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Reasoning is the most preferred method of disciplining in SA schools

Reasoning and discussion is the most preferred method of disciplining in South African schools, a Human Sciences Research Council (HSRC) study revealed recently. The study by Mbithi wa Kivilu and Muchiri Wandrai is titled “Spare the rod and save the child, most South Africans believe”.

The study  investigated changes in attitudes towards methods of disciplining school pupils among South Africans aged 16 years and older, and was drawn from the annual South African Social Attitudes Survey (SASAS) between 2003 and 2006. The study also included other influences, such as religion, gender, and race on these attitudes.

To read more go to the SAPA article on News 24 by Clicking Here! Alternatively go to the HSRC study by Clicking Here!


Quality of Education in SA fares badly in comparison with poorer countries

 The quality of education in South Africa fares badly in comparison with that of other poorer countries, according to research by The Human Sciences Research Council.

Cas Prinsloo, the chief research specialist at the education research unit, recently commented that national comparative pupil assessments and trends in international maths and science surveys, particularly at grades 4 and 8, showed that South Africa was “at the bottom of the log”. Research by the University of Pretoria on reading and literacy also showed that we compared poorly. 9 out of 10 pupils did not even achieve the basic benchmark for reading literacy tests.

Prinsloo lists the following reasons for this underperformance: 

  • poor literacy levels at home
  • lack of textbooks and support materials
  • teachers who lacked training (capacity to train teachers was lost by the reduction of the number of teachers training institutions)
  • many of the teachers in the system qualified before 1994 with poor qualifications and poor methods of teaching
  • many skilled teachers had been lost to overseas countries or early retirement, mainly due to frustration

Positive things the research showed were:

  • teachers realise their backlog in foundational knowledge and want to get it right
  • teachers are motivated and commited to advance their own qualifications where they can

To read the original article written by Latoya Newman in The Mercury newspaper Click Here!