Academic literature on the topic 'Educational counseling – South Africa – Gauteng'
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Journal articles on the topic "Educational counseling – South Africa – Gauteng"
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Madiba, Sphiwe, and Mathildah Mokgatle. "Parents Support Implementation of HIV Testing and Counseling at School: Cross-Sectional Study with Parents of Adolescent Attending High School in Gauteng and North West Provinces, South Africa." AIDS Research and Treatment 2016 (2016): 1–9. http://dx.doi.org/10.1155/2016/4842814.
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Background. A formative assessment of the implementation of HIV testing and counseling (HTC) at school showed high acceptability and willingness to test among learners. However, the success of the proposed HTC depends on the support and acceptability of key stakeholders, including the parents. The aim of the study was to assess the opinions and acceptability of the implementation of HTC at school among parents of adolescents in high school.Methods. This was a cross-sectional household survey conducted with parents of adolescents attending high schools in educational districts in North West and Gauteng provinces, South Africa.Results. A total of 804 parents participated, and 548 (68.3%) were biological mothers, 85 (10.6%) were fathers, and the remaining were other relatives including grandmothers. Almost all (n=742, 92.9%) parents were in support of implementation and provision of HTC at school, 701 (87.7%) would allow their children to be tested at school, 365 (46%) felt that parental consent was not needed to test at school, and 39.4% preferred to receive the HIV test results with their children.Conclusion. Parents accept the roll-out of an HTC program at school and have a role to play in supporting children who test positive for HIV.
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Pretorius, K., and A. Van Niekerk. "Childhood psychosocial development and fatal injuries in Gauteng, South Africa." Child: Care, Health and Development 41, no. 1 (April 15, 2014): 35–44. http://dx.doi.org/10.1111/cch.12140.
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M.E, Letsoalo. "Disaggregated Analysis of Performances of Grade 12 Learners in Gauteng Province, Republic of South Africa." Journal of Education and Vocational Research 8, no. 2 (September 28, 2017): 34–44. http://dx.doi.org/10.22610/jevr.v8i2.1860.
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This paper presents the researchers’ interpretive analysis of data from the main study that was aimed at proposing the method that will plausibly be used to analyse the Grade 12 results and to compare performances of learners between provinces of South Africa. This cross-sectional, quantitative, and ex-post-facto designed study used secondary and clustered data, as supplied by Department of Basic Education through Umalusi council, to compare the likelihood of passing Grade 12 between male and female learners in the Gauteng Province, even after adjusting for school quintile. Thus, this work attempted to model the relation between school resources inputs and school outcomes called educational achievements or academic performances. The dataset contained a total of 98894 (45.44% male and 54.56% female) learners who set for Grade 12 examinations in 2008 academic. The crude estimates indicated that female learners than male learners were significantly 1.035 more likely to pass Grade 12 (OR = 1.035, p = 0.016, 95% CI: 1.006 - 1.065). Also, the school quintile adjusted model indicated that female learners than their male counterparts were significantly 1.040 more likely to pass Grade 12 (OR = 1.040, p = 0.010, 95% CI: 1.009 - 1.072). The significant effect of school quintile favoured female learners (p < 0.001). These results, from disaggregated analysis, indicated that there was sufficient evidence that female than male learners had better chances of passing Grade 12 in Gauteng Province. Therefore, authorities may consider the issue of learner-gender when allocating resources to different school In Gauteng Province.
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Reygan, Finn, and Neil Henderson. "All Bad? Experiences of Aging Among LGBT Elders in South Africa." International Journal of Aging and Human Development 88, no. 4 (March 21, 2019): 405–21. http://dx.doi.org/10.1177/0091415019836929.
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There is an almost complete dearth of research on the lives of lesbian, gay, bisexual, and transgender (LGBT) elders in South Africa. This study was a qualitative exploration through focus group discussions of the lived experiences of 22 LGBT people over 50 years of age in the Western Cape and Gauteng provinces of South Africa. Given high levels of poverty and inequality in South Africa, findings from a thematic analysis of participants’ narratives foregrounded surprisingly strong themes of inclusion and belonging despite the structural challenges faced by many in South Africa. While narratives of marginalization and exclusion were present, these were juxtaposed with reports of belonging and inclusion in families, communities, through friendship networks, and in health care. Findings indicate that, while experiences of homophobia and transphobia are real among LGBT elders in South Africa, participants experience agency, support, and relatively high reported levels of social belonging as they age.
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Thivhilaheli, Richard Netshirovha, Mammikele Tsatsimpe, Thabo Muller, Fhulufhelo Vincent Ramukhithi, Masindi Lotus Mphaphathi, Gogamatsamang Makgothi, and Ronald Sylvester Thomas. "Artificial Insemination Training Program for Smallholder Pig Farms in Gauteng Province, South Africa." Journal of Agricultural Science 12, no. 12 (November 15, 2020): 89. http://dx.doi.org/10.5539/jas.v12n12p89.
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The aim of this study was to facilitate artificial insemination training to enhance sustainable pig production within the developing smallholder pig production sector in Gauteng Province, South Africa. Eighteen smallholder pig farmers with requisite structures (pig house, pens), pigs (large white, landrace duroc or South African indigenous) and management (feeding, cleaning and record keeping) capacity were trained on routine pig management and artificial insemination procedures in a “learning by doing” on-farm supervised programme administered by Agricultural Research Council, Animal Production pig training team. Following estrus detection, 96 sows were artificially inseminated and 31 naturally served (NS). Farrowing rates (FR), total born (TB) and born alive (BA) piglets were recorded. The occurrence ccurrence of mummified fetuses (0.019 vs. 0.022%) and weak piglets (0.038 vs. 0.049%) did not differ between artificially inseminated sows and naturally mated sows. Born alive, birth weight and weaning weight were higher for artificial inseminated sows. The average litter size was 15± and 13±, birth weight 1.98±0.79 kg and 1.48±0.58 kg and weaning weight 9.89±0.87 kg and 7.23±0.71 kg for the AI and NS litters, respectively. Farmer demographic factors (age, gender and educational level) had no effect on farrowing rate, total born and piglets born alive. Therefore, implementation of artificial insemination techniques and pig production training was feasible under a smallholder pig production system.
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Masango, Michack Mandla, Linda Van Ryneveld, and Marien Alet Graham. "Electronic Textbooks in Gauteng Public Schools." International Journal of Information and Communication Technology Education 15, no. 4 (October 2019): 41–57. http://dx.doi.org/10.4018/ijicte.2019100104.
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The Gauteng Department of Education (GDE), a basic education department, is responsible for the management and administration of public educational institutions in the largest province in South Africa. The provision of learning and teaching support materials (LTSMs), including textbooks, is one of its core strategic obligations. GDE has introduced an information and communication technology (ICT) project through which schools are provided with LTSM in electronic format (e-LTSM). The first phase entailed the provision of smart-boards, laptops and tablets to grade 12 teachers and learners. This article addresses the research question on the envisaged advantages and disadvantages of electronic textbooks. A mixed method approach was utilised where 356 schools were selected to be given questionnaires and 35 schools would be interviewed. The theoretical framework applied was the technology acceptance model (TAM), with the focus on the perceived usefulness variable. The data analysis shows that the majority of schools regard the use of electronic textbooks as useful.
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Shongwe, Nothando Altrecia, Charles Byaruhanga, Pierre Dorny, Veronique Dermauw, and Daniel Nenene Qekwana. "Knowledge, practices and seroprevalence of Taenia species in smallholder farms in Gauteng, South Africa." PLOS ONE 15, no. 12 (December 18, 2020): e0244055. http://dx.doi.org/10.1371/journal.pone.0244055.
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Porcine cysticercosis and associated human infections are endemic in Sub-Saharan Africa, Latin America, and Asia. Poor agricultural practices, sanitary practices, and lack of knowledge increase the burden of the diseases in susceptible populations. This study investigates the seroprevalence of Taenia spp. in township pigs in Gauteng, South Africa and describes knowledge and farming practices of pig farmers regarding T. solium infections. Blood samples were collected from 126 pigs in three Gauteng township areas, and analyzed for active Taenia spp. infection using the B158/B60 Ag-ELISA. Farmer questionnaire surveys were conducted in four township areas to investigate the level of knowledge and practices associated with porcine cysticercosis and neurocysticercosis. Logistic regression models were used to assess the relationship between predictor variables and the outcome variable, knowledge of porcine cysticercosis or knowledge of neurocysticercosis. Overall, 7% of the pigs were seropositive for active Taenia spp. infection. 46% of farmers practiced a free-ranging system, while 25% practiced a semi-intensive system. Latrines were absent on all farms; however, 95% of farmers indicated that they have access to latrines at home. Most farmers had no knowledge of porcine cysticercosis (55%) or neurocysticercosis (79%), and this was not associated with any of the factors investigated. The prevalence of active Taenia spp. infection was reasonably low in this study, yet the knowledge level was also low, thus calling for further educational and training programmes to prevent Taenia spp. transmission in these communities.
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Matla, Shabe Jonas, and Mgadla Ike Xaba. "Teachers’ job satisfaction at well-performing, historically disadvantaged schools." International Journal of Educational Management 34, no. 4 (December 2, 2019): 725–36. http://dx.doi.org/10.1108/ijem-08-2019-0303.
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Purpose The purpose of this paper is to investigate the levels of the job satisfaction of teachers at historically disadvantaged secondary schools and to determine the correlation effects among job satisfaction dimensions as they relate to these teachers. Design/methodology/approach A quantitative survey design using Spector’s Job Satisfaction Survey was used, with 1,035 teachers from 30 secondary schools in the Sedibeng and Johannesburg South districts of the Gauteng Department of Education in the Gauteng Province of South Africa. Overall, 738 usable questionnaires were returned. Findings Teachers at well-performing, historically disadvantaged schools experience ambivalent job satisfaction levels. For this reason, they indicate satisfaction with supervision, co-workers and the nature of work; ambivalence with promotion, contingent rewards and communication; and no satisfaction with pay and operating conditions. Correlations between job satisfaction dimensions are significant. Their correlations indicate relationships that range between moderate and strong. While mostly indicating relationships of no practical effect, most of Herzberg’s hygiene factors are projected as strong moderating factors of job dissatisfaction as seen in relationships between dimensions reflecting hygiene factors and total job satisfaction. Originality/value This study pioneers the discourse on teacher job satisfaction at historically disadvantaged secondary schools, which still experience apartheid legacies: poor socio-economic conditions of their communities in South Africa. Strikingly, they consistently perform well in the National Senior Certificate – the basic education exit point. Lessons for educational management and policy practice can be learnt from these secondary schools, including lessons for underperforming schools’ leadership.
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N. Ngcobo, Raphael. "Credit provision by banks: a case study analysis of small businesses in South Africa." Banks and Bank Systems 12, no. 4 (November 30, 2017): 65–74. http://dx.doi.org/10.21511/bbs.12(4).2017.06.
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Small business sector is considered as an important economic driver by many countries. In South Africa, small business sector has been acknowledged as the driving force to boost the economic growth and an important source of job creation. This article aims at identifying factors that are a challenge in obtaining bank finance by small businesses in South Africa.Primary data for this study involved a survey questionnaire directed to owners of small businesses operating in Ekurhuleni Metropolitan area, Gauteng, South Africa. Factors that were deemed to influence bank loan decision were examined. The research findings revealed that factors such as age of business, business plans availability, educational background of business owner, experience of business owner and availability of a collateral have an influence on the bank loan decisions. This research also found that the accessibility of loan funding from banks was a constraint on business operations and growth. The findings of this study indicate that the mentioned factors are a challenge for small businesses in accessing bank loans to fund their operations.The findings of this study will be of great value to small business owners and policy makers in finding solutions to address the identified barriers.
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Čubajevaitė, Marta. "Transformative Adult Learning in New Social Movement – a Case Study from South Africa." International Journal of Area Studies 10, no. 2 (December 1, 2015): 139–71. http://dx.doi.org/10.1515/ijas-2015-0007.
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Abstract New social movements in South Africa could play a prominent role in mobilizing the communities to reflect critically and address the repercussions of the neo-liberal agenda which manifests itself in perpetual exclusion of under-educated adults and provision of poor quality education. Few studies especially from the perspective of the activists leave a potential research area of a very interesting phenomenon of how people learn while struggling for social justice. Therefore this article based on a single multi-site case study on a social movement cohering around literacy issues in Gauteng, South Africa, aims at answering, what forms of learning and education the social movement encompassed, how did the group conscientization occur and what are the individual transformations. Semi-structured interviews and a focus group discussion were held with 13 learnersactivists and 2 adult educators. By applying Mezirow’s individual transformation and Freirean group conscientization models the analysis of primary and secondary data, revealed that the engagement in the social movement challenged and changed learnersactivists’ understanding of educational status within their respective communities. This in turn led to transformative action addressing the problems identified. On the individual level, some learners-activists became more tolerant and willing to cooperate with those of different political ideologies, able to tap into community resources. Finally, the potential of social movements as adult learning environments are outlined.
Dissertations / Theses on the topic "Educational counseling – South Africa – Gauteng"
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Msila, Vuyisile. "The effectiveness of school management: conflict management skills as a missing link in selected schools in Gauteng." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018647.
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Growing research in educational leadership and management shows that there are many factors that have an impact on the running of effective schools. Many people are now aware of the importance of the school management‟s role in guiding successful schools. This quantitative study was conducted in Gauteng where 100 school managers responded to a questionnaire which probed them about their conflict management and competence skills. The participants responded to a 40 item Likert scale instrument. Each of the items had five alternatives to choose from. The results demonstrate that many teachers were never trained in conflict management skills and that they also find it hard to resolve disputes in their schools. Furthermore, a majority of the participants attributed the dysfunctionality and lack of teacher commitment to the pervading unresolved conflicts in their schools. There was also consensus that intractable conflict adversely affects the culture of learning and teaching in schools. Among the recommendations highlighted at the end are to ensure that prospective school managers are empowered with conflict management skills before assuming their positions.
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Naicker, Dhanasagaran. "School guidance and counselling in Natal : present realities and future possibilities." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003643.
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School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. However, owing to the apartheid policies of the South African government, all pupils did not have equal access to guidance services. In a post-apartheid South Africa it is anticipated that a unitary education system would emerge to provide equal access to education for all South African pupils and this implies that previous imbalances that existed would have to be addressed. In this study the present state of guidance and counselling services in Natal was investigated and policy options to redress past inequities and to make school guidance and counselling services a reality for all South African pupils, within the context of limited resources were explored.
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Manganyi, Justice Nyiko. "How do public high schools in Ekurhuleni South District (Gauteng) implement educational reform?" Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/691.
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Thesis (MPA.) --University of Limpopo, 2011The advent of democratic governance in South Africa necessitated changes in all sectors of the country; the education sector also required urgent reform. The policy framework for education reform was passed nationally and implementation strategies were cascaded to provinces and districts nation-wide. The outcome of national policies manifests itself at district levels where implementation takes place in schools. This study assesses the manner in which public high schools in Ekurhuleni South District of the Gauteng Department of Education, implement educational reforms. The research was conducted as a qualitative study to determine the role and experiences of key stakeholders in the implementation of educational reform in the district. The investigation focused on what I termed the „basic drivers of reform‟ in education, namely: school governance (SGBs); performance management (IQMS); Outcomes Based Education (OBE); and redeployment of teachers. Other aspects that influence change in education were not excluded from the discussions, but were treated as complements of these basic drivers. An in-depth literature review was conducted to assess the views of other researchers on the topic. The study found that there has been lot improvement in the education system, especially in public high schools, since 1994. However, there are serious challenges related to policy directives and implementation strategies, which need to be addressed in order to reap the full benefits of a reformed education system. Some of these challenges are the results of policies formulated out of excitement for the newly created democratic order after 1994 while others are associated with shortage of skills and resources. Underestimation and exaggeration of education-related challenges also seem to prevail in public discourse, hence the reality is sometimes distorted. The results of the fieldwork and literature review were used to formulate recommendations to improve implementation of the reform process. Building the confidence of teachers in the education system by involving them in all reform initiatives seems to be a realistic solution.
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McGregor, Dale. "A high school guidance programme aimed at the primary prevention of sexual abuse of children as part of a national strategy for the prevention of child sexual abuse in South Africa." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003435.
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The sexual abuse of children has become recognised as a major problem affecting children in most, if not all, countries of the world. The prevention of such abuse has, in the last decade, become an issue of international significance. In South Africa, prevention efforts are mainly informal ad hoc strategies initiated by individuals or organisations. As such they suffer from being short-lived and often isolated. Prevention efforts fall into the general categories of primary, secondary and tertiary prevention. Primary prevention focuses on preventing abuse from occurring at all. There are two main aspects to this type of prevention. The first aims at teaching children to protect themselves. The second aims at preventing the development of a disposition to abuse. This study set out to suggest and justify the adoption of a national strategy appropriate to the South African situation, including an overview of what can be done through the schooling system. This strategy will provide a framework and context for individual efforts, and hopefully stimulate new programmes. In addition, a detailed prevention programme for implementation in the secondary school, through the medium of the subject Guidance, was developed. This programme addressed itself mainly to that primary aspect of prevention concerned with preventing people from developing a disposition to abuse. The programme consists of lesson plans, teacher's notes and worksheet materials for pupils.
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Nonyukela, Nontathu Elizabeth. "The state of guidance in Mdantsane High Schools." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003656.
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Guidance was introduced into Black Schools in 1981. Its aim was to help students so that they could understand themselves and the world they live in. At present it appears that very little Guidance is taking place in the Mdantsane High Schools. This was supported by these research findings. In the research five High Schools were investigated to discover the state of Guidance in these High Schools. The writer made use of an interview schedule which was presented to the principals of the five High Schools. Questionnaires were given to twenty seven Guidance teachers from the same High Schools and to two hundred and fifty student respondents. In each High School fifty student respondents were chosen, that is, ten from each standard. The research findings suggested that Guidance is not receiving its rightful place in these five High Schools since it is not effectively taught. The findings were generalised to other High Schools. Reasons for the ineffective teaching of Guidance were given by both the principal and teacher respondents. Recommendations are made as to how this state of Guidance can be remedied and improved.
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Mamugudubi, Khathutshelo Stephen. "Learning and the use of smart phone devices : an experimental case study in a Gauteng secondary school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86559.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The purpose of this project was to investigate the prospects to advance and fast-track formal learning with the aid of smart phone technology, as learning should be reinforced through varied, pliable assets for engagement. The project’s introduction clarifies more on this. Chapter two focuses on literature review. Previous studies which are related to the topic were consulted to acquaint the researcher with thoughts and sentiments relating to the use of smart mobile devices in advancing learning. Chapter three covers comprehension centred learning. It pays special attention to the theories of Barret and Bloom which are used as the framework for the experiment reported on in the next chapters. Chapter four provides methodological background to the experiment. It describes the case study, curriculum correlation with smart phone functions, the organisation and analysis of the data, ethical issues in qualitative interviewing, and limitations of the empirical study. Chapter five focuses on the experiment that was carried out to investigate the usefulness of smartphones to support and enhance formal comprehension strategies. Sub-types from Barrett’s five learning types and Bloom’s cognitive dimensions of learning provide the interpretive framework. Chapter six discusses the findings of the experiment based on written and oral responses by participants after conclusion of the experiment, as well as teacher observations. Finally, Chapter seven presents the conclusion and implications.
AFRIKAANSE OPSOMMING: Die doel van hierdie projek was om die moontlikhede te ondersoek om formele leer aan te help en te bespoedig deur gebruikmaking van “smart phones.” Die aanname was dat dit ‘n groter verskeidenheid en buisaamheid van leerervarings behels. Die inleidende hoofstuk brei hierop uit. Hoofstuk 2 dek relevant literatuur oor studies met betrekking tot die gebruik van “smart” mobiele apparate Hoofstuk 3 handel oor begripsgesentreerde leer. Dit gee besondere aandag aan die teorieë van Barret en Bloom wat die raamwerk daarstel vir die ekspriment wat in die volgende hoofstukke beskryf word. Hoofstuk 4 bied die metodologiese agtergrond vir die eksperiment. Dit beskryf die gevallestudie, kurrikulum korrelasie met “smart phone” funksies, die organisasie en analise van die data, etiese aspekte van onderhoudvoering, en die beperkinge van die empiriese studie. Hoofstuk 5 fokus op die eksperiment wat uitgevoer is om die bruikbaarheid van “smartphones” te ondersoek met betrekking tot steun en bevordering van formele begripsgesentreerde leer. Sub-tipes van Barret se vyf leertipes, en Bloom se kognitiewe dimensies van leer bied die interpretatiewe raamwek. Hoofstuk 6 bespreek die resultate van die eksperiment na aanleiding van geskrewe en mondelinge terugvoer deur die deelnemers na afloop van die eksperiment, asook observasie deur die onderwyser. Hoofstuk 7 bespreek enkele implikasies en gevolgtrekkings van die studie.
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Thiel, Louise. "Personal growth through classroom English : (What pupils say they get out of English teaching)." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003579.
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Guidance and counselling aims to promote the personal growth of the adolescent. However, in the current South African context, it is possible that formalised Guidance instruction and the post of the school counsellor may disappear in many schools as a result of economic rationalisation. If this occurs, the fostering of personal growth will rest with all teachers and it will be vital to utilise all available opportunities. The study of English is one of the areas traditionally seen to promote personal growth, as several aims of English teaching relate to such growth. The purpose of this study is to investigate from the pupil's perspective whether these aims are being fulfilled within 'Model C' CEO schools in order to gauge the potential of English teaching to fulfil the personal growth role of Guidance teaching. Pupils were asked what influence English teaching had on their attitudes and ideas towards life, on themselves and on their development as people. From the data, common themes were established and documented. These themes showed that important aspects of personal growth are indeed fostered by the English teaching of literature, poetry, written work, oral work and visual literacy. This study therefore confirms that English teaching does foster personal growth and that the potential does exist for English teaching to subsume some of the roles of Guidance.
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Mukoma, Collins. "Exploration of the Training/Educational Background and The Roles of Regulatory Affairs Associates/Officers in selected South African Based Pharmaceutical Companies in Gauteng Province." University of the Western Cape, 2004. http://hdl.handle.net/11394/8235.
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>Magister Scientiae - MScRegulatory Affairs (RA), within the pharmaceutical business, could be a profession that covers completely different registration parameters of a pharmaceutical product. This is often a replacement profession that was developed to shield public health by providing the smart quality pharmaceutical product as well as safety and efficacy. The study aimed to explore the coaching and role of RA associates/officers in pharmaceutical corporations in Gauteng, South Africa. The study was a cross-sectional survey, which utilized google forms with both open and closed-ended questions. Using descriptive statistics, it was found that, majority of the participants (78.3%) (RA assistants, officers, and scientists) indicated that most of the responsibilities they carry out were through informal training (i.e. learning on the job). However, even though various pharmaceutical companies have different titles for this personnel, it was observed that most of them perform almost the same functions (i.e. Prepare submissions of license variations and renewals to strict deadlines, with 91.3% of the participants learning the skills on the job). Furthermore, it was recorded that most RA personnel have experience of between 1-5 years (56.6 %) and that most RA personnel acquired their job through an internship (43.5%) and external vacancy (43.5%). Moreover, it was also observed that most RA personnel (43.5%) have more than one qualification (Honours Degree and MSc Degree). Although specialized training is required for RA personnel, only 30.4% of the participants were trained to provide strategic advice to senior management throughout the development of a new product. About 13.0% of the participants were trained to plan and develop product trials and interpret trial data.
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Moosa, Moeniera. "A psycho-educational assessment of adolescents' perceptions on peer counseling." Thesis, 2014. http://hdl.handle.net/10210/10404.
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M.Ed. (Psychology of Education)Adolescence is a phase in human development that is synonymous with change, namely physical, emotional and cognitive changes. Peer groups start playing an important role in the lives of adolescents. Subsequently peer groups can be considered as a possible intervention strategy to assist adolescents through this period in their lives. A possible solution to the problems adolescents are experiencing could be to train their peers as counselors. Peer counselors are thus adolescents who have been trained by professionals with basic counseling skills. namely listening, summarizing and how to do referrals. Peer counseling systems exist in other countries, with much success. The researcher was interested to find out what the impact of peer counseling will be in II South African context, in a specific school. Thus the impact of peer counseling in a specific socioeconomic community was explored. This specific community can be viewed as a microcosm of the South African community at large.
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Makhitha, Tshilidzi Stanley. "Sexual activities at school : teenagers' experiences and social work support." Diss., 2013. http://hdl.handle.net/10500/10066.
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This research study focuses on the sexual encounters of teenagers. Teenagers do not always have private intimate places of their own and tend to use school grounds, toilets and classrooms to engage in sexual activities. Recently, various newspapers published articles about teen pregnancy and sex on school grounds. The alarming rate of sexual activities at schools among South African teenagers became a driving force for the researcher to investigate this phenomenon. The goal was to develop in-depth understanding of the experiences of teenagers being engaged in sexual activities at school and social work support required.
A qualitative approach was employed following explorative, descriptive and contextual research designs. The study was conducted in the Gauteng province. Semi-structured interviews were employed to collect data. Purposive sampling was utilised. Analysis of data was conducted according to Tesch (cited in Smit, 2002) and Guba's model (cited in Shenton, 2004) was employed for data verification.Social Work
M.A. (Social Science (Social Work))
Books on the topic "Educational counseling – South Africa – Gauteng"
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Maringe, Felix, ed. Systematic Reviews of Research in Basic Education in South Africa. African Sun Media, 2021. http://dx.doi.org/10.18820/9781991201157.
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Maringe ought to be commended for putting together an invaluable contribution to our understanding of research into a complex education system in South Africa. This volume provides a useful foundation to the current state of education quality in South Africa including the impact of interventions. It also brings to the fore challenges still facing education transformation. The evidence presented which, taken together, lays out a coherent view of how improvements could be made. Albert Chanee Head of Planning, Gauteng Department of Education For too long the weight of educational scholarship produced in South Africa has been limited to that simple and standard form called the literature review. Now, for the first time, education researchers are provided with an African-based text on the concepts and methods of conducting systematic reviews. In this exceptional work of editorship, Felix Maringe brings together some of the leading researchers on South African education to model and demonstrate how to review a significant body of research on a chosen topic which is adjudicated strictly on the basis of the quality and efficacy of the evidence in hand. I have no doubt that this remarkable book will become a standard reference for educational researchers in and beyond the African continent. It will also lift the quality of educational inquiry by equipping a new generation of scholars with the capacity for doing evidence-based research that compels the attention of policymakers, planners and practitioners alike. Prof Jonathan Jansen Stellenbosch University
Book chapters on the topic "Educational counseling – South Africa – Gauteng"
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Mbane, Philda Mandisa, and France Machaba. "Roles of School Management Teams in Curriculum Delivery and Assessment in Primary Schools." In Advances in Educational Marketing, Administration, and Leadership, 33–51. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch003.
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This chapter investigates the school management teams' views on managing curriculum delivery and assessment in primary schools at Germiston, Ekurhuleni South District in Gauteng Province, South Africa. The following research questions premise the study: What are SMTs' views on managing curriculum delivery and assessment strategies at primary schools? The study applies a qualitative research methodology, which is explorative and descriptive. Five primary school SMTs based on their managing teaching experiences in the Germiston area, at Ekurhuleni District are purposefully selected for interviews. The study's findings summarized as strategies that contribute to the effective management of curriculum assessment, the role of the school assessment teams in managing curriculum assessment, and teacher competencies and attitudes to the effective managing of curriculum assessment in classrooms.