Original Research
Dealing with incidents of serious disciplinary problems amongst learners: A comparative study between South Africa and selected countries
Submitted: 30 November 2012 | Published: 07 November 2013
About the author(s)
Charl C. Wolhuter, School of Education, North-West University, South AfricaCharles Russo, Faculty of Education Sciences, North-West University, Mafikeng Campus, South Africa; School of Education and Allied Professions, University of Dayton, United States of America
Abstract
Teachers in South African schools battle with problems in learner discipline. Research indicates that teachers are at a loss as to handling these situations. The aim of this article is to survey incidents of serious learner misconduct in a representative selection of education systems abroad to extract any guidelines that might be applicable to South African schools. Eight education systems were surveyed: Brazil, England, Turkey, Singapore, Malaysia, China, Australia and New Zealand. The international systems surveyed in this article developed promising models, namely the National Safe Schools Framework (NSSF) in Australia, the Response Early Intervention and Assessment Community Health (REACH) programme in Singapore, the National Education Plan in the state of São Paolo, Brazil, and the two models in the category of positive disciplinary approaches in New Zealand, namely the Respectful Schools: Restorative Practices in Education and the New Zealand Minister of Education’s Positive Behaviour for [a] Learning Action Plan. A study of these international practices and underlying principles for dealing with discipline in pedagogical situations (Christian or secular) could provide guidelines for South African teachers and education authorities.
Keywords
Metrics
Total abstract views: 1917Total article views: 7366
Reader Comments
Before posting a comment, read our privacy policy.Post a comment (login required)
Crossref Citations
1. Inclusion of learners’ views in safety and security matters at schools
Layane Thomas Mabasa
South African Journal of Education vol: 41 issue: 4 first page: 1 year: 2021
doi: 10.15700//saje.v41n4a1873