Die sogenaamde moderne opvatting van seksualiteit en die implikasies daarvan vir die opvoeding

The sexualisation of modern society and the corresponding massive sex-offensive necessitate fundamental reflection on the so-called modem view of sexuality. In order to reveal some of the fundamental causes for this view of sexuality, characteristics of contemporary Western societies such as the following are referred to: feelings of discontent, uncertainty, futurelessness and hedonism, the influence of mass media and the discreditation and rejection of marriage as an institution. It appears that sexuality has become even more problematic/complicated in culturally diverse societies since the espousal of a so called value pluralism has opened the way for all types of sexual malpractices to be regarded as acceptable. Consequently it is demanded that the sexual education which children receive should consist of factual and neutral information on all sexual (mal-)practices. Christian parents/teachers who want tofulfil their calling however, may not shirk their responsibility of providing emphatic guidance to the children entrusted to them according to the Christian view of life and sexuality

Die huisskool - ’n vorm van alternatiewe onderwys

The appearance of the contemporary home school in various Western countries, including the RSA, specifically draws the attention to possible alternatives for formal, institutionalised schooling. In addition to a brief explanation  of the concept home school, this article also attempts to give an indication  of the extent of the home school movement. It appears that the parents need for adequate acknowledgement of their educative responsibility lies at the root of the founding o f home schools. Against this background the article focuses on two particular reasons, the position with regard to Christian-religious convictions in public schools and the unsatisfactory academic standards of these schools. The conclusion arrived at is that home schools fulfil a specific need and should, therefore, be legalised and supported subject to certain conditions

Superficial location of the brachial plexus and axillary artery in relation to pectoralis minor: a case report

Knowledge of the anatomy of the infraclavicular fossa is important as this region is a target site for anaesthesia of the upper limb during infraclavicular approaches to brachial plexus blocks and in central venous cannulation of the axillary or subclavian veins. The cords of the brachial plexus and the axillary artery and vein are classically described as being located deep to the pectoralis minor and major muscles in the infraclavicular fossa. A rare variation was observed on one side of an individual, out of a total of 170 dissections, in which the brachial plexus and axillary artery were located between the pectoralis minor and major muscles. This variation was observed on the right-hand side of a male cadaver, and resulted in a more superficial position of the cords of the brachial plexus and axillary artery in relation to the skin. This superficial position of these vital structures may lead to an increased risk of complications during clinical procedures, such as infraclavicular brachial plexus blocks, central venous cannulation or surgery. Ultrasound should be used whenever possible to visualise variant positions of arteries, veins, nerves or muscles during these and other procedures.Keywords: anatomical variation, axillary artery, brachial plexus, infraclavicular region, pectoralis mino

Primary health care in the South African context – medical students\' perspectives

Background Both the South African Department of Health and the University of Cape Town (UCT) have committed to the primary health care (PHC) approach, which is best captured in the Declaration of Alma Ata. If medical students are to be trained in the PHC approach, it is important that they not only have a good understanding of this approach, but are also aware of the social, economic and political context that they will be working in when they have qualified, so that they can develop realistic expectations of their careers as doctors. From research that was conducted at UCT, this article covers UCT medical students' views of health care in South Africa, including their perceptions of the applicability and implementation of the PHC approach for South Africa, and their perceptions of how the South African government features in issues of health and the PHC approach. Methods Mixed-methods were used, but this article will focus on the qualitative data gathered. One hundred and seventeen medical students (years one to four) were purposively selected to be involved in focus groups and interviews. These focus groups were conducted between February 2004 and March 2005. Results Students acknowledged that the state of health care in South Africa needs to change and showed an awareness of the role that South Africa's history of apartheid has played in the state of health care in these areas and the existence of inequity. They however did not agree on the applicability of the PHC approach to the South African situation. The PHC approach is seen not to be working in South Africa because of various obstacles to its implementation and success, such as disorganisation within the health system, and a lack of infrastructure, finances and resources. There seemed to be a general understanding amongst the students that they will have been trained in the PHC approach but then will be working within a system that has possibly not undergone similar changes. Students agreed on the important role of government in PHC, some maintaining that the government should be at the forefront of its implementation, but were generally dissatisfied with the role the South African government is currently playing in health care. Conclusion It is encouraging that students are generally aware of the reality of health care in South Africa and of the fact that more change needs to take place. However, it may be that many students who have a limited understanding of the impact that apartheid had on health care provision in South Africa, and this could then impact on students' perceptions of the applicability of the current PHC approach for South Africa. Students' views that the PHC approach has not been fully implemented in South Africa are a concern, as it is these types of views that are likely to cause students to lose confidence in the PHC approach, and will most likely widen the disjuncture between theory of the approach and the reality of its implementation. Regarding the political dynamics of the PHC approach, students do need to be aware of political factors that can impact on the success of this approach. Discussion around and research into the social, economic and political context of health care and medical education has particular relevance for South Africa, and it is vital that students' views on these issues are acknowledged so that areas for change can be identified and addressed. South African Family Practice Vol. 49 (10) 2007: pp. 6-1

Primary health care in the South African context - medical students' perspectives

Background Both the South African Department of Health and the University of Cape Town (UCT) have committed to the primary health care (PHC) approach, which is best captured in the Declaration of Alma Ata. If medical students are to be trained in the PHC approach, it is important that they not only have a good understanding of this approach, but are also aware of the social, economic and political context that they will be working in when they have qualified, so that they can develop realistic expectations of their careers as doctors. From research that was conducted at UCT, this article covers UCT medical students' views of health care in South Africa, including their perceptions of the applicability and implementation of the PHC approach for South Africa, and their perceptions of how the South African government features in issues of health and the PHC approach. Methods Mixed-methods were used, but this article will focus on the qualitative data gathered. One hundred and seventeen medical students (years one to four) were purposively selected to be involved in focus groups and interviews. These focus groups were conducted between February 2004 and March 2005. Results Students acknowledged that the state of health care in South Africa needs to change and showed an awareness of the role that South Africa's history of apartheid has played in the state of health care in these areas and the existence of inequity. They however did not agree on the applicability of the PHC approach to the South African situation. The PHC approach is seen not to be working in South Africa because of various obstacles to its implementation and success, such as disorganisation within the health system, and a lack of infrastructure, finances and resources. There seemed to be a general understanding amongst the students that they will have been trained in the PHC approach but then will be working within a system that has possibly not undergone similar changes. Students agreed on the important role of government in PHC, some maintaining that the government should be at the forefront of its implementation, but were generally dissatisfied with the role the South African government is currently playing in health care. Conclusion It is encouraging that students are generally aware of the reality of health care in South Africa and of the fact that more change needs to take place. However, it may be that many students who have a limited understanding of the impact that apartheid had on health care provision in South Africa, and this could then impact on students' perceptions of the applicability of the current PHC approach for South Africa. Students' views that the PHC approach has not been fully implemented in South Africa are a concern, as it is these types of views that are likely to cause students to lose confidence in the PHC approach, and will most likely widen the disjuncture between theory of the approach and the reality of its implementation. Regarding the political dynamics of the PHC approach, students do need to be aware of political factors that can impact on the success of this approach. Discussion around and research into the social, economic and political context of health care and medical education has particular relevance for South Africa, and it is vital that students' views on these issues are acknowledged so that areas for change can be identified and addressed

Medical students' attitudes towards the primary healthcare approach - what are they and how do they change?

Background: The context of the research presented in this article is the new MBChB curriculum at the University of Cape Town (UCT) that has been in operation since 2002. This new curriculum is primary health care (PHC) driven and puts emphasis on the integration of biological and psychosocial elements. The context of curriculum reform at UCT can be placed within the broader South African context, in which the South African Department of Health has made a commitment to the PHC approach. The aim of this research was to provide an understanding of medical students’ attitudes towards the PHC approach. The findings presented in this article form part of a broader set of findings for a PhD research study aimed at qualitatively exploring medical students’ attitudes towards and perceptions of PHC. Methods: A qualitative approach was used and focus groups and interviews were conducted with second-, third- and fourth year medical students at UCT. A total of 82 students were purposively selected to participate in the research. A content analytic approach was used to analyse the focus group and interview data. Results: The students generally had a positive attitude towards the PHC approach and were positive about UCT’s decision to promote this approach. Some, however, were concerned about the international relevance and status of their degree, and concerns were also raised about the contrast between the theory and reality of the approach, with many labelling PHC as idealistic. The students’ responses indicated that their attitudes towards the PHC approach were open to change during the course of their academic career and were influenced by a range of factors. Some of these factors are related to the medical school environment, such as the PHC approach itself, how PHC is taught, and the views of other students and staff at UCT. Other factors that were not related to the university included personality, the students’ background and exposure to health facilities, and clinical exposure outside UCT. Conclusion: These findings raise the question of whether students are able to think and feel positively about the PHC approach, but not actually internalise the philosophy of the approach. The students’ struggle with the incongruence between what is perceived as the idealistic theory of PHC and the reality of health care in South Africa is also an issue that needs to be acknowledged. These issues have international relevance, and are particularly significant in South Africa, where a commitment has been made by the South African Department of Health to the PHC approach and where doctors are set to play a vital role in its implementation and success

Critical Challenges Of The South African School System

The emphasis in the new curriculum after 1996 in South Africa was placed on the transition from the traditional aims and objectives approach to Outcomes-based education (OBE) and Curriculum 2005. This paradigm shift was interpreted as a prerequisite for achievement of the vision of an internationally competitive country. When analysing the school system in South Africa it became clear that the education system was flawed, with poorly performing teachers, poor work ethics, lack of community and parental support, poor control by education authorities, poor support for teachers and very low levels of accountability. These factors further spilled over into the morale of learners and could be seen in the lack of discipline, brutal violence in schools, low moral values, truancy, absenteeism, late coming and high dropout rates from Grade 1 to Grade 12 and very poor performance in essential areas such as Mathematics and Literacy. Citizens in historically disadvantaged areas tend to become victims of poverty, gangs and drug abuse. These factors further blend with the evil of politics in South African schools which are furthermore plagued by various forms of corruption and socio-economic challenges. Eighteen years after the end of the apartheid dispensation, apartheid is still blamed by many for any real or imagined ills in society, but the reality is that there is no political will to enforce the law or to meet public expectations of accountability, efficiency and delivery. In the light hereof, recommendations are proposed that will address these challenges. The critical message of this article will convey that the fact of the matter is that learner enrolment is not the same as attendance and attendance does not imply learning. Therefore, teaching in South Africa must become a profession of preference and pride as opposed to the present very lackadaisical attitude

Making sense of revolution lost

Abstract: Please refer to full text to view abstrac

Critical Challenges Of The South African School System

The emphasis in the new curriculum after 1996 in South Africa was placed on the transition from the traditional aims and objectives approach to Outcomes-based education (OBE) and Curriculum 2005. This paradigm shift was interpreted as a prerequisite for achievement of the vision of an internationally competitive country. When analysing the school system in South Africa it became clear that the education system was flawed, with poorly performing teachers, poor work ethics, lack of community and parental support, poor control by education authorities, poor support for teachers and very low levels of accountability. These factors further spilled over into the morale of learners and could be seen in the lack of discipline, brutal violence in schools, low moral values, truancy, absenteeism, late coming and high dropout rates from Grade 1 to Grade 12 and very poor performance in essential areas such as Mathematics and Literacy. Citizens in historically disadvantaged areas tend to become victims of poverty, gangs and drug abuse. These factors further blend with the evil of politics in South African schools which are furthermore plagued by various forms of corruption and socio-economic challenges. Eighteen years after the end of the apartheid dispensation, apartheid is still blamed by many for any real or imagined ills in society, but the reality is that there is no political will to enforce the law or to meet public expectations of accountability, efficiency and delivery. In the light hereof, recommendations are proposed that will address these challenges. The critical message of this article will convey that the fact of the matter is that learner enrolment is not the same as attendance and attendance does not imply learning. Therefore, teaching in South Africa must become a profession of preference and pride as opposed to the present very lackadaisical attitude

Present-Day Dillemas And Challenges Of The South African Tertiary System

The Education White Paper 3 on Higher Education aimed to transform the higher education system. Change within tertiary education included adjusting the size and shape of institutions, the meaning of autonomy and accountability, the nature of higher education, the character of student demographic distribution, management and governance, roles of student politics, models of delivery, the notion of higher education in terms of the relationship between free trade and public good, programme changes and the nature of the academic workplace. At this stage, transformation in higher education is leaping outwards to fulfil the criteria set by international competitiveness and related efficiency criteria that can be attributed to globalisation pressures and to deeper factors inherent in the nature of higher education, especially in terms of its resistance to change and modernization. In this regard, the tertiary higher education system in South Africa is faced with many multi-dimensional challenges that need to be addressed in this article. This includes stating whether Grade 12 results as the outcome of this exit point at school level are, internationally speaking, a reasonable predictor of first-year academic success at university. In South Africa, there is no benchmarking of the National Senior Certificate (NSC) examination; therefore, first-year students have difficulty in adapting to the university environment as they find themselves devoid of indispensable bases for the pursuit of their studies and the weakness of the level of education given at school level in a large number of instances. Furthermore, five universities were placed under administration in the 2011-2012 period because of appallingly poor levels of management, which adds extra layers of suspicion to the notion of the impact of higher education in South Africa. Many other challenges are facing the South African tertiary education system, which will be analysed and recommendations arrived at that will attempt to contribute to an enhancement of tertiary education in South Africa