1,720,988 research outputs found
Die Toepassing van die Wet op Beroepsgesondheid en -Veiligheid en ander Veiligheidsmaatreëls by Skole se Tegnologiewerkswinkels / The Application of the Occupational Health and Safety Act and other Safety Measures at Schools' Technology Workshops
Get PDFEmpirical research conducted by education researchers over a period of approximately 20 years confirms that uncertainty exists whether the provisions of the Occupational Health and Safety Act (OHSA) apply to technology workshops at academic, technical and special schools; whether compliance with the safety provisions of the OHSA is lacking; and whether serious injuries at technology workshops at schools occur from time to time. A comparative study of foreign law regarding occupational safety at technology workshops at high schools confirms that many countries have national or federal occupational safety and health statutes that apply to workplaces as well as public schools, although some have specific statutes or regulations addressing occupational safety at public schools. Countries like Germany, the Netherlands and some states of the United States of America define school-going children and students as "workers" in terms of their occupational safety legislation. Germany includes all school-going children in its statutory accident insurance scheme to provide for faultless compensation in case of injury. In determining whether the OHSA applies to technical workshops at high schools, the fundamental rights, as well as its spirit and purport, must be considered through the prism of the Constitution of the Republic of South Africa. Applying the traditional literalist-cum-intentionalist approach to the interpretation of the OHSA, the conclusion is that this Act does indeed apply to technology workshops at schools. In terms of section 60(1)(a) of the South African Schools Act state liability for damages occurring as a result of school activities does provide essential legal protection. However, the South African Schools Act, school safety policies and school infrastructure regulations do not make explicit provision for the application of health and safety standards at school premises that use potentially dangerous machinery and equipment in places such as technical workshops and science laboratories. It is therefore recommended that the OHSA, the Compensation for Occupational Injuries and Diseases Act, the Schools Act and the School Infrastructure Regulations be amended to provide legal certainty in respect of the application of occupational safety to technical workshops at high schools
'Collateral irony' and 'insular construction'– justifying single-meduim schools, equal access and quality education
No full textIn Ermelo the Constitutional Court determined that the HoD has the power to withdraw
any function of a school governing body (SGB), including the function to determine the
school’s language policy, subject to the requirements of reasonableness and legitimacy of
purpose. The Court held that an ‘insular construction’ of the SGB’s obligation to determine
an appropriate language policy for the school community would thwart the transformative
design of the Constitution. The SGB must also consider the interests of the broader
community and potential learners. This Court’s decision seems to have sounded the death
knell for undersubscribed Afrikaans-only schools. However, the Court chose to address
only the structural issues of equality and fairness in the South African education context,
but failed dismally to adjudicate the substantive issues of reasonableness of state action
and quality education in the language of one’s choice. As a result, the Court’s reasoning
and decision provides insufficient guidance to assist schools or the state to determine
appropriate language policies for schools within the constitutional and concrete contextual
factors. Single-medium schools are entitled to contest the reasonableness of state
action by virtue of factors such as the value of mother-tongue education, the negative
impact of language policy change on the quality of education, the countrywide pattern of
unfair discrimination against Afrikaans schools, and importantly, the clear international
policy that liberal democracies provide public mother tongue education for minoritieshttp://reference.sabinet.co.za/webx/access/electronic_journals/ju_sajhr/ju_sajhr_v27_n3_a2.pd
Compatibility of democracy and learner discipline in South African schools
Get PDFAs gevolg van die afskaffing van lyfstraf voel baie onderwysers magteloos om ernstige leerder wangedrag by skole effektiewelik te hanteer. Nogtans bevat die Skolewet kenmerke van verteenwoordigende- en deelnemende demokrasie en is gegrond op die beginsels van aanspreeklikheid, deursigtigheid en billikheid. Demokrasie beteken nie anargie of wetteloosheid nie, maar impliseer die behoud van ’n ordelike en gedissiplineerde skoolomgewing op grond van die oppergesag van die reg. Uit die regspraak is dit duidelik dat die howe deurgaans die behoud van dissipline en respek vir gesag handhaaf, veral in gevalle van kwetsende vrye uitdrukkings en ernstige leerderwangedrag. Fundamentele regte is ’n voorvereiste en grondwetlike element
van demokrasie. Elke skool is ’n mikrokosmos van die samelewing en demokratiese praktyke, soos die handhawing van dissipline en die skepping van ’n menseregtekultuur, is in ooreenstemming met die daarstelling van substantiewe demokrasie.http://www.dejure.up.ac.za/index.php/volumes/46-vol-1-2013http://www.dejure.up.ac.za/index.php/volume
Legislative, Regulatory and Policy Measures to Promote School Discipline
No full textThe objective of this research is to determine the extent to which the education systems of the world are geared to negotiate the exigencies of the early twenty-first century, and which adjustments are needed. A conjecture of probable societal trends which will manifest themselves worldwide during the early twenty-first century is presented. That is followed by a survey of education systems in ten selected countries worldwide: Mexico, the United States of America, England, Croatia, Iran, Algeria, Namibia, Lesotho, Malaysia and China. In conclusion these systems are evaluated against the imperatives of the twenty-first century. The biggest common denominator amongst all the problems in education systems’ coming to terms with these imperatives is that of inadequate research
School governing body election deficiencies: deliberative democracy knocking at the door
Get PDFAs forums, School Governing Bodies have the makings of a great and unique South African democratic tradition as they reflect local deliberations, participative decision-making by stakeholders in education. The main contention of this article is that the SGB election processes at many public schools in South Africa are deficient. Legal analysis reveals the extent of non-uniformity of SGB election regulations among the nine provinces, as well as unlawful regulatory provisions, the unfair and undemocratic administration of the election process and misconceptions about democracy are causal factors that result deficiencies in SGB elections. The qualitative evidence affirms that parents are concerned about the insufficient information about candidates before and during elections, thus preventing voters from making informed decisions. Undemocratic features in the election process results in the election of unsuitable or incompetent candidates which has a detrimental effect on the governance of public schools. It is therefore recommended that a new set of nationally uniform SGB election regulations, which allows for transparent deliberation between candidates and voters should be promulgated before the next SGB election in order to address these shortcomings
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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