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- Outline: The researcher has noted that factors in the home environment of the children living in the squatter settlements were likely to influence their academic achievement. The performance of the majority of both primary and secondary school pupils from the squatter settlements does not rise to expectations. Instead, there is a high rate of dropouts, illiteracy and child abuse. It became clear to the researcher that the causes as well as the effects of squatting on the educational life of the children living in the squatter settlements should be researched. The findings of the study can serve as a valuable basis on which measures at policy making, educational guidance and assistance, teaching and supervision can be carried out. Methods of investigation: The two major methods of research used in this study were the literature review and an ethnographic investigation. Literature was reviewed on the researched problem. There were five distinct samples to which the ethnographic research method was administered. To reveal the home background factors that influence scholastic achievement of the pupils living in the squatter camps, the researcher spent time with members of an observed population i.e. 60 pupils from both primary and secondary schools. Interviews were administered to 8 principals, 18 teachers, 3 inspectors, 8 health workers and 2 social workers. The researcher considered the ethnographic research method to· be particularly appropriate for empirical research. It enabled the researcher to observe activities from their natural surroundings. Questions which were asked to the five distinct samples were based on what the investigator had observed in the squatter camps. The responses could be checked from the context in which the question and answers took place. Percentages were mainly used to principals, inspectors, responses. Principal finding of the study: The following factors were found to have an influence on the academic achievement of the pupils living in the squatter settlements. 3.1 General conditions. -All the settlements shared a lack of laid-on facilities. In particular, overcrowding and water supplies were general problems. Toilet pans or pit latrines were the only form of sanitation. Paraffin lamps and candles were used for lighting, and wood was also used for fuel. Refuse was mostly dumped; some people dug or burnt it. 3.2 Living in poor housing itself influences self-evaluation and motivation. Social isolation and inadequate space make children change their feelings about "the whole life" - a change particularly noticeable in school (Schorr, A.L. 1964 : 5). Students who fail to live up to their own academic expectations suffer losses of self-esteem. Failure lowers a child's self-concept and may as a result undermine himself, thus assume the attitude that he is a useless individual. 3.2.1 Parental educational level is related to the child's school progress. Parents who have later sought to improve on what they had, are likely to have a favourable attitude to the child's education. Pupils from such families are more likely to· experience success at school than children whose parents are uneducated. 3.2.2 School progress may be affected by facilities at home. Study and homework require concentration and attention. A proper place of study at home together with appropriate furniture such as a study desk with sufficient light, results in better performance in schoolwork. 3.2.3 The tendency to appoint unqualified and underqualified teachers lowers academic standards. The pupils' cognitive abilities will be deficient as they are bound to receive a lower quality of education. 3.2.4 Regular school attendance is positively related to success at school in general. Late corning and habitual absenteeism lowers performance at school and promotes, a high failure and drop-out rate. The abovementioned environmental factors were proved valid in the analysis and interpretation of data. Finally, a number of suggestions are given with the hope that if implemented, the community of Winterveldt, Alexandra and Mshenguville, as indeed of the squatter settlements in South Africa as a whole, will benefit thereby: 1. The impoverished home environments of the children typified by overcrowding, low income and low education of parents as major factors to be taken into consideration. 2.It is the responsibility of education to formulate policies and strategies aimed at improving the situation of children in black schools. Children from depressed areas such as Winterveldt, Mshenguville and Alexandra need a variety in educational experiences so that they experience the delight and wonder of learning. 3. may No child can receive a democratic education in a non-democratic school. single A academic expectations, a skillful and understanding to the raising standard of demanding syllabus and, teaching are essential self-esteem of the disadvantaged children. 4. It is recommended that education furnish new modes of teaching that incorporates parents and the community in the curriculum and that guide parents towards self-betterment and improved family life. Devise school-based services for children that can compensate for the declining support at home.
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