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    A socio-educational evaluation of the pre-school initiatives in the Nongoma District of KwaZulu Natal

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    Date
    2000-05
    Author
    Khumalo, Blasius Dumisani
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    Abstract
    English: This research presents a socia-educational evaluation of the pre-school initiatives in the Nongoma district of KwaZulu-Natal. The researcher is of the opinion that socio-educatienat environmental factors in the rural areas do not support the successful implementation of pre-schooling initiatives. The historical background, in this research highlights certain social environmental factors in the rural areas. These factors translate into the school situation and consequently influence the educational effort. The literature review has shown that these factors can positively or negatively affect the educational efforts including the pre-school initiatives. The responses of the emperical research revealed that on the social scene, societal living conditions characterised by poverty, low educational attainments by the parents, ignorance of pre-school benefits, and poor communication channels across the social spectrum limit parental participation in a meaningful and far-reaching way. This research indicates that the educators in the rural areas of KwaZulu-Natal lack adequate skills needed to effectively handle pre-schooling in the management domain as well as in the classroom situation. Educators do not receive sustained support from the Education Department, as well as from the iziphathimandla (i.e. people in authority such as inkosi of the tribe, or the induna of an area). Remoteness of the rural areas from the urban areas and the lack of resources further complicate problems experienced by the rural teachers, and may negatively affect school initiatives, including pre-schooling. In the light of the findings, this research recommends that the socio-educational problems surrounding pre-school initiatives be addressed in the following way: education stakeholders are urged to encourage community participation in school initiatives, as well as stress governmental equitable distribution of available educational resources.
     
    Afrikaans: Hierdie ondersoek gee 'n sosio-opvoedkundige evaluering van die voorskoolse inisiatiewe in die Nongoma distrik van KwaZulu-Natal. Die navorser is van mening dat sosio-opvoedkundige omgewingsfaktore in die plattelandse gebiede nie 'n ondersteunende bydrae lewer tot die suksesvolle implementering van voorskoolse inisiatiewe nie. Die historiese agtergrond van hierdie navorsing het die aandag gevestig op sekere sosiale omgewingsfaktore in die plattelandse gebiede. Hierdie faktore is verwant aan die skoolsituasie en het gevolglik 'n uitwerking op die opvoedkundige taak. Die literatuurstudie het getoon dat hierdie faktore die opvoedkundige taak, wat voorskoolse inisiatiewe insluit, positief of negatief kan beïnvloed. Die response van die empiriese ondersoek het aangetoon dat wat die sosiale omgewing betref, lewensomstandighede gekenmerk word deur armoede, die lae opvoedkundige peil van ouers, onkunde betreffende die voordele van voorskoolse onderrig en swak kommunikasiekanale dwarsoor die sosiale spektrum, sodat betekenisvolle en doeltreffende deelname deur ouers beperk word. Die navorsing het ook aangetoon dat die opvoedkundiges in die plattelandse gebiede op beide bestuursvlak en in die klaskamersituasie, nie oor voldoende vaardighede beskik om voorskoolse onderrig te hanteer nie. Opvoedkundiges kry nie behoorlike ondersteuning van die Department van Onderwys, of die iziphafhimandla (gesaghebbendes in the gemeenskap) nie. Die afgeleë plattelandse gebiede en die tekort aan hulpbronne dra by tot die probleem wat deur plattelandse onderwysers ondervind word, en mag skoolinisiatiewe, insluitend voorskoolse aktiwiteite, nadelig beïnvloed. In die lig van die bevindinge, word aanbeveel dat die sosio-opvoedkundige probleme wat met voorskoolse inisiatiewe ondervind word, aangespreek word deur onder andere, die volgende: Opvoedkundige rolspelers moet aangemoedig word om die gemeenskap te beinvloed om deel te neem aan gemeenskaplike skool inisiatiewe, asook om te beklemtoon dat staatsverdeling van beskikbare opvoedkundige hulpbronne, onpartydig moet geskied.
     
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    http://hdl.handle.net/11660/7406
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