Most commonly, ELLs with and without disabilities are often taught by teachers with insufficient experience and qualifications. This occurs because of absence of coursework and teacher preparation program related to teaching of disabled children as well as a shortage of qualified specialists. Therefore, it is worthy of note that ELLs with special needs cannot meet high academic standards unless they receive appropriate educational services from their
to develop students' intellectual and moral qualities. Perennialist classrooms are also centered on teachers in order to accomplish these goals. The teachers are not concerned about the students' interests or experiences. They use tried and true teaching methods and techniques that are believed to be most beneficial to disciplining students' minds. The perennialist curriculum is universal and is based on their view that all human beings possess the same essential nature.
It is with great consideration that learning outcomes of the students will not improve if the teacher does not have any experience about which methods of assessment should be used to evaluate the students learning. Indeed contextual, a well prepared and effective teacher should have a direct influence in enhancing student learning. Effective and fairness assessment are the most common effectual process that mandated the whole system of education and progressively focussing on the evaluation of student. As stated by Heywood (2000), “that assessment has a powerful influence on student learning. However, it is not so well understood that institutional structures and procedures have an equally profound influence on teaching and learning and the
A school must not harass or victimize the learner. According to the Bill of rights (108 of 1996:sec.9 (1)) everyone is equal before the law. The right to equality comes with following responsibilities: everyone must be treated fairly and equally, and do not discriminate unfairly against anyone on the basis of status, race, gender, nationality, disability, lan-guage, culture and ethnicity. Subsection 9(2) supports the rights with responsibilities as it states that equality includes the full and equal enjoyment of all rights and freedoms. South Africa is a unique and diverse nation, and people found in it are different.
In conclusion, it is like the people in the society do not know about the negative impact violence on the quality of teaching and learning. For the reason given the schools must make the society part of the school, by creating a direct link between the school and the community. When the society is made part of the school it will do all in its power to make school peaceful environment one can be in. The schools must do all in their best to work out minor causes of violence, affecting the nature of teaching and learning on a broader scope. This essay has discussed the three main causes of violence in South Africa schools.
For example, every child should have equal access to education regardless of the child’s gender, race, ethnicity, nationality, religion, disability, parentage, sexual orientation or other status (Stalford 2012). The International Convention on the Rights of the Child centres upon the principle of non-discrimination. All children should be treated, protected and cared for in the same manner. However in today’s world, many children and groups of children are victims of discrimination. Outlawing discrimination is a fundamental and absolute principle, declared by all the international standards relating to human rights.
This explains the so much talk about proper implementation of the curriculum as one of the quality assurance processes. Nwiyi and Uriah (2007) explained this better that it is one thing to possess the knowledge; and then it is another thing entirely to possess the ability to transfer the knowledge, skills and attitude to the learners. It is disheartening that many teachers in the secondary schools are not effective in instructional delivery processes. There is therefore need for training of such teachers in methods and techniques of teaching Ogbodo, (2006). This way, quality could be enthroned.
All human rights are unable to be separated or divided, connect to one other and dependent on each other, which puts a restriction on one right to have a negative impact on other rights, while taking steps to fulfill a right facilitates the action of possessing and benefiting of other rights. A great example is the restriction on the right to health by not providing an acceptable in quality or quantity healthcare system may impact on other rights in a negative way such as the right to life. Furthermore, to improve the quality or value the right to education through a successful education system for all that can bring support the enjoyment of other rights such as the right to
Everyone in South Africa has the right to an environment that is not harmful to his/her health or well-being. Schools should play an integral part especially in creating a secured environment and affirming the democratic values of human dignity, equality and freedom According to section 8 of the South African School’s Act stipulates that a governing body of public School must adopt a Code of Conduct. The Code of Conduct must aim at establishing a disciplined and purposeful environment to facilitate effective education and learning in schools. According to the South-African school Act 84 of 1996, no person may store any dangerous weapons and illegal substances in a school environment. Learners tend to bring knifes, guns and any form of dangerous weapons and they are not only putting their lives in danger but putting everyone involved in the school at risk.
Article 8 of the Federal Constitution also affirms this right as stated in Article 8(1) all persons are equal before the law. In other words, no one citizen is above the law and this well applies to the rights enjoyed by citizens of Malaysia. Article 8(2) also advocates against the discrimination of citizens on the ground only of religion, race, descent, place of birth or gender in any law. The Orang Asli Community is entitled to the right to education without any form of discrimination pertaining to their religious belief or origin. Hence, it is clear that the indigenous people is entitled to equal rights to education as enjoyed by the citizens of Malaysia under the federal constitution.