L-R Ms Eugenia Machobane, Zivuseni Primary School; Mr John Maluleke, Principal: Wallmansthal Secondary School; Ms Nomusa Mpila, Zivuseni Primary School; Ms Lea Mokweuho, Baweze Primary School; Professor Herman Conradie, Department of Criminology; Mr Reginald Ntenane, Wallmansthal Secondary School; Professor Erna Prinsloo, Department of Educational Studies
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The Interest Group Socio-education and the Department of Criminology held a second round of panel discussions on the well-being of the youth of South Africa on 28 May 2008. During the previous round in 2007, the discussion focused on the lack of a value system in South African society and the effects this had on children.
In the current session, principals and life orientation teachers from schools in the Gauteng area discussed the problems and challenges they faced in their schools as they attempt to guide their learners towards adequate, responsible and happy adulthood.
Professor Herman Conradie from the Department of Criminology opened the discussion by outlining how educators can identify the tell-tale indicators of abuse. He also specified how to identify the perpetrators of mental, emotional, intellectual and physical abuse. Professor Conradie emphasised that when the school suspects abuse, a social worker should be called to take a statement. If educators get involved, they may prejudice the legal processes. "This also serves to protect the relationship the educator has with the child and the parents," said Professor Conradie.
As the session continued, the discussants painted a chilling picture of school violence, disruptive behaviour, alcohol and drug abuse, sexual abuse and teenage pregnancies, and dysfunctional or non-existent family backgrounds. The consensus was that life orientation classes have a limited impact in mitigating these risk factors. Educators also feel that they receive little or no support from communities, the education authorities or social services in alleviating the problems they encounter on a daily basis.
Educators forced to act as social workers
Some educators felt that because they were forced to act as social workers, police, or medical personnel, their teaching time was compromised. Another perception was that problems were compounded if not all staff members employed by schools were competent or committed. The lack of effective and workable school policies was also highlighted. |
