The concept "initiation school" refers to a type of school that was initially established as a secret rite, which, in a symbolic sense, serves as the teenager's "transit education" or "pa$sport" to adulthood. Currently, in South Africa, many opinions are voiced against initiation, mainly because it prevents children from attending formal school for up to ten weeks to attend the initiation schools, and, a rising number of youngsters lose their lives as a direct result of the unprofessional circumcisions that are executed. The matter has become so serious that a new Bill to monitor registration and control of initiation schools was approved in Parliament in 2003. Despite this controversy and the control measures that have been put in place, initiation schools still forms the backbone of traditional education.This research aimed to determine what the initiation schools of the Southern Ndebele people of South Africa entails and what value the Southern Ndebele people attach to this type of traditional education. The study revealed that their initiation, when viewed against the work of Arnold van Gennep (1909Gennep ( , 1969 consists of three significant phases, i.e., the phase of severance, separation and isolation, the phase of thresholding, restoration, preparation and entrance and the phase of inclusion, absorption and incorporation. The study also revealed that initiation, as it is performed today, is consistent with community values and, to a large extent, serves to contribute to the education of the young people of the Southern Ndebele Tribe in that it supports and assists the parents with the difficult task of disciplining their children and transferring the norms and values of the Southern Ndebele, such as respect for others, the observation of
This study seeks to identify the key factors influencing the participation of adult learners in literacy campaigns in South Africa. Preliminary research has indicated that adult educators often do not know and understand what inspires adult learners to participate in literacy education. The present study underscores that illiterates tend to be motivated by the same desire for self-actualization as any other member of society, and may well stop participating in classes unless educators are more responsive to their needs and aspirations. Vocational and economic expectations, children's education, family relations, health, social motives, and gender issues as well as simply the hope for a better future all need to be taken account of. It is also shown that functional literacy in itself does not automatically empower women in the workplace.Zusammenfassung -ANALPHABETEN IN SÜ DAFRIKA: WER SIND SIE UND WAS MOTIVIERT SIE, AN ALPHABETISIERUNGSKAMPAGNEN TEILZU-NEHMEN? -Diese Studie versucht, die Schlu¨sselbedingungen zu ermitteln, welche die Teilnahme von erwachsenen Lernern an Alphabetisierungskampagnen in Su¨dafrika beeinflussen. Eine vorausgegangene Studie hat angezeigt, dass die Lehrkra¨fte in der Erwachsenenbildung ha¨ufig nicht wissen oder verstehen, was erwachsene Lerner dazu anregt, an Alphabetisierungsunterricht teilzunehmen. Die vorliegende Studie betont nachdru¨cklich, dass Analphabeten tendenziell durch denselben Wunsch nach Selbstverwirklichung motiviert werden, wie jedes andere Mitglied der Gesellschaft, und sehr wohl die Teilnahme am Unterricht beenden ko¨nnen, wenn die Lehrkra¨fte nicht in gro¨ßerem Maße auf ihre Bedu¨rfnisse und Bestrebungen eingehen. Berufliche und wirtschaftliche Erwartungen, Kindererziehung, familia¨re Beziehungen, Gesundheit, gesellschaftliche Motive und Fragen, welche das Geschlecht betreffen, ebenso wie schlicht die Hoffnung auf eine bessere Zukunft mu¨ssen allesamt in die Betrachtung einbezogen werden. Es wird weiterhin gezeigt, dass die funktionelle Alphabetisierung an sich Frauen am Arbeitsplatz nicht automatisch zum Aufstieg verhilft.Re´sume´-LES ANALPHABÈ TES EN AFRIQUE DU SUD : QUI SONT-ILS ET QUELLES SONT LEURS MOTIVATIONS POUR PARTICIPER À DES CAM-PAGNES D'ALPHABÉ TISATION? -Cette e´tude cherche a`identifier les facteurs clefs influenc¸ant la participation des apprenants adultes a`des campagnes d'alphabe´tisation en Afrique du Sud. Une enqueˆte pre´liminaire a indique´que, tre`s souvent, les e´ducateurs adultes ne connaissent ni ne comprennent ce qui ame`nent les apprenants adultes ap articiper a`un programme d'e´ducation en alphabe´tisation. La pre´sente e´tude souligne le fait que les analphabe`tes ont tendence a`eˆtre motive´s par un de´sir semblable de re´ali-sation de soi-meˆme que tout autre membre de la socie´te´, et qu'ils peuvent tre`s bien cesser de participer aux cours, a`moins que les e´ducateurs ne soient pas plus sensibles a`leurs besoins et leurs aspirations. Attentes professionelles ou e´conomiques, e´ducation des enfants, relations familiales, sante´, motifs...
This research was motivated by the fact that 49.3% of the South African youth between the ages of 15-24 is infected with HIV and that the infection rate among girls is 5 times higher than among boys. This fact implies that South Africa will have more than 17 times as many deaths among 15-34 year old women between the years 2010-2015 as men. HIV/AIDS amongst women in South Africa is not only an issue that impacts on the women's reproductive health and the health of her baby, but has become a social, economic and cultural issue which can severely batter the very foundations of our communities and government.The above facts and the impact thereof have contributed to determine the proactive approach and focus of this research, namely, the vulnerability of the young girl to become HIV infected and the contextual factors that contribute to her vulnerability. The preliminary research has indicated that the research that was previously done on the topic, was done on an ad hoc basis without being consolidated or linked to other research findings which means that a clear, holistic picture of the status and vulnerability of the young girl to HIV infection, is seriously lacking.To be able to get an overview of the status and vulnerability of the young girl in a time of HIV/AIDS in South Africa, the aim of this research was to construct a detailed but holistic picture from the different studies that were done on the topic. The latter could serve as a valuable point of departure for further studies, community programmes, education programmes, etc. To be able to provide such a total picture, the results of the different studies were studied, analyzed, integrated and synthesized. When viewed holistically, research results provide a different picture. This study makes it possible to view the current knowledge on the subject at a glance by means of a summarized diagrammatical presentation and a detailed text.
The primary aim of this study was to explore the lived-experiences of teachers who were responsible for the presentation of the official HIV & AIDS Programme of the Department of Education of South Africa. The study was motivated by the fact that it seemed as if schools do not implement the prescribed programmes as research has indicated that a mere 18% of schools are following a Sexuality Education Programme with HIV & AIDS as a core component. Experts commonly hold the view that HIV infection can be prevented through education and positive changes in sexual behaviour. The spread and the rising incidence of HIV & AIDS in South Africa are damaging our society and our education system. Many schools are already experiencing great difficulties, and school communities no longer depend on healthy learners, stable families, competent teachers or a strong economy. The findings of this study indicated teachers' perceptions and experiences of the HIV & AIDS programme. Although the implementation of HIV & AIDS programmes in schools was made compulsory, the study indicated that schools were not adhering to this requirement, due to factors such as a lack of sound management practices in schools, insufficient training of teachers and school managers and uninvolved stakeholders. In South Africa, the HIV & AIDS epidemic 1 has already reached the stage of "generalised infection" which implies that more than
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