Student perceptions on the role of parental involvement in the success of TVET students: A case study
Esau, Jennifer Claudine (2018-03)
Thesis (MEdPsych)--Stellenbosch University, 2018.
ENGLISH ABSTRACT : Parental involvement in children’s learning in diverse contexts is welcomed across cultural, national and international boundaries. The significance of parental involvement transcends the boundaries of emotional, intellectual and social development. The literature of the last decade links children’s holistic development of essential skills, good and acceptable values and resilience to parental involvement. In addition, research confirms that when parents make conscious decisions to support their children, these children feel empowered, make responsible decisions and strive towards achieving their personal and academic goals. The extent to which parents support their children is, to a great degree, influenced by factors such as the child’s age, the structure and socio-economic position of the family and the willingness of the educational institution to involve parents in issues of learning. In South Africa several calls have been made to improve the extent to which parents, the family and community networks collaborate to inhibit barriers to learning. White Paper 6 (2001), which deals with special needs and inclusive education, recognises the role of parents in minimising the detrimental effects of barriers hindering children’s progress. This research inquiry set out to explore the insights that could be gained from students’ perceptions of the role of parental involvement on late adolescent students pursuing a second opportunity to achieve a matric qualification. The study followed an eco-systemic theoretical approach with the focus on insight gained from student’s experiences and perceptions within a specific context. The findings of the case study were informed by data collected in three different ways, namely by means of individual interviews, a focus group discussion and a collage activity. From their individual and collective experiences, the study confirms an interaction between the student’s parental and family involvement and community networks, and issues relating to education, support and adolescence. In addition to self-expression, the co-analysing, in a group context, of a collage on parent, family and community involvement and issues of success created empowering opportunities for the participant, the researcher and the reader, to arrive at rich descriptions of what life is like when parents are involved in their children’s education from within their marginalised positions.
AFRIKAANSE OPSOMMING : Ouerbetrokkenheid ten opsigte van kinders se leerprosesse word in talle kontekste oor internasionale , nasionale en kultuurgrense aangemoedig. Die waarde van ouerbetrokkenheid transendeer die grense van emosionele, intellektuele en sosiale ontwikkeling. Die literatuur oor die laaste dekade toon dat kinders noodsaaklike vaardighede, goeie waardes en veerkragtigheid ontwikkel as gevolg van hul ouers se belangstelling in kwessies soos hul opvoeding en holistiese groei. Daarbenewens bevestig navorsing dat, wanneer ouers wilsbesluite neem om betrokkenheid te toon, kinders bemagtig voel, meer verantwoordelik optree en strewe na die verwesenliking van persoonlike en akademiese doelwitte. Ouerbetrokkenheid neem verskillende vorms aan, na gelang van die kind se ouderdom, die struktuur en sosio-ekonomiese opset van die familie, en die bereidwilligheid van die opvoedkundige instansie om ouers te betrek by geleenthede wat met hul kinders se leer gepaard gaan. In Suid-Afrika is daar talle oproepe om die benadering tot en die aard van ouerbetrokkenheid in skoolverband, tuis en in die breë gemeenskap beter te absorbeer. Post-Apartheids-onderwysbeleide, soos dié in Witskrif 6 (2001), wat handel oor spesiale leerderbehoeftes, weerspieël die belangrikheid van ouers ten einde kwessies wat kinders se vordering op skool belemmer, te oorkom. Hierdie studie het dus beoog om laat-adolessente kinders se ervaringe van ouerbetrokkenheid te verken, onderwyl hulle ŉ tweede geleentheid gegun is om matriekkwalifikasies te verwerf. Die studie het ŉ ekosistemiese teoretiese benadering gevolg, waar die klem geplaas word op insig wat verkry word uit mense se ervaringe en perspektiewe binne ŉ spesifieke sosiale konteks. Die konteks van hierdie studie was die Tegniese Verdere Onderwys- en Opleidingskollege (TVET) in Gugulethu in die Wes-Kaap. Die bevindinge vir hierdie gevallestudie is geinformeer deur data wat op drie verskillende wyses versamel is, naamlike individuele onderhoudsessies, ŉ groepsbespreking en ŉ collage-aktiwiteit. Die bevindinge het die navorser tot die slotsom gelei dat ouerbetrokkenheid, familie en gemeenskapsnetwerke ŉ belangrike skakel is om faktore wat met portuur en ondersteuning verband hou, te assimileer. Benewens die vertel van stories en die uitruil van ervarings, is die deelnemers, die navorser en die leser bemagtig deur die vyf studente se beskrywings van wat die lewe inhou wanneer ouers vanuit hul gemarginaliseerde omgewings by hul kinders se leerprosesse betrokke is.
Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/103577