Academic literature on the topic 'School social work – South Africa'
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Journal articles on the topic "School social work – South Africa"
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Bush, Tony, and Derek Glover. "School leadership and management in South Africa." International Journal of Educational Management 30, no. 2 (March 14, 2016): 211–31. http://dx.doi.org/10.1108/ijem-07-2014-0101.
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Purpose – The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education. Design/methodology/approach – The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007. Findings – The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning. Research limitations/implications – The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects. Practical/implications – The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders. Social/implications – The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race. Originality/value – The paper’s value lies in the comprehensive and systematic review of research on school leadership.
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Masilo, Daniel Tuelo. "A Call for Social Work Intervention to Address the Phenomenon of Child Sexual Abuse against Learners in South African Schools: A Review of the Literature." Global Journal of Health Science 11, no. 12 (October 15, 2019): 152. http://dx.doi.org/10.5539/gjhs.v11n12p152.
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Child sexual abuse (CSA) is undoubtedly one of the social problems negatively affecting children in South Africa. Everyday reports in research and different media platforms such as radio, television, social media and newspapers suggest that sexual abuse of children and those attending school, has reached unprecedented proportions. Within the school setting, it is reported that school-based employees such as teachers, security personel and gardeners are alleged to be the perpetrators of this heinous crime against children. The purpose of this paper through the literature review methodology, is to highlight the phenomenon of CSA perpetrated against learners in the South African schools and indicate how the social work profession may intervene. To this end, this paper calls social workers to intervene by means of educating learners on child sexual abuse, establishing and strengthening the childcare and protection forums, engaging parents, guardians and lastly facilitating dialogues with the school-based employees. These interventions will go a long way in addressing the phenomenon of CSA, and most importantly, protecting the rights of children as the most vulnerable group in societies.
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Mukuna, Robert Kananga. "Exploring Enabler Actions Influencing Basotho Teachers’ Wellbeing to Cope with Schools’ Adversities at a Rural School." Journal of Educational and Social Research 11, no. 3 (May 10, 2021): 227. http://dx.doi.org/10.36941/jesr-2021-0065.
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Teachers at South African schools work under unfavourable conditions that manifest as burnout, fatigue, exhaustion and stress, violence, lack of infrastructures, lack of resources, poor working relationships, inflexible curriculum, etc. Despite these conditions, they still managed to do their jobs to uplift their community. Against this background, this study explored enabler actions that influence Basotho teachers to surmount schools’ adversities at a rural school district. It adopted a qualitative multiple case study as a research design and semi-structured interviews as data collection instrument. Four participants (n=4; females, aged 25-35 years) were selected through purposive and convenience sampling techniques. All participants worked at a South African rural school in Free State province, South Africa. They are Basotho speakers and have at least three years of teaching experience. The thematic findings revealed that Basotho teachers developed enabler actions to cope with schools’ adversities and adjust to social and cultural environments. These include the availability of supportive services, awareness of inadequate assets, awareness of teachers’ strengths, developing of teacher resilience, self-efficacy, problem-solving skills, managing self-emotions, and self-confidence. This study concluded that the identified enabler initiatives contributed and stabilized the Basotho teacher wellbeing effectively regardless of challenges at a rural school.
Received: 25 August 2020 / Accepted: 23 November 2020 / Published: 10 May 2021
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Anthony, David Henry. "Max Yergan Encounters South Africa: Theological Perspectives On Race." Journal of Religion in Africa 34, no. 3 (2004): 235–65. http://dx.doi.org/10.1163/1570066041725466.
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AbstractWhile scholarship on the missionary encounter with Southern Africa has grown ever more sophisticated over the last decade, with a few notable exceptions scholars have tended to ignore religious traditions other than those of the 'historic' European churches. This paper sheds light upon one such overlooked tradition, that of the African-American sojourner Max Yergan (1892-1975), who worked in South Africa between 1922 and 1936 under the auspices of the North American YMCA. While he is known generally as a public figure who subsequently exerted influence upon a surprisingly broad range of political actors and events in and beyond South Africa, little has been written about a body of texts that help to reveal the evolution of his social thought and practice in South Africa. For nearly fifteen years Yergan left behind a trail of writings (which hitherto have not been explored) in local and overseas publications, together with numerous rich caches of correspondence, and inspired reportage in YMCA, Student Christian Association (SCA), African training school and mission periodicals. Much of this work was religiously inspired, and theological or missiological in content. Representative examples of this oeuvre are here deployed to provide a sense of Yergan's worldview, its relationship to his South African mission and his later career outside of it.
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Haron, Muhammed. "Islam, Democracy, and Public Life in South Africa and in France." American Journal of Islam and Society 25, no. 1 (January 1, 2008): 151–54. http://dx.doi.org/10.35632/ajis.v25i1.1507.
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During 3-5 September 2007, scholars associated with University of Witwatersrand’sDepartment of Anthropology and key members of the Johannesburg-based Institute of French Studies in South Africa explored ways toengage South African and French scholars in forms of cooperation. Toaddress this event’s focus, “Muslim Cultures in South Africa and France,”the organizers brought along the School of Social Sciences and Humanities(University of the Witwatersrand, Johannesburg) and the Institut d’Etudesde l’Islam et des Societes du Monde Musulman (Ecole des Hautes enSciences Sociales [EHESS]) to partner with them.The theme, “Islam, Democracy, and Public Life in South Africa and inFrance,” identified three basic objectives: to re-imagine Islam as an objectof academic enquiry, explore the epistemological dimensions of the study ofIslam, and foster scientific networks. The organizers highlighted a key question:“How do Muslims employ their religion to explain and clarify theirposition and role in public life in South Africa and France?” and identifiedthree focus areas: The Status ofMinority Religions: The Case of Islam; ReligiousIdentity - Political Identity; and Trans-nationalism/regionalism.The “Southern Africa” panel, chaired by Aurelia Wa Kabwe-Segatti(French Institute of South Africa [IFAS]), consisted of Alan Thorold’s (Universityof Melbourne) “Malawi and the Revival of Sufism,” SamadiaSadouni’s (Wits Institute for Social and Economic Research [WISER])“Muslim Communities in South Africa,” Liazzat Bonate’s (Eduardo MondlaneUniversity) “Leadership of Islam in Mozambique,” and Eric Germain’s(EHESS) “Inter-ethnic Muslim Dialogue in South Africa.” Sadouni examinedsuch crucial concepts as religious minorities and extracted examplesfrom both countries. Thorold, who analyzed Sufism’s revival in Malawi,relied on the work of ErnestGellner. Some participants, however, argued thathis ideas have been surpassed by more informed theoretical scholarship.Bonate reflected upon the differences that played out within northernMozambique’s Muslim communities vis-à-vis the government. Germain,who explored early Cape Muslim social history, provocatively argued thatmuch could be learned from this community’s make-up and attitude. Asexpected, he was criticized for sketching a romantic picture.The “Media and Power” panel, chaired by Eric Worby, featured GabebaBaderoon’s (post-doctoral fellow, Penn StateUniversity’sAfricana ResearchCenter) “Islam and the Media in South Africa.” She traced how Islam ...
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Ball, Arnetha F. "The Value of Recounting Narratives." Narrative Inquiry 8, no. 1 (January 1, 1998): 151–80. http://dx.doi.org/10.1075/ni.8.1.07bal.
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This article examines the narratives of more than fifty students and teachers who live and work in inner-city areas of the U.S. and South Africa. The purpose of this investigation was to consider some striking similarities in the themes that emerged from the narratives of "most memorable learning experiences" shared by these inner-city learners and their implications for policy. In this article, attention is given not only to the value of these narratives to the individuals who have shared them, but also to the value of sharing these narratives with "Others" (i.e., policy makers, administrators, and curriculum developers) who are engaged in dialogues about the reform of education for inner-city populations here in the U.S. and in South Africa. The U.S. and South Africa are two countries with similarities that make them well-suited for this investigation. Structurally, the U.S. and South Africa are both seeking ways to more effectively educate large numbers of inner-city students who are culturally and linguistically different from the "mainstream" and from the students for whom the majority of instructional materials and school expectations are tailored. With an end to legal segregation in the U.S. and apartheid in South Africa, policy makers in both countries are making critical decisions concerning the reconstruction of education systems for students whom they know very little about. A disjunction exists between the lives of the students and the policy environment that seeks to design and control the educational experiences of inner-city youth. Through narratives, this article helps the reader to appreciate this disjunction and exposes a sharp contrast between the world in which the inner-city youth lives and the world implied by the policies and practices that are proposed. I propose that narratives of memorable learning experiences collected from students and teachers who live and work in inner-city areas can provide insight concerning "what counts" as learning and what aspects of life and school experiences have most shaped their lives as learners. This article demonstrates two important functions of narrative: it demonstrates how students and teachers who live and work in inner-city areas make sense of their experiences through narrative, and how (by listening to the voices of inner-city students and teachers) others can gain a data base from which to craft expanded visions of the possibilities for the change and restructuring of schools. (Content analyses of oral and written narrative data)
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McKinney, Carolyn. "Orientations to English in post-apartheid schooling." English Today 29, no. 1 (February 27, 2013): 22–27. http://dx.doi.org/10.1017/s0266078412000491.
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As Voloshinov has famously argued, ‘the word is the most sensitive index of social changes, and what is more, of changes still in the process of growth’ (Voloshinov, 1986: 19). Scrutiny of young people's discourses on language together with their language practices offers us a window into a society in transition, such as present-day South Africa. This article examines the language ideologies and language practices of Black youth attending previously White, now desegregated, suburban schools in South African cities, important spaces for the production of an expanding Black middle class (Soudien, 2004). Due to their resourcing during apartheid (both financial and human) previously White schools are aligned with quality education and perceived as strategic sites for the acquisition and maintenance of a prestige variety of South African English. This article looks at how mainly African girls (15–16 years) position themselves in relation to English, drawing on data collected using ethnographic approaches in four desegregated schools in South African cities: three in Johannesburg, Gauteng and one in Cape Town, Western Cape. The discussion focuses on two significant themes: English and the [re]production of race; and the place of English in young people's linguistic repertoires. My aim is to show how African youth in desegregated schools orient themselves to English and what their language ideologies and language practices might tell us about macro social processes, including the (re)constitution of race in South Africa. Schooling, as Bourdieu points out, is one of the most important sites for social reproduction and is thus also one of the key sites, ‘which imposes the legitimate forms of discourse and the idea that discourse should be recognised if and only if it conforms to the legitimate norms’ (Bourdieu, 1977: 650). However, co-present with processes of reproduction are practices that work to subvert and unsettle dominant discourses. Suburban desegregated schools are thus productive sites for the re-making of cultural practices (including language) and identities.
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Heffernan, Anne. "Student/teachers from Turfloop: the propagation of Black Consciousness in South African schools, 1972–76." Africa 89, S1 (January 2019): S189—S209. http://dx.doi.org/10.1017/s0001972018000979.
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AbstractThe movement of school teachers to primary and secondary schools around South Africa and its Bantustans in the early and mid-1970s was an intentional part of the project of propagating Black Consciousness to school learners during this period. The movement of these educators played a key role in their ability to spread Black Consciousness philosophy, and in the political forms and methods they chose in teaching it. These were shaped by their own political conscientization and training in ethnically segregated colleges, but also in large part by the social realities of the areas to which they moved. Their efforts not only laid the foundation for Black Consciousness organization in communities across South Africa, they also influenced student and youth mechanisms for political action beyond the scope of Black Consciousness politics. This article explores three case studies of teachers who studied at the University of the North (Turfloop) and their trajectories after leaving university. All of these teachers moved to Turfloop as students, and then away from it thereafter. The article argues that this pattern of movement, which was a direct result of apartheid restrictions on where black South Africans could live, study and work, shaped the knowledge they transmitted in their classrooms, and thus influenced the political consciousness of a new generation.
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Coquery-Vidrovitch, Catherine. "Access to Higher Education in French Africa South of the Sahara." Social Sciences 10, no. 5 (May 17, 2021): 173. http://dx.doi.org/10.3390/socsci10050173.
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This article examines the evolution of the educational situation in French West Africa (FWA) and French Equatorial Africa (FEA) from the onset of colonization until independence. Our central theme is the tragic deprivation endured by the public school system, especially in FEA, which handed over primary education to Catholic missions and slowed down secondary education; in FWA, only one university was belatedly created in Senegal (1958). The education of girls remained non-existent. The article is based upon a large number of mostly unpublished doctoral works, a handful of published studies, and half a century of personal inquiries, conducted mainly in Gabon, Congo and Senegal. This paper establishes a connection between the lack of political skills based upon Western standards of the colonized peoples on the eve of independence to the training of their civil servants which was drastically limited to secondary school education and the major hurdles involved in obtaining French nationality except for the residents of the Four Communes of Senegal. At the time of independence, only a few thousand colonized people had reached the level of university that was being established in the early 1950s; even fewer received scholarships to study in France. This shortage of trained personnel in administration and education required massive recourse to French “coopérants”, whose presence would only gradually diminish from the 1970s.
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Myende, Phumlani Erasmus, and Selaelo Maifala. "Complexities of Leading Rural Schools in South Africa: Learning from Principals’ Voices." International Journal of Rural Management 16, no. 2 (June 14, 2020): 225–53. http://dx.doi.org/10.1177/0973005220930382.
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This article reports the findings of a qualitative study that examined what it means to be a principal in the context of rurality. We argue that principals in the 21st century encounter complex work situations that make it hard for them to manoeuvre. Furthermore, for principals in the context of rurality, such complexities pose multiple dilemmas, given that rurality exposes principals to multiple challenges. Using a case study within an interpretive paradigm, we interviewed and observed five principals from rural schools in the Limpopo province. The study found that principals’ leadership focuses dominantly on administrative tasks. It further identified social and institutional complexities that principals encounter and argues that these complexities compel to treat rural schools as systems. While we hail this view of schools, it emerged that some units of the system appear to be thwarting the progress of principals in leading rural schools. We conclude that, at times, principals’ leadership in the context of rurality can be defined as a leadership that shuns policies and issues of social justice for the purpose of finding what works in their contexts.
Dissertations / Theses on the topic "School social work – South Africa"
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Swart, Susarah. "Riglyne vir die effektiewe bestuur van skool maatskaplike werk in die Wes-Kaapprovinsie." Thesis, Stellenbosch : Stellenbosch University, 1997. http://hdl.handle.net/10019.1/55667.
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Thesis (MA)--Stellenbosch University, 1997.Een kopie mikrofiche.
ENGLISH ABSTRACT: School social work has been part of the services rendered to schools in the Western Cape province for the past 13 years. This service, however, was not equally available to all schools and learners. In addition to this, services are being rendered by four different systems in a diverse way. The aim of this study is to develop guidelines for the effective management of school social work services in the Western Cape province. The underlying goal to this study is to explore in which system school social work should be structured as part of an Education Support Service. A literature study and its practical application lead to the conclusion that school social work is a specialist field. The fact that school social work and education share common goals, serves to confirm the structuring of school social work within the education system. From a description of the existing state of school social work in the Western Cape province, it becomes evident that the diverse nature of the service is the result of the differences in its management. The unification of the different school social work systems therefore seems to be a priority in the creation of a service which can be accountable in every way. On the grounds of the established fact that school social work should be structured as a unit within the Western Cape Education Department, the compatability of the management administrations of social work and education was investigated. It was concluded that both these services could be grouped under the concept human service organization and thus share a common management administration. From the caracteristics of a human service organization's structural framework, an empirical investigation was conducted as to the way school social work is being managed as a unit within the Western Cape Education Department. According to the description of the style of management, interpretations were made on the basis of applications from existing literature. By means of this descriptive and applied research methods, the conclusion was reached that the characteristics of the management of a human service organization are not adhered to with regard to school social work services within the Directorate: Para- Edicational Service. It was also found that the management of school social work is ineffective. On the basis of these conclusions, recommendations were made regarding the structuring of school social work within the Western Cape province, as well as on a national level. The way in which such structuring should be implemented is formulated in the recommendation regarding guidelines which were developed for the effective management of school social work in the Western Cape Province.
AFRIKAANSE OPSOMMING: Skool maatskaplike werk word reeds vir 13 jaar in die Wes- Kaapprovinsie geimplementeer. Hierdie dienste was egter nie tot 'n gelyke mate beskikbaar aan alle skole en leerders nie. Verder word die diens gefragmenteerd vanuit vier verskillende stelsels gelewer en bestuur. Hierdie ondersoek het ten doel om riglyne te ontwikkel vir die effektiewe bestuur van skool maatskaplike werk. Onderliggend tot die riglyne is ondersoek ingestel na waar die skool maatskaplikewerk-diens, as deel van 'n Onderwysondersteuningsdiens gestruktureer behoort te word. Op grond van 'n literatuurstudie en praktiese toepassing vanuit die literatuur is tot die gevolgtrekking gekom dat skool maatskaplike werk 'n spesialiteitsrigting in die maatskaplike werk is. Die gemeenskaplike aard van die doelstellings van skool maatskaplike werk en die opvoedkunde of onderwys dien as bevestiging vir die strukturering van skool maatskaplike werk binne die onderwysstelsel. Uit die bespreking van die stand van skool maatskaplike werk in die Wes-Kaapprovinsie blyk dit dat die gediversifiseerde aard van die diens voortspruit uit die verskille wat bestaan ten opsigte van die bestuur daarvan. Die vereniging van die verskillende skool maatskaplikewerk-stelsels onder een bestuurstelsel, blyk dus 'n prioriteit te wees in die daarstel van 'n verantwoordbare diens. Op grond van die bevestiging dat skool maatskaplike werk as 'n eenheid gestruktureer moet wees binne die Wes-Kaapse Onderwysdepartement, is ondersoek ingestel na die verenigbaarheid van die bestuursadministrasies van maatskaplike werk en onderwys. Daar is tot die gevolgtrekking gekom dat beide hierdie dienste gegroepeer kan word onder die begrip diensgerigte instelling. Hulle deel dus een bestuursadministrasie, naamlik die bestuursadministrasie vir 'n diensgerigte instelling. Vanuit die bestuurskenmerke van 'n diensgerigte instelling is 'n empiriese ondersoek gedoen na die wyse waarop skool maatskaplike werk as 'n eenheid binne die Wes-Kaapse Onderwysdepartement bestuur word. Na aanleiding van die beskrywing van die bestuurswyse is interpretasies gemaak op grond van toepassings uit die literatuur. Deur middel van hierdie beskrywende en toegepaste navorsing is tot die gevolgtrekking gekom dat die bestuurskenmerke van 'n diensgerigte instelling nie realiseer ten opsigte van skool maatskaplikewerk-dienste binne die Direktoraat: Para- Opvoedkundige Diens nie en dat bestuur van die skool maatskaplikewerk-diens oneffektief is. Op grond van hierdie gevolgtrekkings is aanbevelings gemaak ten opsigte van die strukturering van skool maatskaplike werk binne die Wes- Kaapprovinsie, sowel as op nasionale vlak. Die wyse waarop hierdie strukturering in praktyk gestel behoort te word is geformuleer in die aanbeveling ten opsigte van riglyne wat ontwikkel is vir die effektiewe bestuur van skool maatskaplike werk in die Wes-Kaapprovinsie.
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Chikusie, Chirwa Leah Ndija. "The experiences of mothers caring for their school-going children with physical or mental disabilities in low-income communities : an ecological perspective." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20264.
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Thesis (M Social work)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The aim of this study was to develop an understanding of the experiences of mothers caring for their school-going children with mental or physical disabilities in low-income communities using the ecological perspective. The rationale for this research was a gap in the existing literature re-garding the experiences of mothers caring for their school-going children with mental or physical disabilities in low-income communities in South Africa, which was identified in the preliminary and main literature review. The literature review further indicated that these mothers have to struggle with several challenges, particularly in low-income communities. In order to achieve the aim of this study, four research objectives were formulated for this study. To reach the objectives of the study the researcher employed both qualitative and quantitative research methods to col-lect the data for the research. The research methodology comprised two main parts: firstly, a lit-erature study of all relevant literature on the subject matter, in order to gain the necessary in-depth understanding of the field; and secondly, qualitative and quantitative data-collection, using a semi-structured questionnaire. The first part of this study, the extensive literature review, helped firstly to provide the necessary background information on the mental and physical disabilities of school-going children, sec-ondly, it helped to establish a number of challenges that mothers caring for their disabled chil-dren face and the needs that result from them, from an ecological perspective. These were cate-gorized into four groups of needs: (1) access needs; (2) economic needs; (3) social and cultural needs; and (4) mental/psychological needs. Consequently, ways of meeting these needs were discussed, from formal support, such as government grants, to informal support, for example, the support of family and friends. Assessing the South African environment it was found that while the country has provided a very positive policy environment, through its constitution, policies and grant system, the practical implementation of this is, in many instances, inadequate. Using the findings of the first part of this thesis to create a questionnaire, its second part, the em-pirical study, presented and analysed the answers of nineteen mothers caring for their disabled children who attend the special school selected for the research study in Cloetesville, Stellenbosch; a low-income community. The questionnaire explored, among other aspects, the physical, social, emotional, psychological and economic needs of the mothers; the role of the school, fami-ly, friends, non-governmental organisations and other coping options in meeting them, as well as the mothers´ awareness of available resources. The findings in the South African low-income community corresponded to a large extent with what was indicated in the literature study. The mothers were found to live under precarious economic and employment situations, having to rely on child support and disability dependence grants. Furthermore, the mothers reported that they experienced stress, emotional and physical, as a result of having to care for disabled children. It was shown that while receiving grants and sending their children to the special school did alle-viate some of the challenges, this aid was not perceived as sufficient. On the other hand, the study confirmed and emphasized the importance of understanding and support by family and friends in helping mothers meet their needs. Moreover, it was found that most of the mothers interviewed for this thesis had a positive perception of their role as caregiver for their disabled child: for example, seeing themselves as good mothers, being proud to be self-sufficient, as well as a positive influence on the mothers‟ relationship with their family. As a consequence of the results this study, several recommendations were made for government (social development) and service providers (social workers, teachers, doctors): firstly, govern-ment should aim to achieve a better congruence between the positive policy environment in South Africa and the implementation of these policies; secondly, among other recommendations for service providers, awareness needs to be raised in communities to decrease the stigma of dis-ability and increase understanding and support. Finally, while this study was a success, it was only a first step in filling the gap in the literature on the experiences of mothers caring for their mentally and physically disabled children in South African low-income communities, and therefore needs to be complemented and tested by further research on the subject.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om „n begrip te ontwikkel van die ervarings van moeders wat sorg vir hul skoolgaande kinders met verstandelike- of fisiese gestremdhede, in lae-inkomste gemeenskappe, deur gebruik te maak van die ekologiese perspektief. Die rasionaal vir die navorsing was, die gaping in bestaande literatuur ten opsigte van die ervarings van moeders wat sorg vir hul skoolgaande kinders met verstandelike- of fisiese gestremdhede in lae-inkomste gemeenskappe in Suid-Afrika, soos geïdentifiseer is in die voorlopige- en hoof literatuur oorsig. Die literatuur oorsig het verder aangedui dat hierdie moeders, veral in lae-inkomste gemeenskappe, verskeie uitdagings in die gesig staar. Ten einde die doel van hierdie studie te bereik, is vier navorsingsdoelwitte vir die studie geformuleer. Die navorser het beide kwalitatiewe- en kwantitatiewe navorsingsmetodes vir data-insameling gebruik, ten einde die doelwitte van die studie te bereik. Die navorsingsmetodologie het uit twee primêre dele bestaan: eerstens, „n literatuurstudie van al die relevante literatuur oor die spesifieke onderwerp, ten einde die nodige in-diepte begrip in verband met die onderwerp te ontwikkel; en tweedens, kwalitatiewe- en kwantitatiewe data-insameling, deur gebruik te maak van „n semi-gestruktureerde vraelys. Die eerste deel van die studie, naamlik die uitgebreide literatuuroorsig, het eerstens gehelp om die nodige agtergrondinligting oor verstandelike- en fisiese gestremdhede van skoolgaande kinders te voorsien en tweedens, het dit gehelp om „n aantal uitdagings te identifiseer wat moeders ervaar wat vir hul kinders met gestremdhede sorg, asook om te identifiseer watter behoeftes hierdie uitdagings tot gevolg het, vanuit „n ekologiese perspektief. Die behoeftes is gekategoriseer in vier kategorieë van behoeftes: (1) behoeftes van toeganklikheid; (2) ekonomiese behoeftes; (3) sosiale- en kulturele behoeftes; en (4) verstandelike/sielkundige behoeftes. Vervolgens, is maniere bespreek waarop hierdie behoeftes bevredig kan word, van formele ondersteuning, soos staatstoelae, tot informele ondersteuning, byvoorbeeld ondersteuning deur familie en vriende. Deur middel van die assessering van die Suid-Afrikaanse konteks, is daar bevind dat, terwyl die land „n baie positiewe beleidsomgewing voorsien, deur sy konstitusie, beleide en toelae-sisteem, is daar in baie gevalle agterstande met betrekking tot die praktiese implementering daarvan. Nadat die bevindinge van die eerste deel van hierdie tesis gebruik is om „n vraelys saam te stel, het die tweede deel van die studie, naamlik die empiriese studie, bestaan uit die voorstelling en die analisering van die antwoorde van 19 moeders wat sorg vir hul kinders met gestremdhede wat ʼn laerskool in Cloetesville, „n lae-inkomste gemeenskap in Stellenbosch, bywoon. Die vraelys het, onder andere, die fisiese-, sosiale-, emosionele-, sielkundige- en ekonomiese behoeftes van die moeders, die rol van die skool, familie, vriende, nie-regeringsorganisasies en ander hanteringsopsies om die voorafgenoemde behoeftes te bereik, asook die moeders se bewustheid van beskikbare hulpbronne, ondersoek. Die bevindinge in die Suid-Afrikaanse lae-inkomste gemeenskap het grootliks ooreengestem met die bevindinge aangedui in die literatuurstudie. Daar is bevind dat die moeders hulself in baie moeilike ekonomiese- en werksituasies bevind het, wat beteken het dat hul moes staatmaak op kinderondersteunings- en ongeskiktheidstoelae. Verder, het die moeders gerapporteer dat hul emosionele- en fisiese stres ervaar het, as „n gevolg van hul verantwoordelikheid om vir hul kinders met gestremdhede te sorg. Daar is ook bevind dat, alhoewel die ontvangs van toelae en die feit dat hul kinders spesiale skole bygewoon het, sommige van hul uitdagings verlig het, was dit nie as voldoende beskou nie. Aan die ander kant, het die studie die belangrikheid van die begrip en ondersteuning van familie en vriende om moeders te help om hul behoeftes te bevredig, bevestig en beklemtoon. Daar is ook bevind dat die meeste van die moeders wat aan die studie deelgeneem het, positiewe persepsies van hul rol as versorgers van hul gestremde kinders gehad het: byvoorbeeld, deur hulself as goeie moeders te sien, deur trots te wees daarop om self-onderhoudend te wees, asook deurdat hul rol as versorgers, „n positiewe invloed op hul verhoudings met hul familie gehad het. As „n gevolg van die resultate van die studie, is verskeie aanbevelings aan die regering (Maatskaplike Ontwikkeling) en diensverskaffers (maatskaplike werkers, onderwysers, dokters) gemaak: eerstens, behoort die regering te poog om „n beter kongruensie tussen die positiewe beleidsomgewing in Suid-Afrika en die implementering van hierdie beleide te bereik; tweedens, onder ander aanbevelings aan diensverskaffers, moet bewustheid in gemeenskappe geskep word, ten einde die stigma gekoppel aan gestremdheid te verminder en om begrip en ondersteuning te verhoog. Laastens, alhoewel die studie „n sukses was, is dit slegs „n eerste stap met betrekking tot die vervulling van die gaping in literatuur in verband met die ervarings van moeders wat sorg vir hul verstandelike- en fisies gestremde kinders in Suid-Afrikaanse lae-inkomste gemeenskappe. Hierdie onderwerp moet egter gekomplimenteer en getoets word deur verdere navorsing.
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Campbell, Joan. "Parent orientated sex education for pre-school children." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52393.
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Thesis (M Social Work)--Stellenbosch University, 2001.ENGLISH ABSTRACT: The aim of the study was to present guidelines for the composition of a parent orientated sex education programme for pre-school children. An exploratory study was undertaken to describe and investigate the nature and extent of parental sex education to pre-school children. The investigation was done by first exploring existing research literature and describing it. The empirical study was based upon both the literature study and mothers' opinions on sex education. Pre-school children are disproportionately !ll0re likely to be sexually abused with devastating consequences which result in behavioural and emotional problems throughout their lives. The ultimate responsibility of prevention of child sexual abuse should be with the parent. However, two problems persist. Firstly, parents are often the perpetrators and therefore it is not justified to leave the responsibility solely to the parents. Secondly, parents who want to teach their children prevention strategies often lack the skills and knowledge. Therefore, the concept of a prevention structure in which the child can live and find support should be put into practice by the school. Prevention strategies should include sex education, a neutral home environment and a safe environment for disclosure of sexual abuse. This prevention structure should include the teacher, the social worker and the parent. These three components should support each other to implement an atmosphere of prevention and healthy sexual development. Linking and inter-dependence are important because there is always a possibility that one of the participants may be corrupt. Social workers should provide an effective basis for a personal safety programme to parents which should be supported and facilitated by schools. Training parents to become sex educators encourages better parent-child communication, builds the family support network, and has an impact on the ability of the family to deal more positively with sexual concerns. This does not only result in the prevention of sexual abuse but also contributes to the healthy sexual functioning, development and understanding of the sexuality of pre-school children. Through parent orientated sex education, parents can also dispel sexual myths and misinformation that their preschool children gain from peers and other sources. Despite the increasing public awareness devoted to sexual abuse and the advantage of sex education, a formal prevention education structure has not yet been implemented for pre-school children in South Africa. The first objective of this study was to describe and investigate the extent of parental sex education presented to pre-school children. The second objective was to investigate the acceptability of a sex education programme for pre-school children. The third objective was to describe the physical and sexual boundaries existing in the home environments of parents of pre-school children and finally to determine the sexual behaviours of pre-school children, which parents regard as acceptable. The main conclusions, based on the findings of the study, indicated that parents were in favour of sex education for pre-school children and that they require more information which would empower them to sex educate their pre-school children at home. They were also in favour of a classroom-based sex education programme. In conclusion it is recommended that a sex education programme is to be implemented at pre-schools for parents of pre-school children, as well as a classroom based sex education and a personal safety programme for pre-school children.
AFRIKAANSE OPSOMMING: Die doel van die navorsing is om moontlike riglyne vir 'n ouer-georiënteerde seksopvoedingsprogram vir pre-primêre kinders saam te stel. 'n Verkennende studie is onderneem om die omvang en aard van ouer-georiënteerde seksopvoeding vir pre-primêre kinders te ondersoek. Verder is bestaande navorsingsliteratuur bestudeer en beskryf. Die empiriese ondersoek wat daarop volg, is gebaseer op sowel die literatuurstudie as moeders se menings oor seksvoorligting. Pre-primêre kinders het 'n groter kans om seksueel gemolesteer te word wat kan lei tot die ervaring van emosionele- en gedragsprobleme, met vernietigende gevolge vir die res van hul lewens. Die uiteindelike verantwoordelikheid om die kind teen molestering te beskerm, berus by die ouers. Dit skep egter twee probleme. Ten eerste is die ouer dikwels self die oortreder en daarom kan die verantwoordelikheid nie uitsluitlik by die ouer berus nie. Tweedens, is die ouers wat wel seksopvoeding aan hul kinders wil bied, dikwels weens 'n gebrek aan kennis en vaardighede, onbevoeg om dit te doen. Dit is daarom die skool se verantwoordelikheid om 'n voorkomende struktuur te skep waarin die kind kan leef en ondersteuning kan vind. 'n Voorkomende strategie moet seksvoorligting, 'n neutrale leefruimte sowel as 'n veilige omgewing vir die bekendmaking van seksuele molestering insluit. Hierdie voorkomende struktuur moet die onderwyser, die maatskaplike werker en die ouer betrek. Hierdie drie komponente moet mekaar ondersteun om "n atmosfeer van voorkoming en gesonde seksuele ontwikkeling te implimenteer. Aangesien die integriteit van die partye nie gewaarborg kan word nie, is noue skakeling en interafhanklikheid van die drie komponente belangrik. Maatskaplike werkers behoort "n effektiewe persoonlike veiligheidsprogram, wat deur die skool ondersteun en gefasiliteer word, aan die ouers te voorsien. Ouers as seksvoorligters bevorder die kommunikasie tussen ouer en kind, verstewig die ondersteuningsnetwerk van die gesin en ontwikkel die vermoë om seksuele aangeleenthede openlik te hanteer. Gevolglik word seksuele molestering voorkom en gesonde seksuele funksionering bevorder. Die ouer verkry ook insig in die seksuele ontwikkeling van die pre-primêre kind. Deur middel van ouer-georiënteerde seksvoorliging, kan ouers mites en verkeerde inligting, wat dikwels deur die portuurgroep oorgedra word, regstel. Ten spyte van die toenemende mediadekking en bewuswording van die voordeel van seksopvoeding, is daar nog geen formele opvoedkundige voorkomende veiligheidsprogram in Suid-Afrika geïmplementeer nie. Die eerste doelwit van die studie was om die omvang en aard van pre-primêre kinders se seksuele opvoeding te ondersoek. Die tweede doelwit was om ouers se aanvaarding van seksvoorligting van pre-primêre kinders te ondersoek; die derde doelwit was om die fisiese en seksuele grense in die huislike omgewing te ondersoek en laastens, om aanvaarbare seksuele gedrag van pre-primêre kinders te ondersoek. Daar word tot die gevolgtrekking gekom dat ouers wel ten gunste is van ouergeoriënteerde seksvoorligting vir pre-primêre kinders en dat hulle die behoefte het aan leiding om dit te doen. Die ouers is ook ten gunste van die aanbieding van seksvoorligting in die klaskamer. Daar word aanbeveel dat 'n veiligheidsprogram, wat 'n ouer-georiënteerde seksvoorligtingsprogram vir ouers van pre-primêre kinders, sowel as seksvoorligting in die klas behels, in skole geïmplimenteer moet word.
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Du, Toit Anna. "Group work in management education - the role of task design." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9541_1256551831.
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This theses examined adult learners' experiences of group work in management education. Group work is an integral part of learning and teaching methods at most business schools because it develops team skills demanded by today's workplace. Furthermore, group work in education is grounded in the belief that much learning happens through social interaction and that diversity within groups promotes learning. This study analysed learners' group experiences in a business school. The study also aimed to identify conditions that hinder and promote group interaction with a view to enhance learning.
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Kok, Elana. "Voorkomingsprogramme vir middelmisbruik deur hoerskoolleerders : riglyne vir maatskaplike werkers." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16372.
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Thesis (MA(MW))--University of Stellenbosch,2004.ENGLISH ABSTRACT: An exploratory study was done on prevention programmes of substance abuse by high school learners. This was done in order to: explore the factors leading to substance abuse by high school learners; explore the conditions for successful substance abuse programmes and compare it with existing programmes; and to determine how prevention programmes for high school learners can be used in South-African schools. The motivation for this study emerged as a result of the researcher’s involvement in prevention programmes for adolescents in schools and on farms at the South-African Council for Alcohol and Drug Dependency (SANCA) in the Paarl area. The objective of this study is to provide guidelines to social workers for the effective implementation of substance abuse prevention programmes for high school learners. The literature study confirmed the need for effective prevention programmes and highlighted the focus om the factors which leads to substance abuse. Emphasis is placed on risk and protection factors involved with substance abuse. SANCA in Paarl’s adolescent community’s risk and protective factors was investigated, because of the necessity to identify these factors before a prevention programme can be designed. The universum is the grade 10 learners of six schools in the Paarl area. One learner out of each class represented the sample of 48 respondents. The study was done trough a structured questionnaire. A combination of qualitative and quantitative information, through the use of open and close-ended questions, was gathered. The results of this study confirmed the results of the literature study, namely that the most important factor leading to substance abuse, is peer group influence. However, a combination of strategies and programmes are needed to develope a suitable programme for the specific community. The recommendations focus on four areas. Firstly the conditions are described for an effective prevention programme regarding the role of social workers, the use of assessment, evaluation, models, theories and approaches. Secondly, recommendations are made for techniques and general approaches. The third area gives directions for programme content. The last area recommends a possibility for future research: the process, roles and type of training needed to implement an effective and sustainable support group system in schools, must be tested.
AFRIKAANSE OPSOMMING: ’n Verkennende studie vir voorkomingsprogramme vir middelmisbruik deur ho¨erskoolleerders is gedoen ten einde: die faktore wat tot middele-misbruik deur ho¨erskoolleerders aanleiding gee, te ondersoek; die voorwaardes vir suksesvolle middele-misbruikvoorkomingsprogramme te verken en met bestaande programme in verband te bring; en te bepaal hoe voorkomingsprogramme aan ho¨erskoolleerders in Suid-Afrikaanse skole benut kan word. Die motivering vir die studie het gespruit uit die navorser se betrokkenheid by die Suid- Afrikaanse Raad vir Alkohol- en Dwelmafhanklikes (SANRA) met die aanbied van voorkomingsprogramme vir adolessente, op plase en in skole in die Paarl-omgwing. Die doel van hierdie studie is dus om riglyne vir maatskaplike werkers daar te stel vir die effektiewe implementering van voorkomingsprogramme vir middelmisbruik deur ho¨erskoolleerders. Die literatuurstudie het die behoefte aan effektiewe voorkomingsprogramme bevestig en die faktore wat lei tot middelmisbruik is ook uitgelig. Daar is veral gefokus op die risikoen beskermingsfaktore hierby betrokke. Die studie is ingelei deur ’n ondersoek na die risiko- en beskermingsfaktore wat ’n rol speel in die adolessente gemeenskap van SANRA (Paarl), aangesien dit noodsaaklik is om hierdie faktore te identifiseer voordat ’n voorkomingsprogram ontwerp word. Die universum is graad-10 leerders van ses skole in die gebied. Een leerder uit elke klas het die steekproef, van 48 respondente, verteenwoordig. Die ondersoek is aan die hand van ’n gestruktureerde vraelys gerig. Kwalitatiewe en kwantitatiewe inligting is deur middel van ’n kombinasie van oop en geslote vrae ingesamel. Die resultate van hierdie ondersoek het die literatuurstudie bevestig, naamlik dat die hoof faktor wat aanleiding gee tot middelmisbruik, portuurgroepinvloede is. ’n Kombinasie van verskeie strategie¨e is nodig om geskikte programme vir spesifieke gemeenskappe te ontwerp. Die aanbevelings fokus op vier areas, naamlik die voorwaardes vir ’n effektiewe voorkomingsprogram rakende die rol van die maatskaplike werker, die gebruik van assessering, evaluering, modelle, teorie¨e en/of benaderings en aanbevelings ten opsigte van tegnieke, programvoorstelle en programinhoud. Die vierde en laaste area maak ’n aanbeveling vir verdere navorsing: ’n Ondersoek na die proses, rol van en tipe opleiding nodig om ’n effektiewe en volhoubare ondersteuningsgroepstelsel in skole te implementeer.
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Nord, Sofie, and Frida Mattebo. "A comparison in substance use among learners in four schools in Port Elizabeth, South Africa – T.A.D.A vs. non-T.A.D.A." Thesis, Mittuniversitetet, Institutionen för socialt arbete, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11267.
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Research conducted in USA says that drug prevention is a successful method against chemical dependency and should be a part of the curriculum in all schools. The need for evidence based methods is increasing. Little research has been done on the subject in South Africa and other third world countries, hence the need for this research. There is unquestionably substance abuse amongst South African students. The organisation SANCA provides a school based prevention program called T.A.D.A. A quantitative study was made where questionnaires were used to collect data from 4 schools in Port Elizabeth, South Africa to see, if T.A.D.A was effective. The results of the study were not sufficient enough to draw any conclusions about the efficiency of the T.A.D.A program. However an overview was given on the substance use amongst adolescents.
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Pretorius, Mornay Charl. "The facilitation of social integration on community level : a social work perspective." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53636.
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Thesis (M Social Work)--Stellenbosch University, 2003.Some digitised pages may appear illegible due to the condition of the original hard copy.
ENGLISH ABSTRACT: Currently much attention is given in South African welfare legislation and in recent local and intemationalliterature and research to the process of social integration and the formation of social capital as one of the ideational outcomes of a social development approach, and therefore also a key practice element of developmental social work. Very little research have been undertaken to document the changes in social work practice brought about by the transition to a social development approach in South Africa. The purpose of this study is to formulate social work practice guidelines on the facilitation of social integration on community level. It therefore constitutes an attempt to illuminate how social workers could contribute to the national thrust toward the social integration of communities and provide valuable guidelines to social workers on the practical realization of this key element of developmental social work. In order to gain new insight and to clarify central concepts relating to this relatively unfamiliar research area, an exploratory research design was utilised. The population for the study consisted of practising social workers in welfare agencies subsidised by the Department of Social Services in the Cape Metropolitan area. From the population a sample was drawn utilising sampling strategies from both the probability and non-probability sampling procedures. The study was both qualitative and quantitative in nature and in-dept interviews were chosen as the method of datacollection. The interview schedule was compiled from the literature survey. In this survey the relation between the social development approach to welfare and social integration was explained, and some of the core focus areas for the social integration of South African communities were identified. Furthermore a discussion was given on community intervention strategies as a core method of social work as well as its practice implications for developmental social work. From this literature survey structured and unstructured questions were formulated and compiled in an interview schedule. This measurement instrument was utilised to explore how social workers can facilitate the social integration of communities through community intervention strategies. From the analysis ofthe results of the empirical study, social work practice guidelines on the facilitation of social integration on community level were formulated.
AFRIKAANSE OPSOMMING: Huidige Suid-Afrikaanse welsynsbeleid asook kontemporêre plaaslike en internasionale literatuur en navorsing plaas verhoogde klem op die proses van maatskaplike integrasie en die vorming van sosiale kapitaal as een van die uitkomste van 'n sosiale ontwikkeling benadering en 'n kern praktyk element van ontwikkelingsgerigte maatskaplike werk. Tans is daar nog min navorsing gedoen wat poog om die praktyk implikasies, wat die skuifna 'n ontwikkelingsgerigte benadering vir maatskaplike werk inhou, te dokumenteer. Die doel van hierdie studie is om maatskaplike werk praktykriglyne vir die fasilitering van maatskaplike integrasie op gemeenskapsvlak te formuleer. Die studie vergestalt dus 'n poging om die rol van maatskaplike werkers in die strewe na die maatskaplike integrasie van gemeenskappe te probeer verhelder, asook om aan maatskaplike werkers waardevolle riglyne te voorsien rondom die praktiese realisering van hierdie kern element van ontwikkelingsgerigte maatskaplike werk. Ten einde nuwe insigte te ontwikkel en belangrike konsepte binne hierdie relatief onbekende navorsingsveld te klarifiseer, is 'n verkennende navoringsontwerp gebruik. Die universum vir hierdie studie het bestaan uit praktiserende maatskaplike werkers in diens van welsynsorganisasies in die Kaapse Metropool wat deur die Provinsiale Departement van Welsyn subsidieer word. Vanuit die universum is 'n steekproef getrek deur beide waarskynlikheid- en nie-waarskynlikheid steekproef trekking prosedures te benut. Die studie was beide kwalitatief en kwantitatief van aard en in-diepte onderhoude is gebruik as metode van data-versameling. Die onderhoude was gevoer aan die hand van onderhoudskedules wat op grond van die literatuur ondersoek opgestel is. In die literatuur ondersoek is die verhouding tussen die sosiale ontwikkeling benadering tot welsyn en maatskaplike integrasie ondersoek, asook kern areas vir die maatskaplike integrasie van Suid-Afrikaanse gemeenskappe identifiseer. Verder is gemeenskapsintervensiestrategieë as 'n kern metode in die maatskaplike werk, asook die implikasies daarvan vir ontwikkelingsgerigte maatskaplike werk, bespreek. Die onderhoudskedule is gebruik om te eksploreer hoe maatskaplike werkers deur middel van hulle gemeenskapswerk intervensie kan bydrae tot die fasilitering van maatskaplike integrasie. Die versamelde data is analiseer en maatskaplikewerk praktykriglyne vir die fasilitering van maatskaplike integrasie op gemeenskapsvlak is geformuleer.
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Cummings, Nicki. "Employee Assistance Program (EAP) as a context for social work practice placement." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15314.
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The Bachelor of Social Work degree is a four year course consisting of classroom and field practicum training. In 2013, the Automotive Information and Development Centre (AIDC) and Nelson Mandela Metropolitan University agreed upon placing fourth year social work students within the Employee Assistance Programs affiliated with the AIDC. The research goal of this study is to enhance an understanding of Employee Assistance Programs (EAP) as a context for practicum training for (4th) fourth year social work students by exploring and describing the perceptions and experiences of students, campus supervisors and EAP company representatives. In this respect, the study seeks to determine whether EAP provides the opportunity to meet the Exit Level Outcomes for the Bachelor of Social Work degree. This study is focussed on the practical application of social work knowledge and skills; it is framed within the principles of the Outcomes Based Educational Approach to Education. It was thus considered relevant to introduce a literature review on this particular approach with the focus on the achievement of outcomes. In order to understand whether EAP is an effective learning context the researcher needed to understand how students apply the experience and bridge the gap between theory and practice to gain meaning and understanding and, essentially, learn from the practicum training experience thus further enhancing the framework. The experiential learning cycle presented by Kolb (1984) extended the framework to provide an appropriate model for facilitating learning by linking practice to theory and knowledge. Kolb’s experiential learning cycle was thus explored. The study utilised an exploratory, descriptive, qualitative approach, which is contextual in nature. Non-probability, purposive sampling was utilised to select fourth year social work students, supervisors and company representatives who were involved with EAPs and fourth year social work students at their company. Data collection incorporated semi-structured interviews. Data analysis resulted in themes, sub-themes, categories and sub-categories emerging. Upon analysis of these themes, it was clear that with the appropriate support and creativity, students were able to meet the required Exit Level Outcomes of the Bachelor of Social Work degree. The study concludes that the overall the experience of fourth year social work students placed at EAP companies has been a positive one, with students meeting the Exit Level Outcomes for the Bachelor of Social Work degree. Although this was a positive experience, greater preparation is required and communication between the relevant parties needs to be improved.
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Geduld, Deidre Chante. "Promoting social inclusion in school: reflecting on ourselves." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1522.
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This thesis is an account of the transformation of my personal thinking and practice, as I developed my own new living theories about my practice. As I chose an action research approach for my research, my research is practice based, as outlined by Whitehead (1989), McNiff, Lomax and Whitehead (2003), McNiff and Whitehead (2005b), and Whitehead and McNiff (2006). As McNiff et al. (2003) explain, action research focuses on learning and embodies good professional practice and praxis; it will hopefully lead to personal and social improvement; it is a response to a social situation; it demands critical thinking and political intention; and the focus is on transformation within this thesis. The thesis comprises an account of my learning at both theoretical and practical levels, as I discovered how to live my values more fully in my practice. Inclusivity and leadership establish a set of values and purposes that underpins the educational process in a school. The individual commitment of the teachers and leader drives the values and purposes into reality. Values without implementation do little for school improvement. It is in dealing with the challenge to change and improve, often by confronting unacceptable practices, that teachers and leaders show their educational values. The thesis is the story of how I learned to speak for myself and came to regard her as a person who has something to say for herself in the context of the impoverished schools of South Africa. My thesis is an articulation of my belief that teachers and learners should be counted „among those with the authority to participate both in the critique and in the reform of education‟ (Cook-Sather, 2002:3). It also articulates my commitment to a scholarship of teaching that allows teachers to learn from pedagogical experience and exchange that learning in acts of scholarship that contribute to the wisdom of practice across the profession (Shulman, 1999:17). Collaborative and reflective discussion allowed me to capitalise on the social nature of learning. I not only considered how education could be used to assist children‟s growth, learning and development, but also applied the same concepts in the development, growth and learning of their teachers. I would argue that through my own work, I have attempted to establish a community of enquiry within my school that draws on a multi-generational model of knowledge production through bringing together teachers, researchers, students and critical friends.
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Damons, Bruce Peter. "A collaboratively constructed process model for understanding and supporting the work of the community volunteer in a community school." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15049.
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This thesis sought to explore how community volunteers could be recruited, supported and sustained to assist a community school operating in difficult socioeconomic conditions in achieving basic school functionality. Through a collaborative process, the participants in the study attempted to address a significant gap in the literature, namely how this could be achieved in a way that would be beneficial both to the community volunteers and to the school itself. Based on existing literature, the vast majority of South African schools are struggling to reach the basic functionality levels required in terms of legislation. My interest in this topic was piqued while serving as principal of one such school; hence the focus in this thesis on whether schools would benefit in terms of achieving functionality if they partnered with the communities in which they are located. However, communities are seldom actively involved in the schools and school activities on an ongoing daily basis. In this thesis, I argue for an opportunity for schools and the community to collaborate in a way that would be mutually beneficial. In this, I was guided by the School-Based Complementary Learning Framework (SBCLF) in gaining a greater understanding of how multiple stakeholders could support a school to obtain basic functionality. A key stakeholder is the community in which a school is located, and the multidimensional framework provided a framework to understand why the community would want to get involved in the school. Following a Participatory Action Learning and Action Research (PALAR) design, I recruited 15 community volunteers from the existing pool at my then school; some of whom had been volunteering for over twelve years. We formed an action learning set where we collaboratively sought to understand the processes and conditions needed to recruit, support and sustain community volunteers and their involvement in the school. From this action learning set emerged a key advisors’ set, comprising five members of the action learning set, who were entrusted with the responsibility of planning, preparing and analysing the action learning set meetings. Transcripts and visual artefacts from the action learning set meetings and a focus group meeting of the school management team were analysed to generate data, complemented by secondary sources, such as documents. This participatory approach to data generation allowed the voice of every participant to be heard; agency was increased through active participation; and the sense of affiliation to the group was deepened. The iterative design of the research process further ensured that the participants also engaged in a critical discourse analysis of the emerging data, of which the trustworthiness was enhanced through the use of dialogic and process, catalytic, rhetoric, democratic and outcome validity. The emergence of the data through this collaborative engagement was underpinned by the ethical values of mutual respect; equality and inclusion; democratic participation; active learning; making a difference; collective action; and personal integrity. The findings revealed that community volunteers did add immense value to the school by supporting teaching and learning processes. However, the community volunteers also harboured expectations of material support and opportunities to develop skills. In addition, the study revealed that the hierarchical culture and structures present in most South African schools need to become more democratic and collaborative, with those working to make the school more functional, including community volunteers, being valued, acknowledged and supported. The participants also constructed their understanding of what a community school should be and do and how it should serve the interests of the children from the community. A process model was constructed from these findings regarding on ways to recruit, sustain and support community volunteers involved in community schools, specially designed so that schools could adapt it to suit individual contexts. This study is unique; I am not aware of any similar study ever having been conducted in a community school in South Africa. Furthermore, the collaborative approach used in the study helped ensure that the methodology used could be of value to principals and other school stakeholders in addressing the various complex challenges that confront schools in these contexts. Also, the findings will add to the theoretical body of knowledge around volunteerism, especially in difficult socioeconomic conditions.
Books on the topic "School social work – South Africa"
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Phakama, Ntshongwana, and Surender Rebecca, eds. Attitudes to work and social security in South Africa. Cape Town, South Africa: HSRC Press, 2008.
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Earle, Nicci. Social work in social change: The profession and education of social workers in South Africa. Cape Town: HSRC Press, 2008.
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Earle, Nicci. Social work in social change: The profession and education of social workers in South Africa. Cape Town: HSRC Press, 2008.
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Earle, Nicci. Social work in social change: The profession and education of social workers in South Africa. Cape Town: HSRC Press, 2008.
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Margot, Volem, ed. Africa south of the Sahara. Austin, Tex: Raintree Steck-Vaughn, 2000.
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Mwereke, Thadei. A Christian ethic on refugees in Africa, south of the Sahara. [Nairobi: s.n., 1996.
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Atkins, Keletso E. The moon is dead! Give us our money!: The cultural origins of an African work ethic, Natal, South Africa, 1843-1900. Portsmouth, NH: Heinemann, 1993.
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ill, Daly Jude, ed. Gift of the sun: A tale from South Africa. New York: Farrar, Straus and Giroux, 1996.
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Muller, Rhoda. Social work in the mid-eighties: The perceptions of black social workers regarding the role and relevance of social work among blacks in South Africa. Pretoria: Human Sciences Research Council, 1989.
Find full textBook chapters on the topic "School social work – South Africa"
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Virasamy, Nadia. "Moving into Dance in South Africa." In Art in Social Work Practice, 231–45. 1st Edition. | New York: Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315144245-23.
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Nhapi, Tatenda. "Drug Addiction among Youths in Zimbabwe: Social Work Perspective." In Addiction in South and East Africa, 241–59. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13593-5_15.
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Lake, Nadine. "‘Corrective Rape’ and Black Lesbian Sexualities in South Africa." In The Routledge International Handbook of Social Work and Sexualities, 98–113. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429342912-10.
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Ncube, Mpumelelo E. "Developmental Social Work Practice and Social Welfare Perspectives in Building Healthy Human Relationships in South Africa." In Promoting Healthy Human Relationships in Post-Apartheid South Africa, 201–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50139-6_14.
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Turton, Yasmin, and Adrian van Breda. "The role of social workers in and after political conflict in South Africa." In International Perspectives on Social Work and Political Conflict, 128–41. Abingdon, Oxon; New York, NY: Routledge, 2019. | Series: Routledge advances in social work: Routledge, 2019. http://dx.doi.org/10.4324/9781315150833-11.
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Bezuidenhout, Andries, and Khayaat Fakier. "Maria's Burden: Contract Cleaning and the Crisis of Social Reproduction in Post-Apartheid South Africa." In The Dirty Work of Neoliberalism, 37–59. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781444397406.ch3.
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Gxubane, Thulane. "A Developmental Social Work Practice Framework for Promoting Healthy Human Relationships for and Amongst Youth in South Africa." In Promoting Healthy Human Relationships in Post-Apartheid South Africa, 157–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50139-6_11.
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Hondonga, Jerald, and Tawanda Chinengundu. "Comparing Vocational Skills Development and Workplace Learning in Botswana, South Africa, and Zimbabwe, Which Way to Go?" In New Models for Technical and Vocational Education and Training, 183–213. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2607-1.ch010.
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Provision of vocational skills development (VSD) and workplace learning (WPL) have become paramount in solving socio-economic problems of learner skills-job mismatch, inequality, access, unemployment, and poverty. Workplace learning enhances smooth transition from school to the world of work. The chapter compares vocational skills development and workplace learning provision in Botswana, South Africa, and Zimbabwe. Literature study indicates that the three countries have different models of VSD and policies but have a common vision of imparting skills that can be used for personal and national economic gains. To achieve quality training standards, quality assurance bodies are in place in the three countries responsible to oversee training standards and regulating practices. This is done through registration and accreditation of training institutions, workplaces, programmes, assessors, and moderators and assessment processes up to certification of successful learners. Based on the literature review findings, recommendations are that there is need for cooperation and sharing of best practices between countries to strengthen the provision of vocational skills development and workplace learning. There is need to ensure there is adequately qualified lecturing cadre with both technical and professional qualifications, for school-based training, and trained workplace-based mentors and coaches.
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"Changing Teachers’ Work at Tshwane High School:." In Educational Change in South Africa, 183–201. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087906603_012.
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Ramnarain, Umesh. "Inquiry-based learning in South African schools." In School Science Practical Work in Africa, 1–13. Routledge, 2020. http://dx.doi.org/10.4324/9780429260650-1.
Full textConference papers on the topic "School social work – South Africa"
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Williams, Titus, Gregory Alexander, and Wendy Setlalentoa. "SOCIAL SCIENCE STUDENT TEACHERS’ AWARENESS OF THE INTERTWINESS OF SOCIAL SCIENCE AND SOCIAL JUSTICE IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end037.
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This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Africa. Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in education and some of these themes are part of the Social Science curriculum. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students in two of the groups and the third having ten participants from the same race, in their final year, specializing in Social Science teaching. The data obtained were categorised and analysed in terms of the student teacher’s awareness of the intertwined nature of Social Science and social justice education. The results of the study have revealed that participants had a penchant for the subject Social Science because it assisted them to have a better understanding of social justice and the unequal society they live in; an awareness of social ills, and the challenges of people. Participants identified social justice characteristics within Social Science and relate to some extent while they were teaching the subject, certain themes within the Social Science curriculum. Findings suggest that the subject Social Science provides a perspective as to why social injustice and inequality are so prevalent in South Africa and in some parts of the world. Social Science content in its current form and South African context, emanates from events and activities that took place in communities and in the broader society, thus the linkage to social justice education. This study recommends different approaches to infuse social justice considerations Social Science; one being an empathetic approach – introducing activities to assist learners in viewing an issue from someone else’s perspective, particularly when issues of prejudice or discrimination against a particular group arise, or if the issue is remote from learners’ lives.
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"Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4210.
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[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.
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Kumpaty, Subha, Esther Akinlabi, Elizabeth Paoli, Arianna Ziemer, and Sisa Pityana. "Global Research Engagement by Undergraduates and its Impact: Laser Metal Deposition Studies in US-South Africa Collaboration." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70137.
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This paper presents the follow-up work of research conducted by Milwaukee School of Engineering senior undergraduate students in South Africa under the second year of the Research Experiences for Undergraduates grant EEC-1460183 sponsored by the National Science Foundation (Principal Investigator Dr. Kumpaty). Elizabeth Paoli and Arianna Ziemer conducted research in summer of 2016 under advisement of Dr. Kumpaty and his South African collaborators, Dr. Esther Akinlabi and Dr. Sisa Pityana. Arianna extended the work of Mueller (reported in IMECE2016-65094), with 10% Mo in the combination of Ti64-Mo deposited on Ti64 substrate at a laser power of 1700 W for five scan speeds ranging from 0.5 to 1.5 m/min. It was observed that lower scan speeds produced elongated grains. Hardness and corrosion tests were also completed in her study. Elizabeth worked on varying the percent of Mo from layer to layer deposited (5%, 10%, 15%) and characterized these functionally graded samples for biomedical applications. Laser metal deposition was completed at the CSIR – National Laser Center, in Pretoria, South Africa and the material characterization was performed at the University of Johannesburg as in the previous year. An alumnus of MSOE, Peter Spyres was an important liaison for our international REU participants as he engaged them during the weekends in a cultural immersion which otherwise would not have been possible. While the research collaborators have generously provided support, it is the care taken by Peter’s remarkable household, which enhanced the beneficial value of this global research enterprise. The paper addresses yet another successful completion of the international Research Experiences for Undergraduates.
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Ugwu, Alvin U. "LOCATING EVIDENCES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN SUB-SAHARAN AFRICAN SCIENCE AND TECHNOLOGY EDUCATION CURRICULAR: A COMPARATIVE ANALYSIS OF NIGERIAN AND SOUTH AFRICA." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.133.
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This research explores the integration of Education for Sustainable Development in the Science and Technology School Curriculum Documents of the Sub-Saharan African giant nations (Nigeria and South Africa) through a comparative analysis. The paper supports that Sustainable Development is a key in a present-day Science and Technology school curricula, given the global economic, social, cultural and environmental imperatives. The study suggests that science and technology curriculum should be a critical transformative tool towards integrating and fostering Sustainable Development in developing countries. Keywords: education for sustainable development, sustainable development, Sub-Saharan Africa.
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Kumpaty, Subha, Esther Akinlabi, Andrew Gray, Kevin Sivak, Mutiu Erinosho, and Sisa Pityana. "Study on Functionally Gradient Materials Under International Research Experiences for Undergraduates Program: US - South Africa Collaboration." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86288.
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This paper details the ongoing research conducted by Milwaukee School of Engineering senior undergraduate students in South Africa under the third year of the Research Experiences for Undergraduates grant EEC-1460183 sponsored by the National Science Foundation (Principal Investigator Dr. Kumpaty). Andrew Gray and Kevin Sivak conducted research in summer of 2017 under advisement of Dr. Kumpaty and his South African collaborators, Dr. Esther Akinlabi, Dr. Mutiu Erinosho and Dr. Sisa Pityana. They extended the work of Paoli (reported in IMECE2017-71037), with varying percent of Mo (0–15%) in the combination of Ti64-Mo deposited on Ti64 substrate at laser powers of 1500 and 1700 W for a select scan speed. Laser metal deposition was completed at the CSIR – National Laser Center, in Pretoria, South Africa and the material characterization was performed at the University of Johannesburg as in the previous year. Hardness decreased with addition of Mo. Lowest hardness was observed in 10% Mo layers, and greater percent of Mo led some agglomeration issues due to its melting temperature being much higher than that of Ti64. Corrosion tests were also attempted. Etching challenges were present as percent of Mo varied in the same sample. Results are directly applicable to biomedical industry in evaluating functionally graded materials. An alumnus of MSOE, Peter Spyres served as a liaison for our international REU participants as he engaged them during the weekends in a cultural immersion which otherwise would not have been possible. Gray and Sivak were able to spend July 4th at the U.S. Consulate in Pretoria. While the research collaborators have generously provided support, it is the care taken by Peter’s remarkable household, which enhanced the beneficial value of this international research enterprise.
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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.
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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.
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"The use of ICT by SMMEs in a Digital Economy: A case study in Buffalo City Metropolitan in South Africa [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4314.
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Aim/Purpose: The goal of this study is to advance understanding of ICT utilization by SMMEs by checking access, ability (in terms of technological skills) and usage of ICT among some SMMEs entrepreneurs operating their businesses in an underdeveloped areas to enhance their business activities in order to utilizes the digital opportunities 21st century digital economies present. Background: In today’s world no nation or region is untouched by the forces of globalization and digital economy. One of the key pioneering forces of globalization is the advances of ICT like internet, social networks, etc. In the sphere of business, this pioneering force has also altered the way businesses and organizations communicate and interact with customers and society at large. Such alternation presents obvious opportunities for wealth creation and growth for businesses and organizations that are well-equipped to take advantages of them. But for those that are less-equipped, particularly SMMEs, globalization can easily lead to fore-closures and marginalization. It is a common knowledge that SMMEs entrepreneurs mostly rely on ICT gadgets like mobile phone, Laptops, Tablets to conduct their business activities as many of them don’t have enough capital to set up offices with necessary equipment. Therefore, using various ICT functions/programs on these ICT devices to enhance their business activities are critical to their businesses in the 21st century digital economies. Methodology: Purposeful sampling was used to approach fifty-four SMMEs entrepreneurs operating their businesses in underdeveloped areas locally called Townships in Buffalo City Metropolitan. Microsoft excel was used in the descriptive statistics. Contribution: This research will add to the growing knowledge ICT usage in SMMEs in the 21st century digital economies. Findings: The results indicate that the participating SMMEs entrepreneurs need to be educated, trained and supported in the use of the ICT applicable to enhance their business activities in order for them to take advantages of 21st century digital economies present. Recommendations for Practitioners: The agencies tasked with looking after SMMEs in South Africa needs to consider the lacked of utilisation of ICTs by SMMEs entrepreneurs operating their businesses in underdeveloped areas as one of the barrier to growing of their businesses and take necessary steps to address it. Recommendation for Researchers: Since age and gender have been proven to be key-moderating variables in many technology acceptance models. There is a need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society: The research will assist stakeholders, policy makers and agencies tasked with looking after SMMEs to identify the barriers hindering SMMEs to grow and address them accordingly. Future Research: More work needs to be done to check whether gender, age of the SMMEs entrepreneurs have some effects on their attitude towards the integration of ICT into their business activities.
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Alexander, Gregory, Sheila Matoti, and Pieter Van Zyl. "ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.
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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement in the community and expressing their civil responsibility. Amidst the latter, it is noted that the lack or in some cases, the non-existence of extracurricular activities hinder learners’ growth and learning, especially in multicultural school settings, where the foundation for learners’ development has to occur in a conducive environment. Multicultural schools in the Letjweleputswa educational district, Free State province of South Africa seem not to use extracurricular activities as an effective tool in promoting learners’ holistic development. The aim of this paper is to ascertain the use of extracurricular activities in promoting learners’ holistic development in the Letjweleputswa educational district. Via a qualitative research methodology, three focus group interviews were conducted with 20 learners attached to four multicultural schools. Findings of the study revealed that learner participants are of the view that their involvement in extracurricular activities could give them a greater chance of being employed; of getting a better job; of being accepted into university and of developing certain attributes, such as creativity, innovation, problem solving and endurance. The study further recommends that multicultural schools in the Letjweleputswa educational district need to implement various extracurricular activities as a means of developing various traits and competencies such as learners’ physical-, emotional-, cognitive and social skills; moral underpinnings, life-skills, well-being, leadership qualities, analytical thinking processes and communication abilities.
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Peens, Shaun. "HIGHER EDUCATION INSTITUTIONS’ NEED TO INITIATE CHANGE TO THE ACCOUNTING CURRICULUM DURING THE FOURTH INDUSTRIAL REVOLUTION (4IR)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end032.
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In South Africa, the Further Education and Training phase (FET) in Accounting faces a major decline in learner numbers. The current format of FET Accounting serves little purpose in preparing learners for Accounting courses at tertiary level, if FET Accounting is not a precondition to Professional and Chartered Accountant courses. This study followed a qualitative research approach, from five Focus Groups at five Secondary schools in the Motheo Educational district, comprising of 16 FET Accounting Teachers to consider possible reasons for the decline of learners in FET Accounting. As result, uncertainty exists regarding the future of FET Accounting and the Accounting profession, when guidance teachers are presumably advising learners to take less suitable subjects, like Mathematical Literacy, History of Geography to enhance school reports. These findings influence the social responsibility of teachers; and it also results in many Accounting students having to spend two or more additional years at university due to their apparent lack of basic Accounting skills. Additionally, the negative perception towards FET Accounting might impact learners’ choices who might not plan a career in Accounting, thereby limiting their ability to secure any career in the financial sector. Collaborative social change is required from the Accounting profession and university alike, especially in the Fourth Industrial Revolution era, where a high degree of ethics and transparency are required.
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Bolay, Jean-Claude, and Eléonore Labattut. "Sustainable development, planning and poverty alleviation." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/dogy3890.
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In 2018, the world population is around 7.6 billion, 4.2 billion in urban settlements and 3.4 billion in rural areas. Of this total, according to UN-Habitat, 3.2 billion of urban inhabitants live in southern countries. Of them, one billion, or nearly a third, live in slums. Urban poverty is therefore an endemic problem that has not been solved despite all initiatives taken to date by public and private sectors. This global transformation of our contemporary societies is particularly challenging in Asia and Africa, knowing that on these two continents, less than half of the population currently lives in urban areas. In addition, over the next decades, 90% of the urbanization process will take place in these major regions of the world. Urban planning is not an end in itself. It is a way, human and technological, to foresee the future and to act in a consistent and responsible way in order to guarantee the wellbeing of the populations residing in cities or in their peripheries. Many writers and urban actors in the South have criticized the inadequacy of urban planning to the problems faced by the cities confronting spatial and demographic growth. For many of them the reproduction of Western models of planning is ineffective when the urban context responds to very different logics. It is therefore a question of reinventing urban planning on different bases. And in order to address the real problems that urban inhabitants and authorities are facing, and offering infrastructures and access to services for all, this with the prospect of reducing poverty, to develop a more inclusive city, with a more efficient organization, in order to make it sustainable, both environmental than social and economic. The field work carried out during recent years in small and medium-sized cities in Burkina Faso, Brazil, Argentina and Vietnam allows us to focus the attention of specialists and decision makers on intermediate cities that have been little studied but which are home to half of the world's urban population. From local diagnoses, we come to a first conclusion. Many small and medium-sized cities in the South can be considered as poor cities, from four criteria. They have a relatively large percentage of the population is considered to be poor; the local government and its administration do not have enough money to invest in solving the problems they face; these same authorities lack the human resources to initiate and manage an efficient planning process; urban governance remains little open to democratic participation and poorly integrates social demand into its development plans. Based on this analysis, we consider it is imperative to renovate urban planning as part of a more participatory process that meets the expectations of citizens with more realistic criteria. This process incorporates different stages: an analysis grounded on the identification of urban investment needed to improve the city; the consideration of the social demands; a realistic assessment of the financial resources to be mobilized (municipal budget, taxes, public and international external grants, public private partnership); a continuous dialogue between urban actors to determine the urban priorities to be addressed in the coming years. This protocol serves as a basis for comparative studies between cities in the South and a training program initiated in Argentina for urban actors in small and medium sized cities, which we wish to extend later to other countries of the South
Reports on the topic "School social work – South Africa"
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Ndhlovu, Lewis, Catherine Searle, and Johannes van Dam. Strengthening STI treatment and HIV/AIDS prevention services in Carletonville, South Africa. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1001.
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Although knowledge about HIV/AIDS is widespread in South Africa, adult HIV prevalence is high, indicating high levels of risky sexual behavior. Understanding the gap between knowledge and behavior requires an examination of the social context in which the epidemic occurs. The Horizons Program conducted an intervention study in the Carletonville area to study the social determinants of the HIV epidemic and to assess the impact of a targeted program of HIV and STI prevention and service delivery. In 1998, the Mothusimpilo (“Working together for health”) Intervention Project (MIP) was launched to reduce community prevalence of HIV and other STIs and to sustain those reductions through enhanced prevention and STI treatment services. Carletonville includes many migrant mine workers and is characterized by significant poverty and unemployment, the presence of sex work, and high rates of STIs. MIP targets population groups where high-risk sexual behavior is thought to be common. This brief focuses on sex workers because of their vulnerability to STIs and HIV infection and their link to miners and men in the broader community.
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Johnson, Eric M., Robert Urquhart, and Maggie O'Neil. The Importance of Geospatial Data to Labor Market Information. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0017.1806.
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School-to-work transition data are an important component of labor market information systems (LMIS). Policy makers, researchers, and education providers benefit from knowing how long it takes work-seekers to find employment, how and where they search for employment, the quality of employment obtained, and how steady it is over time. In less-developed countries, these data are poorly collected, or not collected at all, a situation the International Labour Organization and other donors have attempted to change. However, LMIS reform efforts typically miss a critical part of the picture—the geospatial aspects of these transitions. Few LMIS systems fully consider or integrate geospatial school-to-work transition information, ignoring data critical to understanding and supporting successful and sustainable employment: employer locations; transportation infrastructure; commute time, distance, and cost; location of employment services; and other geographic barriers to employment. We provide recently collected geospatial school-to-work transition data from South Africa and Kenya to demonstrate the importance of these data and their implications for labor market and urban development policy.
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Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.
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The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus includes public employment programmes, job retention programmes and direct support to livelihoods. The single largest programme is run by the Department of Basic Education, which, in the last fortnight, recruited 300,000 young people as school assistants, to assist schools to deal with the setbacks faced as a result of the pandemic. The stimulus supports employment in the environmental sector and over 75,000 subsistence producers are receiving production grants through an input voucher scheme. There is a once-off grant to assist over 100,000 registered and unregistered Early Childhood Development Practitioners back on their feet, as well as a significant stimulus to the creative sector. The session set out to provide an introduction to the Presidential Employment Stimulus Programme (PESP), a key programme within government’s economic recovery plan led by Dr Kate Philip. The key objective was to get input from the research community on how the work that they are already doing and future work could contribute to the M&E efforts and be augmented in such a way that the PESP could become a medium-term programme. The DSI plans to hold further engagements in 2021 to mobilise the wider research community to provide evidence-based research in order to shape the research agenda that would support the M&E work and identify short-term issues that need to be factored into the department’s work plans, under the guidance of Dr Philip.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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COVID-19 and Female Learners in South Sudan: The impact of school closures in Juba, Rumbek, Kapoeta, Torit and Pibor. Oxfam, August 2021. http://dx.doi.org/10.21201/2021.8007.
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The COVID-19 pandemic and resulting closure of South Sudan’s schools in March 2020 exacerbated many of the challenges female learners face in pursuing an education. Research conducted for this paper found that increased poverty, domestic care work, early and forced marriage, and teenage pregnancy would make it difficult for female learners to return to schools when they reopened in May 2021. The paper, written by the Institute of Social and Policy Research, sets out how greater financial and material support to female learners and their schools; more inclusive school environments for mothers and married or pregnant learners; and improved availability of services for learners experiencing gender-based violence, early and forced marriage or pregnancy are necessary to adequately support female learners to continue their education.