A Problem, a Plan, and South African Youth: Actively Involving the Youth in Tackling Social Issues

Author(s):  
Ashiya Abdool Satar
2016 ◽  
Vol 12 (2) ◽  
pp. 77-89
Author(s):  
Matshidiso Kanjere

The South African youth faces multiple challenges that range from illiteracy, drug and alcohol abuse, crime and HIV/AIDS, to unemployment. These challenges and many other ills in society have led to interventions by government, and private and other civil societies. The government has established and initiated a number of programmes that aim at building capacity and helping the youth to cope with these multiple challenges. Some of the programmes are aimed at building leadership capacity among the impoverished youth in rural communities. A lot of money is being invested in these programmes, which are meant to develop young South Africans. However, there are some young people who do not participate in these programmes. They are also not in the formal education system, self-employed or employed elsewhere. And they are despondent. The government, private sector and non-governmental organisations are trying hard to bring these youths and others into the developmental arena, so that they can be active participants in the economy of the country in the near future. However, little research has been conducted to assess the broad impact of the various programmes in the country. The contribution that these programmes are making toward improving the livelihoods of young people has to be determined on a larger scale. Nevertheless, this article reports on an investigation that was conducted on a smaller scale, at the Lepelle-Nkumpi Local Municipality. The aim of the research was to explore the perceptions young South Africans have of the leadership development programmes that they have participated in. A mixed research approach was used to collect data and the key findings indicated that knowledge accumulated through participation in the programmes does not always translate into practical applications. However, the programmes were deemed to be valuable in instilling a positive life-view. The study recommends that support systems be established in the rural areas to assist young people with life challenges.


2020 ◽  
Vol 1 (3) ◽  
pp. 133-155
Author(s):  
Kgomotlokoa Linda Thaba-Nkadimene ◽  
Maletšema Ruth Emsley

The challenges of reading experienced by learners exerts a negative impact on reading for pleasure, and learners' outcomes. In an attempt to address such reading challenges, Reading Clubs were launched to promote reading for pleasure among South African youth. This study examines the influence of Reading Clubs on learners' attitudes to Reading for Pleasure and the outcomes thereof. The study was informed by the Top-Down Model of Reading and the Cultural Theory of reading for pleasure. Interviews were conducted in five purposively selected schools with five Sparker coaches and five teachers. The research findings reveal a positive influence of Reading Clubs on reading for pleasure and learners' outcomes. This is reflected through improved levels of reading for pleasure. This study ultimately recommends that schools learn from best practices of Reading Clubs, and that government strive to make Reading Clubs a sustainable project.


2020 ◽  
pp. 147675032097101
Author(s):  
Merna Meyer ◽  
Lesley Wood

This article explains my living educational theory in the form of a professional framework that I call PART, which conceptually unites the roles of the artist, researcher and teacher (ART) to foster critical, participatory (P), and socially engaged action. I discuss how I improved my practice over four action research cycles to be more in line with my professed values of creativity, connectedness and care, followed by six learning platforms conducted with pre-service art teachers and community children in a South African context. Evidence of the students’ transformational learning was gathered over six learning platforms. Reflecting on my observations, pedagogical strategies and on students’ visual images and critical reflections on their learning, I found that the professional framework changed pre-service art teachers’ views – they became more learner-centred, using art as a mediating tool to engage learners in thinking about critical social issues and developed collaborative and leadership skills. The fundamental principles of the framework, aimed at developing critically engaged and reflective practitioners, working in diverse learning environments could be applied to almost any discipline within teacher education.


2018 ◽  
Vol 21 (8) ◽  
pp. e25170 ◽  
Author(s):  
Emily A Krogstad ◽  
Millicent Atujuna ◽  
Elizabeth T Montgomery ◽  
Alexandra Minnis ◽  
Sheily Ndwayana ◽  
...  

2018 ◽  
Vol 37 (6) ◽  
pp. 1079-1108 ◽  
Author(s):  
Tyler W. Myroniuk ◽  
Michael J. White ◽  
Mark Gross ◽  
Rebecca Wang ◽  
Carren Ginsburg ◽  
...  

2014 ◽  
Vol 33 (7) ◽  
pp. 668-676 ◽  
Author(s):  
Lisa Armistead ◽  
Sarah Cook ◽  
Donald Skinner ◽  
Yoesrie Toefy ◽  
Elizabeth R. Anthony ◽  
...  

2003 ◽  
Vol 8 (1) ◽  
Author(s):  
Karl Peltzer

The main objective of the ‘Health Behaviour among School-Aged Children’ (HBSC) study was to collect information on health-related behaviour of South African youth. Opsomming Die hoofdoelwit van die studie “Health Behaviour among School-aged Children” (Gesondheidsgedrag van skoolgaande kinders) studie is om inligting in te samel ten opsigte van gesondheidverwante gedrag van die Suid-Afrikaanse jeug. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.


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