Education Association of South Africa (EASA)
SAJE: Vol 19(1)
Executive summaries

Executive summaries of the South African Journal of Education focus on issues with direct or implied consequences for education policy and are presented to decision-makers and other stakeholders in education with the compliments of the editorial committee.

Contents

1. Evaluation of efficacy of multimedia learning: project development and strategies
2. Predictors of strategies African school principals use to cope with daily demands
3. Parental participation in school activities - is it sufficient?
4. A technique for comparing a student's achievement in mathematics over a prolonged period of time
5. Assessment for an outcomes-based approach
6. Job satisfaction: perceptions of principals and teachers in urban black schools in South Africa
7. The education of children in institutional care (A)
8. Towards 2005: proposals for curriculum change
9. Socio-cultural conditions, teenage pregnancy and schooling disruption: themes from teachers and teenage mothers in "poor rural" schools
10. The elimination of inequalities in the provision of school education in South Africa
11. An investigation into work stress experienced by a group of secondary school teachers

Articles indicated with (A) are in Afrikaans, with summaries in English

1. Evaluation of efficacy of multimedia learning: project development and strategies

A Amory, M Mars & J Meyerowitz

Three pilot projects demonstrated that the use of multimedia computer technology enhances computer-based education (CBE). Undergraduate students with little or no computer skills rapidly adapt to richly-designed CBE and use it to gain deeper insight into the subject material. The projects also demonstrated that the use of multi-media computer technology does not marginalise disadvantaged students.


2. Predictors of strategies African school principals use to cope with daily demands

L Niehaus & CPH Myburgh

The results of an empirical investigation indicated inter alia that principals' beliefs about their professional status and competency play the most significant role in predicting their use of effective coping strategies. It is recommended that in-service training programmes, workshops and stress management interventions should include opportunities for developing principals' self-concept, as well as their time management, interpersonal and managerial skills.


3. Parental participation in school activities - is it sufficient?

J Heystek & EM Louw

The importance of effective partnership between schools and parents is emphasised in the South African Schools Act of 1996. This research investigated parental involvement in school activities in predominantly black schools in rural and urban areas. The main finding was that parental involvement in school activities is low (especially in the rural areas) mainly due to the negative attitude towards schools. Improved communication will ensure that the parents will know why and how they should and can be involved.


4. A technique for comparing a student's achievement in mathematics over a prolonged period of time

JJ Barnard

It is generally accepted that the difficulty level of a subject increases over years, but often the relative difficulties of the tests or differences in standards among the teachers are not taken into consideration. This article suggests a viable technique for monitoring a given student's self-achievement status and relative progress in mathematics over a period of several years. It is shown that a lower score in one grade can be an appreciably better achievement than a higher score in a previous grade. In addition, it is demonstrated how the achievements of different students in different grades can be compared directly.

5. Assessment for an outcomes-based approach

GS Kotzé

Assessment in its traditional form will have to be expanded to provide for the aspirations of an outcomes-based approach. Certain issues such as the educational function of assessment, distinctions between summative, formative and continuous assessment, as well as the evaluating credibility of formative assessment were investigated in the context of outcomes-based assessment. The results of this theoretical investigation are presented in the form of assessment frameworks for the classroom.


6. Job satisfaction: perceptions of principals and teachers in urban black schools in South Africa

GM Steyn & JN van Wyk

The job satisfaction of principals and teachers in three black urban primary schools was investigated using a qualitative approach. Job satisfaction categories which emerged were inter alia the following: support by educational authorities, job security, interpersonal relations, workload and appreciation by the community. The study indicated that there is considerable scope for eliminating sources of dissatisfaction among teachers and principals in black urban schools in South Africa.


7. The education of children in institutional care (A)

G Urbani & MS de Vos

This investigation focused on children in institutional care and on the perceptions of child-care workers (house parents) concerning their educational tasks. In caring for a large group of children child-care workers see their task mainly in terms of physical care, emotional support and exercising authority, with the result that requirements for the individual development of the child are not always satisfactorily met. It is recommended that child-care workers should be responsible for not more than ten children, and that those without formal training in child-care should receive in-service training.


8. Towards 2005: proposals for curriculum change

LS Jeevanantham

This article emhasises that South Africa is not an extension of Europe. Curriculum 2005 provides the opportunity for proactive intervention. Educationists must be alert about what goes into the new curricula in order to ensure that curricular and instructional practices are relevant to learners' life-experiences. Africanisation of OBE will ensure that assessment will be meaningful to the learner.

9. Socio-cultural conditions, teenage pregnancy and schooling disruption: themes from teachers and teenage mothers in "poor rural" schools

MB Mokgalabone

Responses from groups of principals, Health/Guidance teachers and teenage mothers indicated that teenage pregnancy and schooling disruption are causally interlocked, and that both can be attributed to poverty, as well as to a lack of sex education and parental care. Future empowerment programmes must develop the self-esteem of poor rural women, particularly teens, by improving their general quality of life, inter alia through sexuality education. Such projects must be based on school-community partnerships.


10. The elimination of inequalities in the provision of school education in South Africa

AGW Steyn

With the establishment of a new racially integrated provincial education system the inequalities in the provision of education in South African schools did not disappear. The most glaring inequalities amongst the provincial education departments are the widely-differing learner-educator ratios and the large backlogs in school infrastructure. An analysis of attempts to rectify the situation clearly indicates that it will be virtually impossible for government to eliminate differences within the next few years. The problem is exacerbated by backlogs in the provision of health care and housing.


11. An investigation into work stress experienced by a group of secondary school teachers

E Van Zyl & C Pietersen

This exploratory study showed that secondary school teachers, functioning in an atmosphere of inadequate autonomy, poor recognition of good performance and lack of opportunities for innovation, experience high levels of stress. Stress levels also correlate with age and marital status. Teachers should be assisted in recognising stress and using appropiate life-skills to cope with difficult demands. Furthermore, a supportive working climate (especially for married females) should include flexible working schedules to integrate family and work demands as effectively as possible.