforms, which were student-centred, restructuring and rationalisation of fragmented nursing education institutions (NEIS) to one college (leadership and governance) and campuses (teaching and learning) per province in South Africa. Participants also reflected there were inadequate human and material resources supporting the implementation of policy directives. Participants revealed the transformation was inclusive, and the new policy framework for unified and seamless national education system should be adopted and implemented across all levels. The noticeable shared leadership was perceived as inclusive transformation. Participants verbalised that transformation made strides to ensure that integration of all categories of staff. Participants voiced strong views that team functioning, with a common goal to achieve transformation, was the vehicle for the success of nursing education institutions.Conclusions: The research revealed that transformational leadership was experienced differently by academic nurse leaders. These different views created awareness to review existing strategies in the implementation of transformation. Academic nurse leaders should explore alternative approaches to ensure transformation is fully embraced and hurdles are addressed collectively. The monitoring and evaluation of the transformation process is a recipe for a successful transformational leadership style.
48
Monyooe, Lebusa A. "Inclusive education and training systems: Illusion or reality? The story of Nothemba." education policy analysis archives 13 (January 7, 2005): 3. http://dx.doi.org/10.14507/epaa.v13n3.2005.
Full textAbstract:
This article explores the challenges facing the South African National Department of Education in its commitment to provide equal educational opportunities for all. The Story of Nothemba is central to the theme of this paper. It describes the story of a South African girl born in eQebe, whose physical disability and systematic disregard for her constitutional rights dashed her life time dream and passion to become a lawyer in a democratic South Africa. The paper argues for a critical interrogation of the following dynamics that have the potential to complicate both the implementation and optimization of the Inclusive Education Policy: (i) Understanding the social stereotypes about disability, (ii) Teacher empowerment, (iii) Systemic imbalance between support and expectations, (iv) Adopting relevant curriculum policy and assessment strategies and practices, and (v) Utilizing the research logic to inform policy implementation. The paper further calls for a robust interrogation at conceptual level about disability' to inform the current policies on education and training, teacher training and development, curriculum and assessment strategies.
49
Runhare, Tawanda, and Saloshna Vandeyar. "Perceptions of Policy Duty Bearers on the Inclusive Education Policy for Pregnant Teenagers in South Africa." Journal of Social Sciences 31, no. 1 (April 2012): 51–62. http://dx.doi.org/10.1080/09718923.2012.11893014.
Full text
50
Mc Creanor, X., Y. Coopoo, and G. Gabriels. "Attitudes towards nutritional supplement use amongst adult gymnasium users in Johannesburg North." South African Journal of Sports Medicine 29, no. 1 (October 24, 2017): 1–5. http://dx.doi.org/10.17159/2078-516x/2017/v29i1a4258.
Full textAbstract:
Background: Nutritional supplements refer to a product ingested to increase the nutritional content of a normal diet, to fill a dietary need and/or presumed deficiency. The usage and popularity of nutritional supplements, however, raises concerns from a health benefit and risk perspective. In South Africa, there is currently no adequate regulatory framework of enforcement for nutritional supplement products and undeclared constituents by the statutory body, the Medicines Control Council (MCC). Education awareness programmes by organisations that should take consumer protection and the general public health and wellness as a right, needs to be improved. Objectives: To investigate the attitudes toward nutritional supplements by adult gym users from commercial gymnasiums in the Johannesburg North region of South Africa. Methods: A cross-sectional quantitative design, using a selfadministered questionnaire was applied to 364 recruited study participants who attended commercial gymnasiums in Johannesburg North. Results: One hundred and fifty users (41%) claimed that they ‘always’ read the information about the nutritional values, benefits, and side effects of the supplements on the labels prior to use. Three hundred and three users (83%) indicated that the number of users of nutritional supplements in gymnasiums is on the increase. Two hundred and seventy-three (75%) of main information sources for nutritional supplements may be found on the internet, while 292 (80%) indicated the need for gymnasiums to provide educational programmes pertaining to nutritional supplement consumption. Conclusion: Gymnasium users are aware of the increase in nutritional supplement use in commercial gymnasiums. Many of the users were unaware of the potential mislabelling and health concerns regarding these supplements. Therefore there is a need for improved nutritional supplement education programmes and diligence at multiple levels.