This document profiles Noncedo Khewu and their background and qualifications related to learner discipline, values in education, and children's rights. Khewu has conducted research on the use of corporal punishment and alternative disciplinary strategies. The summary discusses tensions between alternative disciplinary strategies promoted by the Department of Basic Education and practices still used in schools, including corporal punishment. It recommends proactive, collaborative approaches to improve learner discipline and implementation of alternative strategies.

1. PROFILE & PRESENTATION
NONCEDO KHEWU
TO: EASTERN CAPE DoBE
2012/06/19
DISCIPLINE/VALUES PROGRAMMES 1

2. BACKGROUND WITH RELATION TO LEARNER DISCPLINE ,
VALUES IN EDUCATION AND CHILDRENS RIGHTS
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 WORK EXPERIENCE
- FS DoE: Educator/HOD-Eng, Hist. & LO/Guidance:1995-
2003
- FS DoE – Values in Education Project (ViE): 2005
- FS Soc Dev – CaR Project: 2005-2007
- EC OTP – SPU: Mainstreaming of marginalised groups
including children: 2008
- Different academic institutions: Teaching & Learning
strategies and Policy issues: 2003-2011
 RELEVANT ACADEMIC QUALIFICATIONS
- Diploma in Psychology
- Masters in Applied Ethics
- PhD in Education (School Discipline)

3. WHY AM I HERE?
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 Learner indiscipline: News reports and academic studies
(Ngcukana 2009, Mnyaka, 2006 & Maphosa 2011)
 EC CP Court cases post 1996: DD Allegations: April-September
2011
• Learner declared paralysed and comatose , another lost a hand in Umtata
• Learner lost an eye in Lusikisiki
• Learner sustained a swollen hand in EL
• Learner had finger amputated in Butterworth
 Evidence of the continuous use use of CP
2006 - The National Youth Victimization Study = 51.4%
2008 - National Schools Violence Study = 70.1% Primary & 47.5% High schools.
2010 - Shumba and Maphosa Research study
2011 – Maphosa and Khewu
 The ECDoBE announcement : DD (August, 5 2011: page 6) :
"Mannya to install punishment plan”
 Personal conviction to be part of a team that seeks to find a
solution

4. THE LINK BETWEEN MY STUDY AND
THE CURRENT PROBLEMS
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Title: Practices in the ATCP strategy being
implemented in selected primary schools in BCMM:
Implications on school leadership
PURPOSE (key & auxilliary)
 Consistency of disciplinary practices vs. ATCP principles
& implications for school leadership
RESEARCH PROBLEM
 Effect of indiscipline on T&L, allegations of non
use/wrong use of ATCP and violation of children's rights

5. SAMPLE
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 BCM – Participating towns: EL, KWT &
BISHO
 SURVEY EL– 29 schools: (1 principal, 1
educator = 58 participants)
 INDEPTH INTERVIEWS–5 Contexts (1
principal, 1 educator & 2 learners: (20
participants)

6. DEFINITION AND WORYING FACTORS
ON CP
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 It is not only confined to physical beatings
(Duhaime, 2009:1, Finney, 2002:2 & Kennedy,
2010:1)
 Educators and parents resistance (57% of
parents use CP: NHS 2003:14)
 Learners prefer CP (Khewu, 2012 &
sowetanlive.co.za, 2011)
 Illegal agreements between parents & educators
(Khewu, 2012)
 1999 MEC for Education in KZN
 2009 ACDP Election Manifesto (M&G,
22.04.2009:2)
 National Principals Meeting (M&G,

7. THE USE OF ATCPs
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NATIONALLY & PROVINCIALLY
- Ineffective and a waste of time (Wilson,2002:28)
- ATCPs not feasible and inadequate for certain contexts
(Maphosa and Shumba, 2010 & Khewu, 2012)
REASONS FOR NON IMPLEMENTATION
 Lack of policies and training
 Resource constraints (class sizes & essential services)
 Beliefs and attitudes of educators, parents & learners
 Lack of appropriate ATCPs (Senosi, 2006:1, Cooper,
1998:3 & GIaCP, 2001)

8. FINDINGS AND OBSERVATIONS
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 Problems are mostly under levels 1 and 2 and
very few serious offences are committed under
level 5
 Environment has a bearing on learners conduct
 Weak negative correlation between location and
behaviour: a context does not pre-dispose a
learner behaviour
 Strong relationship between context and
disciplinary offenses
 Principals’ roles mainly focussed on administrative
and management functions: no moral leadership
to encourage discipline from within

9. FINDINGS cont.
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 Weak or no evidence that teachers believe in ATCPs
 Teachers’ beliefs on ATCPs revealed ambivalence and lack of
understanding
 Normative disciplinary measures are implemented in punitive ways
 Behavioural change influenced by fear
 Tension between ATCP principles and disciplinary practices used
 Violent disciplinary measures have negative socialisation
consequences
 Some ATCPs have unintended socialisation consequences
 ATCP does not constitute a paradigm shift in instilling discipline
IMPLICATIONS:
 Tensions: DoE vs. principals, educators & unions (Boles &
Davenport, 1975:2002)

10. STRENGTHS OF DoBE
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STRATEGIES IN PLACE
 Legislative frameworks: SA Constitution, Act 108 of
1996, The SA Schools Act (1996), NEPA (1996) &
Act 105 of 1997 (Minimum Sentences)
 Manifesto on Values, Education and Democracy
(2001)
 Guidelines on the Implementation of ATCPs (2001)
 ATCP campaigns

11. IMPLEMENTATION GAPS
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 No buy-in from critical role players/stakeholders
 Lack of capacity by implementers
 Irrelevancy or inappropriateness of ATCPs
 Resources constraints (staff & support services)

12. TENSIONS AND CONTRADICTIONS IN THE
USE OF ATCPs (My Arguments wrt. gaps in the
ATCPs)
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 Definition of pain
 Value conflicts e.g. cleaning/hygiene
 Feasibility: Supervision and
management
 Reactionary
 Enjoyment/no impact
 Objectives and benefits
 Lack of consultation

13. RECOMMENDATIONS
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PROACTIVE vs. REACTIVE APPROACH
***FS MODEL - ViE
 Capacity building of all critical role players on normative
disciplinary strategies
 Review and crafting of feasible, context relevant and behaviour-
altering disciplinary measures (cluster formations: educators
and parents)
 Availability of normative disciplinary policies in schools
 Introduction of a monitoring strategy for ATCP implementation
 Design of normative impact assessment tools
 Advocacy, community engagement/social facilitation (Induku
ayakhi mzi)
 Incorporation of learner discipline to other DoE advocacy
programmes
 Benchmarking with other schools, provinces or countries

14. This study is not trying apportion blame or conduct witch hunt but is only
aimed at making a contribution to improve learner discipline, alleviate tensions
and to ensure that all role players are content with relation to how discipline is
handled in schools
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IT’S POSSIBLE
STRIDES MADE IN THE FS PROVINCES WITH
RELATION TO THE IMPLEMENTATION OF THE
VALUES IN EDUCATION PROGRAMME (2005 -
2011) SHOWS THAT AS MUCH AS IT CAN
LOOK THREATENING BUT:
IT IS POSSIBLE
THANK YOU!!!