Kritiese elemente in die opleiding van onderwysers ten opsigte van opvoeding vir vrede

[摘要] ENGLISH ABSTRACT:South African society is currently undergoing a process of reconstruction and development, insocial, economic and various other areas. South Africa struggles with problems such asunemployment and crime, which is also the case in many other countries. Socio-political andcultural factors, for example, poverty, unemployment, hunger and a shortage of housing, lendsitself favourably towards criminal activities. These individual problems are regarded as reasonsfor the escalating crime in the country. The statistics pertaining to violence reflect that the levelof acceptance of crime is embedded in the South African culture.As a result of the high crime figures, only the minority of the South African population havepeace of mind. This situation influences the learners of the country because the school isdirectly connected to their society. Without peace, South Africa will be unable to prosper on anylevel and therefore it is essential that the present generation of learners be taught to resolveconflict in a peaceful manner. The statistics in respect of crime indicates that learners areinfluenced negatively and because of the democratic values of the country the various aspectsof the rights of children do not carry any weight.The process of democracy has led to a total transformation at the educational level. A teachingsystem has evolved whereby teaching is more developmental, thereby stimulating peoplephysically, emotionally, critically, aestheticaely and mentally. Outcomes Based Education istherefore regarded as a valuable shift in the direction for a better educational system. Thiseducation system strives to breach the social and historical inequalities. Aspects such asfreedom, equality and peace which connect strongly to the process of Continuous Learning isemphasised in the White Paper of Education and Training (1995).The new education system requires that crime in schools be resisted and that education beutilised as an instrument for the promotion of peace in the country. The teaching of values andskills to handle conflict, conflict resolution, mediation, tolerance and co-operation can promotestability and peace within schools. These critical elements form part of Education for Peace.According to the literature, Education for Peace is seen both nationally and internationally as apossible solution to crime. Outcomes Based Education has made a tremendous impact onschools and educators. The National Qualification Framework requires of the educator to be afacilitator, which changes the task and nature of the teacher. The teacher must realise thatchange is an ongoing process and that the process of empowerment is necessary.Empowerment in Outcomes Based Education system and also in respect of Education forPeace demands a prominent role from the teacher as curriculum agent and developer. Thedevelopment of an effective curriculum is rather difficult and demands dynamic teachers thatcan positively handle these changes. The teacher is regarded as the stimulant of behaviouralchanges within the learner. Teachers are therefore responsible to empower learners within theschool context to think critically about social problems, conflict and crime.In this study acknowledgement is given to the importance of participation of the teachers indecision making. The opinions of teachers with regard to Education for Peace are obtained byan empirical investigation through interviews and questionnaires. Responding teachers haveindicated that there is a vacuum in respect of Education for Peace.In this study teachers have:taken cognisance of Education for Peace and highlighted its critical elements;declared that Education for Peace (and the critical elements within) be applied as amechanism to combat crime;determined that Education for Peace is essential within Outcomes Based Education andthat specific skills be carried over to learners and that certain critical outcomes be reached.In response teachers have indicated that South Africa is not a peaceful country and that eachteacher and learner make a personal contribution to the attainment of peace in schools, as wellas in the community. Through Education for Peace learners can realise that they have animportant role to playas peace makers in South Africa. This research has led to the compilationof a theoretical curriculum framework which has specific critical elements of Education forPeace as its foundation. The curriculum framework can be changed or adapted according tothe needs of the learner and the community.

[发布机构] Stellenbosch University