Learner discipline constitutes an acute problem in South African schools, especially if it is approached within a Reformational frame of reference. The aim of the research underlying this article was to survey the available subject-related literature on school discipline abroad. The available published research results are largely limited to the United States of America, the United Kingdom and Australia. In these three countries learner discipline in schools constitutes a problem, although it seems to be only relatively minor forms of misbehaviour that dominate. Serious forms of misbehaviour, such as criminal offences are rare. The causes/determinants/correlates of learner-discipline problems can be grouped into five categories: learner-related factors, teacher-related factors, school-related factors, parent-related factors and society-related factors. This discussion draws suggestions from available subject-related literature as to how the discipline issue in schools should be approached. The conclusion is, however, reached that, while worthwhile guidelines can indeed be drawn from available subject-related literature for the correction of deviant behaviour, reference is unfortunately never made to the need of learners to be guided and to be enabled to become followers (disciples) of Jesus Christ in the profound sense of the word, especially in a world that does not adhere to Biblical values. True disciples tend to lead disciplined, well-behaved and intentional lives in His service and to His glory. In conclusion, the role of (Christian) religion and of values based on religious conviction in the creation of healthy school discipline is explicated
Discipline problems in Afrikaans schools -a perspectiveThe aim of this article is to report on an investigation into the incidence and extent of discipline problems in Afrikaans schools, especially
Education/training and economic demand
Education systems and their output appear to be out of step with the demands of the economy in many countries, including South Africa. Massive education investment and expansion seem to have resulted, especially in developing countries, in schooled unemployment rather than economic development, modernisation and full employment. A historicalcomparative overview reveals how economically successful countries such as the United Kingdom, the United States of America, Germany, and (until recently) the new economic giants of South-East Asia and the Far East, succeeded in aligning education and training with the economy. In conclusion the implications of their strategies for South Africa are explored. A combination of the British and Singaporean models is recommended for South Africa. A warning is, however, sounded throughout that economic systems that do not adhere to the principles of human stewardship and responsible management should not be supported by education and training in their present forms. Those involved in education and training should rather call for reform of the systems that they are expected to support
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