7 research outputs found
THE RELATIONSHIP BETWEEN MANAGEMENT STRATEGIES FOR LEARNER DISCIPLINE AND LEARNER DISCIPLINE LEGAL FRAMEWORK: A SOUTH AFRICAN PERSPECTIVE
No full textLearner discipline is undoubtedly a serious problem in South Africa. Up until now, the Department through legislation and research has offered various ways managing learner discipline but discovering the most effective means still pose a serious problem. This study examined the relationship between management strategies for learner discipline and learner discipline legal framework that is applicable to South African schools. A sample of 36 public secondary schools out of a total of 87 schools in a region of the North-West province, with their educators (96 male and 181 female) as subjects was drawn for the study using stratified simple random sampling to select the schools and the convenience sampling techniques to select educators. Questionnaires was used to collect data. The 2-way ANOVA was used to analyse data and the null hypotheses generated were tested at .05 alpha level of significance. The findings revealed significant and insignificant relationships from hypotheses: employment years, post description and decision-making mechanism; legal knowledge, in-service training for educators and support structures on intervention; adoption factors for the code of conduct, stakeholders and code of conduct for learners; and the professional conduct of an educator, relationship building and positive discipline in school. The study recommends that the Department of Education enforce on a curriculum basis, Continual Professional Teacher Development, as an in-service training for educators to focus amongst others, on legal instruments that concern learner discipline and classroom management techniques. The SMT and SGB must ensure that all requirements are fulfilled as enriched in policy documents during the drafting stage or revision of the learners' code of conduct. Lastly, school managers must promote collaboration and cooperation between learners and educators in schools
Management strategies for learner discipline in secondary schools in Ngaka Modiri-Molema District
No full textMEd, North-West University, Mafikeng Campus, 2015Learner discipline and its management continue to be a common problem for educators, parents, and learners themselves in South African schools. The purpose of this study was to examine the management strategies as currently applied for learner discipline in secondary schools of Ngaka Modiri-Molema district of the North-West province. The key theories that underpinned this dissertation were theories of management and leadership, the choice theory of behavior and the geborgenheit theory. All these theories formed a theoretical framework for the study by offering different aspects of relevance. The study was conducted using the mixed methods approach which was supported by the pragmatic philosophical assumption by using the explanatory sequential
research design, it employed the use of questionnaires and interviews (focus groups and one-on-one) for collecting data. The population of this study was all educators in the Ngaka Modiri-Molema district, N=6180. Samples were drawn differently for the quantitative and qualitative phases using different sampling techniques. The sample size used for educators in the quantitative phase was, n=361 educators, while the qualitative phase used, n=20 educators. However, samples for the qualitative phase (n=20) was drawn from the n=361 of the quantitative phase. Both statistical techniques and content analysis were used to arrive at the findings of this study. The main findings of this study revealed that: a vast number of discipline and management strategies
available to school managers are not implemented and policies according to South African legislation address more of learner’s rights than their basic responsibility towards education. The study concludes that a review of the current policies is done, a proper implementation strategy is adopted for discipline and management strategies and a dialogue for a review of a new disciplinary method other than the use of corporal punishment be done by relevant stakeholders. The study recommends that a similar study is done in other provinces for further comparative studies in order to examine the effectiveness of the discipline and management strategies available for school managers in all South African secondary schools.Master
Navigating educational challenges amidst civil unrest: An in-depth exploration of the impact on access in the north and south-west region of Cameroon
No full text Expanded educational opportunities symbolise the development of civil society and reflect the government’s commitment to the nation’s people. Unlike other parts of Africa, such as Sudan, which is known for its high level of civil unrest, Cameroon has traditionally experienced relative tranquillity. However, recent years have seen a surge in civil unrest, particularly in the North-West and South- West regions, profoundly affecting educational access. Through indepth interviews, this qualitative research investigates the intricate dynamics of how civil unrest significantly impacts educational access for students, teachers, parents and community leaders in conflict-affected regions. By employing a phenomenological inquiry design, the study aims to capture the lived experiences and understanding of 16 purposefully selected stakeholders across the community. Findings from the interviews highlight a disruption of normalcy in educational institutions, with schools frequently forced to close because of security concerns, impacting the quality of education. Challenges in Commuting to and from schools present challenges and fears of abduction. Also, the imposed ‘ghost town’ school disruptions on Mondays have led to irregular attendance. The socio-political context also influences curricular content, shaping the perspectives and values imparted to students. The study aimed to inform policy formulation and intervention strategies. The need for practical recommendations to mitigate the adverse effects of civil unrest and its effects on educational access in conflict-ridden regions of Cameroon was essential. By understanding how civil unrest affects education, this study contributes to the growing body of research on the impact of conflict, providing a nuanced perspective that considers the local context and amplifies the voices of those directly affected
Empowering and Optimising Postgraduate Research: An In-Depth Exploration of the Impact of Writing Camps on Academic Writing Skills and Self-Efficacy
No full textJournal Article, Faculty of Humanities,North--West University-Potchefstroom campusThe higher education landscape in South Africa is characterised by alarming levels of student attrition and the prolongation of academic programmes. The lack of proficient academic writing skills hinders their achievement and impacts their success rates. This study examined the transformative effects of postgraduate writing camps on students' academic writing skills and self-efficacy. This article drew its data from the larger project, ‘Postgraduate Research Support for Enhanced Throughput’, conducted by the Centre for Teaching and Learning at the
North-West University (NWU), South Africa. Based on Halpern's four-part model of critical thinking, the research investigated the acquisition of skills, development of disposition, transfer of skills, and metacognitive processes in a sample of 50 postgraduate students. The findings revealed that writing camps effectively enhance language skills, encourage individual voices in academic discourse, and improve professional competence. A well-structured writing environment and effective feedback mechanisms play a crucial role in increasing productivity and satisfaction. Additionally, the study highlighted the acquisition of functional and self-management skills, including effective time management and collaborative interaction. The recommendation to target newly admitted postgraduate students emphasised the potential to address writing difficulties from the outset. The
implications for supervisors and institutions include utilising the insights for mentoring practices, investing in conducive and structured settings, and integrating effective feedback mechanisms
Collaborative Supervision Pedagogy for Increased Postgraduate Student Success: The Importance of Writing Camps as an Alternative Supervision Programme
No full textA persistent challenge in postgraduate studies is the low retention and throughput rate following initial access, often due to delayed graduation. This issue is frequently exacerbated by the prevailing 'lonely scholar' model typically adopted by academic faculties and research supervisors. This paper proposes an alternative supervisory pedagogy grounded in a multifaceted, collaborative approach. It integrates the structured design of a writing camp with the traditional ‘master-apprentice’ supervision model. The study seeks to evaluate the effectiveness of this collaborative support system in accelerating the completion of postgraduate research reports – dissertations and research articles – while enhancing the quality of scholarly output. Adhering to established ethical standards in social science research, the study employed a qualitative approach within a descriptive and programme evaluation research design. Thirty-nine pipeline students were purposively selected to participate in a writing camp, based on a defined set of selection criteria. Data were gathered through participant testimonials and a post-camp telephonic survey, then analysed using Atlas.ti (Version 23). Ethical principles – including voluntary participation, the right to withdraw, confidentiality, and anonymity – were rigorously upheld. Findings highlight the substantial benefits of collaborative supervision models in strengthening research and academic writing skills, alleviating the supervisory burden, and incorporating specialist input to enhance the overall quality of student research. The study recommends the early integration of writing specialists into postgraduate supervision to build student confidence and improve throughput rates
Collaborative Supervision Pedagogy for Increased Postgraduate Student Success: The Importance of Writing Camps as an Alternative Supervision Programme
No full textA persistent challenge in postgraduate studies is the low retention and throughput rate following initial access, often due to delayed graduation. This issue is frequently exacerbated by the prevailing 'lonely scholar' model typically adopted by academic faculties and research supervisors. This paper proposes an alternative supervisory pedagogy grounded in a multifaceted, collaborative approach. It integrates the structured design of a writing camp with the traditional ‘master-apprentice’ supervision model. The study seeks to evaluate the effectiveness of this collaborative support system in accelerating the completion of postgraduate research reports – dissertations and research articles – while enhancing the quality of scholarly output. Adhering to established ethical standards in social science research, the study employed a qualitative approach within a descriptive and programme evaluation research design. Thirty-nine pipeline students were purposively selected to participate in a writing camp, based on a defined set of selection criteria. Data were gathered through participant testimonials and a post-camp telephonic survey, then analysed using Atlas.ti (Version 23). Ethical principles – including voluntary participation, the right to withdraw, confidentiality, and anonymity – were rigorously upheld. Findings highlight the substantial benefits of collaborative supervision models in strengthening research and academic writing skills, alleviating the supervisory burden, and incorporating specialist input to enhance the overall quality of student research. The study recommends the early integration of writing specialists into postgraduate supervision to build student confidence and improve throughput rates
The Roles of Campus Protection Services for Students’Safety: A Case of a Higher Education Institution in South Africa
No full textPurpose: Students’ safety and security problem have been reported as a regular problem across institutions of higher learning in South Africa. This paper departs from regularly reported cases of theft in student belongings in a South African university. The purpose of this study was to investigate the roles and involvement of the Campus Protection Services (CPS) in ensuring students’ safety in an identified institution of learning.Methodology: The paper report findings obtained through the mixed methods approach which used questionnaires – with 265 cases returned and analyzed with document analysis to support the quantitative results.Findings: The main findings reveal in descending order, that the main forms of campus crimes are theft, mugging, damage to property, robbery, assault, and stalking. Ascribed reasons to these crimes were administrative shortfalls, broken equipment, frequent substance abuse and students’ negligence and lifestyle. This paper recommends that campus management and security departments reach a holistic solution that brings together all stakeholder of the learning environment, thus establishing baseline policies for keeping students and their belongings safe in a typical learning environment.Originality/Value: This research assesses The Roles of Campus Protection Services for Students ‘Safety in South Africa
