Browsing by Subject "Schools"
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Frantz, Jose M. (Faculty of Community and Health Sciences, University of the Western Cape, 2008)[more][less]
Abstract: A number of initiatives were launched in various countries worldwide to provide quality physical education in schools. However, the promotion of participation in sport and specifically elite sport is still regarded to be economically more feasible, than the introduction of physical education in schools and “sport for all” programmes at community level. In order to improve the current situation, the conventional ideas of the school physical education programme needs to be reconsidered and more serious consideration should be given to the preferences and needs of the key stakeholders. The aim of the study was to determine the views of teachers and learners with regards to physical education and the promotion of physical activity in a local community school. Participants included learners and teachers involved in life orientation and coaching of sport in a high school in a local community in the Western Cape, South Africa. The school was purposively selected as it caters for the previously disadvantaged learners in the area. Data was collected by means of focus group discussions. The results indicated that both the learners and teachers appreciated the benefits associated with participation in physical education but also highlighted significant barriers that prevented the effective implementation of physical education programmes in the school. South Africa needs a structured, cost effective approach to physical and health education in schools that stipulates national objectives and detailed strategies to realize the objectives. URI: http://hdl.handle.net/10566/118 Files in this item: 1
FrantzPhysicalEducation2008.pdf (46.38Kb) -
Bhana, Deevia; Clowes, Lindsay; Morrell, Robert; Shefer, Tamara (Agenda Feminist Media, 2008)[more][less]
Abstract: Since the promulgation of the South African Schools Act in 1996 it has become illegal to exclude pregnant girls from school. Influenced by feminist research, policy has sought to assist pregnant girls and young parents to continue and complete their schooling on the understanding that having children often terminates school-going limiting future employment and work opportunities. This paper seeks to examine how the new policy has been understood and implemented. We focus on the views and experiences of principals and teachers as they are the authorities at school with the responsibility for ensuring that the policy is implemented. The paper draws on qualitative data collected by a larger study on being and becoming a parent at diverse group of schools in Kwazulu-Natal and the Western Cape. In the paper we investigate the extent to which schools’ responses to pregnancy and parenting reflect and/or reproduce normative gender roles and practices with respect to schooling and parenting in contemporary South Africa. We show also that despite familiar stereotypes about young parents and pregnancy, both teachers and principals take their pastoral responsibilities seriously. They do care and do try to help. But many teachers were judgemental and moralistic particularly in response to young girls. URI: http://hdl.handle.net/10566/151 Files in this item: 1
BhanaSASchools2008.pdf (526.2Kb)
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