Educators' perceptions of key constitutional values in the curriculum of Bojanala West Region
Makunye, Matiase Matthews
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This dissertation Is an investigation of educators' perceptions and practices of the key Constitutional Values in the Bojanala West Region High Schools. South Africa is experiencing an alarming increase of crime related incidents, such as, lack of accountability, dishonesty, violence and injustice, which is an indication of a decline in morality and values. Schools have their own problems, such as, lack of discipline and respect for authority especially by learners. The great challenge for education is for schools to transfer to learners not only the ability to learn and acquire skills for an increasingly complex world. It is also to ' assist in the building of character. Surely we all want our children to become adults who are caring, tolerant, fair, and respectful. We want our children to know and uphold the principles of; Democracy, Social justice and equity, Equality, Non-racism and Non-sexism, Ubuntu, An Open society, Accountability, The rule of law, Respect and Reconciliation. This is perhaps the expectation of parents and the South African Government alike. Data were collected from several sources. Questionnaires were distributed to High School educators in the four Area Project Offices in the Bojanala West Region, and structured interviews· were conducted. The findings indicated that educators agree that emphasis on the teaching of values is a solution to violence, social problems and lack of respect in our society, they further agree that the school has an important role to play in the teaching and imparting of the constitutional values to the learners. The interview responses indicated that educators are not aware of the existence of the Constitutional . values and the educational strategies to help them infuse the values into the curriculum, most of them indicated that they rely on their own Initiatives to Impart values to learners. Furthermore, the majority of educators interviewed Indicated that any attempt to give prominence to values in education should be done through the existing curriculum framework and not become an added imposition.
- Education