Educational Psychology & Special Needs Education

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A psycho-pedagogical study of differentiated secondary education and its significance for education in Kwa-Zulu.
(1975) Ndaba, Edward Philip; Dreyer, H.J.
A Chinese adage has it that if you are planning for a year buy rice, if for ten years plant rice, but if for 100 years educate your people. Educatron is a vital long-term investment for any forward-looking community. As Bozzoli (1972: 2) puts it, "education is as vital to a nation as is sufficient food and a proper diet". The major purpose of planned education should be to induct the individual into the societal pattern in such a way that his individuality and creativeness is enhanced, not dampened (cf. Stenhouse, 1967). We note that today in all parts of Africa education plays a crucial role in national planning because the future of every independent state depends more than anything else on the rapid and effective development of its educational system. When a metropolitan power relinquishes control, the former subject peoples invariably reorganize the system of education bequeathed to them in accordance with their genuine needs and aspirations. Hopes of achieving higher standards of living and even of attaining viable independence seem to depend almost entirely upon the ability of each budding state to train the human material it requires for service at various levels in the administration. For this to happen there must be statesmen, administrators, scientists, technicians, engineers, doctors, artisans, educationists, and, above all, teachers. These educators are faced with a gigantic task: they are cal.led upon to provide an education which, ori the one hand, will take notice of the essential humanity of the people for whom it is designed and. on the other. enable them to take their full place in a modern scientific-technological world (cf. Duminy, 1968) ~ It is the indigenous educationist who plays a leading role in bringing about a Black-oriented education to satisfy the authentic needs and aspirations of the African. Needless to say, a Black educationist whose outlook is foreign-oriented will find that his services are not required by his newly independent community. He becomes a "foreign native", a sort of a bat that is useful neither to his community nor to the non-Black expatriates. In recent times in South Africa there has come about a political dispensation under which Africans are promised eventual sovereign independence in their own areas referred to as Homelands. The vexed question 0& land consoli~ation has become a formidable bone of contention with some Homeland leaders (Ilanga, 23.7.75). Whether political independence will become a reality or not is neither here nor there. What interests the educationist is that his Homeland at this stage is given some latitude to design and plan its educational system from the nursery school to the postprimary level except for higher education which remains under the control of the Central Government. Soon after attaining partial self-government in 1963 South Africa's first Homeland, the Transkei. commenced reorganizing its educational system. Kwazulu is following suit. She attained legislative assembly status in 1972. Before tbat date the territory was referred to as Zululand. It was an integral part of the Natal Province as was the case at one time with the Transkei and the Cape Province. As such it was subject to the jurisdiction of the Natal Provincial Administration and the Central Government. On attaining partial self-government in 1972, the territory's name changed to KwaZulu.
Vocational orientation of a Black female adolescent in Natal and KwaZulu : a psychopedagogic perspective
(1986) Mkhabela, Octavia Khabelani; Nel, A.
The object of this study was to determine the extent to which a Black female adolescent in KwaZulu and Natal is orientated with respect to the vocational world. The study was approached from a psychopedagogic perspective. Existing literature was studied. When the problem was stated it became apparent that several factors interact to bring about a situation in which the Black female adolescent school leaver with no experience as a worker and no particular skills to sell in the labour market faces problems. Exploratory media were used on individual basis to determine the adolescent's present pedagogic situation which has a direct bearing on her vocational orientation. Exploratory media were also used to determine the adolescent's actualized potentials and also to determine her present orientation. After the insertion of exploratory media the reports of the vocational orientation investigations were written. Twenty case studies were conducted with standard ten pupils from eight schools. One case study is written in detail. Three other reports appear in a summarized form. The other remaining reports are given in a tabular form. Vocational orientation of the Black female adolescents in KwaZulu and Natal was found to be affected by socio-economic, political and cultural factors. Recommendations for the establishment of properly organized vocational guidances services in Black schools, introduction of career education at all levels and informing the general public about career education were made.
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.
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.
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.
The problems experienced by children of divorced parents
(1993) Mthombeni, Rodgers Boy; Urbani, G.
The aim of this study was: * to describe the life-world of the children of divorced parents from a psychopedagogical perspective at the hand of relevant research literature; * in the light of the findings obtained from the literature study establish certain guidelines according to which accountable support can be instituted to meet the needs of the children of divorced parents. In our society of today divorce is increasingly common. Latest divorce figures released by the Central Statistical Services in Pretoria show that in 1990 more than 20 000 Whites, 5 217 Coloureds and 1 421 Asians were divorced. There are no figures at present available for the Black population, although it is believed that divorce is on the increase in this community. Most divorcing parents are aware of the conflicting interests of parents and children and usually want to know how they can best help their children cope with C vi ] what is often a frightening and emotional stressful period in their lives. The first year after divorce is characterized for both parents and children by anxiety, depression, anger, with feelings of rejection and incompetence. Demoralization caused by negative feelings about the divorce causes parents to be less concerned about their children. The children in turn feel confused and resentful, become more provocative and difficult with their parents. They react to stress by nagging, whining, showing an increase in aggressive behaviour, and becoming more disobedient. From a psychopedagogical perspective the children of divorced parents find themselves in a dysfunctional educational relationship. It is evident from this study that the children of divorced parents are not likely to constitute a meaningful and adequate life-world without assistance. The life-styles of these children are often an example of the outcome of disharmonious educational dynamics. It represents inadequate personality development, which although it took place through the child's own initiative is mainly the result of educational misguiding by divorced parents. If children are to recover from the trauma of divorce, strategies for support must be designed and the needs of the children understood. Accountable support for these children implies that the children must be given meaningful help so that the situation of dysfunctional education in which they more often than not are caught up, may be rectified. These support systems may be divided into the following three phases: * Preventative support. * Support just before or at time of divorce. * Support after divorce and continuing support. In the light of the findings the following recommendations were made: * Educational Psychological Support Services (EPSS) must be established. * Educational-Psychological Support Service Units (EPSSU) must be established. * School social workers must be properly trained and appointed to offer guidance programmes in schools. Divorce workers Court Counsellors must be trained social and employed by the Department of Justice. * Attendance of the relevant counselling programmes must be made mandatory before the final divorce order is granted for couples with children.
Violence as an impediment in the actualisation of the psychic life of the child in education : a psychopedagogic perspective
(1993) Mhlambo, Gertrude Minnie; Urbani, G.
The aim of this study was: * To describe the inadequate self—actualization of the psychic life of the child due to the influence of violence. * To describe changes in society that have caused a breakdown in the pedagogic relationship between parents and children. * To determine, from the findings obtained, certain guidelines according to which accountable support could be instituted in order to meet the needs of the under—actualized child. The study primarily attempts to outline current thinking and research on how violence effects the under—actualizing of the child. The high incidence of violence marked by its intensity and severity in societies, has been a cause of great concern to educationists. Various studies of strife torn areas like Northern Ireland, Israel, etc., indicate that where societies have been exposed to the culture of violence for some decades, the quality of life in those areas is marginalized. Where violence 1ingers on, it is characterized by its appeal to the "youth population" predominantly, and the children unfortunately bear the brunt of its corrosive scourge. The Republic of South Africa has been no exception, where the Black townships and rural areas have been plagued and entrapped by the culture of violence since 1976. In the life of a Black child the educational environment is beset by a variety of impediments that emanate from rapid social changes that have broken down his traditional cultural structures - The ensuing violence disintegrated all forms of the fami1ial anchorage and the priceless parent-chi Id relationship of love, understanding, trust and authority. From the study it becomes clear that the onslaught of the dynamics of social change and violence have a deleterious effect on the quality of the upbringing of the child- From a psycho pedagogic perspective the impeded child finds himself in a dysfunctional educational situation because he lacks responsible parental or adult assistance and guidance toward his difficult goal of attaining adulthood. This implies that the psychic life of the impeded child is under-actualized where there is no adult intervention based on the principle of understanding, trust and authority underpinned by caring love. The child's exposure and predisposition to the culture of violence blunts the child’s perceptions and feelings, and as he becomes desensitized, he lacks understanding the true realities of life. As the child needs self—confidence and a sense of worthiness, he regards himself as a failure. To neutralize these perplexing factors in the child's life, accountable support systems for him and his parents are the mast expedient forms of intervention. Meaningful intervention by the school guidance tutor (counselor) or the personnel from the Educational Psychological Support Services or the school social workers who can pool their support programmes and rehabilitative strategies to restore the child * s and his parents' confidence, the parents must be fully involved in the rehabilitative projects in the school and in the community. They must liaise with pupils, teachers, and members of the community. In the light of the findings of this study, the following was recommended: * Cultural leaders must re-establish and meaning¬fully faster efficient functioning of the nuclear family. * Educational Psychological Support Services (EPSS) must be established and earnestly developed in al1 Black schools. * All politicians and members of the clergy should forthwith, desist from interfering and delaying the implementation of a culture of learning.
The role of the principal in motivating his staff and pupils : a psychopedagogic perspective
(1993) Mhlambo, Fanyana Gilbert; Urbani, G.; van der Merwe, A.
The aim of the study was to undertake a literature study of the life-world of the principal and to describe how changes in society have effected his motivation of his staff and pupiIs. As an introduction a psychopedagogical perspective on the role of the principa.1 an motivating his staff and pupils is given - When the beginner principal or a serving principal enters his school he may find teachers and pupils but he may not be certain of their willingness to be totally involved. Broadly speaking the principal is a leader and as such it was necessary to look at a few definitions of leadership. The definitions are as many as there are authors on the topic - But it is generally agreed that it be taken as the process of influencing the activities and behaviour of an individual or a group towards goal achievement in a given situation. Leaders are people who have the ability to get others to co-operate with them in doing something. They can be described as people who know the way and go the way. They include the foilowing: Agitator or reformer; the bureaucrat and nomathet; the ideographic and authoritarian, etc. Leadership is often linked with motivation which can be defined as the intensity of the involvement in anything that a person does. Many authors have from time to time come out with a variety of apt descriptions all bordering on the influence on the conduct that some person has on others.Indeed leadership is concerned with the implementation of those policies and decisions which succeed in directing the activities of an organisation or school towards its specific goals. It has been said that the effective running of a school is dependent on the principal as the leader. The school will be what he makes it. He is responsible for everything that takes pi ace in it. He is even responsible for those functions which he has delegated to his sub—ordinates. The leader must be sufficiently motivated in the work of the group. In the school situation the inspiration and drive of the principal must motivate the staff to join forces and became a vibrant body. In the same vein there must be? a relationship of trust, understanding and authority. It is through the principal's experiences of reality that his own life—world comes into being. Like all human beings he should be able to think about himself. He should be able to take stack of his accomplishments. He should be totally involved with his relationships with others, with things/objects and his Creator. Even the ideas that abound in his area and thus form part of his experience are in some form of relationship with him. The results of the sudden urbanisation and papulation explosion have affected the principal because of the influx of pupiIs who come from the informal settlements. Some of these were efforts of using the school buildings as venues far social change. Of course the principal must 1eave an imprint of the Christian faith everywhere in his school. The principal should always involve his staff in order to encourage them. Teachers feel motivated by the trust that a principal shows in them. Educational goals are easily accomplished when all the participants feel involved. Consultations even deliberations at staff meetings or staff development programmes have a tendency of curbing teacher militancy and group bargaining. He should be the moving spirit in the school as he has his finger on the pulse of the establishment. It is also the duty of the principal to encourage the parents of the children at his school. All pupils feel motivated to know that they belong to a school that has a goad track record — and a tradition of excellence. In class an attempt should be made to arouse the enquiring attitude of the pupils. It pays for the principal to set up definite and real istic goals for pupils and give them the results. In a similar manner many parents appreciate being associated with a meaningful school . Besides the trend these days is for the extension of control from the Internal Management Councils to the Management Councils which include parents even on the standing sub—committees. The Education Renewal Strategy document has advocated for an increased say far parents. The recommendations are that: # All beginner principals must attend an orientation programme arranged for principals. # All serving principals must attend regular (twice a year) enrichment programmes (for principals). # Internal Management CounciIs (IMC's) must be established in all Black schools. These IMC's wi11 comprise the principal, deputy principal and heads of departments. All existing School Committees in Black schools must be replaced by Management Councils (MC's).
The Indian teacher's perception of the Black teacher's occupational world
(University of Zululand, 1994) Abhilak, Vishnu; Urbani, G.
The aims of this study were threefold : * Firstly, by means of a literature study, it examined the possible misconceptions that Indian teachers have of the black teachers' occupational world and the circumstances which have led to these misconceptions. * Secondly, an empirical survey consisting of structural questionnaires were constructed in order to ascertain the Indian teachers' perception of the black teachers' occupational world. * Thirdly, certain recommendations were made which could possibly eliminate the Indian teachers' misconceptions of the black teachers' occupational world. Education in South Africa is marked by severely discriminatory inequalities of provision. These inequalities coincide with ethnically fragmented structures of control centred on "own affairs" departments of education answerable to the white, Indian and coloured chambers of the tricameral parliament, while black education falls under the Department of Education and Training. The Department of National Education plays an overall co¬ordinating role. In all, the South African education system comprises eighteen separate departments of education, linked through weak co-operative arrangements and separated by marked resource imbalances. Indian teacher training in the RSA has reached such a significant stage in its administrative and curricular development that one is apt to overlook the vicissitudes through which it has passed. Inadequate communication, fostered by the policy of separate development (apartheid), has resulted in Indian teachers having little understanding of the black teachers' occupational world. In view of the limited and misleading information, perceptions of each other's professions are often misconstrued and consequently, a large degree of misunderstanding and mistrust exists between the two groups. Perception in this context is identified as the understanding or view that educators have of their occupational world as life-world. The education system that has evolved in South Africa this century is one of extraordinary complexity. The objectives of the National Party were segregated, differentiated, and unequal education for different racial groups, and political control over all education in the interests of whites. In short, its policy was to divide and control. Black education has always served the needs of those who provided it. Since its inception, black education has never addressed the needs and aspirations of the blacks in South Africa. Decades of apartheid education and rising pupil numbers have resulted in gross inequalities and huge backlogs in provision, especially in black education. The conditions under which black teachers work are poor and demoralising. Quality in education is in the first place dependent upon the quality of the teacher, his qualifications, experience, competence in the classroom, professional confidence and commitment. In all these areas the black teacher is under siege and fighting for survival. In order to establish the Indian teachers' perception of the black teachers' occupational world, teachers from Indian secondary schools were approached with the request to complete a questionnaire. Prior to the submission of the mailed questionnaire a simple random sample, within the target population, of teachers riving in and around Durban, were interviewed. On the basis of these informal unstructured interviews, the questionnaire was refined before submission to the effective population. Statistical analyses were conducted to fulfil the aims of the investigation and to test the research hypotheses stated. On the basis of the aims of this study certain recommendations were also formulated : * That the South African Teachers Council must be established. * That educational institutions be established and/or expanded where black teachers can improve their qualifications through attendance and/or distance education. That the training of adequately qualified teacher educators should become a top priority in black education systems. That the sensitivities of each community be respected. The present research is an exploratory study in determining the Indian teachers' perception of the black teachers' occupational world. It is the hope of the researcher that the present study will serve as a catalyst for further research.
School readiness : a psychopedagogic study of children from a deprived community
(1994) Naidoo, Subromony Ramloo.; Urbani, G.
The aim of mis study was: * to describe the life-world of pre-school children from a deprived community from a psychopedagogical perspective; and * to determine in the light of findings obtained certain guidelines according to which accountable support could be instituted in order to meet the needs of pre-school children from a deprived community. As introduction a psychopedagogical perspective on pre-school children is given. Education as a true human activity which finds its expression in the relationship between adult and child is examined more closely. From a psychopedagogical perspective the deprived child finds himself in a situation of dysfunctional education mainly because he goes through life with inadequate assistance and guidance of a responsible parent or adult. This results in the psychic life of the pre-school child being under-actualized. The lack of responsible adult intervention and accompaniment, which is based on the pedagogical principles of love, trust and authority, results in fee deprived child forming relationships within his life-world which are inadequate for his emancipation. The child from a deprived community feils to constitute a meaningful life-world. It would appear that poverty together with environmentally disadvantaged conditions such as overcrowding, insufficient personal, financial and social resources, discrimination and deprivation, all interact with each other, resulting in under-actualization of the psychic life of the pre-school child. Research literature has shown that parents of children from deprived communities were in no position to provide their children with any assistance, guidance or support. In most instances parents themselves have had little or no formal education. Families live in overcrowded homes with no electricity and proper sanitation. In most cases both parents work, leaving very early in the morning and returning late in the afternoon. The children are left on their own with hardly any control over mem. In the light of the findings of this research, the following was recommended: * That bridging module readiness classes should be established for children turning five years of age and that professionally qualified educators should be placed in charge of these children; * that educational programmes for parents, teachers, school management staff, pupils and social workers should be organised to meet the varied needs of both parents and children especially from deprived communities; and * that pre-schools should be established, registered, fully financed and controlled by the State with clearly formulated aims which are not only achievable, but are also in accordance with the realisation of the ultimate aim of education, namely, adulthood.
Sekere probleme van onderwysers en leerlinge rondom die implementering van die aanvullende modelle vir onderwysvoorsiening =Certain problems of teachers and students around the implementation of additional models for education provision
(1994) Niemand, Jan Frederik.; Urbani, G.
Eng: Due to political changes various changes took place in the education system of South Africa. These changes caused white teachers and pupils to be confronted by the idea of suddenly having to cope with people of other race groups in their schools. Most of the teachers and pupils were caught unprepared for all these changes. This unpreparedness led to problems being experienced in the multicultural situation. The objectives of this study can be described as follows: • To establish by means of a literature study the background as to why all these changes had to be made, to investigate the circumstances in some overseas countries and also to give attention to the teacher-child relationship. • To establish by means of an empirical study the perceptions of teachers in Model C-schools concerning the problems being experienced by pupils and teachers. • In the light of findings obtained from the literature study and empirical study, to make recommendations to prevent or lessen the possible problems being experienced by pupils and teachers in the multicultural situation. Initially multiculturaI education in England and the USA was reviewed. A historical synopsis was made of the origin of the diversity of races found in both these countries, as well as the laws and policies concerning multicultural education. The post-war policy of assimilation, integration and cultural pluralism was also mentioned. The advantages and disadvantages of multicultural education were also discussed. It seems as if multicultural education is the best theoretical policy for a multiracial country. Unfortunately, in practice, there are plenty of stumbling blocks bedeviling the ideal situation. Secondly, the provision of schooling for white children was discussed. In 1663 the provision of schooling for white children had a humble origin when the first school for white children was established in a loft. Although the teaching was monoculturaI, the school in fact was multicultural. Out of this humble origin eventually evolved four provincial education departments based on a Christian National Policy. Due to various factors like pressure from overseas, black unrest, dissatisfaction with the black education system and a new political dispensation, a large amount of rationalization had to take place in white education. Funds were not readily available any more and because of these factors three additional models for the provision of schooling were announced. To a great extent the responsibility for the education of their children was handed back to the parents. The provision of schooling for white people also tends to become multicultural, although the policy of assimiIation is still being used in most of the white schools. After this chapter attention was given to the qualities necessary in both teacher and pupil for the establishment of a successful teacher-ehild relationship. The ideal teacher is the one with all the necessary qualities to complete his task successfully. This task entails the accompaniment of the child to achieve the pedagogic aim. The teacher has a special position in the relationship with the child. The (xi) success of the relationship between the teacher and the child is based on three important corner stones which are called the relation of trust, the relation of understanding and the relation of authority. For the relationship between the teacher and pupils to be successful, the teacher must have a very good knowledge of the child's background, culture and traditions. 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 made available to the teaching staff of three Model C-schools. During this investigation, these schools had an average of 10% black pupils. Subsequently, the results of the investigation were analyzed and the postulates that were set were all accepted. It was found that although black pupils do not differ as educands from their white counterparts, some problems were encountered due to their cultural orientation. The teaching of different culture groups in the same class did have a significant effect on the daily task of the teacher. Furthermore, it was clear that most of the teachers were not sufficiently trained or prepared for the new education dispensation. In the light of the findings certain recommendations were made. The recommendations were made concerning the training of student teachers as well as the in-service training of teachers. Furthermore, certain recommendations were made regarding the language in which teaching takes place, bridging of gaps in knowledge, the life education programme, the post of an adviser and reversed discrimination. This investigation was a sincere attempt to enlighten the education situation in the country and to prevent conflict taking place due to ignorance. = Afr: Weens politieke veranderings in Suid-Afrika het daar verskeie veranderings in die onderwysstelsel plaasgevind. Hierdie snelle veranderings het daartoe gelei dat blanke onderwysers en leerlinge skielik te doene gekry het met anderskleurige leerlinge in dieselfde skool. Hiervoor was die meeste blanke onderwysers en leerlinge nie voorbereid nie. Die onvoorbereidheid van beide onderwysers en leerlinge het gelei tot sekere probleme random die multikulturele opset. Die doelstellings van hierdie studie kan soos volg beskryf word: Om deur middel van 'n literatuurstudie aandag te gee aan die agtergrond waarteen hierdie veranderings gemaak is, die omstandighede in enkele ander lande te ondersoek en om aandag te gee aan die onderwyser-kindverhouding. Om by wyse van 'n empiriese ondersoek die persepsies van onderwysers in Model C-skole ten opsigte van swart leerlinge asook onderwysers se probleme vas te stel. Om in die lig van die bevindings waartoe geraak word as gevolg van die literatuurstudie en empiriese ondersoek, enkele aanbevelings te maak ten einde die onderwysers en leerlinge se probleme te verminder. Ten aanvang is 'n oorsig van multikulturele onderwys in die VSA en Engeland gegee. 'n Historiese oorsig van die ontstaan van beide lande se rasseverskeidenheid, asook die wette en beleid wat met multikulturele onderwys te make het, is aangebied. Die na-oorlogse beleid van assimilasie, integrasie en kulturele pluralisme in did lande is ook ondersoek. Die voordele en nadele van die multikulturele onderwysbeleid is bespreek. Dit wil voorkom asof multikulturele onderwys teoreties die beste antwoord gee ten opsigte van onderwys in 'n veelrassige land. In die praktyk is daar egter vele hindemisse wat die ideale toestand pootjie. Vervolgens is die blanke onderwysvoorsiening in Suid-Afrika in oenskou geneem. Oorspronklik het die onderwysvoorsiening aan die blankes 'n baie beskeie begin gehad met die stigting van die eerste skool vir blanke kinders in 1663 in 'n solder. Hierdie begin was multikultureel, hoewel die onderrig monokultureel was. Uit hierdie beskeie begin het later vier provinsiale onderwysstelsels ontwikkel met Christelike Nasionale Onderwys as die matriks waarop al die onderwysbeleid geets is. As gevolg van buitelandse druk, swart onrus, misnoee met die swart onderwysopset en 'n nuwe politieke bestel moes 'n groot mate van rasionalisasie in blanke onderwysvoorsiening plaasvind. Fondse was nie meer geredelik beskikbaar nie en as gevolg hiervan is toe die drie addisionele modelle vir onderwysvoorsiening aangekondig. In *n groot mate word die verantwoordelikheid ten opsigte van die onderwys weer in ouerhande teruggeplaas. Onderwysvoorsiening aan die blanke neig ook al hoe meer tot multikulturaliteit, alhoewel dit tans nog so is dat 'n assimilasionistiese onderwysopset in die meeste van die oorwegend blanke skole gevolg word. Hierna is die toerusting waaroor die onderwyser en leer ling moet beskik vir die vestiging van 'n suksesvolle onderwyser-kindverhouding bestudeer. Die ideale onderwyser is die een wat oor al die nodige toerusting beskik om sy taak suksesvol af te handel. Hierdie taak is die begeleiding van die leerling om die pedagogiese doelstruktuur te verwesenlik. Die kind se toerusting maak van hom 'n unieke wese. Die kenmerkende karakteriserende kenmerke waaroor elke kind beskik, maak hom 'n wese wat nie net opvoedbaar is nie, maar wat opgevoed wil word. Die onderwyser en die kind staan in 'n besondere verhouding. Die sukses van die onderwyser se opvoedingsverhouding met die kind is gegrond op die verwerkliking van die begrypensverhouding, die kenverhouding en die gesagsverhouding. Die suksesvolle onderwyser-kindverhouding is slegs moontlik indien die onderwyser 'n grondige kennis van die kind se agtergrond, sy kultuur en tradisies het. Na die literatuurstudie is 'n empiriese ondersoek met behulp van *n selfgestruktureerde vraelys uitgevoer. Die navorsingsontwerp is volledig bespreek, die vraelys asook loodsstudie is uitgevoer en statistiese metodes is bespreek. Hierdie vraelys is aan die personeel van drie Model C-skole beskikbaar gestel. Die skole het almal ongeveer 10% swart leerlinge gehad ten tye van die ondersoek. Hierna is die resultate ontleed en is die postulate wat gestel was, almal aanvaar. Daar is aangedui dat alhoewel swart leerlinge as opvoedelinge nie van blanke leerlinge verskil nie, daar vanwee hulle kulturele orientasie tog sekere terreine is waar probleme kan ontstaan. Die onderrig van verskillende kultuurgroepe in dieselfde klas het wel 'n beduidende effek op die onderwyser se dagtaak. Verder is dit duidelik dat die meeste leerkragte nie die nodige opleiding en voorbereiding vir die implementering van die nuwe onderwysbedeling ontvang het nie. Aan die hand van die bevindings is sekere aanbevelings gedoen. Eerstens is aanbevelings ten opsigte van onderwysersopleiding beide in opleidingsinrigtings en ook in die werksituasie, gedoen. Verder is sekere voorstelle ten opsigte van onderrigtaal, oorbruggingsonderwys, lewensopvoedingsprogramme, die pos van 'n berader en omgekeerde d^kriminasie gedoen. Daar is gepoog om deur middel van hierdie ondersoek 'n bydrae te lewer tot die beligting van die onderwyssituasie in ons land en om te probeer verhoed dat konflik as gevolg van onkunde plaasvind.
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.
Wit onderwysers se persepsies van Swart onderwysers se beroepswereld as leefwereld
(1994) Van der Merwe, Andre; Urbani, G.
Eng = The aim of this study was to determine whether white teachers maintain certain perceptions regarding the black teacher's occupational world as life-world. From the literature study it became clear that the implementation of the policy of separate development caused black and white teachers to exercise their professions separately and therefore had little or no opportunity for professional contact. Separate subsystems of education, each with it's own standard, caused black and white teachers to form different perceptions of one another's occupational worlds. Resistance to the policy of separate development influenced the education system and led to the crisis in black education. Education became the battlefield of political ideologies. This crisis culminated in the Soweto uprisings of 1976. Both pupils and teachers took to unacceptable behaviour such as stay-aways, strikes, and boycotts in order to accomplish certain political goals. In order to determine white teachers perceptions of the black teachers occupational world, an empirical study was undertaken. The content of the self structured questionnaire dealt with certain relevant aspects of the teachers occupational world. From this research it became clear that white teachers are of the opinion that the black teacher's training is not always of a high professional standard and that black teachers often act in an unprofessional manner. Results from the empirical research indicated that white teachers have a very limited knowledge of the black teacher's occupational world as life-world. As a result of the findings of this research certain recommendations were made: * A Council for Teachers must be established. * All teachers must be compelled to register with the recommended Council. * All curricula for both the training of student teachers and permanentteachers who wish to improve their qualifications, must be accredited with the Council for Teachers. * All teachers must undergo a period of internship. * All teachers must be professionally equipped for a new education dispensation. With this research an effort was made to establish certain recommendations in order to improve the relationship between black and white teachers in a new educational dispensation. It is trusted that this study on teacher perceptions will eventually lead to a better quality of education for all the children of South Africa. Afr =Die doel van hierdie studie was om vas te stel of wit onderwysers sekere persepsies rakende die beroepswereld as leefwereld van swart onderwysers huldig. Uit die Iiteratuurstudie het dit geblyk dat die implementering van die beleid van afsonderlike ontwikkeling daartoe gelei dat swart en wit onderwysers hulle professies apart moes beoefen en gevolglik min geleentheid tot professionele kontak gehad het. Afsonderlike substelsels vir onderwys, elk met eiesoortige standaarde het veroorsaak dat wit en swart onderwysers sekere persepsies van mekaar se beroepswerelde gevorm het. Verset teen die beleid van afsonderJike ontwikkeling wat na die onderwys oorgespoel het, het swart onderwys in 'n krisis gedompel. Onderwys het die politieke slagveld van ideologiese doelwitte geword. Hierdie krisis het in die Soweto-opstande van 1976 gekulmineer. Nie net het leerlinge hulle aan onaanvaarbare gedrag begin skuldig maak nie, maar onderwysers het hulle ook al hoe meer tot onprofessionele gedrag 5005 wegbly-aksies, stakings en boikotte gewend ten einde sekere doelwitte te bereik. Ten einde die aard van die wit onderwysers se persepsie van die swart onderwyser se beroepswereld te bepaal, is 'n empiriese ondersoek deur middel van 'n selfgestruktureerde vraelys onderneem. Die inhoud van die vraelys het gehandel oar sekere aspekte van die onderwyser se beroepswereld. Uit die ondersoek het dit geblyk dat die wit onderwyser van mening is dat swart onderwysopleiding nie van hoogstaande professionele gehalte is nie en dat swart onderwysers hulle dikwels aan onprofessionele gedrag skuldig maak. By die verwerking van die statistiese data het dit geblyk dat wit onderwysers 'n beperkte kennis en insig rakende die swart onderwyser se beroepswereld as leefwereld het. Op grand van die bevindinge van die ondersoek word die volgende aanbevelings gemaak: * * * Oat die daarstelling van 'n Raad vir Onderwysers oorweeg sal word. Oat daar van alle onderwysers in die toekoms verwag sal word om by 'n Raad vir Onderwysers te registreer. Oat alle kurrikula vir die opleiding van onderwysers by die Raad vir Onderwysers geakkrediteer sal word. Met hierdie navorsing is daar gepoog om aanbevelings te maak wat die verhouding tussen wit en swart onderwysers in 'n nuwe onderwysbedeling sal verbeter. Die hoop word uitgespreek dat die verbetering van die swart onderwyser se kwalifikasies sy professionele gedrag sal bevorder en uiteindelik tot 'n beter gehalte onderwys vir al die kinders van Suid-Afrika mag lei.
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 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.
A psychopedagogic perspective of the relationship between the principal and the governing body
(1995) Pillay, Devalingum Saminathan; Vos, M.S.; Urbani, G.
The aims of this study were to: • research the relationship between the school principal and the governing body by means of a literature study; • establish how the relationship between the principal and the governing body influences the child's education; • determine, in the light of the findings obtained, certain guidelines according to which a harmonious relationship between the principal and the governing body can be established. The school as an educational institution was established by society when parents experienced feelings of inadequacy in the performance of their educative task. They no longer had the ability to guide and accompany the child with respect to the specialised subject matter and the requirements of modern society- Consequently parents nowadays send their children to school to receive formal education. However, parents cannot and may not delegate the privilege and responsibility of their children's education to the school, and must retain the primary responsibility of their children's education. They should therefore be involved in the formal education of their children at school. The primary and functional task of the school is the formal education and training of its pupils. For the school to perform this task efficiently, effective management is necessary, and it is this management that lies in the hands of the principal. The management activities of the principal includes planning, organisation, guidance and control. As the educational leader. there is no one other person with a greater influence on every facet of school life than the principal, and it is his perception of education and teaching that is reflected in all the facets of the life of his school. His personality as a leader not only influences the job satisfaction of his staff members, but with the passage of time becomes a cardinal factor that guides the morale and quality of the school as an educational institution. The principal is also the pivot upon which all the school activities hinge, and the quality of his performance as the leader of a team of trained and selected professionals is a determining factor in the success or failure to achieve the primary objective of the school. Organised parent involvement in the formal education of children is embodied in statutory parent bodies, such as governing bodies, and in non-statutory parent bodies such as parent-teacher associations (PTA's). Parent bodies offer the parents who elected them a high level of representation in matters concerning the formal education of their children. The governing body is the mouthpiece of the parents in the community, with statutory powers to implement decisions which have been made. Therefore, forma! education does not function in a vacuum. The family as a primary, and the school as a secondary community should work together and a spirit of partnership should exist between the family and the school for the benefit of the child's education. Furthermore, parental involvement in school matters should take place in an organised and orderly fashion. Parents and principal become partners In the learning and becoming of non-adult members of the community. Neither the parents nor the principal alone can fulfil the education task completely. They require each other's cooperation in this regard. It has become evident that the family and the school as partners have mutual expectations of each other. Only if a relationship of mutual trust, respect and understanding between the principal and the governing body exists, and if concordant objectives relating to educational matters are pursued, can these expectations be realised. It is generally acknowledged that this relationship is indispensable for the harmonious, functional and effective accomplishment, not only of educative teaching in the school, but also of education in the primary education situation in the family. The parents and the principal should function as equal partners in an educational partnership. In the light of the findings of this research, recommendations concerning the following were formulated: • Principles governing parent involvement. • Effective parental involvement. • Management of parental involvement by the principal. • Communication between school and home. • Parent orientation and training. Functions of the governing body.
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.
Swart skoolhoofde se belewing van geweld in hulle skole
(1995) Booyens, Pieter Adriaan.; Urbani, G.; Vos, M.S.
The aim of this investigation was to determine the influence of violence on the black principal's role and task as well as on his life-world. An introductory historical review was provided of the origin and occurance of violence in schools in the Republic of South Africa. From the literature study it became clear that the provision of separate education for blacks and whites was the main cause of violence in schools. Resistance to the policy of separate development influenced the education system and led to the crisis in black education. Black education became the battlefield of political ideologies. The crisis culminated in the Soweto riots of 1976. Both pupils and teachers resorted to unacceptable behaviour such as stay-aways, strikes and boycotts in order to achieve political goals. Management and leadership style of principals determine the performance of their duties. It was established that violence in schools disturbed the black school principal's professional, organisational and administrative duties. Violence influenced the school climate in a negative way and black school principals found it difficult to motivate their staff, pupils and parents. This negative school climate often disturbed black school principals' tasks to solve interpersonal, individual-institutional and school-community conflicts sufficiently. These unresolved conflicts often resulted in violence in schools. The black school principal's life-world was investigated. Violence disturbed the black school principal's significance attribution, involvement, lived-experience, self-actualisation and the formation of a self-concept. His relationship with himself, his staff, the pupils, the parents, the inspectors, the education department and teachers' organisations as well as his relationship with objects/ideas and God were disturbed by the occurance of violence in schools. For the purpose of the empirical investigation, self-structured questionnaires were used. The questionnaires were completed by principals in the Umbumbuiu school circuit where violence occurred. An analysis was done of eighty completed questionnaires. Descriptive and inferential statistics were used to process the data. 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: * Education should be depoliticised. Legislation to prohibit political propaganda campaigns and party political mass meetings during school time on school premises should be promulgated. In the service contract with the Department of Education teachers should undertake not to propagate party politics in schools. * The composition of school governing bodies should reflect the diversity of the communities which they serve. Goverment intervention in school management should be minimized. The power of school governing bodies should be increased. * By means of information seminars, workshops and in-service courses black school principals should be equipped to handle conflict situations and violence in their schools. Every school principal should develop and implement an emergency plan in their schools.
Zulu father's perceptions of their educational responsibility
(1996) Mzulwini, Hancock Zwanani; Urbani, G.; Vos, M.S.
The aims are: To study and report on relevant existing literature pertaining to Zulu fathers' perceptions of their educational responsibility To undertake an empirical investigation into Zulu fathers' perceptions of their educational responsibility. To provide certain recommendations and guidelines so that accountable support can be instituted in order to meet the possible needs of Zulu fathers regarding their educational responsibilities.
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.

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