Research Findings and Discussion
5.4. Measures schools can apply to promote a violence-free environment 1. Security measures
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fees (must include in annual budget) for the employment of at least one trained counselor to render professional help to violent learners. Since the need of a counselor has become a priority need in schools it is advised that if funds are short then fundraising events should yield income to cover this cost.
5.3.11. Control of learners during breaks and sports activities
Learner control is better if confined to a restricted area. As educators in one primary school indicated that when learners were sent to the grounds the wide open spaces allowed for many incidents of violence but now that learners are confined to the assembly area under cover during breaks there is hardly an incident reported. The square area has 4 educators appointed in 4 corners. The Principal and SMT stands on the podium giving an elevated view of all learners.
Benches have been erected for all learners to sit down and eat their sandwiches. Other schools should use these methods to curtail violence during breaks. Greater vigilance from educators on duty certainly makes the perpetrators wary.
During extra-curricular activities the educators must practice tighter control.
Parents can be used to assist with supervision. If the learners break rules during outings or events on the sports field they should be barred from further activities. Learner discipline outside the classrooms must be as tight as inside the classrooms. A zero- tolerance approach to indiscipline is imperative
5.4. Measures schools can apply to promote a violence-free environment
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procedures should be clearly displayed for learners, educators and parents to see on a daily basis.
Schools can deploy a task team formed by the schools governing body that may include or involve the community and the police to be on standby to guard the exit and entrance gates to the school. The principal or the schools management should deploy adequate personnel to be on ground duty with clear instructions requested of them when monitoring learners during breaks and to identify and monitor potential hotspots within the school environment where learners may be particularly vulnerable. The responsibility for maintaining effective control and discipline must be written in their performance agreements. This will allow for them becoming accountable and responsible for what transpires under their watch or supervision. Learners and educators must be trained and informed in areas concerning awareness of the importance of knowing emergency procedures.
5.4.2. Thorough record keeping
Methods of recording data on learners also tend to vary between these two township schools. This makes comparisons and analysis more difficult. Schools must have systems in place, either hard-copy filing or computer programs with back-ups to produce evidence as required. One primary school had some data stored in computers which all SMT members have but most were written in files. There was a file for everything dealing with learner discipline for example office misconduct book, disciplinary hearings, files for letters sent to parents and ground duty records. One school had disciplinary hearings but recording was time consuming. They could not retrieve learner information further than the present year. Schools like this are advised to get more serious about recording incidents of violence.
193 5.4.3. Involvement of other organizations
Create a central body of multi-disciplinary specialists (for example educators, parent representatives, police, social welfare services, counselors etc.) to deal with the issue of violence against children.
Establish effective strategies to prevent violence against children.
Educate parents, children, teachers and other relevant professionals on minimum standards for human rights of the child, thereby equipping individuals and organizations with the skills to better familiarize and prevent violence against children.
Offer targeted training to professionals who may be involved in cases of violence against children. This group would include police officers, social workers, teachers and support staff in shelters and safe-houses.
Create a central register of violence in schools to monitor incidence rates and to evaluate the impact of good practice.
Undertake systematic evaluations of current procedures that address the consequences of violence against children with an emphasis upon the well-being of the victim.
Monitor and evaluate interventions that protect children and promote non-violence.
Determine, systematically and regularly, the extent of violence against children.
Involve the media in raising awareness and changing public perceptions about the level and extent of violence against children.
5.4.4. Parental Involvement
There is a need for specific actions aiming at the involvement of parents in the prevention and training activities and also activities involving the community as a whole. Although there is often a great deal of support for increased parent involvement in education, in practice it is generally poor. Successful parent
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involvement depends on the school’s strategy to reach out to the parents and to establish an inviting and non-threatening environment. Educators must not have negative expectations about working with parents. They must not feel threatened by parents. Educators must not interpret parental involvement as parent interference. Likewise, parents must not have feelings of intimidation.
There are parents that want to help but do not know how to do so. Parents must not have negative feelings about school. They also must not have a negative view of educator incompetence. The school must be tolerant of the difficult work schedules of parents. By being aware of the obstacles and responding accordingly, educators at these two township schools can open the lines of communication and bring educators and the parents together.
Educators need to take the lead.
Professionalism in working with parents requires that it is planned and properly managed like all other school activities. Parental involvement cannot be left to chance encounters and occasional conversations.
5.5. Issues of quality in this research