Browsing by Author "Botha, M.M. Nonnie"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Education as a public good: Justification and Avenues of values integration into Management of Ugandan school discipline
    (Global Educational Research Journal, 2014) Sekiwu, Denis; Botha, M.M. Nonnie
    This qualitative study employs grounded theory and the Wilsonian concept analysis, as interpretative paradigms, to examine participants’ voices on the justification and avenues of values integration into management of school discipline in Uganda. By using John Dewey’s educational philosophy [pragmatism] as the theoretical lens for the study, we found out that participants in support of values integration emphasise the need for life-education so as to form respectable leaders, maintain brotherhood and peace education, have tolerance to diversity, have a rich and relevant curriculum, lessen aggressiveness and misconduct, and character formation. But those opposed to values integration argue that educators could use the values-education programme to impart secular influences whose aims are to provide disastrous knowledge, which are the foundation of a disruptive community of learners in any school. Regarding the avenues of values integration, Ugandan schools highly use physical punishment in values integration although it is too punitive. We further found out that restorative justice is important in managing Ugandan school discipline, and it could be in the form of counselling and guidance, school and social clubs. Restorative justice could also take on a collective participatory endeavour, where the school administrators, parents, educators, learners, the community and government are all important facets in the integration of values. The study recommends that promoting life-education, requires strengthening values integration into school discipline. But ensuring such life-education requires that the government of Uganda drafts a national philosophy of education on which all educational policies and actions should be pegged.
  • Thumbnail Image
    Item
    Values for Social Development in the Context of Globalisation: Analysing the Role of the Ugandan School
    (Global Journal of Human Social Science, 2014) Sekiwu, Denis; Botha, M.M. Nonnie
    To make education a profitable enterprise and contributor to social development in the age of globalisation a strong role of the school in values integration, and as part of the ethical construction of learners and citizenship building. A mixed design study was attempted on participants from Kampala district schools. The findings were that different values are imparted though he school process. Educators, SGBs, the community, counsellors, and worship centres participant in integrating these values. But the challenges are enormous, ranging from poor remuneration of educators, a theoretical education system and the unemployment problem which drains the original essence of education. In order to optimally integrate values for social development, a systems approach is proposed. The model has inputs, the process, outputs and the environment. The conclusion made is that reintegrating the school into social development requires an understanding of the policy context of the link between education and society. This policy context is thus observed as the conceptualisation of the globalisation impacts on the state of education. Globalisation impacts are those elements that affect the quality of industry and the school.