The role of Parliament in promoting active citizenship in relation to the Grade 11 Life Orientation in the South African curriculum

The Parliament of the Republic of South Africa plays a pivotal role in promoting active citizenship to ensure the deepening of democracy. This article, as based on the study by Arendse, explored the extent to which Parliament as a key participatory institution promotes active citizenship in relation to the Grade 11 Life Orientation (LO) curriculum in South Africa. A qualitative, interpretive approach was employed. However, data were gathered through the crystallisation approach using different methods of gathering data such as document study, questionnaires and focus group interviews, which involved 461 Grade 12 LO learners who had completed the Grade 11 LO curriculum during 2012 and seven LO educators. The findings suggest that there is: (1) lack of exposure, knowledge and understanding about Parliament; (2) lack of public education programmes and initiatives about Parliament; and (3) limited information about Parliament in the LO curriculum

Social work education in Canada, England and South Africa: A critical comparison of undergraduate programmes

Please cite as follows:Spolander, G., Pullen-Sansfacon, A. Brown, M. & Engelbrecht, L. K. 2011. Social work education in Canada, England and South Africa : a critical comparison of undergraduate programmes, International Social Work, 54(6):816-861, doi:10.1177/0020872810389086.The original publication is available at http://isw.sagepub.com/content/early/2011/01/29/0020872810389086Globalized labour mobility has led to questions regarding the degree to which social work education in one country can be applicable to practice in another. This paper examines social work education programmes and practice contexts in South Africa, England and Canada as examples through which to examine this question.Post-prin

Investigating the impact of a combined approach of perceived organisational support for strengths use and deficit correction on employee outcomes

Orientation: The positive psychology paradigm suggests a balanced focus on employee strengths and deficits. However, an overemphasis on strengths has raised questions regarding the value of a focus on strengths use, deficit improvement or a combined approach with a balanced focus on both. Research purpose: The primary objective was to examine whether perceived organisational support (POS) for strengths use, POS for deficit improvement or a combined approach would be the strongest predictor of work engagement, learning, job satisfaction and turnover intention. Motivation for the study: In the literature, there is little empirical evidence to support an approach where both employees’ strengths are used and their deficits improved. Research design, approach and method: This study was conducted among 266 teachers from four public schools in the Western Cape. A cross-sectional survey design was used. Main findings: The results suggest that both strengths use and deficit improvement are important predictors of work engagement, learning, job satisfaction and turnover intention. Learning was higher and turnover intention lower for individuals experiencing a combined approach compared to those believing that their school did not support them in either using their strengths or improving their deficits. Furthermore, a combined approach was associated with higher job satisfaction than a strengths-based approach, and a deficit-based approach was shown to be associated with higher levels of work engagement and lower turnover intentions compared to an environment where neither employees’ strengths nor deficits were addressed. Practical or managerial implications: The results urge organisations to invest an equal amount of resources in their employees’ strengths and deficits, as opposed to neglecting either one. Such a combined approach may be associated with increased work engagement, learning and job satisfaction and lower turnover intention. Contribution: This study provides empirical evidence that supports a combined approach where both employees’ strengths are used and their deficits developed