AA 2007 Volume 39 Issue 2

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http://hdl.handle.net/11660/6638

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Browsing AA 2007 Volume 39 Issue 2 by Subject "Learners"

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    Eastern Cape teachers’ views on their ability to equip learners to cope with life after school
    (University of the Free State, 2007) Olivier, Tilla; Wood, Lesley
    English: “Life skills education” plays an important part in the preparation of school-leavers for life after school, yet it is often neglected. In the light of the problems in the South African education system, the question arises as to whether teachers themselves possess the life skills with which they are supposed to empower their learners. A research project was therefore undertaken among a group of Eastern Cape teachers with the aim of exploring their perception of their ability to actualise life skills education in the classroom, and of equipping them better for this task. A qualitative research approach was adopted, making use of individual interviews with teachers. This study gives an account of the findings of the empirical research that was undertaken as the first part of a bigger project, highlighting the importance of preparing learners for life after school, and how teachers should be equipped for such life skills teaching.
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    The right to academic freedom in South African schools
    (University of the Free State, 2007) Alston, Ken
    English: The right to academic freedom is a contested one, often held to exist only in the context of tertiary education. However, the South African Constitution imposes no such restriction: Section 16(1)(d) declares that everyone has the right to academic freedom. This article presents and seeks to substantiate the case for the application of academic freedom in the school context, and specifically within secondary education. Freedom of expression, which includes academic freedom, may be said to be a freedom without which other freedoms could not survive. The specific element of expression, the right of the individual learner and educator to academic freedom within the school context, and the question of whether such academic freedom of learners and educators can be limited, comprise the focus of this article.