Exploring the psychosocial and emotional challenges faced by 11–15-year-old muslim adolescents studying at Hifth schools in Cape Town
| dc.contributor.advisor | Pedro, Athena | |
| dc.contributor.author | Toefy, Faiza | |
| dc.date.accessioned | 2025-02-27T11:32:50Z | |
| dc.date.available | 2025-02-27T11:32:50Z | |
| dc.date.issued | 2020 | |
| dc.description.abstract | In compliance with the Constitution, the South African Schools Act 84 of 1996 requires that every child attend school from age 7 (or grade 1) to age 15 (or grade 9, whichever occurs first). The Western Cape Education Department (WCED), the constitutional custodian of education in the Western Cape Province, requires that all informal institutions accommodating learners of school-going age register their learners for an educational curriculum. It is an essential requirement that all learning institutions (religious or otherwise) provide the necessary academic support for their learners. A growing number of Hifth schools are introducing secular academic studies into their curriculum, with programmes consisting of hifth studies, English, and Mathematics. The implementation of these programmes varies, however, and they are offered to the learners in conjunction with the hifth programme. In South Africa, there is a dearth of research associated with hifth schooling, and absolutely no documented research could be located regarding the integrated hifth programme and its impact and effects on learners | |
| dc.identifier.uri | https://hdl.handle.net/10566/20141 | |
| dc.language.iso | en | |
| dc.publisher | University of the Western Cape | |
| dc.subject | adolescence | |
| dc.subject | coping strategies | |
| dc.subject | emotional challenges | |
| dc.subject | Erikson’s theory of psychosocial development | |
| dc.title | Exploring the psychosocial and emotional challenges faced by 11–15-year-old muslim adolescents studying at Hifth schools in Cape Town | |
| dc.type | Thesis |