DSpace Angular :: Browsing by Author "Urbani, G."

Browsing by Author "Urbani, G."

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Accountable parental involvement in primary school
(University of Zululand, 2003) Bhengu, T.B.; Urbani, G.; Vos, M.S.
The aim of this study was to pursue an investigation into accountable parental involvement in primary schools From the literature study it became clear that there are many areas and possibilities for parents to become formally and informally involved in the schooling of their primary school children. Formal involvement of parents in school activities is based on juridical, historical and educational grounds. Juridically, legislation in South Africa stipulates that parents must be involved in the school at least at the level of governance. Parents exert a lot of influence on their child's cognitive development in the early years and thus the contact between home and school should be maintained, especially during the primary school years, if the child is to succeed in formal schooling. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by primary school educators, was utilised. The completed questionnaires were analysed using descriptive statistics. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: • Positive attitudes must be inculcated in parents to become actively involved in their children's formal schooling. • Educators and parents must be trained to offer parental involvement programmes. Further research should be conducted concerning the accountability of parents regarding their involvement in primary schools.
Adolescents' perception of rape
(2004) Heeralal, Prem Jotham Heeralal; Urbani, G.; Van Der Merwe, A.
In order to study adolescents perception of rape, relevant literature pertaining to rape and adolescence as a stage in the development of an individual was reviewed. The literature review pertaining to rape deals mainly with the following aspects: > Rape in terms of the law. > Conditions in society that promote rape. > Reasons for raping. > Recognition of sexual abuse. > Reactions to rape. > Needs of the rape victim. > Types of rape. > Coping with rape. > The responsibility of parents towards rape victims. Literature on the following aspects of adolescence is also reviewed: > Developmental tasks of the adolescent. > Relations of adolescents. > Characteristics of adolescent sex offenders. The descriptive method of research was used to collect data with regard to adolescents' perception of rape. Grade eleven learners at selected schools in the Bergville District, Ladysmith Region of KwaZulu-Natal, completed an empirical survey comprising a structured questionnaire. The data that was collected was analysed using inferential statistics. From the information gathered the following are the most important findings of the research regarding adolescents' perception of rape: > Adolescents are aware that rape is unlawful. > Adolescents believe that effective law enforcement can curb rape. > Adolescents do not believe that a culture of violence contributes to rape. > Women are reluctant to report being raped. > Adolescents' perception is that rape victims have difficulty in coping with relationships with other people. > The study reveals that it is vital for rape victims to talk about the rape. > Adolescents perceive rape as a crime of aggression. > Adolescents do not want parents to support a child that has been raped. > Rape is an action that decreases the self-esteem of women. > They do not believe that there is any relationship between rape and family violence. > They are uncertain if there is a relationship between women abuse and rape within marriage. The study also reveals that there is a significant difference statistically between the responses of males and females regarding responses to question that deal with rape whereas there is no significant difference between the responses of males and females regarding questions based on adolescence as a developmental stage. Based on the findings, the study makes the following recommendations: > Adolescents must lobby support to ensure more effective law enforcement, speak out against rape and must not be put under pressure by peers to engage in sex. > Parents need to communicate more effectively with adolescents. > Law enforcement must be stepped up to curb rape. > Programs must be put in place to educate adolescents regarding rape.
Black parent's perceptions of their educational responsibility in a changing educational dispensation
(University of Zululand, 1996) Hlatshwayo, Boy Cyril.; Urbani, G.; Vos, M.S.
The aim of this investigation was to establish black parents' perceptions regarding their educational responsibility in a changing educational dispensation. From the literature study it became clear that rapid change represents one of the most dynamic features of modern society and the traditional black family is not left untouched by this. The influence of permissiveness, materialism and the mass-media forces parents to educate their children under circumstances quite different to those under which they themselves were reared. Industrialization, urbanization, politicization and the norm crisis are the most dominant characteristics of modern society which gave rise to numerous problems regarding the adequate functioning of the family. In the historical overview of black education in South Africa it was revealed that during the nineteenth century the education of black children in South Africa was funded and controlled by different churches. Between 1904 and 1953 the administration of Black Education was jointly performed by the churches and provinces and during these years the policy of segregation and inequalities in education are well-known and well-documented. After the National Party's accession in 1948 and the passing of the Bantu Education Act in 1953, separation in black education became formalised through legislation and was vigorously implemented. Since the early 1950s apartheid education was vociferously opposed by black students and teachers. The sporadic protests and boycotts of the 1950s and 1960s culminated in the student riots of 1976 which signalled an end to apartheid education. Changes in society had remarkable and adverse effects on the educational responsibility of black parents. The traditional practice, where children learned from their parents and eiders, changed to a Western system where professionals teach children with the aid of textbooks. Parents should, however, have no uncertainties as to their educational responsibility as parents. As the child's primary educators, parents are responsible for the child's adequate education at home, which serves as a basis for school education. They should be fully aware of their role, purpose and task, as well as the possibilities and limitations of their activities as regard the education of their children. The purpose of the child's education is not only adequate support and guidance towards adulthood, but also optima! realization of the child's unique potential. Responsible education can only be adequately realised if the educational relationship between parent and child is based on trust, understanding and authority. For the purpose of the empirical investigation a self-structured questionnaire was utilised. An analysis was done of 150 questionnaires completed by the parents of standard 8 pupils in Umlazi schools. The data thus obtained was processed and interpreted by means of descriptive and inferential statistics. The hypothesis, namely that the relationship of trust, understanding and authority between parent and child has no relation with the gender or age of the parents or the number of school-going children in the family, has to be accepted. In conclusion, a summary and certain finding emanating from the literature study and the empirical investigation were presented. Based on these findings, the following recommendations were made: Cultural leaders must re-establish and meaningfully foster the efficient functioning of the nuclear family. Parent guidance and parent involvement programmes must be established at schools.
Career aspirations of undergraduate economic students
(1999) Naidoo, Emmanuel Rajugopal Gangia; Urbani, G.
Since the emergence of the new democratic dispensation in the South African political arena, promises of more work opportunities, and hence a better life-style for the previously deprived citizens, inundate the media. The financial staff of the Sunday Tribune (February 9, 1997 :1) state that the government has committed itself to a coherent market-oriented economic growth plan in its Growth, Employment and Redistribution strategy (Gear). There appears to be tremendous shortages of personnel skilled in the economic sciences and as a result more students have undertaken to study economics so that they may have the necessary qualifications to gain access to these economically-linked careers. By directing this research specifically at the career aspirations of undergraduate economic students, much could possibly be done in teaching, and guiding them toward the realisation of their aspirations. The aims of this study were: * To pursue a study of relevant literature on achievement motivation, career choice and the self-concept. * To undertake an empirical investigation into the career aspirations of a group of undergraduate economic students at the University of Zululand, Durban-Umlazi campus. * To provide certain guidelines and recommendations regarding the inclusion of economics in a university curriculum that may help the student realise his career aspirations. Research with regard to this study was conducted as follows: * A literature study of available, relevant literature. * An empirical study comprising self-structured questionnaires completed by 304 undergraduate economic students of the University of Zululand (Durban-Umlazi Campus). The findings revealed, inter alia, that there are more female students engaged in further tertiary education; some students find it difficult to obtain career information; great difficulty is experienced by some students in getting to 'know themselves'; some students are not adequately trained in decision-making skills, and there is a limited number of trained vocational guidance counsellors to help them with career related problems. In the light of the aims and findings of the study, the following were recommended to tertiary educational institutions: provision of career resource centres; availability of trained vocational and subject advisors; establishment of employment contact offices, and an active mechanism should be set in motion to assist students to 'know themselves' and to develop their decision-making skills. This investigation has the following value: * It provides information on necessary prerequisites to enter economic-related careers. * The research served as an indicator of the relevance of economics in certain career aspirations.
Certain aspects concerning the Hindu parent-child relationship in a changing society
(1992) Parsotham, R; Urbani, G.; Vos, M.S.
The objectives of the study were: - to elaborate on and elucidate the changes in society which have impeded the quality of the Hindu parent's accompaniment of his child. - to describe the life - world of the Hindu child as it reveals itself in his relations with himself, others, things/ideas and God. - in the light of the findings from the literature study, to establish certain guidelines according to which accountable support can be instituted to meet the needs of Hindu parents and their children. As an introduction a psychopedagogical perspective on parental accompaniment of their children was given, where it was stressed that the success of the child's education depended on the quality of the parent - child relationship. Parental guidance and support are also crucial in meeting the objectives of education, provided the child's basic physiological and psychological needs are met. The study found that traditional Hindu lifestyles were fast disappearing within a changing society and this had severe consequences for the upbringing of the Hindu child. The pressures of urbanization and industrialization, and the need for employment, forced Hindu families to break away from their traditional extended family systems and move towards nuclear family units. Unlike in the earlier situation, where all members of the extended family assumed responsibility for the upbringing of the children, this is now the sole responsibility of the parents themselves. This has devastating consequences for the child since, generally, both Hindu parents are being forced to seek employment - due to the high cost of living - and consequently the time spent in the accompaniment of their child is considerably reduced. Conditions for pedagogic neglect are therefore created. In addition to this the children come under the strong influence of Western culture and lifestyles, which cause them to become somewhat estranged from their own culture and way of life. The lack of proper parental supervision and control in the urban environment, makes the child also easily Influenced by factors within the environment which result in a wide range of behavioural problems. This affects the relationship between the parent and child, and also has a bearing on his education. Parents do not have the skills and training to cope with the situation or offer assistance to their children, and they are desperately in need of outside help. In the light of the findings of this research the following was recommended: - Hindu authority figures at schools. - A multi-cultural school education policy. - Hindu parents forum at schools. - Further research.
Challenges and opportunities for implementing Recognition of Prior Learning (RPL) Policy in higher education
(2006) Sutherland, Lee; Urbani, G.
This thesis explores the responses of higher education to the national imperative to implement Recognition of Prior Learning. It makes use of a mixed methods mode of research to explore this phenomenon at three sites of higher education delivery in KwaZulu-Natal. The research investigates how these three institutions have responded to the imperative at an institutional level, in terms of policy development, organisational structures and philosophical approach. It also looks at academic staff perceptions of RPL policy and implementation and its successfulness in terms of the integration of RPL into the curriculum, the capacity of the curriculum to facilitate the assessment of RPL and the extent to which it has been implemented within the higher education system. It identifies the articulation of national policy on RPL as one of the factors that impacts on successful implementation. In so doing, barriers to the successful implementation of RPL are also identified and explored. These barriers include epistemological, material and systemic barriers. However, it also seeks to elicit the benefits that higher education sees in implementing RPL, both in terms of fulfilling the goals of higher education and in terms of the benefits for the national economic imperatives and the skills development initiative. Ultimately, the research attempts to establish the extent to which RPL has been institutionalised within the institutions in terms of a set of indicators as identified by the researcher.
Characteristics of an effective school
(2005) Zulu, Velenkosini Jetro; Urbani, G.; Vos, M.S.
The aim of this study was to investigate the characteristics of an effective school. School effectiveness means that the school satisfied external criteria such as the demands of the community, parents and learners, and does well against comparable institutions in areas such as examination results. From the literature study it became clear that an effective school is one that can demonstrate quality in its aims, in overseeing of learners, in curriculum design, in standards of teaching and academic achievements and in its link to the local community. The literature supplied a vast amount of evidence to support the common notion that the characteristics of an individual school can make a difference in the learners' overall progress. What all successful schools have in common is effective leadership and a climate conducive to growth. An effective school is characterised by learner performance, educator competence, a culture of mutually reinforcing expectations, trust, staff interaction and participation in the development of instructional goals, curriculum and classroom practice. For the purpose of the empirical investigation a self-structured questionnaire for educators was utilised. The data obtained from the completed questionnaires was processed and analysed by means of descriptive statistics. The findings from the empirical study confirmed that the effective functioning of a school largely depends on the leadership, management expertise and skills, the functioning of the management team, educators' commitment and accountable parental involvement. In conclusion a summary of the study was presented and based on the findings of the literature and empirical study, the following recommendations were made: > Training and guidance, in the form of workshops and/or seminars, should be given to principals on the effective running of schools. > Programmes should be implemented by schools to empower parents in matters concerning their involvement in schools. > Further research ought to be conducted concerning ways to improve the effectiveness of schools.
Child abuse : psychopedagogical perspective
(University of Zululand, 1992) Abhilak, Vishnu; Urbani, G.
The aim of this study was : to describe the life-world of the abused child from a psychopedagogical perspective; and to determine, in the light of the findings obtained, certain guidelines according to which accountable support could be instituted in order to meet the needs of the abused child. The study initially outlines current thinking and research on child abuse, first identified as a clinical phenomenon in the 1960's. The early definition of child abuse included only physical abuse, known as "baby battering", but the definition has been broadened to include neglect, emotional abuse, failure-to-thrive, sexual abuse and cultural abuse. Furthermore, the characteristics of abusing parents and those factors that appear to pre-dispose a child to become the object of abuse are discussed. From a psychopedagogical perspective the abused child finds himself in a situation of dysfunctional education mainly because he goes through the difficult road to adulthood without the assistance and guidance of a responsible parent or adult. This results in the psychic life of the abused child being under-actualised. The lack of responsible adult intervention and guidance, which is based on the pedagogical principles of understanding, trust and authority, results in the abused child forming relationships within his life-world which are inadequate for his emancipation. The abused child thus fails to constitute a meaningful life-world. It would seem that poverty together with cultural sanctions which condone violence, stressful living conditions such as overcrowding, insufficient personal, financial and social resources, discrimination and deprivation, all interact with each other to produce fertile ground not only for abuse, but all forms of deviance. It was found that mothers were mainly responsible for abuse, particularly emotional abuse, neglect and abandonment This phenomenon can be explained by the fact that they are in the main responsible for the care of the children. The literature has shown that abusing parents have been abused themselves as children and know no other way of disaplining their children. They have not learned how to "parent". There are factors that pre-dispose the child to abuse ; prematurity, retardation, physical handicaps and the fact that the child is perceived by the parents as being "different". The review of the literature has emphasised the importance of the multi-disciplinary team in the treatment and prevention of child abuse. The role of a specialised unit in treating and preventing child abuse is recommended by some authors. Case conferences are described as a useful means of discussing cases intensively and reporting back to a committee or specialised unit. Education for family life, the outlawing of family violence, involving lay people in running community programmes, the development of better services in the community are all discussed as ways of preventing child abuse. In the light of the findings of this research, the following was recommended : * school social workers should be trained and placed at schools to assist and identify pedagogically neglected children; * that there should be a staff training programme for teachers with regard to the identification, intervention and counselling of abuse cases; * educational programmes directed at school children, parents, parents-to-be and professionals, are essential for the prevention of child abuse.
Corporal punishment in the Department of Education and Culture (DEC) in Kwa-Zulu schools : a psychopedagogic perspective
(1992) Hlatshwayo, Boy Cyril.; Urbani, G.; Vos, M.S.
The aims of this investigation were: to provide an analysis of the problems surrounding corporal punishment in the Department of Education and Culture (DEC) in Kwa-Zulu schools; to give a description of the life-world in which the Black adolescent finds himself as influenced by enculturation and the adoption of new parental styles regarding authority; and in the light of the findings obtained from the literature study determine certain guide1ines according to which accountable administration of corporal punishment can be instituted. As an introduction a psychopedagogical perspective is given. Education is a universal phenomenon which is limited to human beings. Education involves an action where a responsible adult leads, helps, supports and accompanies an educand to self-actualization and ultimate adulthood. An educational situation is a situation where authority prevails. If authority does not prevail there cannot be an educational situation and education cannot take place. The educational acts of the adult as a helping and supporting guidance of the child imply that the educator has authority. The educational relationship is essentially a relation of authority. For successful teaching it is essential that good discipline should exist in the entire school. Firm but sympathetic and meaningful discipline is a sine qua nan for effective teaching. It means that education is essentially an (vii) inter—human relationship. This is actually a constel1 ation of re1ationshi ps which is called the re 1 a tionshi p s true ture of the peciagog ic situation and reveals the perspectives of knowing, trust and authority. The category of authority rests on the fallowing pedagogic postulates: The child is someone who desires to be somebody himself; The child experiences, in his desire to become somebody, a distinct need for an adult to support him; and The adult responds to this appeal. From these postulates it becomes clear that the child needs education in his development to adulthood. I f the relationship of knowing, trust and authority is sound, then discipline is justified in education. When the educator disciplines the child he should take into consideration the values of the community and the dignity of the child. If the educator observes that the child acts contrary to 1 ife—compulsory norms, it is the duty of the education to intervene with the view to changing the child's life far the better (pedagogic disapproval). This may involve various forms of punishment, inter alia — Reproof; Isolation; Staying in; Imposition at home; Deprivation of privileges; Temporary or permanent suspension; and Corporal punishment (viix) From the above it is clear that corporal punishment should be used as a last resort. It shouId be borne in mind that physical punishment ought to be administered according to prescribed regulations in the Department of Education and Culture in Kwa-Zulu schools. A breach of these rules may result in total rejection of czorpors.1 punishment as an educative punishment. In the light of the findings of this research the following are recommended: Effective internal management; Parental involvement and assistance; and That further in—depth research regarding parental involvement and assistance to our Black children and their relationship with parents, be conducted.
Die invloed van die veranderende samelewing op die psigiese lewe van die kind-in-opvoeding = The influence of the changing society on the psychic life of the child in education
(1995) Becker, Martha Elizabeth.; van der Merwe, A.; Urbani, G.
Die doel van hierdie studie was om vas te stel of die veranderende samelewing die psigiese Iewe van die kind-in-opvoeding — met spesifieke verwysing na die adolessent — beinvloed. Uit die literatuurstudie het dit geblyk dat die hedendaagse samelewing deurstroom word met skadelike apvaedingsbelemmerende faktore, soos byvoorbeeld gesinsverbrokketing, kontakinflasie, massafikasie, bewussynsmanipulasie, vertegnisering, verpolitisering en verseksualisering — om maar net enkeles te noem. Snefle veranderinge vind ook plaas op die terreine van die demografie, ekonomie, poiitiek, ekologie, beroepsbeoefening, rekreasie en sosiaal-maatskapiike verhoudinge. Die adoiessent befeef hierdie veranderende leefwerefd deur homself tot die totale werktikheid te orienteer. Deur sy belewing stig hy ‘n netwerk van verhoudinge met homself,. betekenisvoile ander in sy Iewe, dinge/idees en God. Dit is die taak van die opvoeder om aan die nog-nie-volwasseopvoedeltng, te midde van die veranderende samelewing wat opvoedingsbelemmerend op beide inwerk, 'n veilige ruimte as !eefwere!d te skep waarvandaan hy relasies kan stig. Ten etnde die aard van die adoiessent se belewing van sy veranderende leefwereid te bepaal, is *n empiriese andersoek deur middel van 'n selfgestruktureerde vraelys onderneem. Uit die ondersoek het dit geblyk dat die veranderende samelewing die adolessent wel ten opsigte van bykans al sy verhoudinge beTnvloed. Op grand van hierdie bevindinge is sekere aanbevelings rakende die kerngesin, die ouer- en skoolgemeenskap en die kerk gemaak. Met hierdie navorsing is daar gepoog om meer te wete te kom aangaande die adolessent se relasies in "n veranderende samelewing. Die hoop word uitgespreek dat dit tot beter verhoudinge tussen opvoedelinge en opvoeders sal lei. = Eng: The aim of this study was to determine whether the changing society has an influence on the psychic life of the child in education - with specific reference to the adolescent. From the literature study it became clear that the southern African society of the twenty-first century will probably be characterized and controlled by technological advancements to such an extent that it will justifiably be labelled as technocratic. Changes can be expected. in fields of demography, economy, ecology, value orientations, labour. recreation and societal relationships and politics. In many ways society has also become sexualized. The adolescent experiences this changing life-world through a network of relations - with himself, his parents, his teachers, his peer-group, with ideas/things and with God. The young person of today and tomorrow will have to be educated in such a way that he can participate in the social life within such a technocratic society in a morally self-determining, constructive and decent way. After the literature study an empirical investigation was done by means of a self structured questionnaire. During the discussion of the research design. the questionnaire, pilot study and statistical methods were discussed in detail. This questionnaire was administered to the standard 9 pupils of three high schools. (viii) Subsequently, the results of the investigation were analyzed. It was found that the changing society has a definite influence on almost all of the adolescent's relations. In the light of the findings certain recommendations were made regarding the family, school and church. With this research an effort was made to establish certain recommendations in order to improve the relation between educands and educators.
Die opvoeding van die mishandelde kind
(University of Zululand, 2000) Grabe, Suzette; van de Merwe, A.; Urbani, G.
Die navorsing ondersoek die opvoedingsnood van die mishandelde kind met die klem op die vennootskap tussen die opvoeder en die mishandelde kind in sy opweg- wees na volwassenheid. Daar word ook gelet op die persepsie van die voorstander van kinderregte van die mishandelde kind se verhouding met homself, ander, idees en dinge en Godfn god binne sy eie leefwereld. Aandag word geskenk aan problematiese opvoedingsgebeure waaraan die kind blootgestel mag word en die invloed wat hierdie gebeure op die onderaktualisering van die psigiese lewe mag he. Die wordingsdoeleindes van die kind onder die opskrifte: betekeniswereld, adekwate self en toebehorenheid word bespreek. Een van die opvoeder se take is onder andere om die kind in staat te stel om homself in die wereld te onenteer sodat hy sy eie leefwereld kan konstitueer. Deur relasies met homself, ander, idees en dinge en Godfn god te vorm, konstitueer hy 'n betekenisvolle leefwereld. 'n Selfgestruktureerde vraelys is as. meetinstrument gebruik. Die opstel, verspreiding en voltooiing daarvan word volledig behandel. Die aanbieding en ontleding van data word bespreek. Waar nodig, word van beskrywende statistiek gebruik gemaak. Uit die analise van die data het dit geblyk dat die mishandelde kind oor die algemeen nie baie gelukkig is nie, hy slaap nie rustig nie en hy neem oor die algemeen 'n aggressiewe houding in en is nie vriendelik nie. 'n Groot aantal het gevoel dat daar nie regtig goed in hulle steek nie en dat hulle die mi~handeling waaraan hulle blootgestel is, verdien. Wat die verhouding met ander betref, het dit geblyk dat daar tog op een van die ouers of versorgers se liefde en ondersteuning staatgemaak kan word, dat daar vertroue in die voorstander van kinderregte is en dat 'n klein persentasie van mishandelde kinders goed met volwassenes oor die weg kom. Oor die algemeen is verhoudings met huidiqe vriende goed. Ongelukkig het dit geblyk dat min mishandelde kinders 'n goeie toekonisperspektief het. Wat die relasiedimensie met Godfn god betref, het min kinders hierdie verhouding as 'n prioriteit in hul lewens gestel. Ter afsluiting word daar enkele aanbevelings aan die hand gedoen: • Oat die ouer/versorger se opvoedings- en onderrigtaak deur aile partye (staat, kerk, skool, ensovoorts) aandag behoort te geniet. • Oat ouers/versorgers - as prirnere opvoeders -van hulle verantwoordelikhede bewus gemaak behoort te word by wyse van werkswinkels, ondersteuning en kommunikasie tussen die skool en die huis. • Oat die kerk as infonnele opvoeder, kinders genoegsaam geestelik onderrig. Die hoop word uitgespreek dat hierdie beskeie bydrae 'n sinvolle bydrae tot die leefwereld van die mishandelde kind sal maak. = During this study research was conducted pertaining to the educational need of the abused child, with the emphasis on the partnership between the educator and the abused child on his way- to maturity- . Attention was also focused on the perception of the Protector of children's rights on the life world of the abused child.. A self-constructed questionnaire was used as measuring instrument. The construction, distribution and completion of the questionnaire were discussed in detail. The presentation and analysis of data was also discussed. Where necessary descriptive statistics were used to analyse data. From the analysis of the data it became clear that the abused child is not a happy child, he does not sleep well, becomes aggressive often and is not very fiiendly. A large number ofabused children were under the impression that they deserved the abuse they had experienced. Regarding the relationship with others, most children indicated that they trusted and i or loved at least one of their parents. They also trusted the Protector of children's rights. Few experienced meaningful relations with adults or a positive perspective on the future. Pertaining to their relationship to God! a god, very few expressed this relationship as a priority. Based on the accumulated findings of the research the following recommendations were made: • That parent's educational responsibilities be recognised by the government, churches and school. • Parents as primary educator's responsibilities should be emphasised by means of . workshops, support groups and meaningful communication between home and school • That the church as informal educator should provide sufficient support to the abused child. It is hoped that this study will make a meaningful contribution towards the life world of the abused child.
Die opvoedingsopgaaf van die huisouer in die kinderhuis
(1994) Vos, Macthel Susara; Urbani, G.
Eng; = The aim of this investigation was to determine the awareness and capability of house parents in children's homes to meet the educative need of the children who have been entrusted to their care. An introductory historical overview was provided of the origin and development of children's homes in the Republic of South Africa with specific reference to the children's homes of the Dutch Reformed Church, as well as the "idealised" task of these homes. The admission of a child to a children's home was described in terms of the Child Care Act, Act No. 74 of 1983. Aspects that need to be considered when placing a child in a children's home, such as the child's cultural and religious affiliation and the distance from his parental home, were discussed. The fact that the child is admitted to the children's home as an educationally neglected child, was considered. By adopting the education situation as point of departure, educational neglect as the outcome of the inadequate realisation of educative intervention, was elucidated. The non-accountable interventional assistance of the child's own parents who are incapable, causes the child to experience the education relationships as impaired. Arising from this, the education sequence structures and the education activity structures are inadequately actualized. As outcome of the non-accountable educative intervention the normative image of adulthood which is strived for as educational aim, is not adequately realised and is posed as a delayed education aim. An own parental home with both parents available, was scrutinised. The importance of a happy and normal family life for the becoming child was discussed by referring among others, to the significance of the father and the mother in the education of the child. The group situatedness of the child in the children's home, which entails both positive and negative educative lived- experiences, was addressed. Attention was given to the special educative task of the house parents, which includes the physical, psychological and spiritual "re-education" of the child in the children's home. Sufficient physical care of the child is imperative for the creation of a basis for all other educative actions. The educationally neglected child's emotional education (affective education) shows a distorted image in becoming. The house parents' unconditional acceptance of the child and their willingness to provide assistance, aid and guidance, are necessary to winning his confidence and enabling him to live-experience acceptance. Through mutual trust and acceptance, and authoritative guidance the child experiences security. Certain aspects of the educational task of the house parents with regard to the cognitive education of the child, are highlighted. Through the support and guidance of the house parents, the child must be assisted in learning how to cope with his emotions. The child can only pay full attention to his school work and studies when he experiences a stable emotional life. Attention is also given to the moral education, soda} orientation and religious guidance of the child in the children's home. For the purpose of the empirical investigation, self-structured questionnaires were used. The questionnaires were completed by the principals (directors) and house parents of the children's homes of the Dutch Reformed Church in the Republic of South Africa. An analysis was done of 179 questionnaires completed by house parents, and twenty which were completed by the principals. The data thus obtained was processed and interpreted with descriptive and inferential statistics. In conclusion, the findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings, the following recommendations were made; Urgent attention must be given to further training of house parents and improved conditions of service for them. No house parent must be responsible for more than ten children. Educational support services must gradually be incorporated in the assistance and control over the children in the children's homes. Afr = 'n Eie auerhuis met albei auers teenwaardig, is bespreek. Die belangrikheid van 'n gelukkige en ncrmale gesin vir die volwaardige valwassewording van die kind is ender die loep geneem deur ondermeer na die ral van die vader en die moeder in die opvoeding van die kind te verwys. Die graepsgesitueerdheid van die kinderhuiskind wat sowel pasitiewe as negatiewe opvoedingsbelewenisse inhou, is aangespreek. 'n Beskrywing is gegee van die besondere opvoedingstaak van die huisauers ten aansien van die fisiese, pSlglese en geestelike "heropvoeding' van die kinderhuiskind. Toereikende fisiese versorging van die kind is onontbeerlik vir die daarstelling van 'n basis vir alle ander opvoedingsaktiwiteite. Die opvoedingsverwaarloosde kind se gevoelsopvoeding(affektiewe) apvoedingtoon'n wordingsgeremde beeld. Die huisouer se onvoorwaardelike aanvaarding, bereidwilligheid tot hulpverlening en steungewing is inderdaad voorwaarde vir die ontsluiting van vertroue en die belewing van aanvaarding by die kinderhuiskind. Deur wedersydse aanvaarding, vertraue en simpatieke gesagsleiding beleef die kind affektiewe gebargenheid. Sekere aspekte van die huisouer se apvoedingstaak rakende die kagnitiewe apvoeding van die kind is uitgelig. Deur middel van steungewing en leiding maet die kinderhuiskind gehelp word am beheer oar sy gevoelens te kry. Eers wanneer hy sy gevoelens as stabiel beleef, kan die kind sy volle aandag aan sy skoolwerk en studie gee. Aandag is oak aan die sedelike opvoeding, sosiale orUintering en religieuse leiding van die kinderhuiskind gegee. In die empiriese ondersoek is van selfgestruktureerde vraelyste as meetinstrumente gebruik gemaak. Die vraelyste is deur die hoofde (direkteure) van die Nederduitse Gereformeerde Kerk kinderhuise in die Republiek van Suid-Afrika voltooi. 'n Ontleding is gemaak van die 179 vraelyste wat deur die huisouers en 20 wat deur die kinderhuishoofde voltooi is. Die gegewens wat uit die vraelyste verkry is, is verwerk en geinterpreteer aan die hand van beskrywende en inferensiele statistiek. Ten slotte is sekere bevindings voortspruitend uit die Iiteratuurstudie, beskrywende en inferensiele statistiek aangebied. Na aanleiding van di~ bevindings is die volgende aanbevelings gemaak: Verdere opleiding van huisouers moet dringende aandag geniet en beter diensvoorwaardes moet vir huisouers beding word. Elke huisouer moet vir hoogstens tien kinders verantwoordelik wees. Opvoedingshulpdienste(Onderwysdepartemente) moettoenemend betrek word by hulpverlening aan en beheer oor die kinders in die kinderhuise.
Die rol van oorskakelingsoorde in die herinskakelingsproses van die gevangene in die gemeenskap
(1992) Urbani, G.; Potgieter, P.J.
The prisoner, and especially the "board prisoner", is confronted with the possibility of becoming institutionalised. While being incarcerated in the conventional prison, his life world is of necessity institutionally ruled and governed- Upon release he is confronted with a world where he once more has to make his own decisions; he has to be prepared for his reintroduction into a free society and for taking up his responsibilities and obligations as a free citizen. This entails much more than finding accommodation or employment - the question arises whether the conventional prison is the appropriate place for this process of reintegration into community life. The establishment and efficient functioning of transitional havens may be instrumental in preparing the prisoner, who is still under sentence and whose treatment programme makes provision for admittance to such an institution, for reintroduction into free society. The objective of this study was to undertake an investigation of existing research literature relating to transitional havens, in order to describe the origin and development as well as the structure and functioning of these institutions. Arising from the "reintegration model" with its emphasis on community treatment and community integration, the prisoner is assisted and supported towards returning to society as Cx5 a responsible and accountable person- As a community-based release preparatory approach, transitional havens offer a unique opportunity towards addressing the needs of the prisoner. The creation and development as well as the structure and functioning of transitional havens are described. The rapid expansion of transitional havens was originally based on the theoretical assumption that these havens would lower residivism, ensure more humane treatment and reduce expenditure. Apart from different names given to transitional havens by different countries, or even states within countries, it appears that control of these havens may rest with the state or private welfare organisations. Transitional havens controlled by the state are run at lower cost that those controlled by private institutions. State controlled havens utilise the services of personnel, who also serve in conventional prisons, on a rotating basis. It has been found that, with regard to the selection of residents, different criteria is adopted. The intervention programme includes, inter alia, personal counselling, family and marital therapy, reality therapy and social ski1Is training. The transitional haven is regarded as the focus point for the mobilisation of community members and community sources towards addressing the needs of ex-prisoners by facilitating co-operation with existing organi- sations, such as training centres, businesses and service centres. The haven encompasses Cxi> the very important possibility that convicted persons may be transferred there directly, allowing them to continue with professions held prior to conviction. The creation of transitional havens will therefore serve two important objectives: firstly, it wil1 counteract institutional dependency amongst prisoners who qualify for admittance and secondly, it will contribute considerably towards the prisoner's reintegration into community life- > Based on this study it is recommended, as a matter of priority, that the creation of transitional havens by the Department of Correctional Services, be considered-
Die rol van oorskakelingsoorde in die herinskakelingsproses van die gevangene in die gemeenskap
(University of Zululand, 1992) Urbani, G.; Potgieter, P.J.
Hierdie studie poog om 'n studie van bestaande navorsingsliteratuur in verband met oorskakelingsoorde te onderneem ten einde die ontstaan en ontwikkeling van sulke inrigtings as 'n struktuur te beskryf en die funksie van die inrigtings uiteen te sit. = The establishment and efficient functioning of transitional havens may be instrumental in preparing the prisoner, who is still under sentence and whose treatment programme makes provision for admittance to such an institution, for reintroduction into free society. The objective of this study was to undertake an investigation of existing research literature relating to transitional havens, in order to describe the origin and development as well as the structure and functioning of these institutions. Arising from the "reintegration model" with its emphasis on community treatment and community integration, the prisoner is assisted and supported towards returning to society as a responsible and accountable person.
Drug Abuse and the Culture of Learning
(2003) Mandla William., Thwala,; Urbani, G.; Vermeulen, H.J.
This study encompasses the phenomenon of drug abuse in the context of learning and teaching. The researcher endeavoured to explore certain aspects of this phenomenon in this particular context in view of a growing concern about the apparent demise of a culture of learning in our schools and related learning environments, and the threatening consequences thereof on a much wider front than might generally be realized. Due to the interwovenness and mutual playing field of learning and teaching, such threat will inevitably not only adverse affect learning, but teaching as well. The literature study revealed factors which are possibly as known in some circles but it is unknown or ignored in other, causing the potentially disastrous consequences of the latter to be underestimated while aggravating the threat to a vulnerable terrain such as the learning environment in its different school related manifestations. Due to the magnitude of the phenomenon of drug abuse, and consequently its impact on learning and teaching, this study had to be demarcated to some causes and effects of drug abuse on learning and teaching. The study concentrated on what the researcher termed an interplay between these factors, that might impact drug abuse, something that appears to be at the root of the perceived uneasiness and even despondency in education circles as regards the apparent fading of a culture of learning in the learning environment. An empirical investigation of this natuie, being regionally locusci only, is obviously limited in its outcome. Although conclusive, generally representative inferences could not be drawn, it indicated without doubt that the culture of learning and teaching in the learning environment has been dented and is in fact under siege by drug abuse. Certain recommendations such as the following were made and motivated: > Ignorance as regards drug abuse and its effects on the learning environment should be combated by providing the necessary infrastructure, particularly in the rural areas. Determining needs, purposeful action and the monitoring thereof should carry the main focus. > Prevention, intervention and rehabilitation are to be given much more prominence, inter alia by ensuring and expertly monitoring prevention, intervention and rehabilitation programmes for the victims and potential victims of drug abuse in the learning environment. > Further research which should include, inter alia^ and in particular, drug trafficking, especially as regards access into the organized learning environment, viz. the school.
The educational distress of the child in a squatter environment : a psychopedagogical perspective
(1994) Sosibo, Themba Morrison; Urbani, G.
The aims of this investigation were: to describe the life-world of the child in a squatter environment as it reveals itself in his relations to himself, to others, to things/ideas and to God; and in the light of the findings obtained from, the literature study and interviews, to establish certain guidelines according to which accountable support can be instituted in order to meet the needs of the children in a squatter environment. As an introduction a literature study is given which describes the conditions that prevail in squatter areas. From a psychopedagogical perspective the squatter child finds himself in a situation of dysfunctional education mainly because he goes through life without the help and guidance of a responsible parent or adult. This results in the psychic life of the squatter child being under-actualised. The lack of responsible adult intervention and guidance, which is based on the pedagogical principles of love, trust and authority, results in the squatter child forming relationships within his life¬world which are inadequate for his emancipation. The squatter child thus fails to constitute a meaningful life-world. At present only a few social workers and voluntary organizations, such as Child and Family Care, reach out to these squatter children in an attempt to rehabilitate the families and supervise the children. The fact that the squatter child is a "child" that should be assisted by parents and the school in his process of becoming is at present often overlooked by the voluntary organizations that render support. Most of the support structures that came into existence to provide some measure of support are existing illegally under present statutory provisions. They lack the services of suitably qualified personnel and are often haphazardly organized. Furthermore they cannot cope effectively with the present situation and there is a duplication of certain services in the provision of support. In the light of the findings of this research the following was recommended: — compulsory education should be initiated for all children between the ages of six and thirteen; — compensatory education should be introduced in both formal and non-formal education, while informal or home education could be enriched in order to prepare children for the demands of formal or school education; school social workers should be trained and placed at schools to assist and identify pedagogically neglected children; remedial teaching training programmes for all teachers should receive more attention during training; parent guidance and involvement programmes should be instituted at all schools. welfare services should be co-ordinated to prevent duplication; and further in-depth research regarding squatter children.
Educational distress of the streetchild
(1994) Van Rensburg, J C Janse; Urbani, G.
The aims of this investigation were: to describe the life-world of the child in a squatter environment as it reveals itself in his relations to himself, to others, to things/ideas and to God; and in the light of the findings obtained from, the literature study and interviews, to establish certain guidelines according to which accountable support can be instituted in order to meet the needs of the children in a squatter environment. As an introduction a literature study is given which describes the conditions that prevail in squatter areas. From a psychopedagogical perspective the squatter child finds himself in a situation of dysfunctional education mainly because he goes through life without the help and guidance of a responsible parent or adult. This results in the psychic life of the squatter child being under-actualised. The lack of responsible adult intervention and guidance, which is based on the pedagogical principles of love, trust and authority, results in the squatter child forming relationships within his life¬world which are inadequate for his emancipation. The squatter child thus fails to constitute a meaningful life-world. At present only a few social workers and voluntary organizations, such as Child and Family Care, reach out to these squatter children in an attempt to rehabilitate the families and supervise the children. The fact that the squatter child is a "child" that should be assisted by parents and the school in his process of becoming is at present often overlooked by the voluntary organizations that render support. Most of the support structures that came into existence to provide some measure of support are existing illegally under present statutory provisions. They lack the services of suitably qualified personnel and are often haphazardly organized. Furthermore they cannot cope effectively with the present situation and there is a duplication of certain services in the provision of support. In the light of the findings of this research the following was recommended: — compulsory education should be initiated for all children between the ages of six and thirteen; — compensatory education should be introduced in both formal and non-formal education, while informal or home education could be enriched in order to prepare children for the demands of formal or school education; school social workers should be trained and placed at schools to assist and identify pedagogically neglected children; remedial teaching training programmes for all teachers should receive more attention during training; parent guidance and involvement programmes should be instituted at all schools. welfare services should be co-ordinated to prevent duplication; and further in-depth research regarding squatter children.
The educational responsibility of the house-parent in the children's home
(1996) Naidu, Shamalin; Urbani, G.; Vos, M.S.
The aim of this investigation was to determine the awareness and capability of house-parents in children's homes to meet the educational needs of the children who have been entrusted to their care. An introductory historical overview was provided of the origin and development of children's homes with specific reference to the Muslim Darul Yatama Wal Masakeen Children's Home, Lakehaven Children's Home and the Aryan Benevolent Home in KwaZulu-Natal. Attention was also given to the "idealized" task of these homes. The admission of a child to a children's home was described in terms of the Child Care Act, Act No. 74 of 1983. Aspects that need to be considered when placing a child in a children's home, such as the child's cultural and religious affiliation and the distance from his parental home, were discussed. The fact that the child is admitted to the children's home as an educationally neglected child, was considered. By adopting the education situation as point of departure, educational neglect as the outcome of the inadequate realisation of educative intervention, was elucidated. The non-accountable interventional assistance of the child's own parents who are incapable, causes the child to experience the education relationships as impaired. Arising from this, the education sequence structures and the education activity structures are inadequately actualized. As outcome of the non-accountable educative intervention the normative image of adulthood which is strived for as educational aim, is not adequately realised and is posed as a delayed education aim. An own parental home with both parents available, was scrutinised. The importance of a happy and normal family life for the becoming child was discussed by referring among others, to the significance of the father and the mother in the education of the child. The group situatedness of the child in the children's home, which entails both positive and negative educative lived- experiences, was addressed. Attention was given to the special educative task of the house-parents, which includes the physical, psychological and spiritual "re-education" of the child in the children's home. Sufficient physical care of the child is imperative for the creation of a basis for all other educative actions. The educationally neglected child's emotional education {affective education) shows a distorted image in becoming. The house-parents* unconditional acceptance of the child and their willingness to provide assistance, aid and guidance, are necessary to winning his confidence and enabling him to live-experience acceptance. Through mutual trust and acceptance, and authoritative guidance the child experiences security. Certain aspects of the educational task of the house-parents with regard to the cognitive education of the child, are highlighted. Through the support and guidance of the house-parents, the child must be assisted in learning how to cope with his emotions. The child can only pay full attention to his school work and studies when he experiences a stable emotional life. Attention is also given to the moral education, social orientation and religious guidance of the child in the children's home. For the purpose of the empirical investigation, self-structured questionnaires were used. The questionnaires were completed by the house-parents of the children's homes selected for the investigation. An analysis was done of questionnaires completed by house-parents and the data thus obtained was processed and interpreted by means of descriptive statistics. In conclusion, the findings emanating from the literature study and the descriptive statistics were presented. Based on these findings, the following recommendations were made: Urgent attention must be given to further training of house-parents and improved conditions of service for them. No house-parent must be responsible for more than ten children. Educational support services must gradually be incorporated in the assistance and control over the children in the children's homes.
The educator-learner-ratio and its effects on invitational learning
(2000) Venketsamy, Thungavel; Urbani, G.; Vos, M.S.
The aim of the investigation was to establish effects of the educator-learner ratio on invitational learning by means of a literature and empirical study. As an introduction, invitational learning was reviewed and the role of the educator and learner was highlighted. The educator acts in loco parentis and therefore plays a vital role in the promotion of invitational learning. The relationship of trust, understanding and authority between the educator and learner is a necessary prerequisite for creating an invitational learning climate. It is of paramount importance that, for successful invitational learning to take place, both educator and learner must enter into a mutual relationship of trust, understanding and authority. The various factors affecting invitational learning in a class with an unfavourable educator-learner ratio were discussed. Factors concerning the learners, their attitudes towards learning, their discipline, perception of their educators and their self-concept all have an effect upon the success of invitational learning. The role of the educator, his attitude, motivation, self-concept, salaries, incentives, job satisfaction, etc. also have an effect upon invitational learning. Factors such as management's authority style, class size, educational resources, physical provisions, etc. also impact upon the promotion of invitational learning. For the purpose of the empirical investigation a self-structured questionnaire was utilized. An analysis was done of 150 questionnaires completed by educators teaching at primary schools in the Durban South and Port Shepstone area. The data was processed and interpreted by means of descriptive and inferential statistics. In conclusion, a summary and findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings, the following recommendations were made: - All learners should be governed by a code of conduct that will enhance positive behaviour and attitude towards learning. - All educators should be governed by a code of conduct that will prohibit unprofessional behaviour. - That further research must be done regarding educator-learner ratio and its effect on invitational learning.
Educators' perceptions of bullying
(2007) Maharaj, Nidira; Vermeulen, H.; Urbani, G.
This study investigated educators' perception of bullying in schools. Literature on bullying, were reviewed. The sample consisted of 200 educators. The descriptive method of research was used to collect data with regard to educators' perceptions of bullying. An empirical survey comprising a structured questionnaire was completed by educators in the Umbumbulu Circuit of the Umlazi District in the Ethekwini Region of Kwazulu Natal. The data that was collected reflected the perceptions of the target group of educators: ~ Bullying should not be tolerated at school. ~ Respect for human dignity should prevail among all learners at school. ~ The school should be a place that promotes a safe environment. ~ Every learner's unique personality and value should be respected. ~ Support programmes should be provided for learners that bully and victims of bullying. ~ A Provincial bullying policy will ensure uniform address on this escalating violence in schools. The research revealed that bullying can occur in any group of learners whatever age or size of the members and that about two thirds of the learners have been/are bullied during their schooling years. There are many forms of bullying. The spectrum varies from relatively harmless teasing and extends to serious assault or harassment. Verbal and psychological bullying can be just as harmful and hurtful as physical violence. Sexual and racial harassment are particularly serious forms of bullying. It becomes clear from the research that there is no simple solution to bullying. It is a complex and variable problem so each school must develop its own policy. Of course this would be easier if there was a national climate of concern similar to that in Norway. Bullying has been ignored for too long. Individuals are powerless before its insidiousness but schools can adopt collective remedies which will not only help the victims but also strengthen the relationship between parents, educators and learners. The perceptions of educators' cast an illuminating light on an appalling problem that is prevalent at schools.

Browsing by Author "Urbani, G."

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