The practice of school guidance in secondary schools in Soweto

Abstract

This research project investigates the practice of school guidance in secondary schools, with special reference to Soweto. The research was prompted by a number of problems and questions such as the following: With all good and ideal aims of school guidance, why is it that present-day school-going youths are the way we find them? For example, why are black youths so militant, rebellious and unrealistic? Why are they not interested in what the community used to boast about and pride themselves on, such as education, good behaviour, respect, respect of one another's properties, the norms and values of the community and above all, preservation of life? From the above statement of the problem it becomes clear that this research can not address all the questions stated above. However a portion or section of them will receive some attention in accordance with the aims of this particular research project, namely: to determine the practice of school guidance in secondary schools in Soweto; to determine what the psychological services section of the Johannesburg Region does about the situation; and to give hints and guidelines as to what action plans may be implemented to improve school guidance teaching in secondary schools in Soweto. A greater understanding of school guidance programmes of the Department of Education and Training was necessary, together with an insight into the guidance programmes of other education systems in South Africa. This resulted in a thorough and in-depth literature study of school guidance of the whole education system of the Republic of South Africa. In the empirical research that followed, various questionnaires were devised and given to principals, guidance teachers and members of the EAS with a request to complete the items thereof anonymously. The SAS-computer programme was applied to determine the frequencies and percentages for each question. A complete analysis of the investigation results indicated that the school guidance programme of the Department of Education and Training was not used by all secondary schools in Soweto. Some secondary schools hardly teach the subject. From a number of schools it became clear that the Teachers' Union rejected school guidance since it is a non-examination subject and as such a waste of pupils' and teachers' time, which could be used for more important subjects, i.e. examination subjects. Finally the researcher gave some hints, suggestions and recommendations to all parties concerned with the teaching of school guidance with special reference to secondary school pupils in Soweto and in general. It is hoped that these recommendations will be studied, implemented and improved for the benefit, progress and support of the child.