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This article explores whether and how an integrated approach to health promotion, which draws on indigenous and other worldviews and approaches, can be developed to address more effectively biopsychosocial challenges that constitute barriers to learning and development in education contexts. More specifically, the article aims to investigate whether and how indigenous perspectives to health promotion have been incorporated into support services in Native American contexts and what lessons...
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In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic education, equality and the recognition of the democratic rights of parents, teachers and all learners, including those with disabilities. A major paradigm shift in education policy has reflected a move from a...
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In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic education, equality and the recognition of the democratic rights of parents, teachers and all learners, including those with disabilities. A major paradigm shift in education policy has reflected a move from a...
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In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic education, equality and the recognition of the democratic rights of parents, teachers and all learners, including those with disabilities. A major paradigm shift in education policy has reflected a move from a...
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In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic education, equality and the recognition of the democratic rights of parents, teachers and all learners, including those with disabilities. A major paradigm shift in education policy has reflected a move from a...
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In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic education, equality and the recognition of the democratic rights of parents, teachers and all learners, including those with disabilities. A major paradigm shift in education policy has reflected a move from a...
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In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic education, equality and the recognition of the democratic rights of parents, teachers and all learners, including those with disabilities. A major paradigm shift in education policy has reflected a move from a...
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SUMMARY This paper focuses on the school as a setting for community-based prevention of factors that place learners at risk such as poverty, violence, substance abuse, learning difficulties and HIV/AIDS. It examines the development of school-based structures aimed at addressing these issues. The health promoting and inclusive schools approaches are explored as strategies to address these and other barriers to learning. Reference is made to innovative practice at a school in a disadvantaged...
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This article explores the challenges for higher education institutions in taking forward the South African government's policy goals towards increasing access and participation in higher edu-cation for students with disabilities. It argues that if these policy commitments are to be more than symbolic and to have real meaning for disabled students then closer attention needs to be paid to those factors within institutions which restrict access, limit effective participation, and thus...
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This article examines recent education policy (White Paper 6 on building an inclusive education and training system in South Africa, Department of Education 2001) for the purposes of identifying whether and how this policy reflects a community psychology approach to understanding and responding to psychosocial challenges in education. The authors then critically discuss the relevance and value of this approach in practice. The discussion concludes with case narratives by two of the authors,...
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Abstract This paper discusses the need for health promoting schools in South Africa and presents an overview of the present situation in this regard. It further examines priorities for the future and identifies strategies for creating health promoting schools in South Africa. These strategies include: advocacy; inter-sectoral collaboration; rationalisation of existing services; a holistic approach to health; “whole school development”; lifeskills education; addressing the attitudes and...
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