Rehabilitation of Inmate Young Offenders and the Education system:Offenders’ Perspective in South Africa

2021 ◽  
pp. 43-59
Keyword(s):  
South Africa ◽  
Young People ◽  
Formal Education ◽  
Critical Role ◽  
Young Offenders ◽  
Non Profit ◽  
Educational Programmes ◽  
Phenomenological Research Method ◽  
Qualitative Phenomenological ◽  
The University

Unemployment, lack of education and few opportunities are, but few of the factors that lead to young people in South Africa and elsewhere turning to crime. These young people face the law after being caught and they get incarcerated inthe correctional service centres. It seems that many of educational programmes aimed at rehabilitating young inmate offenders seem not being effective as some of these young inmate offenders become hardened criminals through institutionalization in correctional service centres. This paper thus, explored the views of inmate young offenders of the benefits of educational programmesthey derived while incarcerated in South Africa. The young inmate offenders‟ age ranged from 17 years to 27years, 5 females and8 males. A qualitative phenomenological research method was used with a sample of 6 inmate young offenders to describe young inmate offenders‟ views of benefits they derive from educational programmes in correctional centres. Based on the available and access to the participants a purposive sample was employed for this research study.An open-ended questionnaire instrument which contained a set of a variety of questions on benefits of educational programmes were completed by the research participants. Toconduct this study in line with ethical considerations, permission was given by the university‟s ethical committee and later the Department of Correctional Services allowed the study to be conducted in their correctional centres. Data that was thematically analysed discovered educational programmes offered and availed to inmate young offenders to be beneficial. The study showed that although formal education was offered,the educational programmes faced many other challenges which were also mentioned in other studies and even in this study the offenders pointed them out, e.g.lack of resources and shortage of staff.The study also revealed that the rehabilitation programme played a critical role inreducing gangformation and fights in the entire inmate community. The collaboration of the state, community, family members of the offenders, churches, traditional leaders and non-profit organisations is required in rehabilitation of the IYO.

On the 10-year anniversary of the Barrydale Giant Puppet Parade South Africa: A conversation between parade creative directors Aja Marneweck and Sudonia Kouter

2020 ◽  
Vol 8 (1) ◽  
pp. 31-44 ◽  
Author(s):  
Aja Marneweck
Keyword(s):  
South Africa ◽  
Large Scale ◽  
Meaning Making ◽  
Western Cape ◽  
Original Performance ◽  
Non Profit ◽  
Rural Town ◽  
Puppet Theatre ◽  
And Performance ◽  
The University

2020 marks the tenth anniversary of the Barrydale Giant Puppet Parade, a large-scale, experimental annual public puppetry event and performance in a small rural town in the Klein Karoo of South Africa. This multifaceted, collaborative puppet theatre-making process, which results annually in the creation of a parade and large-scale original performance, is co-organized by Net Vir Pret (a children’s school aftercare non-profit organisation based in the town of Barrydale) and the Laboratory of Kinetic Objects (LoKO) at the Centre for Humanities Research at the University of the Western Cape (CHR@UWC). The following conversation between the author (a Theatre Research Fellow at the CHR@UWC and creative director of the parade since 2014) and Sudonia Kouter (the Net vir Pret Aftercare manager and a key artistic contributor in the parade creative and directing teams) explores some of the experiences of meaning-making that arise in such a multi-layered and ambitious project.

scholarly journals The Development of Academic Advising to Enable Student Success in South Africa

2021 ◽  
Vol 9 (2) ◽  
pp. 1-15
Author(s):  
Gugu Wendy Tiroyabone ◽  
Franҫois Strydom
Keyword(s):  
South Africa ◽  
Student Success ◽  
Academic Advising ◽  
Positive Impact ◽  
Critical Role ◽  
Relevant Information ◽  
Institutional Perspective ◽  
International Perspectives ◽  
Wide Range ◽  
The University

Universities promote social justice by improving student success; a university degree is one of the most powerful tools to change the economic prospects of students, their families, and communities. For students to succeed, it is vital that they are connected to the wide range of support services in a meaningful way. Unfortunately, many students (especially first-generation students) find it difficult to connect to university environments that are complex and that are often not optimally coordinated. International and national research show that academic advising plays a critical role in improving student engagement and success by facilitating better coordination and integration of support. Academic advising provides students with relevant information, facilitates their conceptual understanding of the university, and allows students the opportunity to form a meaningful relationship with the institution through an advisor and by means of various advising initiatives. This paper shares international perspectives on the critical importance of academic advising for student success. Building on these perspectives, we reflect on the development of academic advising in South Africa and on its potential for enhancing student success in our context. We provide an institutional perspective by sharing the journey of the University of the Free State. In doing so, we show the positive impact of advising before and during the pandemic and we conclude with lessons for the future of academic advising in the South African context.

The Africa Institute of South Africa, Pretoria

1965 ◽  
Vol 3 (4) ◽  
pp. 611-612
Author(s):  
P. W. Esterhuysen
Keyword(s):  
South Africa ◽  
South African ◽  
Chief Executive Officer ◽  
Chief Executive ◽  
The South ◽  
Non Profit ◽  
South African Universities ◽  
University College ◽  
The University

The Africa Institute of South Africa was established in April 1960. It is an autonomous body, incorporated under the Companies Act as a non-profit association, and administered by a Council presided over by the Chancellor of the University of South Africa, Dr F. J. de Villiers. The Council is composed of representatives of the South African universities, the South African Academy of Science and Arts, and other interested bodies. The chief executive officer is the Director, Professor P. F. D. Weiss, who is also chairman of the Council of the University College at Fort Hare. Its headquarters are at the University of South Africa, in Pretoria.

scholarly journals Co-creating Spaces for Resilience to Flourish

2018 ◽  
Vol 18 (4) ◽  
Author(s):  
Sunelle Fouche ◽  
Mari Stevens
Keyword(s):  
South Africa ◽  
Young People ◽  
South African ◽  
Cape Town ◽  
Criminal Activity ◽  
Risk Environment ◽  
Non Profit ◽  
Generative Theory ◽  
Case Vignettes ◽  
African Context

MusicWorks is a non-profit organisation based in Cape Town, South Africa, and offers psycho-social support through music to young people growing up in marginalised communities. In South Africa three hundred years of colonialism paved the way for Apartheid which left a legacy of waste, nepotism, corruption and the oppression of the majority of our country’s citizens. Its impact is still visible today and the consequences of past and current political, social and economic challenges has led to perpetuated patterns of poverty, gangsterism[1], unemployment, and family violence that are endemic to communities such as Lavender Hill where this MusicWorks project is situated. Encouraging and strengthening the resilience of young people within this community can empower them to not only break this cycle but also be part of the solution as they become contributing members of their community and society at large. Ebersöhn’s (2012) generative theory of relationship resourced resilience proposes that when individuals use relationships as a way to access, link, and mobilise resources, an enabling ecology is shaped that can foster positive adjustment in a largely at-risk environment. Drawing on this social-ecological understanding of resilience, this paper outlines the MusicWorks project in Lavender Hill and discusses case vignettes of music work with young people and the broader school community. The aim of the project is to co-create musical spaces where young people and those around them can access resourced relationships.   For the purpose of this paper the use of the term “gangsterism” is located firmly within the South African context, were terminology around “gangs” and “gangsterism” refers to a specific grouping of people who are involved in highly structured gangs whose criminal activity revolve mainly around illicit drug trade, with links to local and international organized crime networks ( Chetty, 2015; Goga, 2014; Shaw and Skywalker, 2016; Goga, 2014; Wegner et al., 2018). Several authors have linked the proliferation of gangs, specifically in Cape Town, to the forced removals of people during 1960 to 1980 as part of the Apartheid government’s Group Areas Act ( Chetty, 2015; Goga, 2014; Kinnes, 2017; Steinberg, 2004).  

scholarly journals Accelerating the Energy Transition Through Serious Gaming: Testing Effects on Awareness, Knowledge and Efficacy Beliefs

2020 ◽  
Vol 18 (5) ◽  
Author(s):  
Tania Ouariachi ◽  
Wim Elving
Keyword(s):  
Young People ◽  
Formal Education ◽  
Critical Role ◽  
Real Life ◽  
Energy Transition ◽  
Clean Energy ◽  
Efficacy Beliefs ◽  
Point Of View ◽  
Serious Gaming ◽  
Content Development

To have sustainable societies, we need to accelerate the energy transition towards clean energy solutions, however, awareness and understanding of the process as well as intentions to change behaviors are still limited, especially among young people. An optimal balance considering the point of view from all parties involved is out of sight without a focus on social structures and a dialogue among all parties. In this context, universities have a critical role to play: these institutions build capacity through the development of new knowledge, new understanding and new insights, and can therefore provide effective solutions to complex societal challenges. In search of innovative approaches to reach young people, whose communicative paradigm has become more interactive and participatory, the use of serious gaming in formal education is gaining attention among scholars and practitioners: they can foster skills and abilities, contribute to content development of complex issues by integrating insights from different disciplines, and permit learning experiences that are not possible in real life. In this paper, we introduce “We‑Energy Game”, a serious game that address the urgency and complexities in the provision of affordable energy from renewable sources for an entire town. During the game, players negotiate, from their respective roles, which energy source they want to employ and on which location, with the goal to make a village or city energy neutral. Then, we present findings from a pretest and posttest completed by a hundred university students in The Netherlands to analyze the effects of the game on players awareness, understanding and efficacy beliefs. Results reveal positive outcomes on all variables.

scholarly journals Educación y desarrollo personal

2021 ◽  
Author(s):  
Alejandra Peñacoba-Arribas ◽  
Diana Constanza Nossa-Ramos ◽  
Francesco Ferrari ◽  
Marisol Bolívar-Ramírez ◽  
Karen Gaitán-Acosta ◽  
...  
Keyword(s):  
Young People ◽  
Social Service ◽  
Personal Development ◽  
Formal Education ◽  
Human Being ◽  
Educational Setting ◽  
The Family ◽  
Practical Research ◽  
Human Fulfillment ◽  
The University

This work is the result of theoretical and practical research and points out the privileged settings that lead the person towards human fulfillment and happiness. The first setting is the family, the educational setting par excellence, since the constitutive bonds of the personality such as paternity, maternity and filiation are established within it; the family is where each human being is recognized and loved and learns the proper exercise of his freedom. The school and the university constitute the second training setting of singular importance. In this, young people are helped to harmoniously develop intelligence, will and affections. This is done through formal education –scientific and humanistic– and those activities –such as volunteering or social service– that allow the expression of compassion, solidarity, artistic qualities, etc. Different areas of personal development that aim at the consolidation of virtuous leaders capable of building a culture of life that moves towards peace.

Students’ Attitudes Towards Starting a Business, on the Example of Students at the University of Information Technology and Management in Rzeszów (Poland)

e-Finanse ◽  
2018 ◽  
Vol 14 (4) ◽  
pp. 90-103
Author(s):  
Karolina Palimąka ◽  
Jacek Rodzinka
Keyword(s):  
Information Technology ◽  
Young People ◽  
Family Member ◽  
Economic Activity ◽  
Age Groups ◽  
The Cross ◽  
Students Attitudes ◽  
The University ◽  
Starting A Business

AbstractEntrepreneurship understood as a manifestation of economic activity is an issue widely discussed in literature, especially in the field of economics. Today, a large part of society is involved in establishing and running a business, hence the shaping of entrepreneurial behaviors gains importance among all age groups, especially young people. The main objective of the conducted research was to examine the interest in starting their own business by students and to verify whether the direction of their studies or role in the group affects the students’ willingness to start a business and whether a family member runs a business influences this interest and moreover, whether capital and the idea are the two main criteria conditioning the decision.. The conclusions were based on a study, i.e. (mainly) the cross-analysis of data collected as part of a survey conducted among students of the University of Information Technology and Management in Rzeszów.

ROLE OF LIBRARIANS IN TEACHING INFORMATION LITERACY IN ZIMBABWEAN AND SOUTH AFRICAN UNIVERSITIES: A COMPARATIVE STUDY

Mousaion ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 23-42 ◽  
Author(s):  
Tinashe Mugwisi
Keyword(s):  
South Africa ◽  
South African ◽  
Information Literacy ◽  
Ethical Issues ◽  
University Libraries ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Information Skills ◽  
The University

Information and communications technologies (ICTs) and the Internet have to a large extent influenced the way information is made available, published and accessed. More information is being produced too frequently and information users now require certain skills to sift through this multitude in order to identify what is appropriate for their purposes. Computer and information skills have become a necessity for all academic programmes. As libraries subscribe to databases and other peer-reviewed content (print and electronic), it is important that users are also made aware of such sources and their importance. The purpose of this study was to examine the teaching of information literacy (IL) in universities in Zimbabwe and South Africa, and the role played by librarians in creating information literate graduates. This was done by examining whether such IL programmes were prioritised, their content and how frequently they were reviewed. An electronic questionnaire was distributed to 12 university libraries in Zimbabwe and 21 in South Africa. A total of 25 questionnaires were returned. The findings revealed that IL was being taught in universities library and non-library staff, was compulsory and contributed to the term mark in some institutions. The study also revealed that 44 per cent of the total respondents indicated that the libraries were collaborating with departments and faculty in implementing IL programmes in universities. The study recommends that IL should be an integral part of the university programmes in order to promote the use of databases and to guide students on ethical issues of information use.

Lived Experiences of Young People who Live with Mental Healthcare Users in Limpopo, South Africa

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Mamakota Maggie Molepo ◽  
Faniswa Honest Mfidi
Keyword(s):  
South Africa ◽  
Mental Illness ◽  
Young People ◽  
Lived Experiences ◽  
Daily Living ◽  
Support Systems ◽  
Family Members ◽  
Mental Healthcare ◽  
Limpopo Province ◽  
Burden Sharing

Mental illness is more than just the diagnosis to an individual – it also has an impact on the social functioning of the family at large. When a parent or relative has a mental illness, all other family members are affected, even the children. The purpose of the study was to provide insight into the lived experiences of young people who live with mental healthcare users and the way in which their daily coping can be maximised. A qualitative, descriptive, phenomenological research was undertaken to explore and describe the lived experiences of young people who live with mental healthcare users in the Limpopo province, South Africa. Audiotaped, unstructured in-depth interviews were conducted with 10 young people who grew up and lived with a family member who is a mental healthcare user in their homes, until data saturation was reached. A content analysis was used to derive themes from the collected qualitative data. Four major themes emerged as features reflective of the young people’s daily living with mental healthcare user, namely psychological effects, added responsibilities, effects on school performances, and support systems. This study recommends that support networks for young people be established through multidisciplinary team involvement and collaboration and the provision of burden-sharing or a relief system during times of need. With the availability of healthy coping mechanisms and support systems, the daily living situations and coping of young people could be maximised, thereby improving their quality of life while living with their family members with mental illness.

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