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Values and the need for a character education programme within the college context in the North-West Province: exploration and preliminary proposals
F.E. Freeks,G.A. Lotter
Koers : Bulletin for Christian Scholarship , 2011, DOI: 10.4102/koers.v76i3.43
Abstract: Values and character education possess the inherent building blocks for the preservation of a healthy society. Values and character education have the potential to address moral issues in society and especially in educational institutions, such as schools, colleges and universities. One of the primary aims of values and character education is to allow students to experience life to the fullest. Values and character education could probably ensure a better life and future for South Africa s youth.From the available literature, it is evident that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate values education programmes in colleges and other institutions such as universities.In order to determine the values orientation among students of Further Education and Training Colleges (FET) in the North-West Province, an empirical study was done to ascertain students opinions and the contributions of values education and character education. Semi-structured interviews were also conducted with the student council, the head of support services, as well as an official of student support services.
From a disenchantment with public schooling to alternative schooling practice
H. Van der Horst, M.E.W. McDonald
South African Journal of Education , 2002,
Abstract: This article explores two widely differing alternatives to educational provisioning. The Accelerated Schools Project and Amish one-roomed schooling are discussed and compared. Disenchanted stakeholders in education in South Africa are advised to actively participate in questioning the quality of educational provision and functioning. Alternatives to unsatisfactory practices should be investigated in the South African context. (South African Journal of Education: 2002 22(1): 19-23)
Theoretical and conceptual issues on psychogenesis and sociogenesis research about the schooling process
Cynthia Greive Veiga
Universitas Humanística , 2011,
Abstract: This paper aims to put forward a historical approach to research on the history of teaching, theoretically concerning the two genetic aspects developed by Norbert Elias in his research about civilizing processes —sociogenesis and psychogenesis. The analysis proposed for the schooling process includes a study on long-term changes in individuals’ behavior (psychogenesis) referred to students and teachers, and changes in social settings (sociogenesis), especially in the family and the school. This study makes part of a broader research on the schooling process in Minas Gerais (Brazil) in the 19th and 20th centuries focusing on elementary school teaching
Educational-material context of the family and students’ attitudes towards schooling  [PDF]
Bogunovi? Blanka,Polovina Nada
Zbornik Instituta za Pedago?ka Istra?ivanja , 2007, DOI: 10.2298/zipi0701099b
Abstract: The impact of the family environment, the mode and the quality of parental stimulation may have a decisive role in the student’s capacity development and realization of given capabilities, and affects particularly the level and the quality of his/her academic attainment. A student’s academic attainment is conditioned by educational aspirations formed in a dynamic interaction with stimulating aspects of the family context. The aims of our study were: to examine the students’ attitudes towards schooling, and to obtain answers to the question: which stimulating aspects of family context are the most predictable for the development of educational aspirations, i.e. attitudes towards school and gaining knowledge, educational interests and plans for further education. The sample comprised 1.464 eighth-grade students, aged 15, from 34 primary schools in Serbia. The data were collected by the use of questionnaires filled in by the students and school principals. The results indicate a trend of interrelatedness of cognitively and educationally favorable conditions within the family and positive attitudes towards school, attainment, high aspirations and cognitive and intellectual interests for out-of-school activities. It can be concluded that family stimulation is the resultant of the influence of cultural and educational profile of the family and active parental attitudes regarding education and attainment of their children. The findings could have practical implications in the domain of parents/school cooperation, not only in order to increase the awareness of the importance of active participation of both parties, but also to provide useful guidelines for developing optimal contents and procedures. .
Is schooling good for the development of society?: the case of South Africa
C Harber, V Mncube
South African Journal of Education , 2011,
Abstract: This paper is concerned with three possible theoretical relationships, between education and social, economic and political development, that — (a) education improves society, (b) education reproduces society as it is and (c) education actually makes society worse. The paper then uses South Africa as a case study to critically analyse these different roles of education in relation to development theory. In particular, it examines three theoretical tensions in post-apartheid education policy and practice — those between human capital theory and social reproduction, between modernisation and bureaucratic disorganisation, and between democracy and peace and authoritarianism and violence. It concludes by attempting to explain these tensions and contradictions in term of factors specific to South Africa such as teacher professionalism and teacher identity and in relation to wider factors inherent in the historical origins of schooling as a form of organisation based on social control.
Is schooling good for the development of society? The case of South Africa  [cached]
Clive Harber,Vusi Mncube
South African Journal of Education , 2011,
Abstract: This paper is concerned with three possible theoretical relationships, between education and social, economic and political development, that - (a) education improves society, (b) education reproduces society as it is and (c) education actually makes society worse. The paper then uses South Africa as a case study to critically analyse these different roles of education in relation to development theory. In particular, it examines three theoretical tensions in post-apartheid education policy and practice - those between human capital theory and social reproduction, between modernisation and bureaucratic disorganisation, and between democracy and peace and authoritarianism and violence. It concludes by attempting to explain these tensions and contradictions in term of factors specific to South Africa such as teacher professionalism and teacher identity and in relation to wider factors inherent in the historical origins of schooling as a form of organisation based on social control.
Parents' expectations of public schooling in the Northern Province of South Africa
N.G. Rambiyana, J.C. Kok
South African Journal of Education , 2002,
Abstract: The social landscape in South Africa has changed drastically since 1990, and more so after 1994. Not only have residential areas become largely mixed but also schools. This is, of course, a result of the abolishing of apartheid-era policies and legislation that enforced racial segregation. However, the phenomenon sketched above was accompanied by parents moving children from public schools to independent schools which immediately mushroomed all over South Africa, particularly in urban areas. It is as if parents have passed a motion of no confidence in the public schooling system. This study determined the extent of parents' expectations in the Northern Province and attempted to come up with measures to help public schools measure up to the expectations of parents, as identified in the research. Also, parents' expectations were assessed against sound educational practices. (South African Journal of Education: 2002 22(1): 14-15)
Conceptual Metaphor and Vocabulary Teaching in the EFL Context  [PDF]
Xin Fang
Open Journal of Modern Linguistics (OJML) , 2014, DOI: 10.4236/ojml.2014.42030
Abstract: Metaphor, as a matter of thought, a way of cognition, is pervasive in our everyday life and language. As human beings’ important cognitive way, metaphor also serves as one of the important ways for language to develop, including vocabulary. Traditionally, most students memorize vocabulary mechanically with unpleasant results. They don’t realize most words come from metaphorical way, and metaphor is an important process of word meanings expanding and evolution. This paper will give a brief discussion about conceptual metaphor theory and analyze how to apply this theory into vocabulary teaching in the EFL context, in order to help learners to learn vocabulary thoroughly, systematically, and efficiently.
Rethinking Security in Nigeria: Conceptual Issues in the Quest for Social Order and National Integration
W Akpan
African Sociological Review / Revue Africaine de Sociologie , 2008,
Abstract: Dapo Adelugba and Philip Ogo Ujomu, eds., "Rethinking Security in Nigeria: Conceptual Issues in the Quest for Social Order and National Integration" Dakar, CODESRIA, 2008. x plus 162. Reviewed by: Wilson Akpan Department of Sociology University of Fort Hare East London South Africa
Conceptual Referent for Happiness: Cross-Country Comparisons
Mariano Rojas,Joar Vitters?
Journal of Social Research & Policy , 2010,
Abstract: This paper is based on the Conceptual Referent Theory of Happiness, which states that people must have a conceptual referent for what a happy life means in order to assess their life as a happy one. The paper studies the existence of heterogeneity across countries in the inclination towards different conceptual referents for happiness. Empirical information comes from surveys applied to students in Cuba, Norway, and South Africa. It is found that there is statistically significant heterogeneity across countries regarding the conceptions of happiness and the way different inclinations towards these conceptions relate to happiness. This heterogeneity is relevant because it implies that the relevant resources for happiness may differ across countries and, moreover, across cultures.
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