The study was limited to three national education policies, which were the teacherlearner ratio policy, teacher workload policy and learner discipline policy. The
problem was the learner moral decay, which was conspicuous to the public who saw
learners all over the school grounds during contact time, along streets strolling to
their schools without showing any remorse long after schools had started at 8h00.
Poor academic performance in public secondary schools in the Tshwane South
District is a cause for concern, whereby one of the schools in Tshwane South had
only 6% of learners passing in 2018 out of 300 in Grade 8, and the rest were
progressed. Qualitative methodology was used, and one-on-one interviews were
conducted to collect data from the SGBs, SMTs and teachers of five poorly
performing schools in the district. The study revealed that the incorrect development
and implementation of the new national education policies had a negative impact on
learner discipline and academic performance. The classrooms were overcrowded
which meant the teacher-learner ratio and teacher workload were high. The learners
and the parents were not provided with the Code of Conduct, and some teachers
never read the education policies and did not know that the Code of Conduct is an
alternative policy to the corporal punishment policy.
Consequently, learners who misbehave and are under the leadership of COSAS
defy it because they are aware that teachers are ignorant of the correct procedure to
enhance the Code of Conduct implementation. This implies that any case against the
learners was considered unprocedural and nullified. It became evident that the
Department of Basic Education needed to invest even more in education to deal with
the issue of overcrowding by deploying more teachers and teacher assistants. The
intervention was also necessary to equip stakeholders with skills in the adoption and
implementation of national education policies. The intervention should empower the
SGBs to develop and adopt the Code of Conduct correctly, teachers to maintain
discipline with confidence and effectively to improve academic performance. As well
as the powerful tools for planning correctly by the SMT to involve policy authorities
for stakeholders’ development. The implementation of the teacher-learner ratio
policy, teacher workload policy and learner discipline policies required monitoring,
and to be reviewed if necessary, to avoid disparity between policy and practice.
Thuto ye e akareditšwe ka melawana e meraro ya thuto ya naga, lenaneo la
ditekanyetšo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la
maitshwaro la baithuti. Thuto ye e dira dinyakišišo mabapi le maitshwaro a go
phuhlama a baithuti: barutwana ba ba kantle ga diphapuši tša bona ka nako ya
thuto, ebile go nale setlwaedi sa go fihla ka morago ga nako sekolong. Se se hlola
dipoelo tša go se kgotsofatše dithutong tše di phagamego seleteng sa borwa bja
Tshwane, gomme se ke tlhobaboroko. Mohlala, dikolong tsa borwa bja Tshwane, ke
diperesente tše tshela fela tša baithuti ba mphato wa seswai go ba makgolo a
mararo bao ba phasitšego ka noši ngwageng wa ketepedi lesome seswai, mola ba
bangwe ba fitišitšwe.
Thuto ye e šomiša mokgwa wa di nyakišišo wa khwaliteitifi, mme dintlha di
kgobokantšwe ka go šomiša molawana wa go botšiša dipotšišo thwii, re lebelelane
ka mahlong go dihlopha tša go buša dikolo (SGBs), dihlopha tša taolo ya dikolo
(SMTs) le go tšwa go barutiši ba dikolo tše hlano tša go se šome gabotse seleteng
seo. Thuto ye e tšweletša gore go hloka tšweletšo ya maleba le tšhomišo mpe ya
melawana e meswa ya thuto ya naga e nale khuetšo e mpe taolong ya baithuti le
mešomong ya sekolo. Palo e kgolo ya barutwana diphapušing e baka morwalo o
boima go barutiši. Baithuti le batswadi ga ba fiwe Melao ya sekolo ya maitswaro,
gomme barutiši ba bangwe le bona ga senke ba ipha nako ya go bala melawana ya
thuto ebile ga ba tsebe gore melao ya maitšhwaro ke mokgwa o mongwe wa go
fapana le kotlo ya go betha.
Ka lebaka leo, baithuti bao ba sa itshwarego gabotse ebile ba huetšwa ke COSAS
ba nyatša melao ya maitšwaro gobane ba lemogile gore barutiši ba hlokomologile
mokgwa wo o nepagetšego wa go matlafatša tšhomišo ya maleba ya melao ye. Se
se bolela gore kgafetša kgafetša melato kgahlanong le barutwana e tšewa okare ga
se ya maleba ebile e phošagetše. Go molaleng gore Lefapha la Thuto ya motheo le
hloka go lokiša taba ya go tlala ga barutwana ka diphapušing ka go thwala barutiši
bao ba lekaneng le bathuši ba barutiši. Go tsea karolo go thuša batšeakarolo ka tsebo ya go amogela le go šomisa melawana ya thuto ya naga gwa hlokega. Se se
ka matlafatša dihlopha tša go buša dikolo go amogela le go šomiša Melao ya
maitswaro ka nepo, ele ge barutiši ba holega ka go netefatša maitshwaro ama botse
le go kaonafatša dipoelo tša thuto ya barutwana.
Dipoelo di hlagiša gore lenaneo la tekanyo ya barutiši le barutwana, lenaneo la
mešomo la barutiši le lenaneo la maitshwaro la baithuti di hloka go hlokomelwa le go
lekolwa, gomme moo go hlokegago e hlahlobje gore go efošwe thulano magareng
ga lenaneo tshepedišo le tiragatšo ya lenaneo leo.
Hierdie ondersoek word beperk tot drie nasionale onderwysbeleide: die beleid op die
onderwyser-leerder-verhouding, die beleid op onderwyserwerkslading en die beleid
op leerderdissipline. Die navorsing ondersoek wat meestal beskou word as die
morele agteruitgang van die leerder: leerders is gedurende kontaktyd buite die
klaskamer en daar is gedurige laatkommery. Die kommerwekkende gevolge hiervan
is swak akademiese prestasie in openbare sekondêre skole in die TshwaneSuiddistrik. By een skool in Tshwane-Suid het byvoorbeeld slegs 6% uit 300 Graad 8
leerders in 2018 geslaag, terwyl die res oorgeplaas is.
Die ondersoek maak gebruik van ’n kwalitatiewe metodologie, en data is ingesamel
in een-tot-een onderhoude met lede van die skoolbeheerliggame (SBL’e),
skoolbestuurspanne (SBS’e) en onderwysers van vyf swak presterende skole in die
distrik. Die navorsing toon dat die onvoldoende ontwikkeling en implementering van
nuwe nasionale onderwysbeleid ’n negatiewe uitwerking op leerders se dissipline en
akademiese prestasie het. Die hoë onderwyser-leerder-verhouding in oorvol
klaskamers het vir onderwysers ’n hoë werkslading tot gevolg. Leerders en ouers
word nie van ’n Gedragskode voorsien nie, en sommige onderwysers het nog nooit
die onderwysbeleid gelees nie en weet nie dat die Gedragskode ’n alternatief vir die
lyfstrafbeleid is nie.
Leerders wat hul wangedra en deur COSAS beïnvloed word, minag gevolglik die
Gedragskode omdat hulle bewus is dat onderwysers oningelig is oor die juiste
prosedure ter bevordering van dié kode. Dit beteken dat sake teen leerders dikwels
as prosessueel ongeldig beskou word en nietig verklaar word. Dit is duidelik dat die
Departement van Basiese Onderwys aandag moet bestee aan die kwessie van
oorvol klaskamers deur meer onderwysers en onderwysassistente aan te stel.
Ingryping is ook nodig om belanghebbendes toe te rus met vaardighede vir die
ingebruikneming en implementering van nasionale onderwysbeleide. So ’n ingreep
sal SBL’e bemagtig om die Gedragskode korrek te ontwikkel en aan te neem,
waardeur onderwysers bygestaan sal word in die handhawing van dissipline en die
verbetering van akademiese prestasie. Die bevindinge dui aan dat die implementering van die beleide op onderskeidelik die
onderwyser-leerder-verhouding, die onderwyserwerklading en leerderdissipline
monitering en, waar nodig, hersiening vereis ten einde skeiding tussen die beleid en
die praktyk te vermy.
