Lloyd Daniel Nkoli Tlale

Teacher Commitment and Parent Involvement on Learner Performance: A Crucial Concerted Attribute

Abstract The purpose of this paper was to explore the impact of teacher commitment and parent involvementon learner performance. Most teachers are traditionally restricted to their role of teaching. In recent years, therole of the teacher has undergone a significant overhaul. Teachers are now obliged to assume new roles and tasks toimprove the quality of their teaching and learning. The results of this study suggests that the performance of ateacher is supposed to reflect their quality teaching and learning abilities, communication skills, dedication to theirwork, parental involvement, sacrifice, initiative, creativity, resourcefulness, willingness to take on responsibilityand leadership qualities. This qualitative study was conducted through thematic content analysis. Data was gatheredthrough observations and focus group interviews. The paper concludes with recommendations on how parents andteachers can work together as associates in order to achieve the all-inclusive potential of the learner.

Student Distress on Grade Twelve Studies and Examinations

Abstract Grade twelve is the most critical qualification that students obtain in South Africa because it is the lastyear of basic education. Grade twelve studies and examinations are therefore the most important experience in theschool career of any student. The stress levels reach a climax as the examination results of students are released.Unfortunately media, parents and politicians measure the effectiveness of education against student performancein the grade twelve. This paper employed qualitative research and focus group interviews for data collection. Thefindings in this paper suggest that stress is the cause for the students in the schools to perform poorly in gradetwelve studies and examinations. It is recommended in this paper that students need an on-going support andmotivation to build on their self-esteem and let them actualise their capabilities.

Promoting Digital Literacy for Children in Conflict with the Law: The Open Distance Learning Potential

Abstract All children, including those in conflict with the law, deserve to have access to appropriate and quality education. Failure to access education normally leads to many social ills including engagement in criminal activities. The aim of this paper is to present the findings of a study on promoting digital literacy at three juvenile facilities in Gauteng, South Africa. The Integrated Model of Skills frames this paper. Data was collected through in-depth and focus group interviews. The findings revealed that inadequate effort has been made to equip the children in conflict with the law with digital literacy skills and there is insufficient technological knowledge and skills among teachers. This study recommends that open distance learning in the form of peer learning and open educational resources as potential approaches can be employed for improving digital literacy. Teachers should also receive technological training to enable them to integrate technology in their teaching.