scholarly journals ROLES AND RESPONSIBILITIES FOR SCHOOL ROLE PLAYERS IN ADDRESSING CYBER INCIDENTS IN SOUTH AFRICA

2021 ◽  
Vol 9 (3) ◽  
pp. 123-137
Author(s):  
Naume Sonhera ◽  
◽  
Elmarie Kritzinger ◽  
Marianne Loock ◽  
◽  
...  
Keyword(s):  
South African ◽  
School Environment ◽  
Basic Education ◽  
School Officials ◽  
Cyber Aggression ◽  
Roles And Responsibilities ◽  
Radar Screen ◽  
Relevant Role ◽  
Role Players ◽  
School Role

Cyber incidents are causing major challenges for school officials who are called upon to respond to these incidents involving learners, globally. Online threats take place off the radar screen of educators and parents, and this makes it difficult to address cyber incidents in schools and more impossible to monitor off school premises. The overwhelming challenges in South African schools are that there are no clear roles and responsibilities for relevant role-players when handling cyber incidents. Therefore, this article is aimed to determine the responsibilities of role players in handling cyber incidents in South African schools. The research used a qualitative approach and purposive sampling to collect data from the learners, to get their experiences and perceptions on reporting cyber incidents. The rationale for selecting learners was based on the view that cyber aggression is a very concerning issue in the school environment. The research went on to document the responsibilities of various role-players, which include the school with its educators, principal and the learners, the Department of Basic Education, the community, and the parents. The article focused on highlighting the roles and responsibilities of role players when handling cyber incidents in South African Schools and the views of learners on adults when handling cyber incidents. The study concludes that if the role players seriously follow their roles and responsibilities, cyber incidents can be reduced in schools. It is also important to note that role players cannot work in isolation; rather, they need a coordinated approach to share the responsibilities, as cyber incidents are not restricted to the classroom or school grounds. This problem requires all role players to work together, in proactive ways to intervene and reduce cyber incidents.

scholarly journals Improving Cybersafety Maturity of South African Schools

Information ◽  
2020 ◽  
Vol 11 (10) ◽  
pp. 471
Author(s):  
Elmarie Kritzinger
Keyword(s):  
South African ◽  
School Environment ◽  
Measurement Tool ◽  
Maturity Level ◽  
Social Approach ◽  
Full Compliance ◽  
Compliance Level ◽  
Relevant Role ◽  
Role Players ◽  
Level 1

This research investigated the current maturity levels of cybersafety in South African schools. The maturity level indicates if schools are prepared to assist relevant role players (teachers and learners) in establishing a cybersafety culture within the school environment. The research study measured the maturity levels of cybersafety in 24 South African schools by evaluating the four main elements that are needed to improve cybersafety within schools. These elements are (1) leadership and policies, (2) infrastructure, (3) education, and (4) standards and inspection. The study used a UK-approved measurement tool (360safe) to measure the cybersafety maturity of schools within South Africa, using five levels of compliance (Level 1: full compliance, to Level 5: no compliance). The data analysis clearly indicated that all the schools that participated in the study had a significantly low level of cybersafety maturity and compliance. Schools are starting to adopt technology as part of their educational and social approach to prepare learners for the future, but there is a clear lack of supporting cybersafety awareness, policies, practices and procedures within South African schools. The research proposed a step-by-step approach involving a ten-phase cybersafety plan to empower schools to create and grow their own cybersafety culture.

Factors Influencing Break-Time Physical Activity of South African Primary School Learners From Low-Income Communities

2015 ◽  
Vol 12 (5) ◽  
pp. 618-627 ◽  
Author(s):  
Monika Uys ◽  
Catherine Elizabeth Draper ◽  
Sharief Hendricks ◽  
Anniza de Villiers ◽  
Jean Fourie ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
South African ◽  
Family Involvement ◽  
Low Income ◽  
School Environment ◽  
Contextual Factors ◽  
Action Planning ◽  
Primary School Children ◽  
Break Time

Background:The purpose of this study was to assess factors that influence physical activity (PA) levels during break-times in South African primary school children.Methods:The System for Observing Play and Leisure Activities in Youth (SOPLAY) was used to observe PA levels during break-times at low-income schools (4 intervention, 4 control). The intervention was based on action-planning including: school environment, curriculum, and family involvement. Categories of observed activity included Sedentary, Eating, Walking, or Vigorous PA. Contextual factors assessed included teacher supervision, equipment, and crowding. Chi-square tests were used to determine associations between PA levels and contextual factors.Results:In the 970 observations made, 31% of learners were sedentary, 14% were eating, 29% were walking, and 26% were engaged in vigorous PA. There were no differences in break-time PA between intervention and control groups (NS). With supervision, children were more likely to eat and less likely to do vigorous PA (P = .035). Playground crowding was associated with lower levels of vigorous activity and more sedentary behavior (P = .000).Conclusions:PA during break-time was adversely affected by over-crowding and lower with supervision. The results suggest that interventions may be targeted at the school policy environment to reduce these barriers to PA.

scholarly journals "From The Worst To The Best": An Exploratory Qualitative Study Of The Process Of Social Change At A South African Secondary School

2003 ◽  
Vol 2 (1) ◽  
Author(s):  
Berendien Van Aswegen ◽  
Willem Schurink
Keyword(s):  
South African ◽  
Social Process ◽  
Organisational Change ◽  
Gauteng Province ◽  
Process Of Change ◽  
The Social ◽  
Role Players ◽  
Analyse Data ◽  
Ineffective Schools ◽  
Disadvantaged School

The primary aim of the study is to describe an initiative to effect organisational change at a previously disadvantaged school in South Africa’s Gauteng Province. Qualitative methods were used to collect and analyse data on the social process of change in the school. Essays of role players in the change process on their experiences led to important insights. This exploratory study points to a process that was effective in bringing about change at a school and holds promise for constructing a theoretical model of how change could be effected in ineffective schools. OpsommingDie primêre doel van die studie is die beskrywing van ’n organisatoriese verandering by ’n voorheen benadeelde skool in Suid-Afrika se Gauteng Provinsie. Kwalitatiewe metodes is gebruik om data oor die sosiale proses te genereer en te analiseer. Opstelle van betrokkenes by die veranderingsproses oor hulle ervarings het tot belangrike insigte gelei. Hierdie verkennende studie dui op ’n proses wat suksesvol gewerk het om verandering te weeg te bring en hou belofte in vir die ontwikkeling van ’n teoretiese model van hoe verandering in oneffektiewe skole bewerkstellig kan word.

scholarly journals Health behaviour and school environment among school-aged black and white South African children in the Limpopo Province

2003 ◽  
Vol 8 (1) ◽  
Author(s):  
Karl Peltzer
Keyword(s):  
South African ◽  
Health Behaviour ◽  
School Environment ◽  
Limpopo Province ◽  
Black And White ◽  
School Aged Children ◽  
Health Related ◽  
Hbsc Study ◽  
African Youth ◽  
Health Related Behaviour

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.

scholarly journals A case study of two teacher learning communities in KwaZulu-Natal, South Africa

2021 ◽  
Vol 41 (3) ◽  
pp. 1-15
Author(s):  
Free-Queen Bongiwe Zulu ◽  
Tabitha Grace Mukeredzi
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Teacher Learning ◽  
South African ◽  
Professional Learning ◽  
Basic Education ◽  
Local Level ◽  
Education And Development ◽  
Teacher Learning Communities

In the Integrated Strategic Planning Framework for Teacher Education and Development, a South African policy, the Department of Basic Education (DBE) and the Department of Higher Education (DHET) call for the formation of professional learning communities and envisage support for teachers and access to enhanced professional development opportunities at the local level. However, the formation and operation of professional learning communities in a South African context is still unclear. In this article we use the concept of professional learning communities to examine the extent to which 2 teacher learning communities operate as professional learning communities. We used interviews, observations, survey questionnaires and document analysis to generate data. The findings of the study reveal that the 2 teacher learning communities were initiated by the DBE and not by teachers. However, the size of 1 teacher learning community and the nature of its functioning seemed to adhere to the characteristics of a professional learning community while the other did not. The findings indicate that professional learning communities that operate in developing contexts might be functional when all the stakeholders play a meaningful role in supporting professional learning communities.

scholarly journals THE RIGHT TO MOTHER-TONGUE EDUCATION: PRACTICABLE OR NOT?

Obiter ◽  
2021 ◽  
Vol 34 (2) ◽  
Author(s):  
Chrizell Chürr
Keyword(s):  
South African ◽  
Basic Education ◽  
Mother Tongue ◽  
Cumulative Effect ◽  
The South ◽  
National Education ◽  
Mother Tongue Education ◽  
South African Constitution ◽  
The Right ◽  
South African Schools Act

Mother-tongue and mother-tongue education are recognized worldwide as one of the most efficient ways to function cognitively and socially. This article addresses the role of proper mother-tongue education with an emphasis on the importance of “language” since language is vital to a child’s right to a basic education in all its dimensions. Without mother-tongue education, every child’s right to learn and to become a skilful adult, able to participate independently in society, is at risk. The cumulative effect of the South African Constitution, the National Education Policy Act, the South African Schools Act, several international instruments and a number of ground-breaking cases, as well as the interaction between them on mother-tongue education will be examined. The implementation of certain education models will also be proposed.

The educational research landscape on GIS integration and challenges – globally and in South Africa

2020 ◽  
Vol 5 ◽  
pp. 19-41
Author(s):  
Elfrieda Fleischmann ◽  
◽  
Christo van der Westhuizen ◽  
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Mixed Method ◽  
Basic Education ◽  
Education Institution ◽  
Mixed Method Study ◽  
Global Trend ◽  
Gis Integration ◽  
Depth Interviews

As Geographic Information Systems (GIS) have only been included in the curriculum in the last decade, many educators globally struggle to integrate GIS practice into their teaching strategies. Following the global trend, South African educators might feel ill equipped as they did not receive formal GIS training in a higher education institution. This paper highlights key global and South African challenges regarding GIS integration. To compare the challenges that South Africa faces with those experienced elsewhere, this mixed method study gleaned data from student educators (n=78) who completed a questionnaire regarding their GIS FET Phase education, followed by in-depth interviews with FET Phase educators (n=10) and two provincial heads of Geography for the Department of Basic Education (DBE). Results from this study indicate a clear global and national pattern of barrier categories.

Selected challenges associated with the reliance on customer due diligence measures to curb money laundering in South African banks and related financial institutions

2021 ◽  
Vol 8 (1) ◽  
pp. 42-66
Author(s):  
Howard Chitimira ◽  
Sharon Munedzi
Keyword(s):  
South Africa ◽  
South African ◽  
Money Laundering ◽  
Financial Institutions ◽  
Financial Institution ◽  
Financial Sector ◽  
Due Diligence ◽  
Role Players ◽  
Customer Due Diligence ◽  
Combat Money Laundering

Customer due diligence is a means of ensuring that financial institutions know their customers well through know-your-customer (KYC) tools and related measures. Notably, customer due diligence measures include the identification and verification of customer identity, keeping records of transactions concluded between a customer and the financial institution, ongoing monitoring of customer account activities, reporting unusual and suspicious transactions, and risk assessment programmes. Accordingly, financial institutions should ensure that their customers are risk assessed before concluding any transactions with them. The regulation of money laundering is crucial to the economic growth of many countries, including South Africa. However, there are still numerous challenges affecting the banks and other role players’ reliance on customer due diligence measures to combat money laundering in South Africa. Therefore, a qualitative research methodology is employed in this article to unpack such challenges. The challenges include the failure to meet the identification and verification requirements by some South African citizens, onerous documentation requirements giving rise to other persons being denied access to the formal financial sector, and the lack of express provisions to regulate the informal financial sector in South Africa. Given this background, the article discusses the challenges associated with the regulation and implementation of customer due diligence measures to enhance the combating of money laundering in South African banks and related financial institutions. It is hoped that the recommendations provided in this article will be utilised by the relevant authorities to enhance customer due diligence and effectively combat money laundering activities in South African banks and related financial institutions.

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