dc.contributor.advisor Fataar, Aslam en_ZA
dc.contributor.author Adendorff, Michelle, N. en_ZA
dc.description Thesis (MEd)--Stellenbosch University, 2016 en_ZA
dc.description.abstract ENGLISH ABSTRACT : In the previous dispensation, education in South Africa was linked to politics and the oppression of apartheid was clearly visible in schools. Following apartheid, more powers were devolved from government to schools so that principals, governing bodies and school management teams could introduce the post-apartheid laws and policies on school management into schools through their actions. With policies to guide them, it was hoped that they would apply the laws effectively and achieve the desired outcome. One such act supported by many policy regulations, is the South African Schools Act 84 of 1996, which was promulgated to protect the rights of all learners, teachers, parent’s and the community at large. Amongst other things, the Schools Act and associated regulations laid down certain guidelines for the handling of drug abuse amongst learners. The policy guidelines on drug abuse support abstinence from drugs and the pursuit of a healthy lifestyle. The school plays a very important part in firstly preventing drug abuse amongst learners and secondly, implementing appropriate interventions where drug abuse already occurs. In addition, if the professional services outside the school collaborate closely with the internal structeres of the school, and their respective functions are well coordinated, learners who have fallen into trap of drug abuse can be rescued. However, everything depends on how these policy guidelines are interpreted and implemented. From interactions with schools, school manangement teams and school governing bodies, it would appear that the policy on drug abuse in schools is interpreted in various ways and inconsistently implemented, often at the expense of the drug-dependent learner’s school education and futher learning opportunities. Therefore, this research firstly hypothesis that educators and other school stakeholders are inadequately equiped to correctly deal with drug-dependent learners and secondly, that the policy on drug abuse in schools is often inconsistenly applied due to a gap between the Department’s policy intentions and the practical reality within which the policy needs to applied. From the inquiry to test these two hypotheses, it will also be established whether the increased devolution of powers to schools provided for in laws and policies, including increased power to combat the drug problem in schools, is being realised in practice and has the deired effect. en_ZA
dc.description.abstract AFRIKAANSE OPSOMMING : Onderwys in Suid Afrika was in die vorige bedeling aan die politiek gekoppel en die onderdrukking van apartheid was duidelik in skole sigbaar. Na apartheid is meer magte vanaf die regering na die skole afgewentel sodat skoolhoofde, beheerliggame en skoolbestuurspanne deur hul optrede die na- apartheidswette en –beleide oor skoolbestuur by skole kon invoer. Met beleide as riglyne waarvolgens hulle moes optree, was die hoop dat hulle die wette doeltreffend sou toe pas en gewenste uitkoms sou bereik. Een so ‘n wet wat deur etlike beleide gerugsteun word, is die Suid Afrikaanse Skolewet 84 van 1996, wat uitgevaardig is om alle leerders, opvoeders, ouers en die groot gemeenskap se regte te beskerm. Die Skolewet en gepaardgaande regulasies het onder meer bepaalde riglyne neergelê oor die hantering van dwelmmisbruik onder leerders. Die beleidsriglyne oor dwelmmisbruik ondersteun onthouding van dwelms en die strewe na ‘n gesonde leefwyse. Die skool speel ‘n baie belangrike rol om eerstens dwelmmisbruik onder leerders te voorkom en tweedens, toepaslike ingrypings van stapel te stuur waar dwelmmisbruik reeds plaasvind. As die professionele dienste buite die skool boonop ten nouste saamwerk met die interne strukture van binne die skool, en hulle onderskeie funksies goed gekoördineer word, kan leerders wat in dwelmmisbruik vasgevang is, gehelp word. Tog hang alles van die vertolking en implementering van beleidsriglyne af. Uit gesprekke met skole, skoolbestuurspanne en skoolbeheerliggame blyk dat die beleid oor dwelmmisbruik in skole uiteenlopend vertolk en inkonsekwent geïmplementeer word, dikwels ten koste van die dwelmafhanklike leerder se skoolopvoeding en verdere leergeleenthede. Daarom hipoteseer hierdie navorsing eerstens dat onderwysers en ander skoolrolspelers nie voldoende toegerus is om dwelmafhanklike leerders korrek te hanteer nie en tweedens, dat die beleid oor dwelmmisbruik in skole dikwels inkonsekwent toegepas word weens ‘n gaping tussen die Departement se beleidsvoornemens en die praktiese realiteit waarin die beleid geïmplementeer moet word. Uit die ondersoek om hierdie twee hipoteses te toets, word ook uiteindelik vasgestel of die groter magsafwenteling na skole waarvoor wetgewing en beleide voorsiening maak, onder meer ook groter mag om die dwelmprobleem in skole hok te slaan, in die praktyk realiseer en die gewenste uitwerking het. af_ZA
dc.format.extent xi, 71 pages en_ZA
dc.subject Schools -- Policy guideline -- South Africa en_ZA
dc.subject High school students -- Drug abuse -- South Africa en_ZA
dc.subject Schools -- Principals -- Role en_ZA
dc.subject Schools -- Drug abuse -- Interventions en_ZA
dc.subject South Africa -- Schools -- Governing bodies en_ZA
dc.title Sekondere skole se hantering van leerders wat dwelms misbruik en_ZA
Masters Degrees (Education Policy Studies)134