Student no 169658 (Thimeshnee Kristin Naidoo)

LYCEUM COLLEGE
NAME & SURNAME : THIMESHNEE KRISTIN NAIDOO
STUDENT NO : 169658
MODULE NAME : EDUCATION STUDIES
MODULE CODE : EDS1437N
TASK : ASSIGNMENT 1
Student no 169658 (Thimeshnee Kristin Naidoo)

Declaration

HONOUR PLEDGE I, Thimeshnee Kristin Naidoo, a registered student at

Lyceum College with student number 169658, pledge that all the
resources used, including the content, wall charts, lesson plans, teaching
materials, etc. that I am submitting as part of my assignment are entirely
my own work, except where it has been indicated that information from
other sources were made use. I acknowledge that I have read and
understood the Plagiarism Policy (available on myLyceum under the
myLibrary tile). I acknowledge that, if I am found to have been dishonest
in any way, or plagiarised any material, I will be subject to disciplinary
action, which may lead to suspension or expulsion from the Institution.
Signed: T.K Naidoo
Date: 27/04/ 2024
Student no 169658 (Thimeshnee Kristin Naidoo)

SECTION A
TASK 1

1.1 Ten contextual factors that can lead to learner absenteeism in schools

 Lack of access to transportation

 Health issues or illness
 Family responsibilities, such as caring for younger siblings or sick family
members
 Unsafe or dangerous travel routes to school
 Poverty and the need for children to work to support their families
 Inadequate school infrastructure, such as lack of proper classrooms or sanitation
facilities
 Gang violence or crime in the community
 Cultural or religious practices that conflict with regular school attendance
 Bullying or harassment at school
 Lack of support or encouragement from parents or guardians

1.2 The dam burst incident depicted in Picture 1 may or may not have been
foreseeable and avoidable, depending on the specific circumstances. Factors such as
maintenance of the dam, weather conditions, and monitoring systems would need to be
considered to determine if the incident could have been predicted and prevented.

1.3 Service delivery protests, such as the one depicted in Picture 2, can have both
positive and negative impacts on learners. While such protests may draw attention to
important issues and lead to improvements in services, they can also disrupt the
education of learners and create an unsafe environment. Ultimately, the impact on
learners' best interests would depend on the specific circumstances and the actions
taken by authorities to address the protest and its underlying causes.
Student no 169658 (Thimeshnee Kristin Naidoo)

1.4 Five valid reasons for learner absenteeism at a public school

 Illness or health issues

 Family responsibilities or emergencies
 Lack of access to transportation
 Bullying or safety concerns at school
 Socio-economic factors, such as poverty or the need to work to support the
family

TASK 2

2.1 The three main objectives of the South African Council for Educators (SACE)

1. To professionalize the teaching profession by setting and maintaining high standards

for educators, including registration and professional development.

2. To regulate the teaching profession by ensuring that educators adhere to the code of
professional ethics and conduct.

3. To promote the rights and interests of educators and contribute to the improvement
of the quality of teaching and learning in South Africa.

2.2 The SACE code of conduct focuses on relationships between the educator and
several parties. The obligations of the educator in upholding a healthy relationship
between themselves and the learner include:

 Respecting the dignity, rights, and individuality of each learner.

Student no 169658 (Thimeshnee Kristin Naidoo)

 Providing a safe and supportive learning environment.

 Fostering a positive and inclusive classroom culture.
 Upholding the principles of fairness, equity, and non-discrimination in their
interactions with learners.
 Maintaining professional boundaries and avoiding any form of exploitation or
abuse.

2.3 The obligations of the educator in upholding a healthy relationship between

themselves and the parent

 Communicating openly and transparently with parents about the progress and
well-being of their child.
 Respecting the role of parents as primary caregivers and partners in the
education of their child.
 Collaborating with parents to support the holistic development of the learner.
 Addressing parental concerns and feedback in a respectful and constructive
manner.

2.4 The obligations of the educator in upholding a healthy relationship between

themselves and the community

 Engaging with the local community to understand its cultural, social, and
educational context.
 Contributing to community development and outreach initiatives that benefit
learners and their families.
 Building positive partnerships with community organizations, local leaders, and
stakeholders to support educational initiatives and resources.
Student no 169658 (Thimeshnee Kristin Naidoo)

SECTION B
TASK 3

3.1. FIVE responsibilities of the school governing bodies of public schools

 Developing and implementing school policies

 Participating in the selection and appointment of educators
 Monitoring and evaluating the school's performance
 Promoting the best interests of the school and its learners
 Representing the school community in decision-making processes

3.2. According to the Schools Act, 84 of 1996, section 34, the funding of education in
public schools is the responsibility of the state.

3.3. Two strategies that a school can use to generate funds for its objectives

 Fundraising events such as bake sales, fun runs, or auctions

 Seeking sponsorships from local businesses or community organizations

3.4. The sequences that must be followed to achieve the approval of the budget
by the governing body

 Drafting the budget in consultation with relevant stakeholders

 Presenting the budget to the school community for input and feedback
 Making any necessary adjustments based on feedback received
 Submitting the final budget for approval by the governing body

3.5. A learner may be removed from the school records due to expulsion or transfer to
another school.
Student no 169658 (Thimeshnee Kristin Naidoo)

TASK 4

4.1The five types of policies according to De Clercq (1997)

1. Distributive policies

These policies are designed to distribute resources or benefits to specific groups or

individuals. In the South African education system, this could include policies aimed at
providing financial assistance or resources to historically disadvantaged schools or
students.

2. Redistributive policies

These policies involve the transfer of resources from one group to another in order to
address inequalities. In the context of South African education, this could include
policies aimed at redistributing resources and opportunities to address historical
disparities in access to quality education.

3. Regulatory policies

These policies are aimed at regulating behavior or activities within a specific sector. In
the South African education system, regulatory policies may include standards for
curriculum, teacher qualifications, and school infrastructure to ensure quality and equity
in education.
Student no 169658 (Thimeshnee Kristin Naidoo)

4. Constituent policies

These policies are designed to address the concerns and needs of specific groups or
constituencies. In the South African education system, constituent policies may focus
on addressing the needs of marginalized communities, such as policies aimed at
promoting multilingual education or inclusive education for learners with disabilities.

5. Reductive policies

These policies aim to reduce or limit the use of resources or benefits. In the South
African education system, reductive policies may include measures to reduce
bureaucracy, streamline administrative processes, or eliminate inefficiencies in
resource allocation.
Student no 169658 (Thimeshnee Kristin Naidoo)

Bibliography

 Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2005). Student
Success in College: Creating Conditions That Matter. Jossey-Bass.

 Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning.

Routledge.

 Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New

Reform. Harvard Educational Review, 57(1), 1-22.

 Vygotsky, L. S. (1978). Mind in Society: The Development of Higher

Psychological Processes. Harvard University Press.

 Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. Basic Books.

 Freire, P. (1970). Pedagogy of the Oppressed. Continuum.

 Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student
Attrition. University of Chicago Press.

 Piaget, J. (1970). Science of Education and the Psychology of the Child. Orion
Press.