Mabatho Sedibe

Inequality of Access to Resources in Previously Disadvantaged South African High Schools

Abstract The new South African constitution adopted following the inception of the new democracy in 1994, states that everyone has the right to a basic education. Also, the South African Schools Act (SASA of 1996) states that schools must admit all learners without discrimination. However, equality of access to education is still problematic and has remained a major problem and a challenge in South African schools. That is the reason why in this paper issues with reference to equal access to education will be explored. This is evidenced by debates from the literature stated in the proceeding sections. Schools still face problems with regard to access to resources such as Learner-Teacher-Support-Materials (LTSM) and classrooms. Grade twelve (final year of high school) learners and their teachers from three high schools in the north-west province were interviewed to examine the availability and equality of access to resources. The information obtained could assist the government and relevant stakeholders review the present situation in schools and make changes to existing policies where possible. The findings showed that there is still no equality in access to resources in previously disadvantaged high schools and that this is an educational major problem. Recommendations are made about possible ways of addressing this problem. Conclusions drawn from the review indicate that inequality to access has serious implications to the quality of education in disadvantaged schools.

Challenges experienced by life orientation teachers with regard to grade nine learners on learner bullying in Gauteng West

Abstract The study focused on grade nine learners who were bullying one another even though they were taught Life Orientation. The purpose of the study was to explore the experiences of Life Orientation teachers on how they dealt with issues regarding bullying amongst grade nine learners. This was a qualitative study conducted in Gauteng West district in five Secondary schools. The participants were purposely chosen and these were Life Orientation teachers who had an experience in teaching the Subject not less than three years. Interviews were conducted after lessons at their schools and ethical considerations were observed. The findings of the study revealed that school policies and code of conduct were not taken seriously by learners. Teachers needed a thorough training on issues regarding counselling and how they should handle the bullies and the victims of bullying. The paper further addresses the issue of family background and its ripple effect in society.

Promoting an Awareness of Cultural Diversity through Social Development as a Learning Outcome in Grade 7 Life Orientation

Abstract The study under investigation has encouraged the researchers to explore and describe the promotion of an awareness of cultural diversity through social development as a Learning Outcome in Life Orientation among grade 7 learners at schools. The researchers opted to use a basic interpretive qualitative research approach in order to describe and interpret the phenomena under study with forty-eight participants selected from the Life Orientation grade 7 class in one school in Gauteng Province South Africa. The participants were thus representative of different cultural groups because the class consisted of boys and girls learners from, for example, Zulu, Tswana, N. Sotho, English, Afrikaans and Zimbabwe culture. The findings showed that teachers had attempted to promote an awareness of cultural diversity at the school in a variety of ways. This means that they still need to create a climate in schools such that diversity is celebrated, invited, encouraged and sustained.

Exploring Life Orientation Teachers’ Perceptions Regarding Teaching of Recreation and Physical Well-being

Abstract Since 1994, there have been many new policy formulation in Education such as National Curriculum Statement (NCS) (2002), White Paper Six (2001) and the Constitution of South Africa (1996). All these above policies are important in the teaching of recreation and physical well-being because they focus on addressing the imbalances of the past. The introduction of Life Orientation (LO) in schools is guided by Learning Outcomes which focus on personal, social, career and recreation and physical well-being. LO also focuses on the learners in their totality and the self in relation to society. Based on the preceding discussion, the research therefore focuses on the Life Orientation teachers’ perceptions regarding teaching of recreation and physical well-being in South African disadvantaged high schools. The aim of this study is therefore to explore Life Orientation teachers’ perceptions regarding teaching of recreation and physical well-being in South African disadvantaged high schools. The research adopted a qualitative design and data was collected through focus group interviews. All LO teachers at that particular disadvantaged high school were used as participants. The findings revealed that recreation and physical well-being as a Learning Outcome of LO was not seriously taught.

Cultural Diversity in a Teacher Training Life Orientation Programme at a Higher Education Institution (HEI), South Africa

Abstract A great problem faced by many South African teachers is how to incorporate cultural knowledge in their teaching, starting at the Foundation Phase (Primary school level). Learning from different cultural backgrounds can be made valuable, interesting and exciting if approached multi-culturally, especially in a Life Orientation teacher training programme at the Higher Education Institution, that is, University. Unfortunately, the term ‘multicultural’ is interpreted differently by many researchers, educationists, parents, students and teachers for their own needs and interest, resulting in the term having a negative connotation for minority groups. Conceptualising ‘cultural background’ as embracing class, genetic make-up, culture, race, gender and religion, this paper therefore focuses on theory within a context of cultural diversity in a Life Orientation teacher training programme at the University in South Africa. It examined National Government policy documents and various perspectives from literature to argue that cultural diversity in a teaching and learning environment is here to stay if we want to promote equity and inclusivity in our education system. Qualitative generic research method was used in this study where survey questions were employed for data gathering. There was also interaction with student teachers specialising in Life Orientation Learning Area (subject) methodology. The findings from this study were that students needed the Life Orientation teacher training programme to be more improved and also be exposed to practical issues dealing with diversity and barriers to learning.

Multiculturalism: The Value of Every Individual in Higher Education Institutions

After the inception of South African new democratic society in 1994, the concept multiculturalism became well known to the South African citizens. Thus, this chapter is meant to provide an overview of the concept “multiculturalism” in the higher educational institutions (HEIs). The terms multiculturalism and cultural diversity in this chapter are therefore used interchangeably, aiming at providing and yielding important insights into the students’ learning. A further point is that in this chapter students will be empowered through opening more discussions and debates on aspects that are relevant to multiculturalism. This hopefully will contribute towards the formulation of new approaches to students for their teaching and learning. Given the glimpse of the chapter, it is with no surprise to you as students to read through the chapter as it will assist you with your educational events.

Natural Science Teachers' perceptions of their Teaching Competence in Senior Phase Township Schools in Soweto Area, Gauteng Province

Abstract Transformation and reconstruction have characterized the South African educational arena for more than a decade. This process of change was necessitated by a legacy of the apartheid regime that included inequalities in the educational budget, poor teacher training, especially within the Sciences, and poorly resourced Science classes. In order to gain an in-depth understanding of NS teachers’ perceptions of their teaching competence in Senior Phase township schools in Soweto, a qualitative research method was used. This type of research approach was appropriate for this study as the researchers intended to explore NS teachers’ perceptions of their teaching competence in senior Phase township schools in Soweto. From this paper, it was found that there is a lack of qualified NS teachers in Soweto township. This means that South Africa is thus still faced with major challenges regarding the teaching of NS subject.

Promoting Cultural Diversity among First Year University Students during an Educational Excursion

Abstract This article focuses on promoting cultural diversity among first year university students from different backgrounds, using an indigenous game called upuca. Learning Outcome 3 of Life Orientation was used as a vehicle to promote cultural diversity. The aim of this study was to describe and promote cultural diversity among first year university students during an educational excursion in 2007. The research adopted a qualitative generic ethnographic design, where students were observed by the researcher during their game play interaction with an aim of seeing how they promote and embrace cultural diversity. Data were collected through using an observation approach and eighty first year students participated in this study. The findings of this study indicated that the indigenous game played was of value to the students because they became aware of the importance of friendship, respect, self-awareness, improved social interaction, improved relationships and reduced cultural and language barriers.

The Role of Teachers in Enhancing a Culture of Teaching and Learning in Disadvantaged High Schools

Abstract The article explores the role of teachers in enhancing a culture of teaching and learning in disadvantaged high schools in the North-West province. In this study the researcher opted to use a qualitative generic approach with an aim of obtaining a more detailed understanding of the teachers’ role in enhancing a culture of teaching and learning in the three high schools participated in the investigation. The findings of this study revealed that some teachers dodge classes/lessons and also arrive late for school. Thus there will be a probability of a decline in a culture of teaching and learning in disadvantaged high schools.

Exploring Non-payment of School Fees in a Culturally Diverse Ex-Model C High School in Gauteng Province

Abstract In South Africa after the inception of the new democracy, learners from different cultural backgrounds are able to attend the school of their own choice without discrimination. A respect of individuals is thus promoted. In this study a qualitative design was used. The purpose of conducting this study using qualitative approach was to explore non-payment of school fees at the particular culturally diverse Ex-Model C high school. Using purposeful sampling procedure, a total number of all 160 grade eleven learners’ parents/caregivers and eight School Management Teams (SMTs) were involved as participants. The researcher focused only on grade eleven learners because it was reported by SMTs that only few learners in grade eleven have paid school fees as compared to other grades. Secondly the reason why grade twelve learners were not included in the study was to avoid disturbing their academic progress as they were writing their final examination. Unfortunately the findings were derived from seven SMTs responses only, as they were the only ones who returned the questionnaires. This compromised the validity of this study because data was collected from a limited number of participants. The findings revealed that payment of school fees is a problem that needs urgent attention. As researchers we thus suggest the implementa tion of free education in order to allow equitable access to education for all learners. The recommendations in the proceeding section thus attempt to solve the mentioned problems.