Cycil George Hartell

The Health of the Street Child—The Whole Says More A Synergy of Research

ABSTRACT To street children the street is a cul de sac. Street children arrive on the street with a physiological as well as a psychological backlog. A scrutiny and synergy of the research that were done on the health of street children revealed a clinical picture of their negative state of well-being of lowered immunity, morbidity, ill-health and hightened susceptibility to serious diseases, e.g. tuberculosis, hepatitis, meningitis or AIDS. Street children, if not ‘sick’, are psychologically and physically neglected to such an extent that he or she cannot develop adequately.

Institutional factors that affect black South African students' perceptions of early childhood teacher education

Black students account for over 72% of enrolments in higher education, but only a small percentage of them choose Early Childhood Education (ECE) as a field of study and complete the qualification. The purpose of this study was to examine, from the perspective of black ECE students, why so few of them enrol in this particular programme at a historically white university. Through a qualitative, case study approach the reasons for the low enrolment and completion rates were investigated. Participants mentioned that recruitment for this programme, particularly in rural areas should be improved. They also pointed out the higher prestige of other career options, the linguistic challenges they face, the cost of university education and early teacher education in particular, as well as access to transport and resources as barriers to recruitment and retention. Their recommendations for higher enrolment rates included the use of black students to recruit in rural and in township areas, increased funding for bursaries, and more culturally sensitive pedagogies in early childhood teacher education. Keywords : barriers to learning, early childhood, Early Childhood Education, enrolment, minority groups, perceptions, recruitment, teacher education

The Status of HIV/AIDS and Education Research Among Adolescents in South Africa

ABSTRACT South Africa has the fastest growing HIV/AIDS epidemic in the world. Prevalence rates in South Africa are highest (49,3%) among young people (15 to 24 years), especially adolescent girls. This points to the need for research in this group. Information on existing research on HIV/AIDS and Education among adolescents can provide an important base for educational interventions aimed at reducing further transmission. It is therefore important to give a clear sense of what is being researched and published (however limited) on this subject in South Africa today. This paper is a comprehensive and critical synthesis of the research literature in South Africa. Major strengths and shortcomings are highlighted and the research proved that there is no significant change in the rate of infection among adolescents in South Africa.

The traditional custom of chastity and sexual restraint in the education of the young Swazi girl

ABSTRACT This article deals with the traditional custom of chastity and sexual restraint of the Swazi people, living in a ‘tiny kindom’ in Southern Africa under the current leadership of King Mswati III. The custom, referred to as Umcwasho, is a custom that forbids young, unmarried females engaging in any form of sexual activity for a specified period, the length of which is determined by the king. The Swazi people are known to be very strict and conservative, and traditionally permit only a restricted form of sexual activity among the young who have reached puberty. Swazi parents grant their teenagers no free sexual experimentation whatsoever. Parents, at all times, call upon restricted and inhibited sexual behaviour, which means that they will allow, ‘at the utmost’ only external intercourse and sex play. The maintenance of virginity in both boys and girls is above all treasured and extremely highly valued. The above facts and the supposed impact thereof on young people contributed to determine the aim and focus of this research, namely, to determine what the custom of chastity and sexual restraint in Swazi culture entail, and what meaning and value the Swazi people attach to this type of traditional education. The value and importance of the custom of chastity and sexual restraint, that falls under the jurisdiction of the King himself became obvious during the course of this research. From the results of the study it is understood that not only the observation of the custom, but particularly the meaning thereof, are highly valued and respected by the nation.

Early Childhood Education (ECE) in South Africa: Black Student Teachers’ Views on Push and Pull Forces in their Training

Although the Black student population in South Africa now amounts to 72% of student enrolments in higher education, the same trend is not experienced in early childhood education (ECE). Research suggests that cultural and linguistic differences between home communities and university settings as well as meeting the academic demands of an institution that is unfamiliar with students’ home languages and cultures can be overwhelming. Using the Force Field Model of Professional Development as a theoretical lens, the experiences of Black students are explored at a previous White university. Findings from focus group interviews indicate that financial restraints, unfamiliar teaching practices and language barriers are amongst the factors that are experienced as barriers and could serve as reasons for the low enrolment in ECE.

Principals' Perceptions and Experiences of the Role Parents Play in School Governing Bodies in Rural Areas.

ABSTRACT This study investigated the perceptions and experiences of rural school principals in South Africa of the role that parents in the school governing bodies (SGBs) play in improving school management and governance. The study reports on a literature review as well as on the empirical investigation, which was based on a qualitative research paradigm. Semi-structured interviews with the principals of three different rural schools were employed to collect data. The literature findings revealed that including parents as part of the SGB is seen as an essential component for the successful functioning of the school. The empirical study also emphasised the importance of including parents. However, the principals were concerned about the fact that many members of the SGB are illiterate and uncertain of the role they play in school governance. The principals emphasised the need for training of the members of SGBs as regards their working knowledge of school governance activities.

Teachers' Perceptions and Value of Yoruba as a Medium of Instruction in Primary 3 Classes

Abstract Yoruba is one of the languages recognised in Nigeria to be used as medium of instruction in the lower primary classes as stipulated by the Nigerian National Policy on Education. This study investigated how teachers experience the use of Yoruba as medium of instruction in primary classes. The study was qualitative thus employed the one-on-one interview schedule, semi- structured observation schedule and document analysis as data collection instruments. The participants included 10 primary three teachers in two primary schools. The findings revealed amongst others that despite lack of support from the government teachers have taken it upon themselves to promote Yoruba and make it accessible to learners. The study recommended that the government should do more to provide workshops and relevant materials for teaching.

Teachers’ Understanding and Conceptualisation of the HIV and AIDS Policy: The Case of Secondary Schools in Zimbabwe

This study examined secondary school teachers’ understanding of the HIV and AIDS education policy and curriculum in Zimbabwe. The study was informed by the Concerns-Based Adoption Model. Twenty teachers, four school heads from the participating schools and two Ministry of Education officials from Masvingo provincial offices participated in the study. Data for the qualitative case study were collected via individual interviews, focus group interviews and open-ended questionnaires. The study found that teachers had mixed perceptions of the HIV and AIDS school policy. Few teachers had a clear understanding of the policy and curriculum innovation while most of them were uninformed, ignorant, frustrated or confused regarding this policy and the implementation thereof. Overall, there was a disjunction between policy, curriculum requirements and teacher understanding and conceptualisation of the subject area due to a lack of professional qualifications and the non-availability of policy and curriculum documents. It is recommended that the Ministry of Education should become proactive in developing teachers’ knowledge and skills via significant and ongoing professional development and training for all teachers in HIV and AIDS education. School heads should provide support with regard to enhancing teachers’ understanding of HIV and AIDS education for effective implementation of the subject area in schools.