Relevant bibliographies by topics / Cape Town. High school dropouts

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  2. Dissertations / Theses
  3. Books
  4. Conference papers

Academic literature on the topic 'Cape Town. High school dropouts'

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Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Cape Town. High school dropouts"

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Manona, Wendy. "An Empirical Assessment of Dropout Rate of Learners at Selected High Schools in King William’s Town, South Africa." Africa’s Public Service Delivery and Performance Review 3, no. 4 (December 1, 2015): 164. http://dx.doi.org/10.4102/apsdpr.v3i4.102.

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This study investigated and analysed factors responsible for high dropout rate of learners at selected high schools in King William’s Town District, Province of the Eastern Cape. The aim of the study is provide an understanding into inherent problems of early exit of learners in the education sector, which impede the long-term production of professionals with bright future. The main findings of this study revealed that multiple motives, associated with individual characteristics of dropouts and social problems emanating from their family background and influence of the community, prompted learners to dropout. Moreover, learner dropout is inter alia caused by social factors such as lack of resources, the effect of poverty, orphans at school, the distance between the school and the community, drug abuse, pregnancy and HIV and AIDS prevalence in schools, gangsterism and learning barriers. The results of this research suggest that the government should make resources available with regard to scholar transport, school nurses to provide education awareness programmes in relation to early pregnancies, HIV and AIDS infection to improve attendance rate. The Department of Social Development should provide information with regard to benefits available to orphaned learners. The government should ensure sustainable provision of the school nutrition programme to alleviate hunger and poverty. School management should effectively regulate the behaviour of learners to promote discipline in schools so that substance abuse is eliminated.
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Wegner, Lisa, Alan J. Flisher, Perpetual Chikobvu, Carl Lombard, and Gary King. "Leisure boredom and high school dropout in Cape Town, South Africa." Journal of Adolescence 31, no. 3 (June 2008): 421–31. http://dx.doi.org/10.1016/j.adolescence.2007.09.004.

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Townsend, Loraine, Alan J. Flisher, Perpetual Chikobvu, Carl Lombard, and Gary King. "The Relationship between Bullying Behaviours and High School Dropout in Cape Town, South Africa." South African Journal of Psychology 38, no. 1 (April 2008): 21–32. http://dx.doi.org/10.1177/008124630803800102.

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Flisher, Alan J., Loraine Townsend, Perpetual Chikobvu, Carl F. Lombard, and Gary King. "Substance Use and Psychosocial Predictors of High School Dropout in Cape Town, South Africa." Journal of Research on Adolescence 20, no. 1 (March 2010): 237–55. http://dx.doi.org/10.1111/j.1532-7795.2009.00634.x.

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Magidi, Mufaro, Rinie Schenk, and Charlene Erasmus. "HIGH SCHOOL LEARNERS’ EXPERIENCES OF GANGSTERISM IN HANOVER PARK." Southern African Journal of Social Work and Social Development 28, no. 1 (July 22, 2016): 69–84. http://dx.doi.org/10.25159/2415-5829/1351.

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The culture of gang violence has become deeply entrenched in South Africa. The present study explored the experiences of non-gang school-going adolescents regarding gangs and gangsterism in Hanover Park in the Western Cape. A qualitative exploratory approach was used. Data collection instruments were focus group discussions supported by qualitative semi-structured interviews involving 18 adolescents between the ages of 16 and 18 from two secondary schools in Hanover Park, Cape Town. The data were thematically analysed. The results have shown that the presence of gangs affects the learners’ school attendance, restricts their mobility, increases bullying at school and seriously disrupts family and community life.
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Kevina, Johnstona. "Internet visibility and cyberbullying: A survey of Cape Town high school students." South African Journal of Information and Communication, no. 15 (2015): 0. http://dx.doi.org/10.23962/10539/20333.

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Peltzer, Karl, Sharon Kleintjes, Brian Van Wyk, Elaine A. Thompson, and Teresa-Ann B. Mashego. "CORRELATES OF SUICIDE RISK AMONG SECONDARY SCHOOL STUDENTS IN CAPE TOWN." Social Behavior and Personality: an international journal 36, no. 4 (January 1, 2008): 493–502. http://dx.doi.org/10.2224/sbp.2008.36.4.493.

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The aim of this study was to assess correlates of suicide risk in a South African school-based population (N = 1,157) from three secondary schools in Cape Town. Results indicated that using the Suicide Risk Screen (SRS; Eggert, Herting, & Thompson, 1995) a high rate of learners screened in at possible suicide risk (31.6%). Anger control problems, low self-esteem, perceived stress and unmet school goals were identified as predictors for suicide risk, while gender, age, drug involvement (alcohol and drug use, drug control problems and adverse consequences from alcohol and drug abuse), parental alcohol and/or drug abuse problems, perceived school performance, serious conflicts and tension with parents and unmet family goals were not associated with suicide risk.
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Carney, Tara, Felicia A. Browne, Bronwyn Myers, Tracy L. Kline, Brittni Howard, and Wendee M. Wechsberg. "Adolescent female school dropouts who use drugs and engage in risky sex: effects of a brief pilot intervention in Cape Town, South Africa." AIDS Care 31, no. 1 (July 18, 2018): 77–84. http://dx.doi.org/10.1080/09540121.2018.1500008.

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Plüddemann, Andreas, Alan J. Flisher, Rebecca McKetin, Charles D. Parry, and Carl J. Lombard. "Methamphetamine Use and Sexual Risk Behavior among High School Students in Cape Town, South Africa." Journal of Child & Adolescent Substance Abuse 21, no. 2 (April 2012): 181–91. http://dx.doi.org/10.1080/1067828x.2012.662437.

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Smith, Megan, and Lindy Heinecken. "Factors influencing military recruitment in South Africa: the voices of Cape Town high school learners." African Security Review 23, no. 2 (April 3, 2014): 102–16. http://dx.doi.org/10.1080/10246029.2014.902388.

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Dissertations / Theses on the topic "Cape Town. High school dropouts"

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Johnston, Michael Antony. "Die Afname van Leerdergetalle by ʼn Hoërskool in ʼn Sub-ekonomiese Woonbuurt van Kaapstad." Thesis, University of the Western Cape, 2006. http://hdl.handle.net/11394/2366.

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Magister Educationis - MEd
This research report investigated the impact of the decrease in numbers of learners at a working class high school in Cape Town. The decrease is a consequence of the early school leaving and learner migration.
South Africa
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Begbie, Ceclin Kirsty. "Educational Decision making among Grade 9 learners in Cape Town." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29162.

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The need for higher skill levels in South Africa’s labour market warranted an investigation into why some learners from poor communities make the decision to leave high school at the end of Grade 9, whilst other learners continue to Grade 12 or tertiary education. This exploratory, longitudinal study investigated the Educational Decision Making (EDM) of 16 Grade 9, Coloured, male learners from poor neighbourhoods in Cape Town. This study identified the socio-economic factors that influenced participants’ EDM to consider leaving the school system at the end of Grade 9, or continue their education. The study applied Miles and Huberman’s (1994) approach to identify links between the socio-economic factors that influenced EDM, and to understand the learners’ educational context. These interactions were investigated using Bronfenbrenner’s Ecological Systems Framework, comprising 5 traversing and Huberman’s (1994) approach to identify links between the socio-economic factors that influenced EDM, and to understand the learners’ educational context. These interactions were investigated using Bronfenbrenner’s Ecological Systems Framework, comprising 5 traversing layers, namely, the micro-system, meso-system, exo-system, macro-system, and chronosystem (Watts, Cockcroft & Duncan, 2009). This qualitative study drew on semi-structured, one-on-one interviews with learners in their Grade 9 year in 2015, and makes use of followup telephonic interviews (2016) and enrolment records (2017) to verify the findings. All learners made the decision to continue to Grade 12 or tertiary education. Examples of negative influences on EDM included socio-economic challenges presented by South Africa’s transition to democracy (Chrono-system), which impacted on other systems, including inadequate school facilities (exo-system), a family history of school dropout (mesosystem), and financial instability (micro-system). Examples of positive influences on EDM included financial stability in the household (mesosystem), and the resilience and agency of learners (microsystem).
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Vergnani, Tania. "Factors affecting condom usage among Cape Town high school students." Doctoral thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/12514.

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The HIV/AIDS epidemic in South Africa is characterised mainly by heterosexual transmission and an extremely rapid spread among adolescents and young adults in their early twenties, indicating the need for an increased focus on preventive efforts aimed at this age group. Apart from the development of a cure or vaccine to prevent HIV transmission, preventive programmes clearly offer the best chance of halting the spread of HIV, and these need to be based on behavioural change to modify or prevent risk behaviours. The challenge is to develop suitable theory-based programmes that address and promote safer sex behaviour, taking into account the local social and cultural environment. This cross-sectional study focused on a key HIV preventive behaviour, namely condom usage, and used as its research target adolescents, a key risk group for HIV infection in South Africa. It aimed to investigate the key variables that influence condom usage among adolescents in the Cape Town metropolitan area. The study was based on an integrated theoretical model using constructs from 5 of the most common social cognitive behavioural theories, namely, the Health Belief Model, Bandura’s Social Cognitive Theory, the Theory of Reasoned Action, the Theory of Planned Behaviour and the Theory of Subjective Culture and Interpersonal Relations. In addition, variables from Basch’s construct availability model were included. The sample comprised a representative three-stage sample of grade 11 adolescents from 36 schools in the Cape Town Metropolitan area (n = 1931). Formative research, in the form of an elicitation study using to focus group interviews with a purposive sample of adolescents, was used to develop the theory-based self-completion questionnaire used in this study. Twelve constructs were included in the questionnaire as potential correlates of condom use, namely: intention, self-standards, self-efficacy, affect, attitude, beliefs, norms, condom availability, health concern, worry about AIDS, construct availability and condom availability. The dependent variable was condom use on the last coital episode.
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Du, Toit Sedik. "Parental Choice in South African High Schools: An urban Cape Town Case Study." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9351_1258028191.

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This study examines how families judge and choose high schools. The review of literature relating to school choice provides a theoretical framework for the study. The review includes an international perspective including both developed countries such as United States, Canada, Australia, New Zealand, Denmark, England and Wales, the Netherlands, Scotland and Sweden, and developing countries including India, Chile, Uganda, Kenya, Tanzania, Mauritania, Senegal, Cote d'Ivoire and South Africa. The context within which school choice occurs in South Africa is examined. This context includes continued influence of Apartheid policies and current legislation including the South African Schools Act, The Admission Policy for Ordinary Schools Act and the Norms and Standards for Schools Funding. The literature review includes a critical analysis of the research, both Local and International, which addresses questions as to which factors are considered when judging and choosing schools, who makes the choice school, when the choice of school is made and which sources of information inform the choice of school. The empirical study examines the process of high school choice in urban Cape Town. The group areas Act and other Apartheid policies have created a situation where the respondents have a large number of high schools from which to chose. The selected area reflects diversity in Socio-Economic status, including both privately owned homes and council rental flats and houses. The study is limited to English medium or dual medium schools in the area. It includes both co-ed and single gender schools.

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Benkenstein, Alex. "An evaluation of an after-school programme for high school learners in Cape Town, South Africa." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25209.

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Poor academic achievement in relation to developing country peers, together with a range of other issues such as violence in schools, high drop-out rates and high teenage pregnancy rates, contribute to the perception of a crisis in South African education. In this context, after-school programmes have been developed in order to supplement the education and support learners receive during school. There is a large and growing body of literature which supports the view that after-school programmes can deliver positive outcomes, particularly for low-income students. Such positive outcomes, however, are far more likely to be observed with high quality programmes. This study presents an outcome evaluation of the EduCentre programme, an after-school programme targeted at high school youth. The EduCentre is implemented by a nonprofit organization in Vrygrond, a low-income community situated 25km south of Cape Town's central business district near the suburb of Muizenburg. The research design is pre-experimental and is based on the Success Case Method (Brinkerhoff, 200). A survey of a selected cohort of programme participants were surveyed in order to assess perceptions around programme design and impact, as well as assessing social and emotional skills. Following the Success Case Method, interviews were subsequently conducted with selected 'success' and 'non-success' cases, supplemented by interviews with programme staff. The study concludes that, within the limits of the pre-experimental methodology, there is evidence for the beneficial impact of the programme. The study concludes with recommendations to support programme design and future monitoring and evaluation efforts.
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Smith, Elizabeth Marrie. "An investigation into the social experiences of dropouts following their reenrollment in secondary schools in Stutterheim district: implications for school leadership." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/222.

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Many secondary schools in the Eastern Cape and else where in South African are facing a drop out crisis but a proportion of these dropouts return to school to complete their education. The kind of social experiences that dropouts have as they reenrol and reintegrate in school remains an under-research aspect in the discourse on education access. The purpose of this study was to investigate the factors that prompted dropouts to reenrol in school and the social life experiences of these learners in school. It was also to explore school leaders‟ reactions towards these experiences, and the implications for school leadership of the dropouts‟ experiences. Using qualitative methodologies, involving a sample of 15 dropouts and two school leaders, the study found multiple motives, associated with individual characteristics of dropouts and the institutional characteristics of their family and the labour market, prompting reenrolment. Institutional characteristics at the school level were not featured. Regarding social life at school, it found that while some participants had positive social experiences, which reinforced their motivation to pursue their education, others experienced the school context as socially hostile. The nature of the social hostility is described, but school leaders seem insensitive to many of the social integration challenges that confront dropouts. Several implications for school leadership have been drawn out, including the view that while there are a variety of leverage points for addressing the social hostility problems, the social development of dropouts who experienced hostility stand to wither if supportive measures are not implemented to help them reintegrate. While the research provides new insights into the experiences of dropouts in school, it had the limitation of being a case study whose findings cannot be generalised.
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Dekeza-Tsomo, Ntombikazi Gloria. "Factors contributing to the dropout rate of learners at selected high schools in Kings William's Town." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/1593.

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Once learners reach high school, they seem to lose focus and become less interested in fulfilling their educational goals. This leads to learner dropout in schools. Yet, the government expects all children to attend school daily and receive the best education so that they can have a bright future. Education prepares the child for life, if the child drops out, he or she will struggle to succeed in life. There are real social reasons that make it difficult for some learners to succeed and lead to them dropping out of school. For example, many learners in South Africa are extremely poor and they dropout because their parents cannot provide for their families. Dropout learners from poor backgrounds also tend to be involved in crime. Young people are under a lot of pressure and consequently, they end up using drugs, smoking cigarettes and drinking alcohol instead of going to school. Teenage stress also contributes to learner dropout. The transition from childhood to adulthood brings challenges, thus making teenagers vulnerable to physical and emotional stress. Many learners do not get the support they need when they are experiencing stress. The high stress levels experienced by learners tend to result in high levels of absenteeism. Pregnancy seems to be another contributing factor to the dropout of learners from school. Thus, learner dropout is a significant problem within the South African context. Not only is learner dropout a problem, but it is linked to many other issues that negatively affect society. This study has examined factors influencing learners to dropout. It employed a qualitative research methodology, using interviews and questionnaires to elicit and investigate the causal factors of learner dropouts. The researcher made use of non-probability sampling because it can be regarded as the only sampling method that makes possible representative sampling design. Purposive sampling was used for the research, because it was convenient for the researcher in terms of time. By using purposive sampling the researcher was able to include participants according to the relevant criteria based on the emerging research questions. The principal, one educator and 18 learners in each of the two high schools were chosen as participants of the study. These participants were coming from two high schools, which are located in King William‟s Town District. Learners who participated in the iv study were chosen from grade 10, 11 and 12. There were six learners chosen per grade. The sampling method used to select learners from grade 10 to 12 and educators was purposive sampling. This type of sampling was used because the researcher wanted rich information from participants and individuals who can express themselves very well about the reasons of learners dropping out at school and also who met the sampling criterion of having had the experience of dropping out of school. The purpose of this study was to investigate factors contributing to the dropout rate of learners at selected high schools in King William‟s Town District. A purposive sampling technique was used to select the participants. The study population was confined to two public high schools in the King William‟s Town District. Using qualitative methodologies, involving a sample of 36 learners, two educators and two principals, the study found multiple motives, associated with individual characteristics of dropouts and social problems emanating from their family background and influence of the community, prompting the learners to dropout. It emerged from the empirical findings of this study that learner dropout is inter alia caused by social factors such as teenage pregnancy, drug abuse, HIV or AIDS infection, gangsterism and learning barriers. These factors are complex issues, which should be handled by skilled people. As learners spend a great deal of their time in the school environment, the educator has become an important role-player to assist learners to alleviate social problems. It is essential that learners with social problems should at an early stage get professional help. The educators who are, due to circumstances, are obliged to help these learners, are not necessarily equipped to give the required assistance. Suggestions and recommendations are espoused to alleviate the situation.
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Wegner, Lisa. "The relationship between leisure boredom and substance use amongst high school students in Cape Town." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/26579.

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The purpose of the study was to determine the relationship between leisure boredom and substance use in adolescents attending high school in Cape Town. The degree of leisure boredom experienced by adolescents was investigated, as well as the extent to which boredom is associated with alcohol use, cigarette smoking and cannabis use, gender, grade and race. A stratified sample of 39 high schools in and around Cape Town was selected, using the postal distribution areas as stratification criteria. Students were then randomly selected from two Grade 8 and two Grade 11 classes at these schools, producing a sample of 621 adolescents. Data were gathered using two instruments: the Leisure Boredom Scale which is a self-report scale consisting of 16 items, with demonstrated reliability and validity (Iso-Ahola and Weissinger, 1990); and a questionnaire which was used to obtain demographic data and substance use data (Flisher et al. 1993). These were self-report questionnaires, available in English, Xhosa and Afrikaans, and were completed by students during two consecutive school periods. Administrations took place during the second and third school quarters of 1997. The results of the study showed that leisure boredom was significantly associated with gender (p = 0.003), race (p = 0.000) and alcohol use (p = 0.031). Further analysis showed no significant association between leisure boredom and substance use when controlling for demographic variables. Female adolescents, younger adolescents and black adolescents experienced the highest degree of leisure boredom and may be at risk of using substances as an exciting way of alleviating boredom. Recommendations are that leisure education programmes should be incorporated into lifeskills programmes at high schools, as part of a "lifestyles approach" (Flisher et al. 1996) to dealing with substance use in adolescents. Leisure education programmes should enable adolescents to explore different leisure activities, structure their leisure time constructively, and to become aware of the value of leisure in personal development. Occupational therapists, as part of their role in health promotion, should form partnerships with teachers and parents in order to implement these programmes effectively. Finally, adequate leisure resources for adolescents should be developed, particularly within the more disadvantaged communities in Cape Town.
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Nonkonana, Thulisa Gloria. "Strategies used by the School Management Team in managing learners’ late coming in a Cape Town high school." Thesis, Cape Peninsula University of Technology, 2020. http://hdl.handle.net/20.500.11838/3039.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2020
This study explored the strategies used by the School Management Team (SMT) in managing the late coming of learners in a Cape Town school in relation to the Department of Education policy on late coming of learners. The need for this study has its origin in the current difficulties the school is experiencing in managing late coming of learners despite the existence of the Department of Education’s policy on late coming. The data was collected from 7 members of the School Management Team, 3 parents and 3 learners from the school, and was collected using semi-structured interviews. Results firstly confirmed some of the findings from the literature concerning the causes of learners’ late coming which include transport, gangsterism, parents leaving their homes very early for work and child headed homes. The SMT members, learners and parents had limited knowledge of the Education Department’s policy on late coming and, more particularly, the circular on late coming, and this was found to be the main barrier for the school in managing the late coming of learners. The SMT was inadequately capacitated in dealing with the challenges of late coming. Poor communication between the parents and the teachers was also evident in the study. Finally, the study made a number of recommendations regarding how the school could manage its challenges on late coming of learners.
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Fatoba, Abiodun Folakemi. "Evaluation of the impact of HIV/AIDS Life Orientation Prevention Programme in a Cape Town High School." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/4572.

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Magister Educationis - MEd
The rate at which the spread of human immunodeficiency virus/auto immunodeficiency syndrome (HIV/AIDS) is increasing in the world has brought with it the realization that the disease is more complex and extensive than imagined. The alarming increase in the rate of infection combined with the fact that researchers have not found a cure has considerable socioeconomic implications. The peculiarity of HIV/AIDS, has caused almost all countries of the world to introduce different types of intervention programmes for the youth in order to reduce or eradicate the disease. South Africa, being one of the countries in the world that has the highest number of people living with HIV/AIDS, has introduced a Life Orientation Programme (LOP) into the school curriculum as a preventive measure. HIV/AIDS prevention programmes as part of the LOP are designed to increase the knowledge and skills of youths in order to adopt and maintain good sexual behaviours that can virtually eliminate the risks of becoming infected with the HIV. This study evaluates the effectiveness, efficiency, relevance and impact of LOP on the sexual behaviours of the learners in a high school in Cape Town. The study was motivated by the fact that, despite the introduction of different intervention and prevention programmes in high schools, there seems to be no significant reduction in the spread of HIV/AIDS among the youths. In order to make this evaluation worth the while, four instruments, (questionnaires, semistructured interviews, a classroom observation schedule and a test), were used in the study with the consent of the participants and the school authorities. The participants (the teachers and learners) were contacted independently by an educator who was introduced to me by the principal, so that the researcher would not influence the information provided.
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Books on the topic "Cape Town. High school dropouts"

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Jacobs, J. Investigating high school curricula regarding land reform and associated environmental issues: Grade 9 as a Cape Town pilot study. Stellenbosch: Dept. of Sociology, University of Stellenbosch, 2000.

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Finnegan, William. Crossing the line: A year in the land of apartheid. New York: Harper & Row, 1986.

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Finnegan, William. Crossing the line: A year in the land of apartheid. New York: Harper & Row, 1986.

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Finnegan, William. Crossing the line: A year in the land of apartheid. Berkeley, Calif: University of California Press, 1994.

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Finnegan, William. Crossing the line: A year in the land of apartheid. New York: Persea Books, 2006.

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Finnegan, William. Crossing the Line: A Year in the Land of Apartheid. Persea, 2006.

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Crossing The Line: A Year In The Land Of Apartheid. Books on Tape, Inc., 1990.

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Finnegan, William. Crossing the Line: A Year in the Land of Apartheid. Harpercollins, 1987.

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Finnegan, William. Crossing the Line: A Year in the Land of Apartheid. Harpercollins, 1987.

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Finnegan, William. Crossing the Line: Apartheid. Books on Tape, 1986.

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Conference papers on the topic "Cape Town. High school dropouts"

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Hayden, Linda, Ambrose Jearld, Je'aime Powell, Kuchumbi Hayden, and Nina L. Jackson. "Hands-on GPS and remote sensing training for high school learners during IGARSS 2009 in Cape Town, South Africa." In IGARSS 2010 - 2010 IEEE International Geoscience and Remote Sensing Symposium. IEEE, 2010. http://dx.doi.org/10.1109/igarss.2010.5651320.

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