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Acknowledgements 
I will like to express my sincere gratitude to the following: 
? Almighty God for the strength and courage that He gave me to continue with my studies. 
? My special thanks to Prof. E. Kaseke for guiding me through my studies. 
? The staff at the department of Social Work for their support. 
? My colleague Thuso, together we persevered to the end of our studies. 
? The Community Shepherds Programme participants at MJ Mohlahli and Tlotlisong High 
Schools without whose contribution this study would not have been possible. 
? The Department of Social Development in the Free State for allowing me time to continue my 
studies. 
? To my son, Sechaba, for all the time I spent away from you, and my other son, Thuo, who was 
born during the period of this study. Thanks to Mme Malefu, for looking after my son, Thuo 
during my studies. 
? My husband for being my pillar of strength and my anchor. 
? My late brother, Sipho, who passed away in 2009 (the first year of this study) ? rest in peace. 
Thank you for all the great deeds you have done in my life. I know this would have made you 
very proud. My sister, Sophy, for being the light on my path, both emotionally and spiritually. 
? To Dr. K.L. Geldenhuys for editing my work. 
 
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Declaration 
I hereby declare that this research report is my own unaided work, and that I have given full 
acknowledgement to the sources that I used 
 
 
 
?????????????????..                                            ?????????. 
MMalebese Mary Ngalo                                                                            Date 
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Abstract 
The Department of Social Development introduced the Community Shepherds life skills Project at 
two schools in the Ficksburg community, in the Thabo Mofutsanyane district of the Free State in 2007 
due to the high rate of crime that occurred in the schools. The project targeted children with a history 
of criminal behaviour and learners who exhibited other forms of anti-social behaviour, and provided 
them with life skills that could help them face life challenges. No systematic evaluation of the project 
has been made since its inception and, therefore, the aim of the study was to investigate the perceived 
impact of the Community Shepherds Project in reducing crime in schools in the Ficksburg community 
in the Free State province. To achieve the aim the following objectives were identified: To establish 
the perceived impact of the Community Shepherds Project?s life skills programme on the behaviour 
and conduct of learners who are participating in the project; to identify factors impacting on the 
successful implementation of the Community Shepherds project; and to suggest ways of strengthening 
the Community Shepherds Project.  The study population consisted of learners who were members of 
the Community Shepherds Project in Ficksburg, who had participated in the project since its inception, 
and their parents. Teachers from the schools participating in the project and the police in Ficksburg 
constituted the key informants. The sample included 15 learners who were participating in the project 
who had been arrested for committing different offences and who displayed anti-social behaviour at 
home and in school, their 12 parents and 4 key informants from the police and the schools. 
A qualitative research design was used to collect data from the participants in order to obtain in-depth 
information concerning the perceived impact of the life skills programme on the behaviour and 
conduct of learners who participated in the programme.  Different semi-structured interview schedules 
were administered to the learners, their parents and the key informants. The findings reveal that the 
perceptions of the respondents was that the life skills programme had an impact on the behaviour of 
learners because the life skills that they had gained from the programme helped them to stop 
committing the offences that they used to commit. The life skills also helped them to stop displaying 
the anti-social behaviour that they used to exhibit. 
 
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The findings revealed that the factors that contributed to the success of the project included the 
approaches that the facilitators used to run the project, like motivating the learners in everything that 
they did, and the cooperation between the facilitators, the school and the parents. The findings also 
reveal that the good team work that occurred between the learners, support from the parents, as well as 
support from the Department of Social Development, all contributed to the success of the project. The 
suggested ways of strengthening the Community Shepherds Project were that the project should be 
implemented in all schools in the community, including the primary and multiracial schools. It was 
also suggested that the project should include all youths in the community. The final suggestion was 
that the project should include all stakeholders in the community. The life skill projects should target 
unemployed youths in the communities so that they can gain skills that can help them become self-
 employed. The study also recommends that the life skills project should be implemented in all schools 
in South Africa to provide learners with life skills that can help them to face life challenges. Learners 
who have been involved in criminal activities should not be the only ones who are taught life skills ? 
all learners should have the same opportunity.  
Key words: Crime in schools, life skills programmes, crime prevention, behavioural problems, Ficksburg.  
 
  
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Table of Contents 
Contents 
Acknowledgements i 
Declaration ii 
Abstract iii 
Table of Contents v 
CHAPTER 1: INTRODUCTION 1 
1.1 Background 1 
1.2 Rationale and Problem Statement 4 
1.3 Aim and Objectives 6 
1.3.1 Aim 6 
1.3.2 Objectives 6 
1.4 Research Questions 6 
1.5 Organization of the Study 6 
CHAPTER 2: CRIME IN SCHOOLS 7 
2.1 Introduction 7 
2.2 Theories of Crime 7 
2.3 School Crime in Western Societies 9 
2.4 The Causes of Juvenile Offending in Western Societies 10 
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2.5 Measures Taken to Prevent Crime in Schools in Western Societies 12 
2.6 Crime in South African Schools 14 
2.7 The Causes of Juvenile Offending in South Africa 16 
2.8 Crime Prevention Measures in South African Schools 20 
CHAPTER 3: RESEARCH METHODOLOGY 24 
3.1 Research Design 24 
3.2 Study Area 24 
3.3 Study Population 24 
3.4 Sampling 25 
3.5 Research Instruments 25 
3.6 Methods of Data Collection 26 
3.7 Pre-Testing of Research Tool 26 
3.8 Data Analysis 26 
3.9 Method of Data Verification 27 
3.10 Limitations 28 
3.11 Ethical Considerations 28 
CHAPTER 4: PRESENTATION AND ANALYSIS OF DATA 29 
4.1 Introduction 29 
4.2 Impact of the Project on the behaviour and conduct of learners 30 
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4.3 Factors that contributed to the success of the Community Shepherds Project 36 
4.4 Suggestion for strengthening the Community Shepherds Project 42 
CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 46 
5.1 Introduction 46 
5.2 Summary of the Findings 46 
5.3 Conclusions 49 
5.4 Recommendations 50 
REFERENCES 51 
APPENDICES 55 
APPENDIX A:  Participant information sheet 55 
Appendix B: Consent form for participating in the study 56 
Appendix C: Semi-Structured Interview for schedule for the teachers 57 
Appendix D: Semi structured interview schedule for the learners 58 
Appendix E: Semi structured interview schedule for the police 59 
Appendix F: Semi structured interview schedule for the learners? parents 60 
APPENDIX G: Consent form for learners participation in the study 61 
Appendix H: Letter of permission from Tlotlisong High school 62 
Appendix I: Letter of permission from MJ Mohlahli High school 63 
Appendix J: Letter of permission from the Department of Social Development Free State 
(Bethlehem) 64 
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Appendix K:  Letter for confirmation of counseling offering 66 
Appendix L:  Ethics Clearance Certificate 67 
 
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CHAPTER 1: INTRODUCTION  
1.1 BACKGROUND  
Crime is one of the most haunting problems in South Africa. The level of violent crime in South 
Africa is so high that one would be forgiven for calling the country a special kind of war zone 
(Pringle, 2010). Makhanya (2000) indicates that all South Africans recognize crime as an issue of 
national concern today. Makhanya (2000) further indicates that the general epidemic of crime 
sweeping South Africa goes so widespread that all South Africans fear that crime has to be defeated in 
order for us to achieve peace, stability and development. Due to the high level of crime occurring in 
South Africa, there is no peace in families, societies or the country as a whole. The Centre for the 
Study of Violence and Reconciliation (2010) revealed that when comparing data on violence in South 
Africa with other counties; statistics demonstrates that South Africa is amongst the most violent 
countries in the world. Pringle (2010) further mentions  that violent crime is perpetrated by young men 
who are members of formal and informal groups and that violent crime weakens South Africa?s 
economic and social development. 
According to Tours (2008), the high crime rates are predominantly concentrated in certain township 
areas where there has been a rise in drug-related crime and where crime bosses and gangs have taken 
over in the absence of adequate law enforcement. Tours (2008) further mentions that these areas are 
key contributors to the crime rate in the country. This is the case because there is a lot of competition 
among people. People compete for cars, clothes and other properties which in the end will cause 
people to engage in criminal activities. The Centre for the Study of Violence and Reconciliation 
(2010) indicates that the most common offences that are committed in South Africa include, murder, 
rape, fraud, aggravated robberies, burglaries of businesses, car theft, aggravated assaults and 
burglaries of houses. 
The following factors have been identified as precipitating factors that make South Africa a violent 
country. Firstly, ?issues of inequality, poverty, unemployment, social exclusion and marginalization 
contribute to crime in South Africa. Societies with high levels of inequality tend to have high levels of 
violence indicating that inequality is a key driver of violence. Inequality is also inter-related with other 
social problems such as those of poverty, unemployment, social exclusion and marginalization in 
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South Africa? (The Centre for the Study of Violence and Reconciliation, 2010, p.3). Secondly, ?there 
is an issue of vulnerability of young people linked to inadequate child rearing and poor youth 
socialization. In South Africa, the childhood experiences of many children and young people in South 
Africa involve multiple levels of adversity including poverty, unstable living arrangements, absent, 
indifferent, or violent fathers. In South Africa, children are exposed to many risk factors which 
enhance the chances that they will become involved in criminality and violence? (The Centre for the 
Study of Violence and Reconciliation, 2010, p.4).  
Thirdly, South Africa is a unique society in that citizens tend to perceive violent crime as the norm. 
They therefore have a high tolerance for violent crime and ambivalent attitudes regarding crime and 
the law. Indeed, the culture of violence spurned by Apartheid, means that South Africans have been 
socialized into viewing the violence that characterizes everyday life as something to be expected, 
when this extent of violent crime is far from normal. Moreover, this history has created the widely 
held belief that violence is the only way to resolve conflicts or other difficulties. Violence is therefore 
perceived as both necessary and justified among South African society. Factors that perpetuate these 
beliefs and thus continue the cycles of violence include a high exposure to violence in the family and 
community, men?s perception that they need to use violence to protect themselves and to obtain the 
respect of others, and beliefs among men that legitimizes coercive sexual behavior against women? 
(Pringle, 2010, p.2). 
Fourthly, the criminal justice system has many weaknesses. ?The key instrument for dealing with 
violent crime offenders in South Africa is to incarcerate them in South Africa?s correctional facilities. 
However, the deplorable status of South Africa?s correctional institutions means that they only serve 
to reinforce the criminal and violent tendencies displayed by offenders. Indeed, South Africa?s 
correctional facilities serve as a place from which offenders can consolidate their place in criminal 
networks. Moreover, rehabilitation and reintegration programmes to re-socialize offenders back into 
communities are inadequate at best and non-existent at worst?criminal justice system remains a 
double-edged sword which continually reinforces the problem of violence and crime whilst it also 
mitigates it? (Pringle, 2010, p.3). Other key factors identified comprise the easy availability of 
firearms and other weapons in South Africa, and the easy access to, and widespread use and abuse of, 
alcohol and drugs. 
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In the Ficksburg community which is the study area, dagga is easily accessible. Most schools are 
surrounded by taverns where alcohol and cigarettes are sold to learners. Burton (2008) indicates that it 
is not surprising that in South Africa, there is easy access to alcohol and drugs in communities 
surrounding schools. Most offences are committed by juveniles and these juveniles are used by older 
people because they have a perception that young people are not arrested because of the diversion 
programmes. Thus the cases will be withdrawn afterwards. Although diversion is important for young 
offenders, it has been inappropriately used in the Ficksburg community. The probation services 
statistics from the Department of Social Development for the period 2004-2007 indicate that most 
juveniles in the area who have undergone diversion programmes have reoffended. Unfortunately, the 
diversion programmes do not offer follow-up activities. 
Burton (2008, p.15) states that schools exist primarily to ensure that effective learning takes place so 
that children are socially and intellectually prepared to become responsible adults who actively 
participate in, and make a positive contribution to, society. A number of factors stand in the way of 
effective and efficient learning at schools. Not least of these is school-based crime and violence, which 
is a barrier to education and threatens to deprive and even, deny learners their constitutional right to 
education. Crime has become prevalent in both primary and secondary schools. Schools are no longer 
regarded as safe places where children go to learn and have fun: they have become danger zones. The 
types of crimes that are committed by learners are mostly serious crimes like murder, rape and sexual 
harassment. Prinsloo (2006) observes that reports in newspapers from 1999 to 2004 show that the 
sexual harassment of female learners is a serious problem in many of our schools. Prinsloo (2006) 
further mentions that learners are also involved in victim-less crime such as the use of alcohol and 
smoking marijuana, and conventional crimes such as vandalizing school property, theft and abuse. To 
show the incidences of crimes that are taking place in schools, ?the then Minister of Education, Naledi 
Pandor indicated that there were 115 cases of assaults, 111 acts of sexual violence and four acts of 
violence involving a firearm that were reported to have occurred in South African schools during 
2004? (Smit, 2007, p.53). 
According to De Wet (2003, p.168) crime that occurs in schools does not only affect the offenders and 
the victims, but the educators, the parents, the community, the Department of Education and the 
country?s economy as well. The quality of education is also affected by the high rate of crime taking 
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place in schools. For instance, some learners drop out of school. The school drop-outs end up as drug 
addicts, violent criminals and anti-social individuals, rather than being assets to the nation. ?Through 
the National Department of Education and a number of Provincial Departments of Education, the 
government is exploring various programmes to address the most visible and immediate evidence of 
lawlessness and anti-social behaviour within the school environment but the situation remains the 
same? (Burton, 2008, p.15). 
The high rate of crime among juveniles in the Thabo-Mofutsanyane district, in the Free State gave rise 
to the Community Shepherds life skill Project. The Community Shepherds Project started in 2007. The 
aim was to reduce the high rate of crime that took place in the participating schools: MJ Mohlahli and 
Tlotlisong secondary schools. The project targeted learners from grade eight up to grade eleven.  The 
social workers from the Department of Social Development are the facilitators of the life skill 
programme. Life orientation teachers from the two participating schools are directly involved in the 
project. The presentation takes place once a week in each school after school hours.  
1.2 RATIONALE AND PROBLEM STATEMENT 
Crime has become a major social problem in South Africa today. According to the South African 
Police Services? annual report (2008/2009:1), during 2008/2009 a total of 2 098 229 serious crime 
cases were registered in South Africa. The South African Police Services annual report (2008/2009: 
27) further states that in the Free State province there were 157 reported serious crimes per every 
100000. This was an increase of 5, 7% as compared to the 2007/2008 period. Crime has become 
prevalent in schools and this has become an issue of concern for the government. According to the 
People?s Daily Online of May 18, 2007, the South Africa?s Safe Schools call centre reported that in 
the Western Cape, there were 270 reports of vandalism and burglaries, 174 reports of crime, 167 
reports of abuse as well as 53 reports of gang-related violence and activities in schools between 
January and April 2007. This goes to show the extent of the problem in schools. The Ficksburg 
community in the Free State has also not been spared from this menace. 
According to statistics from Probation Services in the Department of Social Development in Ficksburg 
(Free State) between April and December 2007, 159 juveniles aged between 14-18 years were found 
to be in conflict with the law and 60% of them were not first-time offenders. Most of them were 
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learners coming from the two participating schools. The crimes were committed within the school 
premises during breaks and after school hours. Of those reoffending, 99 were boys and 60 were girls. 
The criminal activities included possession of drugs and weapons, vandalism, common assault 
grievous bodily harm, abuse and theft. 
Mostly, offenders belong to gangs and their victims are newcomers, girls and members from different 
gangs (in the same schools or from different schools). Crime occurring on school premises does not 
only affect the learners but also the educators and the community at large. Crime has some 
consequences for the learners, such as dropping out of school, poor school performance, and teenage 
pregnancies. Crime may also result in poor relationships between the learners and the educators, and 
between the educators and the parents. The school thus ceases to provide a conducive learning 
environment. Learners fail to achieve their full potential and as a result they will be unable to secure 
employment. 
In view of the rising crime in Ficksburg in the Free State, the Department of Social Development 
decided to take preventative measures by introducing the Community Shepherds project in 2007. The 
project was established in two Ficksburg schools and mainly targeted children with a history of 
criminal behaviour. However the project also includes learners who exhibit other forms of anti-social 
behaviour. The project seeks to reduce the high rate of crime occurring in Ficksburg schools by 
addressing the individual problems of learners and by providing the learners with life skills. These life 
skills include gardening, vocational and entrepreneurship skills. The expected outcomes of the life 
skills programme are as follows: reducing the crime levels in the community and in schools, reducing 
the number of school drop-outs and preventing teenage pregnancies. The other expectation was that 
learners would acquire life skills which would empower them to face life challenges. However, no 
systematic evaluation of this project has been made since its inception hence its impact is unknown. In 
the absence of systematic evaluation, the researcher would like to investigate the perceived impact of 
the life skills programme in reducing crime in the two schools in Ficksburg. The researcher is also of 
the opinion that this study is vital in order to give an indication of whether the project as it operates in 
Ficksburg has been successful in terms of its stated objectives or not. The results of the study will be 
useful to the Department of Social Development for its programmatic intervention and also to inform 
policy. The study will also add to our knowledge base on crime prevention.  
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1.3 AIM AND OBJECTIVES  
1.3.1 Aim 
The aim of the study was to investigate the perceived impact of the Community Shepherds Project in 
reducing crime in schools in the Ficksburg community of the Free State Province. 
1.3.2 Objectives 
To achieve this aim the following specific objectives were identified: 
? To establish the perceived impact of the Community Shepherd Project?s life skills programme 
on the behaviour and conduct of learners who are participating in the project; 
? To identify factors impacting on the successful implementation of the Community Shepherd 
project; and 
? To suggest ways of strengthening the Community Shepherds Project 
1.4 RESEARCH QUESTIONS 
How has the Community Shepherd Project benefited learners at the participating schools and the 
community?  
What are the behavioural changes witnessed by parents and teachers? 
Which factors are contributing to the success or failure of the project and what can be done to 
strengthen the project? 
1.5 ORGANIZATION OF THE STUDY 
Chapter one provided an introduction to the study. Chapter Two provides a review of the literature. 
The research design and methodology is explicated in detail in Chapter Three, while the results are 
presented and discussed in Chapter Four. Chapter Five gives a summary of the main findings, as well 
as conclusions and recommendations emanating from the study. 
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CHAPTER 2: CRIME IN SCHOOLS 
2.1 INTRODUCTION 
Crime in schools, which is referred to as misbehaviour, disruption, bad conduct or conflict in schools 
has been described as a problem of the first magnitude and an epidemic (Hanke, 1996). School crimes 
are personal crimes, consequential and harmful because they affect learners, educators and the 
community at large. Schools are no longer known as safe and secure environments where children can 
go to learn, enjoy themselves and feel protected. Hanke (1996) indicates that from 1950 to 1975, 
misbehaviour in the school setting shifted from acts of violence against property to those against 
persons and fights had shifted towards the use of weapons. School crime consists of three categories 
of misbehavior namely: any act judged unacceptable by the administration (e.g. violating school 
rules), disruption which involves group events like boycotts and behaviour that is against the law, like 
delinquent acts. 
Despite efforts to address the problem of crime in schools, the situation remains the same. According 
to O?Neill & McGloin (2007), school crime has not been eliminated and, moreover, schools with high 
crime rates still exist in Western societies. O?Neill & McGloin (2007) also mention that due to the 
problem of school crime, some schools across the world have introduced an array of crime prevention 
techniques. 
2.2 THEORIES OF CRIME 
A number of theoretical formulations have emerged to account for youth misconduct. Some of these 
theories are strain theory, learning theory, labeling theory and control theory. 
Strain Theory  
According to Marsh, Melville, Morgan, Norris & Walkington (2006), strain theory indicates what sort 
of social conditions and situations lead some people to break rules and act in criminal or deviant ways. 
An example is the strain that an individual experiences within the school and family which results in 
weakened bonds with conventional society and promotes stronger bonds with delinquent peers. 
According to Bezuidenhout & Joubert (2006), association with the delinquent peers increases the 
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likelihood of youth misconduct. The theory further states that when someone is living in a 
disorganized community, believes that legitimate opportunities for success are unavailable, and 
involvement in petty crimes leads to feelings of hopelessness, strain will occur which will cause 
deviant groups and activities to appear to be acceptable substitutes. 
Learning Theory 
According to Marsh et al., (2006), behaviourists are of the opinion that any behaviour can be learned. 
The theory states that as people develop and interact with others, they learn through trial and error and 
how to behave in different ways. Depending on how and what people learn, they may or may not learn 
to behave in either criminal or non-criminal ways. Bezuidenhout & Joubert, (2006) are of the opinion 
that youths growing up in socially disorganized environments are at the greatest risk of having 
weakened social bonds and are more likely to commit crime, particularly when law?breaking values 
and attitudes can be learned and reinforced by peers. 
Labeling Theory 
Marsh et al., (2006) describe labeling as a process by which individuals and/or groups classify and 
categorize certain types of behaviour and certain individuals. The process of defining a youth as 
delinquent begins with a conflict between the youth and the community over the definition of a 
situation. For example, a youth might define activities such as stealing CDs from a music store and 
loitering in public areas as play, fun or adventure. In other words, to the youth these are normal 
childhood activities. Agnew (2000) indicates that the community is, however, more likely to define 
same behaviours as delinquent or evil. The labeling does not only relate to the activity but to the youth 
as well. Once the community members start to define the youth as evil, changes begin in the way that 
they interact with the youth. Once the youth feels that he is isolated from others, he begins to define 
himself as evil as well. 
Social Control Theory 
Marsh et al., (2006) state that social control theory is related to the self control of an individual which 
starts during the process of socialization especially in the role of a family. Socialization is a process by 
which individuals learn about and consider the consequences of their behaviour. Two aspects of the 
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theory have been identified which are: a) Lack of control in an individual and b) Opportunity to 
commit crime. If an opportunity to commit crime arises, an individual with low self control will 
commit it while an individual with high self control will not. Marsh et al., (2006) indicate that people 
who break the laws either do not have close attachments to others or do not have aims, aspirations and 
beliefs that make them law-abiding. Marsh et al., (2006) further state that young people who engage in 
delinquency do so because they are not strongly tied to the conventional social order and they have 
less self control.  
2.3 SCHOOL CRIME IN WESTERN SOCIETIES 
Hemphill et al., (2006) mention that anti-social behaviour is prevalent in Western societies such as 
Australia and the United States, ranging from 5% to 17% depending on the criteria used, and it rises in 
prevalence through adolescence. Hemphill et al., (2006) further state that crime is committed by both 
girls and boys and by all racial groups. According to Meyer, Astor & Behre (2004), a study of 110 
adolescents which was conducted in Australia revealed that male and female middle and high school 
students were equally likely to report that they had been involved in a violent incident during the past 
years. 
According to Hanke (1996) crimes that occur in the schools of Western societies are classified as 
follows: theft, withdrawal from school, protests and demonstrations, drug and alcohol abuse, 
vandalism which is singled out as a special case of violence. Hanke (1996) indicates that bullying 
involves name-calling, malicious gossip, racial slurs and petty theft of lunch money. To show that 
violence and the threat of violence have increased substantially in 25 years, Hanke (1996) adds that 
Californian schools in the United States of America have reported that over 8500 weapons had been 
taken away from students including nearly 800 guns, over 400 knives and 2000 explosives.  
Meyer et al., (2004) indicate that national statistics point to physical fights as the most common form 
of school violence between students. It is documented that many students and teachers in elementary 
and secondary settings in the United States are frequently exposed to violence in and around their 
schools. Meyer et al., (2004), further mention that students are not the only victims of crime but 
teachers as well. It had been reported that three percent of teachers were the victims (annually) of 
serious violent crime like rape, sexual assault, and aggravated assault. During the 1993-1994 school 
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years, 12% of school teachers were injured by students, while 4% were physically attacked by 
students. 
According to Pitts (2001), juvenile offenders have the following characteristics: They are rated by 
their primary school teachers as troublesome, dishonest, aggressive and frequent liars. In adolescence, 
they drink more beer, get drunk more often, smoke cigarettes, gamble more heavily, have tattoos, and 
are more likely to smoke marijuana and engage in unprotected sex. 
2.4 THE CAUSES OF JUVENILE OFFENDING IN WESTERN SOCIETIES 
Cupido, Kritzinger, & van Aswagen, (2006) indicate that international research suggests that crime 
amongst the youth, as with any criminal act, can be attributed to many factors such as the negative 
influences of the community, low socio-economic status of the families, dropping out of school and 
single-headed households.  
Pitts (2001) adds that other factors include a) pre-natal factors, b) parental supervision, c) discipline 
and attitude, d) broken homes and separations, e) socio-economic deprivation, f) peer influences, g) 
school influences and h) community influences.  
According to Pitts (2001), harsh parental discipline, cruel, passive or neglectful parental attitudes, poor 
supervision and parental conflict, measured at age eight all predicted later conviction. Hollin, Browne 
& Palmer (2002), indicate that in UK, fathers and mothers use physical punishment as a way of 
preventing delinquency but that harsh forms of discipline have been associated with the development 
of delinquent behaviour. It has also been pointed out that physically disciplining a child is likely to 
have a damaging effect and that corporal punishment is abusive. The result of physical punishment is 
that the child will behave aggressively. 
Pitts (2001) is of the opinion that offending is high for boys from broken families and that the children 
of single teenage mothers were particularly likely to be convicted. Pitts (2001) adds that where there is 
a lack of maternal affection or where children are reared in either unified homes with a high degree of 
parental separation or single parent homes, the children are also likely to be convicted and that this is 
the result of a lack of strong attachment to parents. Hollin et al., (2002) indicate that children who 
have an attachment to a single parent are more likely to commit delinquent acts than those with 
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multiple attachments. Hollin et al,.(2002) add that children who come from broken homes (as a result 
of divorce or separated parents) display the following behaviours: They enter into sexual relations 
early, make poor occupational choices, develop less stable long-term relationships, develop long term 
problem behaviours and suffer from depression and other anxieties. 
According to Pitt (2001), low economic status at ages eight to ten predict future conviction. During 
adolescence, if not employed, they offend more often. Hahn, Fuqua-Whitley, Wethington, Lowly, 
Crosby, Fullilove, et al., (2007), add that low economic status is one of the risk factors for youth 
violence. According to Hemphill et al., (2006), a family history of anti-social behaviour, unclear 
family rules and low monitoring of an adolescent?s behaviour contribute to delinquency. In some 
conditions, some parents stay away from their families due to poverty and migration labour. 
Adolescents are left behind without proper supervision and they sometimes end up engaging in 
delinquent acts. In some instances some parents misuse alcohol and they do not have time to set rules 
for their children. Children end up losing respect for them and do not abide by any rules that the 
alcoholic parents set. Joubert et al., (2006), add that youths who commit crimes are those who live in 
economically stressed families and communities and, more often or not, have histories of being 
victims of physical and sexual abuse, have educational and vocational skill deficits and are prone to 
becoming involved in alcohol and other drug abuse. 
Hahn et al., (2007) indicate that delinquent peers are one of the risk factors associated with youth 
crime. Pitt (2001) mentions that most of the activities, both legal and illegal, take place in the form of 
groups, while Flannery et al., (2008) are of the opinion that association with anti-social behaviour may 
further contribute to the escalation of anti-social behaviour, including substance abuse, delinquency 
and school problems.  
Flannery et al., (2006) are of the opinion that negative peer association through gang involvement 
increases the possibility of more serious anti-social behaviour and that attending a high delinquency 
school is a predictor of later convictions. However, Pitt (2001) indicates that the culture, atmosphere 
and organizational structure of a particular school may have a powerful influence upon the prevention 
of and desistance from youth crime among its students, irrespective of the problems which children 
bring to the school. Hemphill, et al., (2006) add that schools with a low interest in subjects and a high 
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academic failure rate are also a risk factor. Flannery et al., (2008) are of the opinion that disorganized 
school structures with strict discipline and enforcement of rules, crowded physical space, and lack of 
conformity to behavioural routines can increase the propensity towards aggression and violence. 
Flannery et al.,(2008) also point out that unsupervised after school time is highly associated with 
increased delinquency, substance abuse and association with delinquent peers and that poor school 
achievement, school dropout and suspension are included. 
Pitt, 2001 indicates that residence in the inner city puts children and young people in a position where 
they are easily influenced to become involved in crime and other forms of deviance because it is in the 
city that families experience difficult situations. Hemphill et al., (2006) also argue that disorganized 
communities contribute to delinquency. Bezuidenhout & Joubert (2006) indicate that non-white 
American youths who grow up in a neighbourhood with a high crime rate in the inner city and who 
have a low economic status are the most vulnerable to crime.  
Flannery, Hussey, Biebelhausen, & Wester, (2006) are of the opinion that the availability of drugs, the 
presence of violence, a high crime rate, low neighbourhood attachment and social disorganization lead 
to anti-social behaviour and that large family size is a contributor to youth crime. Hollin, Browne & 
Palmer (2002) add that the reasons are that parents of large families may find it difficult to monitor 
and supervise their children and to respond to different behaviours. Another possible explanation is 
that large families may have less economic resources, so that the type of stress and conflict associated 
with poverty comes into play. Hollin, Brown & Palmer (2002) also add that having a delinquent 
sibling increases the risk of delinquency through a modeling effect. The more siblings that are present 
in the family, the greater the chance that the young person will have been exposed to delinquent 
behaviour. 
2.5 MEASURES TAKEN TO PREVENT CRIME IN SCHOOLS IN WESTERN SOCIETIES 
In the Western societies some measures are taken that could help to reduce the high rate of crime in 
schools. According to Hahn, et al., (2007), several programmes focus on providing information about 
the problem of violence and how to prevent it on the assumption that providing the information to 
students will lead to reduced violence and change behaviour. 
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Pitts (2001) indicates that some schools in the UK developed school programmes to improve students? 
participation, enhance their study skills, increase teachers? competence and cultivate pride in schools. 
According to Pitts (2001), the programmes led to small decreases in delinquency. Pitts (2001) adds 
that cognitive-oriented programmes were developed that targeted parenting skills, classroom 
management skills and the social skills. However, there was no evidence that it was more successful. 
According to Smith & Sharp (1999) bullying is a major problem in schools. It takes place in the form 
of beating, tripping up, taking other pupils? belongings, name calling etc. Pitts (2004) mentions that in 
order to prevent bullying and anti-social behaviour both in school and outside the school in Norway, 
there were improvements in playground supervision, and courses on improving problem-solving skills 
and assertiveness were developed. The point of improving the school grounds to prevent bullying was 
also mentioned by Smith & Sharp (1999) when they argued that in order to prevent bullying some 
schools improved the quality of play through general improvements such as providing seating or 
climbing structures to reduce boredom, overcrowding and exclusion among students. 
Smith & Sharp (1999) mention that other way of preventing bullying is through a curriculum that is 
rooted in cooperative values with the aim to raise awareness and empathy. Hahn et al., (2007) add that 
in the school curriculum, more than 90% of schools teach about anger management, bullying, pro-
 social behaviour such as (cooperation, praise or support of others), communication skills, decision 
making skills, goal making skills and other techniques for avoiding conflict and violence. 
The Department of Education and Science in the United States (1987) stipulates that in order to 
prevent school crime in Western societies, measures like improving security and strategic planning 
should be taken. Security includes intruder alarms, safes, door and window locks and patrols with the 
aim to prevent unauthorized access to the premises. The Department of Education and Science, (1987) 
further mentions that security goes hand in hand with coordination and planning because they are 
concerned with the implementation, timing and back up of security measures. 
The Department of Education and Science (1987) states that when the effectiveness of security was 
measured, it was found that security is highly effective if the system is well designed and related to 
use of the building. According to Time & Payne (2008) such structural elements may be 
counterproductive in that students may feel like inmates, threatened and helpless, and this may stall 
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their thinking and learning process. Hahn et al., (2007) mention that another programme that was 
implemented in schools was the Drug Abuse Resistance Education (DARE) Programme which may 
also include a violence reduction component. The programme was, however, assessed to be ineffective 
in reducing violence or drug abuse. The other measure that was taken to prevent crime was to remove 
the students from school through suspension and expansion. O?Nell & McGloin (2007) mention that 
the method was ineffective because it negatively impacted social bonds and often led to an increase in 
drop-out rate. Hemphill et al., (2006) add that school suspension increases the likelihood of 
subsequent anti-social behaviour.  
Hemphill et al., (2006) further state that apart from expulsion, the following method was applied: the 
students were asked to sit outside the principal?s office with work to complete. O?Nell & McGloin 
(2007) add that there would also be withdrawal of other privileges like school camps, and they would 
also attend counseling and anger management sessions, or would be moved to another school for a 
new start. Presently, there is the utilization of restorative justice approaches which focuses on 
restoring the losses experienced by victims and holding the offending student accountable for the harm 
he has caused. 
2.6 CRIME IN SOUTH AFRICAN SCHOOLS 
South African schools are rapidly and increasingly becoming arenas for violence not only between 
pupils but also between teachers and pupils. There are inter-school rivalries and gang conflict as well. 
According to Van Jaarsveld (2008), schools are being defined as dangerous places, war zones and 
unsafe institutions. Van Jaarsveld (2008) adds that school violence is a serious problem not only in 
South Africa, but globally and that school violence touches every country and each school in its own 
unique way. Burton (2008) adds that violence in South African schools impacts on children, their 
families and society generally. Vally, Dolombisa & Porteus (1999) are of the opinion that, although 
various policies and legislations have been enacted to hasten desegregation in many school 
communities attests to continuing violence in South African schools. It is suggested that in South 
Africa, juveniles and young adults commit far more crimes than the general population (Cupido, et al., 
2006). Pitts (2001) also points out that conviction rates show that young males in South Africa are at 
greater risk of being convicted for a wide range of crimes than older males or females of any age 
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groups. According to Bezuidenhout & Joubert (2006) the above statement holds with the view than 
crimes take place in schools where youths are gathered. Bezuidehout & Joubert (2006) mention that 
educators are faced with problems such as gang-related activities, the carrying of weapons and drug 
trafficking on the school grounds. In the research bulletin: Snapshot results of the 2005 National Youth 
Victimization Study, Burton (2006) indicates that several studies have reported on the endemic nature 
of violence in South African schools. The above study reported that one in five learners had been 
threatened or hurt by someone at school, and a third had been verbally abused by someone at school. It 
further mentions that the perpetrators of school violence are often learners at the school, classmates 
and other young people in the community. 
De Wet (2003) points out that crimes that are committed in South African schools include drug and 
alcohol abuse, prostitution, crimes against the dignity and good name of a person, theft and murder, 
whereas Van Jaarsveld (2008) points out that school violence includes theft, vandalism, bullying, 
fighting, sexual harassment, rape, robbery, aggravated assault and threats with, or the use of, weapons. 
Prinsloo (2006) indicates that, newspapers from 1999 to 2004 revealed that sexual harassment of 
female learners is a serious problem in many South African schools. More than 30% of girls are raped 
at school. It is also indicated that girls experience violence in schools and that they are raped, sexually 
abused, and are denied their self respect. 
De Wet (2003) also points out that an empirical investigation was conducted to establish a group of 
Free State educators? perceptions of the scope of crime and crime?related behaviour of learners at 
their respective schools. The study revealed that learner on learner violence was the most common 
violent crime that learners tend to commit. Respondents indicated that learners at their schools either 
assault or threaten to assault fellow learners on a very regular basis. The respondents also claimed that 
learners carrying a firearm to school occurred on a regular basis at their respective schools. Learner 
involvement in violent gangs and their participation in gang fights were viewed by most participants 
as the most common deviant behaviour by learners from their schools. 
De Wet (2003) adds that several school girls in Pretoria have turned to prostitution due to alcohol and 
drug related debts. De Wet (2003) further mentions that in the investigation made by Sithole (1996), 
school girls with the support of their parents, sometimes attempt to enter into sexual relationships with 
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their educators. He also said it happens that male learners act as intermediaries between girls and 
educators in exchange for alcohol and thus there are learners who are guilty of prostitution. 
Bezuidenhout & Joubert (2006) state that in South Africa, the quality of education and school facilities 
vary. Problems encountered in schools, such as in the Eastern Cape, result in some young people 
being inadequately prepared for improving their education at tertiary level. Bezuidehout & Joubert 
(2006) add that some public schools are situated in disorganized communities such as Elsies River in 
the Cape where violent actions are rife and school buildings are vandalized. De Wet (2003) mentions 
that vandalism is a serious and general problem in South African schools. De Wet (2003) points out 
that more than a quarter of schools in the Western Cape are regularly the target of vandals.  
Vally et al., (1999) are of the opinion that the policy on retrenchment and redeployment of teachers in 
South Africa resulted in many teachers being laid?off because of severe budget cuts, often causing a 
teacher shortage in some schools and the severe overcrowding of classrooms. Valleys, et al., (2002) 
add that in 2002 the redeployment of teachers caused violence in South Africa. There were some 
protests by students. Many learners were shot, principals were injured by students, and cars were 
stoned in protest of the dismissal of temporary teachers and the redeployment process. 
2.7 THE CAUSES OF JUVENILE OFFENDING IN SOUTH AFRICA 
There are some factors that have been identified as contributing to juvenile offending in South African 
schools. According to Bezuidehout & Joubert (2006), there are factors or phenomena that have to be 
present to precipitate crime. De Wet (2003) adds that there are various factors that may also contribute 
to school violence like substance abuse, drug use, poor school performance, drug dealings, mental 
illness, joining a gang, being abused as a child, poverty, stress, incompetent parents and media 
influences such as television, movies, books, computer games, music and the internet. All the above 
factors may contribute to a pupil becoming a delinquent and using violence in schools. Bezuidenhout 
& Joubert (2006) point out that lack of discipline is a problem that has not changed since the arrival of 
democracy in South Africa. After democracy in South Africa, one would have expected the crime 
level to drop but instead it is increasing, especially in schools. Bezuidenhout & Joubert (2006) add that 
violence and vandalism appear to be escalating in schools and impact negatively on learners. Vandals 
damage windows, furniture and electrical appliances. Vandalism may sometimes be a symptom of 
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poverty, where children steal classroom doors to sell in order to buy food. Glanz (1994) mentions that 
lack of discipline is caused by rapid urbanization in South Africa particularly in black communities. 
Urbanization is accompanied by a breakdown of traditional norms, values and formal and informal 
means of social control according to the social control theory.  
Bezuidenhout & Joubert (2006) say that, under South Africa?s apartheid system, young black high 
school children were marginalized and powerless. Violence was socially approved in the name of 
liberation. Bezuidehout & Joubert (2006) further mention that during the transition to democracy, 
violence remained a major problem in South African schools. Teachers are being shot and killed or 
robbed in school premises. The perpetrators are often part of the school governing bodies themselves 
and there is a lack of backup from school governing bodies or good parenting examples. 
According to Bezuidenhout & Joubert (2006) there is a difference between public and private schools 
in South Africa. Private schools have better facilities than public schools. Parents in private schools 
pay high amounts of class fees. Private schools have highly qualified teachers. At public schools, there 
is shortage of books and qualified teachers. Some public schools have no running water, toilets, tables 
or chairs for pupils to use. The above conditions can create relative deprivation amongst learners at 
public schools with the possibility of committing anti-social and criminal activities aimed at their own 
facilities. Malgas (2001) is of the opinion that school conditions can alienate children. As a result they 
may end up being drop-outs and become involved in criminal activities. 
Expulsion from school is a factor in predicting future criminal behaviour. As parents are working 
outside the home, children spend time without parental supervision and the opportunity exists for them 
to commit illegal acts (Bezuidenhout & Joubert, 2006). Malgas (2001) observes that school failure is a 
determinant of delinquent acts. When young people fail to complete their studies, they turn to 
delinquency as a means to meet their needs as it becomes difficult for them to be employed. 
According to Glanz (1994), strain theory also indicates that the anticipation of failure is conducive to 
involvement in delinquent behaviour. 
Communities can be regarded as contributing factors to crime. Glanz (1994) suggests that social 
learning theorists emphasize the effect of the environment on the development of a criminal career. 
According to the social learning theory, young people are exposed to criminality in their communities. 
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The presence of delinquent individuals and delinquent activity in a community provides both the 
opportunity and the role models for delinquent behaviour. Bezuidenhout & Joubert (2006) note that 
the community also contributes to delinquency if there is an availability of substances such as drugs 
and alcohol, as well as a climate of violence and criminal involvement. Midgley & Graser (1975) 
indicate that as a result of movement from rural areas to the cities, blacks experienced conditions such 
as poverty, unemployment, overcrowding, limited educational opportunities, and poor recreational and 
leisure facilities, all of which contributed to the collapse of social control.  
The high rate of crime in South Africa takes place in informal dwellings where children grow up in a 
violent environment and in a culture of survival. Incidences of crime, such as stealing and violence, 
have been internalized by these children. According to Bezuidenhout & Joubert (2006), community-
 based violent victimization was found to be associated with young adult criminal behaviour. 
Yablonsky & Haskell, (1988) observe that some families are closed systems that are characterized by 
rigidity, inflexibility and social isolation. When violence erupts, the children become the accessible 
target and members from outside who could help have no space for intervention. Flannery et al., 
(2008) point out that exposure to violence has been linked to a number of mental health, including 
increased depression, stress and self-destructive behaviours. Flannery et al., (2008) add that children 
victimized by family violence are at risk for perpetrating violence later in life. 
According to Bezuidenhout & Joubert (2006), lack of parental supervision corresponds with criminal 
activities and misbehaviour. Poor parental supervision and family availability will affect adolescents? 
behaviour as youths choose to associate with peers who may display diverse problematic behaviour. It 
was also found that lack of adult supervision is the cause of violence during the hours immediately 
before and after school. The majority of boys spend after school hours unsupervised by an adult and 
most of them never receive supervision.  
Bezuidenhout & Joubert (2006) also indicate that in South Africa, it is not only of lack of supervision 
that contributes to delinquency but also a lack of parenting skills, as many parents are young or they 
fear their own children. In the study by Malgas (2001), it was found that children who have been 
abused or neglected are 40% more likely to be arrested as juvenile delinquents and adult criminals. 
They are also likely to steal and be arrested for violent crimes. Bezuidenhout & Joubert (2006) argue 
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that due to the high rate of sexual abuse of children in South Africa, young boys and girls may leave 
their homes and turn to prostitution to escape the abuse at home and to earn a living. The findings of 
prison inmates in South Africa found that 44% reflected the consequences of violence, family 
disruption, ill-treatment as children and physical and sexual abuse.  
In reaction to the violence in schools in South Africa, many have called for the reintroduction of 
punitive discipline such as corporal punishment. Vally, et al., (1999) point out that many schools in 
KwaZulu-Natal openly practice corporal punishment. Vally, et al., (1999) indicate that many studies 
have shown that, far from curbing violence, corporal punishment encourages anti-social behaviour, 
aggression, vandalism and perpetuates the cycle of violence. Van Jaarsveld (2008) is of the opinion 
that an individual?s class can also play a major role in shaping individual?s character. Van Jaarsveld 
(2008) also points out that violence occurs amongst individuals who are disadvantaged in comparison 
with the rest of the society. Van Jaarsveld (2008) further indicates that although that is the case, 
violence occurs amongst the economically, socially and politically well-off individuals as well.  
Violence in schools is caused by societal cultures which encourage, tolerate and demand violence. 
Solving conflict and problems through violence has been a core element in South African culture and 
as a result, violence is used as method of solving conflict and reaching goals in schools as well. School 
pupils are only modeling what they see at home and in their communities which lead them to use 
violence as a method of resolving issues (Van Jaarsveld, 2008). 
Van Jaarsveld (2008) is also of the opinion that conditions within schools themselves and the norms 
and societal relationships that exist within a school could also be a cause of school violence. Schools 
failing to implement preventative measures may result in school violence. He added that the school is 
seen as a place where students act out socially, aggressively and criminally the most due to the fact 
that the school premises are the most common social settings for youth and also the place where 
interpersonal rivalries take place. 
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2.8 CRIME PREVENTION MEASURES IN SOUTH AFRICAN SCHOOLS 
South Africa has put in place some measures to prevent crime in schools. Some were evaluated and 
found to be effective while some did not meet expectations. Bezuidenhout & Joubert (2006) identify 
the following programmes that are aimed at preventing crime in South African schools: 
Peer counseling and tutoring are provided by the Big Brother, Big Sister South Africa (BBBSSA) 
organization. This programme is aimed at reducing negative peer group influences. The main targets 
are children from disadvantaged communities, and particularly those that are from dysfunctional 
families. The organizers of the programme work with the Department of Education to identify children 
in need of these programmes from schools, children?s homes, and from organizations for children with 
HIV/AIDS. The children are often assigned mentors who have to undergo training in order to equip 
them with the necessary skills. The programme has been successful because most of the children 
remain in school. They become free of drugs and are not involved in violent crimes. 
The Youth to Youth Programme is set by Alcohol and Drug Concerns, targets youth between the ages 
of 14 and 21 years and is delivered to children by trained youth and adult mentors. The motto of the 
programme is that one can have fun without drugs. For the younger children in primary schools there 
is a workbook called, ?It?s my life?, which teaches them about coping with their feelings, what illegal 
substances are and the dangers they hold for them. 
The Adopt a Cop Project is aimed at improving the relationship between the police and the youth. The 
project informs children about personal safety and matters concerning the negative effects of juvenile 
misbehaviour. Specially selected SAPS members who serve as role models, visit schools and nursery 
schools on regular basis, and the officers are available to the school when they are needed or when 
problems arise. The post box is displayed and children may use the post box to report any criminal 
behaviour taking place. This project has been a success since it builds the relationship between the 
police and the youth. The programme is also said to be assisting the police with building a relationship 
with the students and also to gain the support of students and staff to prevent violence and solve 
crimes.  
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Another programme uses puppets, stories and games to educate the children with regard to alcohol and 
drugs. The programme is aimed at pre-primary and early primary children. Skills training is also 
provided to address issues such as self-esteem and peer pressure. The focus of the programme is on 
the primary causes of problems like poor self-image, the inability to resist peer pressure, poor family 
relationships, lack of decision-making skills, and poor communication skills. The aim of the 
programme is to give the children the opportunity to be who they are and what they want to be. 
The Centre for the Study of Violence and Reconciliation in South Africa works in schools through the 
implementation of interventions programmes that aim to make schools places of safety, schools that 
will be free from violence and crime. It aims at responding to crises and threats of violence and crime. 
Its primary goal is to build a culture of human rights and democracy. Interventions are provided by 
social workers or psychologists to at-risk pupils. Glanz (1994) indicates that these types of 
programmes are said to have little evidence of success in preventing juvenile offending. Apart from 
that, the programmes are expensive and time consuming (Glanz, 1994). 
There is also a programme that involves teachers, children and parents in decision making. One 
component of the programme is the home room class where one teacher remains with a class for at 
least three years. In the programme, teachers are taught how to create and reinforce a positive 
environment for learning in class and to teach interactive learning skills. Pupils work in teams and 
receive recognition for team efforts. Evaluation of this programme is that children showed some 
improvement in school achievement but showed little change in bonding. The programme had no real 
effect on juvenile offending. 
Glanz (1994) also states that teachers with low qualifications produce students with poor performance 
which contributes to delinquency. These teachers mainly resort to corporal punishment, verbal abuse 
and other unacceptable responses. 
Van Jaarsveld (2008) describes the safer schools programme as another programme that focuses on 
creating and ensuring a learning environment that is safe. It is a partnership between the Department 
of Education and the SAPS and it deals with issues such as bullying, drugs and firearms in schools, 
and sexual offences but its effectiveness has not been evaluated. Another programme that is 
implemented in South African schools is the Peer Support Programme. The aim of the programme is 
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to establish support for learners with psychosocial problems in order to prevent and reduce high risk 
behaviour related to HIV/AIDS, substance abuse and various forms of crime (Visser, 2005, p148). In 
this programme, peer supporters are identified, trained and supported to implement the programme in 
their schools with the assistance of a teacher and student facilitators. Peer supporters identify learners 
with problems, support them or refer them to helping agencies. They also started awareness and 
information activities to prevent and reduce high risk behaviour. Visser (2005) further observes that 
although the concept of peer support may be a viable strategy to provide information and support to 
secondary school learners, the implementation of the programme plays a very important role in the 
extent of its effectiveness in schools. 
Vally et al., (1999) suggest that improving school security is another strategy used to prevent crime in 
South African schools. The cash-strapped provincial education department offers security services to 
schools with either inadequate or no security. Although security is important, security fencing, burglar 
bars and alarm systems are only provided to schools that have expensive equipment and these are only 
in schools in wealthier areas. It is also said that one school in the Cape Flats installed an electric fence 
around its perimeter to prevent gang related acts of violence and vandalism, however, learners have 
been thrown against the fence by fellow learners. 
O?Neil & McGloin (2007) indicate that some schools across South Africa are using an array of crime 
prevention techniques due to highly violent incidents taking place within the school premises. 
Learners whose crimes warranted arrest for breaking the law had undergone diversion programmes 
such as: the Youth Empowerment Scheme, Family Group Conferencing and Community Service 
(Pretorius & Joubert, 1997). However, it has been shown that the diversion programmes have made a 
very minimal impact on the learners? attitudes towards crime in South African schools. 
Cupido, et al., (2006) indicate that the disadvantage of diversion programmes is that they do not offer 
follow-up sessions or support. There is a need for more rehabilitative and intensive programmes. In 
other words, there is a need to change or to develop what the institution is currently doing in such a 
way that it can be done more effectively. The institution also used to do awareness campaigns where 
public gatherings were organized  to make people aware of crime and its consequences. The impact 
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was found to be positive. However, they needed to be supplemented by short term and long term 
programmes. 
Griggs (2005) is of the opinion that there is no sustainability of the programmes that were being 
implemented because the Department of Social Development created programmes and then withdrew. 
According to Bender & Lombard (2004), the Department of Education has also implemented life skill 
education in schools to change unacceptable behaviours in learners which may translate into 
inappropriate and risky behaviour at a later stage in life. The proactive approach to crime prevention 
was crucial as it was to ensure that young persons who were not yet involved in crime remained so. 
Other shortcomings of the diversion programmes are as follows: Most of the time, only criminal 
offenders were attended to. Sathiparsad & Taylor (2005) are of the opinion that social workers deal 
with crisis only, while supportive and preventative services are overlooked. Cheon (2008) further 
states that the cause of crime is a lack of necessary life skills yet social work theory and practice have 
been more interested in troubled youth and the services they require. Youth development is not given 
sufficient attention.  
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CHAPTER 3: RESEARCH METHODOLOGY 
3.1 RESEARCH DESIGN 
In this study, the researcher used a qualitative and exploratory research design. A qualitative study 
allows participants to speak about their experiences in their own words. The researcher was able to 
study human experiences in great depth. The study was exploratory in nature in that it sought to 
establish the impact of the Community Shepherds Project in reducing crime in schools. It thus 
provided insight into, and an understanding of, the impact of the Community Shepherds Project. 
3.2 STUDY AREA 
The study took place in the Ficksburg community where crime is viewed as being high among the 
black population. Ficksburg is a border-post to Lesotho and it is a rural area where there is a high rate 
of illegal immigration from Lesotho and other African countries. The place is characterized by 
unemployment, poverty, illiteracy, and poor housing conditions which are factors that precipitate 
crime in the area (Bezuidenhout & Joubert, 2006). The high rate of unemployment is caused by the 
high population rate and illegal immigrants from Lesotho, who are not in possession of South African 
identity documents. In order to meet their needs, they resort to crime as a solution to their problems. 
Because it is near Lesotho, properties are stolen and transferred to Lesotho and that makes it difficult 
to search for the stolen goods. The area is divided into eight zones. The two zones (zone six and eight) 
which are near the Caledon River that divides Lesotho from the Free State are known as danger zones 
because most offences take place there.  
3.3 STUDY POPULATION  
The study population consisted of learners who were members of the Community Shepherds Project in 
Ficksburg, and their parents. These learners had participated in the project since its inception. As 
mentioned earlier, the Community Shepherds Project was established in 2007 with a view to reduce 
crime in the two participating schools. A total of 60 learners aged between fourteen and twenty-one 
years were participating in the project. Teachers from the schools participating in the project and the 
police in Ficksburg constituted the key informants. Only teachers involved with Life Orientation work 
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closely with the project. There are four teachers from the participating schools who are involved in the 
project. The Community Shepherds Project group also visits other schools in the Thabo Mofutsanyane 
district to do crime awareness campaigns through poems, speeches, dramas and debates. Group 
members meet after school every Tuesday for two hours.  
3.4 SAMPLING 
Systematic sampling was used to select members of the Community Shepherds Project who 
participated in the study. Each member was assigned a number ranging from one to four. All 
participants who were assigned number four were included in the study. Thus there were fifteen 
participants in the study given that the project had 60 members. Parents of the learners selected were 
automatically part of the sample.  
All four teachers working closely with the project were purposefully selected. The researcher adopted 
purposive sampling to select four key informants from the South African Police Services in Ficksburg. 
Only police who attend school assemblies to make learners aware of criminal activities and their 
consequences were selected. They consisted of the two police officials from the Crime Prevention 
Section and two officials from the Detective?s Section. 
The participants are learners who were once arrested for committing different types of offences and 
those who displayed anti-social behaviour at school. The participants are also learners from grade 
eight to grade eleven and they are aged between fourteen and twenty-one. Within the project, there is a 
life skill programme where the participants are provided with interpersonal skills, problem solving 
skills, communication skills and entrepreneurship skills. Different activities like traditional dances, 
songs, jive and music are performed by the group. Within the group, the members share their 
problems and look for solutions.  
3.5 RESEARCH INSTRUMENTS 
Semi-structured interviews were used to collect data from the project members, their parents, the 
teachers and the police officials. Different semi-structured interview schedules were used for different 
participants. The use of open ended questions enabled the researcher to obtain in-depth information on 
issues because they allowed participants to provide detailed answers and to raise new issues. The other 
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reason for using semi-structured interviews was that the individual interview allowed for greater 
flexibility and probing on the part of the interviewer and qualifying responses on the part of the 
participants. The researcher used field notes and an audio recorder with permission from the research 
participants. The audio recorder enabled the researcher to obtain a full record of the interview which 
was useful for data analysis and also ensured the accuracy of the data obtained. 
3.6 METHODS OF DATA COLLECTION 
The researcher used face-to-face interviews to collect data. Face-to-face interviews enabled the 
researcher to have one-on-one conversations with research participants and to establish a rapport with 
the participants. The researcher listened and also observed research participants? gestures while 
conducting the interviews. The data obtained was subjected to detailed analysis from which 
considered conclusions were drawn. Participants were not intimidated by the interview and they 
provided information as expected.  
3.7 PRE-TESTING OF RESEARCH TOOL 
The researcher pre-tested the research tool to determine whether the questions that were going to be 
asked were appropriate.  Three project participants that were not part of the study were interviewed as 
well as two police officers from Crime Prevention Section. The police were to be asked a question on 
the assessment of crime in Ficksburg schools. The response to the question required the police to go 
over all the dockets of juvenile offenders from 2007-2010. This helped the researcher to review the 
question and to ask them their perception about crime in the two schools that participate in the project. 
All questions that were for project participants were found to be appropriate. However, some of the 
questions required similar answers and the researcher was able to review the questions to avoid 
repetition. 
3.8 DATA ANALYSIS 
Data analysis is a process of bringing order, structure and meaning to the mass of collected data (De 
Vos, Strydon, Fouche, & Delport, 2005). It is an ongoing process throughout the data collection 
process (Dawson, 2002). De Vos et al., (2005) further observe that the purpose of data analysis is to 
reduce data to an intelligible and interpretable form. Data from the field notes and interview 
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transcripts was prepared and organized before it could be analyzed. Qualitative data analysis was done 
during and after data collection. Data was analyzed according to the themes and concepts that were 
obtained during interviews. Codes were formulated and attached to the raw data and thereafter was 
grouped into categories. According to Dawson (2002) this is called content analysis where the 
researcher systematically works through each transcript assigning codes like words or numbers to 
specific characteristics within the text. The material from the set of interviews was classified and 
broken up into themes by the use of content analysis. Responses from the participants that were 
similar were put together through the use of comparative analysis. Finally, general conclusions based 
on the relationships, patterns and themes that had been identified in data were drawn. 
3.9 METHOD OF DATA VERIFICATION 
According to De Vos, et al., (2005), there are four methods that can be used to establish the truth value 
of a study which are credibility, transferability, dependability and conformability .The purpose of 
credibility is to demonstrate that the inquiry is conducted in a manner that ensures that the subject is 
accurately identified and described (De Vos et al., 2005). To achieve credibility, the researcher has 
presented the true findings of the study. The researcher used interview schedules with open ended 
questions to allow detailed responses from research participants. In addition, probes were used to 
validate the responses. The data was drawn from different participants and key informants to enable 
data verification as views from different participants were compared. 
The researcher ensured dependability of research findings by clearly showing the methods used for 
data collection and analysis as well as sampling procedures employed. This will enable other readers 
who want to repeat the study to do so and come up with similar findings. In the view of Neuman 
(2007), dependability means reliability and according to him it suggests that the same thing is repeated 
or reoccurs under the identical or very similar conditions. 
The last strategy to ensure trustworthiness of qualitative data is comformability. Comfirmability 
emphasizes the need to ask whether the findings of the study could be confirmed by another (De Vos 
et al., 2005). The researcher used categories and themes in the analysis to allow rechecking of research 
findings. The researcher will also store raw data in the form of interview notes and the tape recordings 
in a secure place for future reference purposes. 
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3.10 LIMITATIONS 
There was an interviewer bias because the participants provided responses that they believed would 
please the researcher or that would make them appear better. This was a limitation because the 
answers sometimes would not reflect a true picture of a phenomenon being studied. The study was 
limited to the Ficksburg Community only; therefore, the findings from the study cannot be generalized 
to other areas.  
3.11 ETHICAL CONSIDERATIONS 
De Vos et al., (2005) observe that it is advisable to mention steps to be taken to emphasize the 
voluntary nature of participation and the right to withdraw from the study at any given time. There 
should be measures taken to protect the welfare of the participants. Confidentiality was maintained at 
all times.  
As some participants in the study were under eighteen years of age, permission to take part in the 
study was obtained from their parents. The participants were provided with consent forms which they 
signed as a way of showing their willingness to take part in the study. They were also informed about 
the identity of the researcher; that she was a student from the University of Witwatersrand and that the 
study was conducted as part of University requirements. 
No value judgments were made about the participants? behaviour, actions and opinions. There was no 
imposition of personal value systems on the participants. The research proposal and the consent form 
were submitted to the University Ethics Committee to obtain ethics clearance. 
The participants will be informed of the main findings that emerged from the study to show 
recognition and gratitude to them. All cited sources have been acknowledged and the research report 
was compiled as accurately and as objectively as possible. The raw data will be kept in secure, safe 
place for five years or for two years if publication of results is to be undertaken. 
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CHAPTER 4: PRESENTATION AND ANALYSIS OF DATA 
4.1 INTRODUCTION 
This chapter presents and discusses the findings of the study. The aim of the study was to   investigate the 
perceived impact of the Community Shepherds Project in reducing crime in schools in the Ficksburg 
community, Free State Province.  The findings are presented and discussed as per the objectives of the 
study. 
Table 4.1 Profiles of Learners 
Respondent Sex Age Grade Date of joining the 
programme 
Occupation Marital status 
1 Female 16 10 Feb 2007 Student Single 
2 Female 16 10 Jan 2007 Student Single 
3 Female 17 10 May 2007 Student Single 
4 Male 18 11 Jan 2007 Student Single 
5 Male 18 10 Jan 2007 Student Single 
6 Male 18 11 May 2007 Student Single 
7 Female 17 10 Jan  2007 Student Single 
8 Male 19 11 Jan 2007 Student Single 
9 Male 20 11 Jan  2007 Student Single 
10 Male 20 11 Jan 2007 Student Single 
11 Male 17 10 May 2007 Student Single 
12 Male 18 11 July 2007 Student Single 
13 Male 19 10 Jan 2007 Student Single 
14 Female 17 10 July 2007 Student Single 
15 Female 19 11 Jan 2007 Student Single 
 
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Most learners are males. The participants? ages ranged from 16 to 20. All of them were in grade 10 or 
11. 
Table 4.2: Profiles of Learners? Parents 
Respondent Sex Age Occupation Marital Status 
1 Male 40 Clerk Married 
2 Female 62 Housewife Widow 
3 Female 42 Housewife Married 
4 Female 63 Domestic worker Widow 
5 Female 39 Housewife Married 
6 Female 39 Self-employed Widow 
7 Female 45 Self-employed Widow 
8 Female 79 Pensioner Widow 
9 Female 69 Pensioner Widow 
10 Female 35 Clerk Married 
11 Female 41 Domestic worker Widow 
12 Male 40 Clerk Married 
The majority of the parents were widows and only three parents were employed. 
4.2 IMPACT OF THE PROJECT ON THE BEHAVIOUR AND CONDUCT OF LEARNERS 
Before the learners joined the Community Shepherds Project, they were engaged in different kinds of 
criminal or anti-social behaviours like theft, bullying, robbery, prostitution, abuse of other learners at 
school and abuse of their siblings at home. They also showed disrespect toward their parents, teachers 
and other people in the community. Some of the learners were stubborn, selfish and lacked self-control 
and self-respect. Some learners abused drugs and alcohol both at home and at school. The Community 
Shepherds Project provided learners with skills that were intended to help them deal with their 
behavioural problems. The learners acknowledged that they gained communication skills which are 
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the set of skills that enable a person to convey information so that it is received and understood and 
interpersonal skills or people skills which enable them to interact with other people.   
They also gained skills in decision making which helped them to choose among solutions. The steps in 
problem solving include, identifying a problem, brainstorming, coming up with possible solut ions, 
evaluating the selected option and lastly implementing it. Finally, learners gained entrepreneurship 
skills which prepare them to start their own small businesses or income generating projects. 
The first objective of the study was to establish the perceived impact of the Community Shepherds 
Project?s life skills programme on the behaviour and conduct of learners who are participating in the 
project. Learners and their parents were asked about their perceptions of the impact of the project. The 
key informants were also asked about their perceptions of the impact of the project. 
The perceived impact of the programme was that there was a significant decline in thefts both at home 
and at school. This was attributed to the acquisition of entrepreneurship skills which enabled learners 
to start income-generating projects. 
One learner pointed out that he stopped stealing from his neighbour?s shop. He indicated that he sold 
sweets and biscuits and the money that he got from his small business helped him to meet some of his 
needs.  
One parent said, ?After my son joined the life skill programme, he has stopped stealing and I have 
peace with my neighbours.  He has opened a car wash and is now able to sustain himself. He used to 
steal food and money from my neighbours. I never had peace with my neighbours.? She pointed out 
that her son is no longer seen with friends during the weekends but spends most of his time at his car 
wash business. She also noted that her son buys food for the family with the money that he gets from 
the car wash business.  
A key informant from one of the schools indicated that the thefts at the school had also gone down. 
She mentioned that learners were now free to go and play outside their classrooms leaving their books 
behind. She added that the brooms and other cleaning materials were not stolen anymore. A key 
informant from the police said,?We do not have many cases of stolen properties among juveniles for a 
period of two years.? 
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It is thus clear that the entrepreneurial skills had enabled the learners to rechannel their energies 
productively. According to Lakin & Mahoney (2006) empowerment occurs when individuals, 
communities or organizations gain mastery over their lives and that youths who successfully cultivate 
both empowerment and a sense of community are more likely to develop the skills necessary to 
becoming healthy productive adults. 
Another perceived impact of the programme was that learners were now able to communicate   openly 
with parents, teachers and other people in the community.  This is attributed to the communication 
skills that they had gained from the programme. One learner remarked that before she joined the 
programme, she never took part in class discussions. She further observed that some of the topics that 
were discussed in the project were sometimes presented in their   class. She indicated that she now 
volunteers herself to lead the discussion and she said she felt proud of that. 
One parent revealed that her son was now communicating well with other children in the family and 
sharing with them what he had learnt from the programme. The benefit of the communication skills 
were also echoed by the teachers when they noted that programme participants were able to 
communicate with other learners and their teachers at school.  
The other perceived impact of the programme was that the learners stopped engaging in sexual 
activities with their teachers at school in exchange for food and clothes. One learner indicated that she 
had stopped engaging in sexual activities with her teacher who used to buy clothes and food for her. 
She indicated that she had learnt that in order for her to have expensive clothes, she has to work hard 
for them.  Another learner added that she had learnt to accept the way she is and that engaging in 
sexual activities in exchange for alcohol or food won?t help her but the solution to her hunger is to 
work hard in order to get food. 
Another learner reported that he was no longer involved in fights as he had learnt that fighting could 
not solve any problem. He acknowledged that the problem solving skills that he acquired from the 
programme had helped him to deal with conflict situations. He said he was able to discuss and resolve 
issues without resorting to fighting.  
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One parent confirmed that the problem solving skills that her child had acquired for the programme 
had helped him to find solutions to his problems. She further mentioned that when her son was having 
conflicts with his siblings at home, he used to beat them. He used to go a number of days without 
talking to any one of them. She further indicated that after her son had gained the problem solving 
skills, he was able to resolve his conflicts with his siblings.  
The perceived impact of the programme helped the learners to stop abusing other learners at school, 
their siblings at home and other people in the community. 
One learner reported that he had stopped abusing his siblings at home. He said that when his mother 
was absent from home, he used to abuse his siblings because he felt that he had power over them. He 
indicated that he abused them emotionally, physically and financially. He further stated that after he 
gained some skills, he stopped abusing them. 
One parent confirmed that her son had stopped abusing other children in the community. She reported 
that some parents in the community used to report that her son was abusing their children sexually. 
Since he had joined the programme, he had stopped this behaviour. 
A key informant from one of the schools also confirmed that the learners had stopped abusing other 
learners at school. According to the teacher, those learners used to abuse other learners at school by 
engaging in sexual activities with them without their permission. She further reported that the learners 
used to abuse both boys and girls sexually and that they used to target the grade eight learners. 
The other perceived impact of the programme was that learners had stopped misusing drugs and 
alcohol both at home and at school. Some learners stated that they had stopped abusing alcohol and 
drugs both at home and at school. One learner said, ?I never thought I would stop to smoke dagga. I 
used to smoke at least five times a day. I did not care whether there were some people around me or 
not. I even smoked in the presence of my mother. She used to shout at me but I did not care. Now that I 
know the consequences of doing so, I have stopped doing it.? 
A key informant from one of the schools confirmed that the learners had stopped abusing alcohol on 
the school premises. She indicated that in most cases, the learners used to come to school drunk 
especially on Mondays. She reported that they were becoming used to that situation. According to her, 
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many steps had been taken but the situation remained the same. She further added that since the 
programme had been running, the learners had stopped abusing alcohol on school premises. 
One of the perceived impact of the programme was that it helped the learners have managed to build 
good relationships with their parents, teachers and other learners at school. This was attributed to the 
interpersonal skills that they gained from the programme. One learner indicated that he had built 
strong relationships with his family members. He pointed out that he had stopped spending time 
outside the family and felt that it was important to develop a sense of belonging because he now 
respected his mother. Another learner added that he had built good relationships with the teachers and 
other learners at school. He pointed out that he had started greeting his class mates every morning and 
he is able to share his personal issues with his class teacher. 
Some parents confirmed that they now have good relationships with their children because of the 
interpersonal skills that their children gained from the programme.  
Bernstein & Grey (1997) observe that successful relationship building helps to establish mutual trust 
and confidence and an environment that is conducive to change. 
The acquisition of interpersonal skills also helped the learners to have self-respect and to respect their 
parents and their teachers at school. One learner indicated that he started to respect himself after the 
acquisition of interpersonal skills. He pointed out that he used to smoke dagga every morning before 
the classes began. He further indicated that he did not care when the teachers complained about the 
smell in the class. He said he has now stopped using dagga at school. 
Another learner pointed out that he had learned to respect his teachers at school. He said, ?I used to 
make noise purposely in class knowing that the teachers were going to expel me from the class. The 
expulsion gave me chance to go and smoke in the school toilets. Lately I started respecting my 
teachers and behaved well in class.? 
A key informant from one of the schools confirmed that the learners were now showing respect to 
their teachers. She indicated that some learners have started to submit their assignments which were 
something that they did not do before. She added that if they were asked to do their assignments they 
would make a joke out of it or simply refuse to respond. 
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The other perceived impact of the programme was that learners stopped being stubborn and self-
 centred. This was also attributed to the acquisition of interpersonal skills which they had gained from 
the programme. 
Some learners indicated that they had stopped being stubborn both at home and in school. One of them 
said: ?I have stopped being stubborn because I now engage in class discussions.? One parent 
confirmed that her son was no longer stubborn and self-centered. According to the parent, her son 
used to spend many days without communicating with anybody in the family because he was 
stubborn. He would finish all the food without due regard to other children in the family. She further 
added that her son never had respect for authority either at home or at school. She said her son now 
has good character and this has helped him.  
A key informant from one of the schools was of the opinion that some learners had stopped being 
stubborn. She observed that the learners never liked taking orders but that lately they had started to 
take orders and even volunteered themselves to take part in the school choir. The interpersonal skills 
that the learners gained from the programme helped them to develop self control. Some learners 
indicated that they had developed self control after gaining interpersonal skills. One learner indicated 
that he sometimes used to confirm that he would never smoke but once he came across the cigarette, 
he was tempted. He said that after gaining interpersonal skills, he had developed self control and had 
stopped smoking. 
One parent confirmed that her daughter had developed self control. She pointed out that her daughter 
used to succumb to peer pressure. She added that when her daughter?s friends had sugar daddies, her 
daughter had one as well and she could not leave him. After she gained the life skills from the 
programme, she stopped her relationship with her sugar daddy and understood that such a relationship 
was wrong. 
The other perceived impact of the programme was reduced absenteeism at school and that has helped 
the learners to improve in their studies. Some learners confirmed that after they had improved their 
school attendance, there was progress in their studies. One of them stated that he had started to do well 
in Mathematics. He indicated that since he started putting more effort into Mathematics, he had 
realized that he was not that poor at the subject. One parent confirmed that regular attendance assisted 
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her son to improve in his studies. She stipulated that her son was 20 years old and he was in grade 11. 
She further said her son repeated many grades because he did not put effort into his studies. She 
indicated that after her son joined the programme, he gave himself time to study and he went to school 
every day. She was thus confident that her son was going to pass at the end of the year. 
Key informants from the two schools confirmed that the performance of the learners had improved. 
One of the key informants noted that some learners had improved in all learning areas that year. She 
said, ?I never thought they could have this passion in their studies. They are seen among some 
learners who attend afternoon classes. I wonder how long this will take.? One of the perceived 
impacts of the programme on the behaviour and conduct of learners was that most learners are no 
longer members of criminal gangs. Some of the learners mentioned that they had abandoned their 
friends who were members of different gang groups. They reported that they now show empathy to 
other people. One of the learners indicated that he had never been empathetic. He said he only wanted 
what he targeted without thinking about the victim. He said that since he had joined the programme, 
he had changed for the better.  
4.3 FACTORS THAT CONTRIBUTED TO THE SUCCESS OF THE COMMUNITY SHEPHERDS PROJECT 
The second objective of the study was to identify factors that contributed to the success of the 
Community Shepherds Project. Findings from the study point to perceptions that the Community 
Shepherds Project has had an impact on improving the behavioural conduct of learners in the two 
participating schools. The learners, their parents and key informants were asked to identify some of 
the factors that had contributed to the success of the Community Shepherds Project. The following 
factors were identified.  
Cooperation between the facilitators and the learners, the parents and schools 
Cooperation between the learners and the facilitators contributed to the success of the project. The 
learners indicated that there was cooperation between themselves and the facilitators. They reported 
that they were working in harmony with the facilitators. One learner stated, ?what I liked best with our 
facilitators was that they appreciated everything good that we did. They even appreciated our 
presence in the programme.?  
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Some parents felt that there was good cooperation between themselves and the facilitators. Some 
parents indicated that the facilitators informed them of anything that took place in the project by 
communicating with them through letters. They added that they were first informed about the project 
when they were asked to give their consent for their children to participate. They indicated that they 
were never excluded in matters concerning the programme and they felt that they were part of the 
programme. One parent reported that she felt that her presence was highly appreciated because at 
every programme meeting, they were asked to give their views and most of time, their views were 
heard. The key informants from both participating schools indicated that there was good cooperation 
between the project facilitators and the school principals. There was also cooperation between the 
facilitators and the rest of the staff in the two participating schools. One key informant from one of the 
schools indicated that cooperation was observed where the schools provided the venues for free during 
ceremonies. She further mentioned that the schools also provided teachers to help with some activities 
when it was needed. The school was also able to allow the programme participants to visit other 
schools during school hours as it was felt that the programme was part of Life Orientation. 
Ownership of the project 
Most learners indicated that they were involved in some decision making processes in the programme. 
They also spelt out that at the beginning of the programme, they were asked to indicate the 
developmental challenges that they would like to be helped with to enable them to cope with those 
challenges. One learner indicated that they were also asked to spell out specifically what coping life 
skills they would like to have.  
A key informant from one of the schools confirmed that the learners had ownership and control over 
the programme because she stipulated that the participants were able to attend the programme in the 
absence of the facilitators. She added that, one day she thought the facilitators were there when she 
saw the programme participants gathering. When she arrived, she found that the facilitators were not 
around and one of the learners was leading the discussion while others were paying attention.   
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Support from families 
All learners mentioned that the support that they got from their families made the project a success. 
They mentioned that their parents motivated them to be part of the programme so that they could 
change their negative attitudes towards life. 
One learner said, ?my mother provided support to me because she accompanied me to the crime 
prevention debate where I was going to represent the group. She also encouraged me to continue to 
participate in debate so that I can gain more communication skills. The support that I get from her 
contributed to the positive attitudes towards the programme and made me stay within the 
programme.? 
A key informant from one of the schools indicated that the parents of the learners were supportive of 
the programme because they supported the idea that their children should join the life skill project 
because they needed help. She further added that the parents attended meetings that were arranged to 
discuss programme issues. 
A key informant from the police added that the parents of the learners were supportive of the 
programme because they attended the closing ceremonies every year. He said, ?I remember that there 
were many parents who were present on the closing ceremony in 2009. They were given chance to say 
their views.? 
Support from the Department of Social Development 
The learners also attributed the success of the Community Shepherds Project to the support provided 
by the Department of Social Development, particularly the provision of transport. They mentioned that 
transport was available for any trip that they took. They also pointed out that the Department provided 
them with food wherever it was needed. Some learners also pointed out that the trophies that the 
Department provided after they had won a debating competition enhanced their motivation to stay in 
the programme.  
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Some parents observed that the Department of Social Development had contributed to the success of 
the project because it provided financial support to the programme. One of the parents observed that 
all learners who were taking part in the programme were wearing new t-shirts on AIDS day and they 
were provided with food. She further said that that made the learners stay in the programme because 
they were motivated and well cared for. 
A key informant from one participating schools also confirmed that the Department of Social 
Development provided support that made the project a success. He indicated that on celebration days, 
the top management of the Department made themselves available. He mentioned that the support 
from top management encourages the facilitators to work harder which in turn contributes positively 
to the success of the project. 
Approaches by the facilitators 
Learners indicated that the positive approaches that the facilitators used to run the programme 
contributed to its success. Some of the learners indicated that the facilitators consulted them on every 
matter that arose from the programme. One learner confirmed that and said, ?I remember that at the 
beginning of each year, we attended assemblies at different schools in the community. In order to list 
the schools that were to be visited, we were consulted to provide names of those schools.? 
The learners also indicated that what they liked most was that in the programme they were not told 
what to and what not to do. According to them, the group discussions allowed everybody to make 
his/her own decision. They further indicated that the facilitators ensured that everybody became 
involved in the discussions.  One learner stated that they used to sit in a circle and there was no 
possibility that someone would not have a chance to talk. Another learner stated that the facilitators 
used to create an environment that was conducive for everybody to be empowered. She reported that 
before the discussion could take place, they had to begin with something stimulating like a song or a 
game. According to the learners the facilitators put more focus on group dynamics like trust, 
cooperation and motivation, than on the outcome.  
The learners pointed out that some programmes that were implemented in schools used to close during 
school holidays. They indicated that the Community Shepherds Project used to run even during the 
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school holidays. Some of the learners were of the opinion that the rules that were set within the 
programme from the beginning made every learner feel part of the programme.  
Some learners also stipulated that every learner was awarded for any positive behaviour that s/he 
displayed. One learner said, ?after presenting a poem at the assembly, the facilitators gave me a set of 
Mathematical instruments and I felt proud and wished that I could present again.? All learners were 
of the opinion that the facilitators treated each individual as a unique person. 
A key informant from one of the schools confirmed that the approaches that the facilitators used to run 
the programme, made it a success. She reported that the facilitators used language that every learner 
understood during discussions. She added that the facilitators had the directions and knew where to go 
and they did things according to the plans. She pointed out that the facilitators were honest to 
everyone both in the programme and outside the programme.  According to the teacher, the facilitators 
were flexible and were open to the new ideas and opinions of other people. She said, ?When we 
advised them to bring some experts for some themes, they agreed that it was important and they 
invited those experts.? 
Teamwork 
The learners indicated that one factor that contributed to the success of the project was teamwork 
between the learners themselves. They mentioned that they worked together as a team during the 
programme.  
One learner said, ?During discussions, we worked together as a team. There was no competition and 
we did not argue among ourselves. The fact that we worked together as a team helped us to win many 
competitions against other programme participants in the district.? A key informant from one of the 
schools confirmed that the learners worked together as a team. She mentioned that that did not take 
place during programme only. She said they developed a team spirit because they even worked 
together in class during studies.  
Acceptance and recognition of own behavioural problems 
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Another factor that contributed to the success of the Community Shepherds Project was that all 
learners accepted that they had behavioural problems and that they needed help. They had positive 
attitudes towards what they learned. Some of the learners indicated that they had been trying to be 
good children but it was not easy for them to change their behaviours. One of the learners pointed out 
that after he realized that he had some behavioural problems, he visited his teacher and asked for 
advice. He mentioned that his teacher tried to help him but he only changed for a short time and then 
afterwards he continued with his behaviour. 
Some parents confirmed that their children had realized that they had problems and that they needed 
help. One parent said her son used to tell her about the good behaviour that his neighbour displayed. 
The parent also mentioned that her son was aware that his behaviour was different from that of his 
neighbour. He told his mother that he wanted to change his behaviour and that he wanted to become a 
better child. 
One key informant from one of the schools confirmed that the other learner once asked for help as he 
realized that his behaviour would put him in danger. She stipulated that the learner confessed that he 
and his peers were dealing in drugs and that the police were aware of their activities. She said the 
learner indicated that he was no longer willing to continue with his behaviour but that his peers would 
kill him if he left them. The learner was going to seek help as his teacher suggested because he 
realized that he had a problem. 
Commitment and motivation 
The learners reported that the commitment that the facilitators had to the programme had motivated 
them to be committed also. Some mentioned that they had been so committed that they wanted the 
sessions to be increased from once a week to three times a week. Other learners indicated that the 
motivation that they got from other learners and from the facilitators made them more committed to 
the programme. One learner said, ?I used to visit my uncle during school holidays. I had stopped 
visiting him lately because we attend the programme even during school holidays.? Another learner 
added that he did not care about the time. He said the sessions were presented after school hours and it 
was a time that everybody wanted to go home, but he said that was not an issue to him and what he 
wanted was to gain some new information from the programme. 
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All key informants from the two schools indicated that the facilitators and the learners showed 
commitment to the programme. They stated that the learners did not want to miss sessions and that 
they attended the programme during rainy days and cold days. They confirmed that the learners even 
attended the sessions during school holidays. 
Some parents confirmed that their children were committed to the programme. They added that they 
were also motivated to attend the programme. One parent indicated that her son did not want to miss 
any sessions. She said she was so committed and motivated that she never forgot the day on which to 
attend or the time when the programme started. 
4.4 SUGGESTION FOR STRENGTHENING THE COMMUNITY SHEPHERDS PROJECT 
The learners, parents and key informants from the schools and SAPS were asked to suggest some 
ways of strengthening the Community Shepherds Project. The suggestions that they provided were the 
following: 
The project should be implemented in all other schools in the community 
Some learners and parents mentioned that the programme should be implemented in all the other 
schools in the community. One learner said, ?I wish the programme should be implemented in all 
other schools because many learners always come to me and ask what they can do in order to be part 
of the programme. They do not understand why their schools are excluded. They feel that they want to 
change their anti-social behaviour like we did.? 
Some learners indicated that since the programme had helped them to change their anti-social 
behaviours, they wished that all other learners in other schools who were involved in criminal 
activities could also gain the life skills that would change their negative attitudes towards life.  
One parent said, ?I have two boys who are attending two different schools. This one who is involved in 
the life skill programme has improved in behaviour while the other one is still stubborn. I wish the 
programme can be in all other schools to help us to deal with the negative behaviours of our 
children.? 
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All key informants from the two schools suggested that the project should be implemented in all 
schools in the community. One said: ?I once taught in one of the schools here in Ficksburg where the 
project is not implemented. We experienced a lot of criminal activities there. We could not cope with 
some of those problems. That school also needs this project.? 
Similarly one key informant from the SAPS said, ?I am enough with the school cases. We spend more 
time focusing at school violence and some serious cases are ignored. If this programme can be in all 
schools in this community, things will be alright.? The other key informant from the Crime Prevention 
Section added that there is no use in focusing on only two schools when crime is committed by 
learners in all the other schools in the community. 
The project should be implemented in primary schools 
Some learners suggested that the project should be implemented in primary schools because learners 
in grade six and seven are capable of committing some offences.  
One learner said, ?The project should be implemented in primary schools. I remember my cousin 
became pregnant while she was fourteen. These children should also receive life skills. Another 
learner added that he started to smoke dagga while he was in grade six. He also indicated that he used 
to steal items like sweets, biscuits and bread from his aunt?s shop while he was in grade six and he 
continued with his anti-social behaviour until he was in grade eleven. 
Some parents suggested that the programme should be implemented in the primary schools and not in 
the secondary schools. They pointed out that the reason they said this was because young children will 
gain social skills early. Thus they will grow up being able to differentiate between what is wrong and 
what is right. 
One key informant from the SAPS indicated that crime does not take place in high schools only but 
that it takes place in the primary schools as well. He further added that in most cases, primary schools 
are neglected because there is a feeling that learners in primary schools are young and are not involved 
in criminal activities like the older children. Bender & Lombard (2004) also encourage life skill 
education in primary schools because it is developmental, preventive and that children who have 
access to life skills education will learn the skills they need to cope with the problems of growing up. 
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The project should involve all stakeholders in the community 
A key informant from one of the schools suggested that the project should include other stakeholders 
in the community. She further indicated that there are other themes that are discussed in the 
programme like teenage pregnancy and HIV/AIDS that need to be presented by professionals who are 
specialists in the field. She also added that since the learners are provided with gardening skills, the 
Department of Agriculture should also be involved. All key informants from the SAPS suggested that 
the project should not only include the Department of Social Development and the Department of 
Education but should include all other stakeholders in the community.  
A key informant from the SAPS said, ?the programme seems to be important. I am working as a 
police in this community but I am not aware of the programme. If we knew about this before, so many 
changes could have taken place? 
The involvement of other stakeholders is important so that different ideas can be shared. Problems are 
easily solved and risks are easily identified when different professionals work together on a certain 
issue. Burton (2008) is also of the opinion that the most effective way to deal with situations like 
crime prevention is to initiate cross cutting engagement between a range of stakeholders. 
The project should also be implemented in multi-racial schools 
Some key informants from the two schools suggested that the programme should be implemented in 
multi-racial schools in the community. They mentioned that it is not only black learners who commit 
crime or display anti-social behaviour. According to them, whites and middle class learners are also 
engaged in criminal activities and also display anti-social behaviour.  They further mentioned that it 
was believed that learners from low socio-economic status families commit offences but these days it 
is different. Apart from that, they argued that racism is still found in multi-racial schools. The key 
informant from the Crime Prevention Section indicated that as crime prevention police, they are given 
different areas to work on. He indicated that in one of his areas, there is a multi-racial school. 
According to him, there were many offences that were committed, especially by the whites. Vally et 
al., (1999) are of the view that there are no structural programmes to help teachers cope with multi-
Page | 45 
 
racial classrooms and there are no nationally or provincially coordinated programmes for students to 
develop anti-racist and anti-discrimination awareness. 
The project should include all grades at schools 
Some learners suggested that all learners in schools should be part of the project. One learner indicated 
that there were other learners who had not been involved in any kind of anti-social behaviours but who 
needed some skills to cope with life challenges. He added that some skills, like entrepreneurship, are 
especially important for those learners who are needy. 
Some parents indicated that some learners at schools lack information. They were of the opinion   that 
if all learners could be provided with the life skills, many changes could take place in their lives. 
All key informants from the two schools observed that learners from other grades do not have the 
opportunity to gain some skills and therefore lack information. They also added that students who 
have not been arrested or who do not demonstrate anti-social behaviour should also be given the 
opportunity to learn life skills in order to gain self confidence and self -esteem. 
The project should target all youths in the community 
Some learners suggested that the project should target all youths in the community. 
One learner said, ?there are some youths in the community who are not attending school and who 
reoffend. Those youths also need guidance.?  
Some parents were of the opinion that youths who are in the community and who are unemployed 
have enough time to plan their criminal activities accordingly. They suggested that they be equipped 
with life skills in order for them to be self-employed. 
All key informants from the SAPS emphasized that the project should target all youths in the 
community. Some of them stated that crime in the community is committed by both youth in the 
community and at schools. They said that there was no use of focusing on one side and ignoring the 
other. 
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CHAPTER 5: SUMMARY, CONCLUSIONS AND 
RECOMMENDATIONS 
5.1 INTRODUCTION 
The aim of the study was to investigate the perceived impact of the Community Shepherds Project in 
reducing crime in schools in the Ficksburg Community of the Free State province. This chapter 
presents a summary, conclusions and recommendations of the study. 
5.2 SUMMARY OF THE FINDINGS  
The summary of the findings is presented as per the objectives of the study. 
Objective 1: To establish the perceived impact of the Community Shepherds Project?s life skills 
programme on the behaviour and conduct of learners who are participating in the 
project 
The findings revealed that the perceived impact of the programme was that there was a significant 
decline in thefts both at home and at school. This was attributed to the acquisition of entrepreneurial 
skills which enabled learners to start income-generating projects.  The findings revealed that learners 
were now able to communicate openly with parents, teachers and other people in the community.  
That was attributed to the communication skills that they had gained from the programme.  The 
findings revealed that another perceived impact of the programme was that the learners stopped 
engaging in sexual activities with their teachers at school in exchange for food and clothes.  
The findings also revealed that the perceived impact of the programme helped the learners to stop 
abusing other learners at school, their siblings at home and other people in the community. They also 
stopped misusing drugs and alcohol both at home and at school. Another perceived impact of the 
programme was that learners had managed to build good relationships with their parents, teachers and 
other learners at school. That was attributed to the interpersonal skills that they gained from the 
programme. The acquisition of interpersonal skills also helped the learners to have self-respect and to 
respect their parents and their teachers at school. Another perceived impact of the programme was that 
Page | 47 
 
learners stopped being stubborn and self-centered and this was attributed to the acquisition of 
interpersonal skills that they gained from the programme. 
The study also revealed that the other perceived impact of the programme was reduced absenteeism 
from school which helped learners to improve in their studies. In addition, some learners abandoned 
their friends who were members of different gang groups. 
Objective 2: To identify factors that contributed to the success of the Community Shepherds 
Life skills project  
The findings revealed that there was good cooperation between the facilitators and the parents.  Some 
parents indicated that the facilitators informed them of anything that took place in the project by 
communicating with them through letters. They added that they were first informed about the project 
when they were asked to give their consent for their children to participate. They indicated that they 
were never excluded in matters concerning the programme and they felt that they were part of the 
programme. The findings also established that the parents were invited to attend meetings relating to 
the project and they were asked to provide their views and their views were also considered important. 
The findings also reveal that there was good cooperation between the facilitators and the school 
principals and they worked hand in hand to make the project a success. 
The findings revealed that the learners? having a sense of ownership of the project was a factor that 
contributed to its success. This was because learners were involved in some of the decision making 
processes in the programme and that, at the beginning of the programme, they were asked to provide 
the developmental challenges that they would like to be helped with to enable them to cope with those 
challenges. 
The findings revealed that support from families was another factor that contributed to the success of 
the project. The study established that the parents motivated their children to attend the programme 
and supported them so that they could change their negative behaviours. The parents attended the 
meetings that were related to the programme. They attended every ceremony and also provided some 
contributions like taking part in the day?s programme. Finally the parents also supported their children 
in every aspect relating to the programme. 
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? The findings revealed that the support from the Department of Social Development was one of 
the factors contributing to the success of the project. The provision of transport to the learners 
by the department on the trips that they took was regarded as important by the learners. Top 
management from the Department of Social Development supported the facilitators and this 
made them more motivated and encouraged them to work hard. 
? The findings revealed that the facilitators used good approaches that contributed to the success 
of the study, for instance the language that was used was a local one that everybody 
understood. The facilitators consulted the learners on matters concerning the project. The 
facilitators ensured that every learner got involved in the discussion. They also rewarded the 
learners for anything good that they had done. Finally, the facilitators? focus was not on the 
outcome, but on group dynamics. Teamwork contributed to the success of the project. The 
study revealed that good teamwork among the learners made the project a success. The 
learners worked together as a team and there was no competition.  
? The learners? acceptance and recognition of their own behavioural problems was a factor 
contributing to the success of the project. The study revealed that all learners admitted that 
they had some problems and that they needed help.  Prior to them being involved in the 
project, they would ask for advice from their teachers, peers or parents and only abandoned 
their behaviours for a short period of time and began with the same kind of behaviour 
afterwards. 
Objective 3: To suggest ways of strengthening the Community Shepherds Project  
The learners, parents and key informants suggested that the project should be implemented in all 
schools in the community because crime is committed by learners in all the schools. 
The learners reported that learners in primary schools are capable of committing offences and 
therefore suggested that the project be implemented in the primary schools. The parents said that 
learners in primary school should learn life skills while they are still young and as a result be able to 
differentiate between what is good and what is bad. 
The findings revealed that multiracial schools experience problems in dealing with racism and that 
there are no structural programmes either from provincial or national levels that can help to deal with 
Page | 49 
 
the issue of racism. The learners, their parents and key informants reported that not only blacks, but 
also the whites and middle class children, commit crime and therefore it was suggested that the project 
be implemented in multiracial schools. The key informants from both schools were of the opinion that 
all other learners in all grades need life skills that can help them deal with life challenges, so they 
suggested that the project should include all learners at schools. 
The key informants from the SAPS reported that the project should include all youths in the 
community. 
5.3 CONCLUSIONS 
The conclusions that can be drawn from the study are that it was important that the Department of 
Social Development implemented the Community Shepherds life skill Project in the two schools 
because the learners who participated in the programme had gained the life skills that helped them to 
stop committing crime and to change their anti-social behaviour. It can be concluded that many 
learners in the Ficksburg community lack life skills. It can also be concluded that every individual has 
an opportunity to change regardless of the kind of behaviour s/he used to display. Life skills 
programmes are important because they help people to cope with life challenges. Some factors like 
good cooperation between the facilitators and the school principals, and the involvement of parents in 
the programme, contribute to the success of the project.  
Accepting learners the way they were and treating them equally helped to maintain good relationships 
within the programme. Encouraging teamwork in the programme reduced unnecessary competition 
among the participants. Facilitators who are active and motivated enhance the success of the project.  
Facilitators also need to have skills for working with adolescents and must be patient and 
understanding. Apart from that, facilitators should always keep promises as this helps to maintain trust 
between the facilitators and the learners in a programme. Support from the top management of the 
Department of Social Development encouraged the facilitators to work harder. If rules are set together 
with the participants, it is unlikely that they will be broken by the participants. 
Incorporating extra-mural activities into a programme motivates learners to attend the programme. 
Giving participants opportunities to present what they can do helps to improve their self-confidence 
Page | 50 
 
and to build their self-esteem. Reminding participants of the circumstances that brought them into the 
programme has a negative impact on the learners and results in withdrawal from the programme. 
Visiting different places gives the learners exposure to different places and people and increases their 
willingness to learn and to participate in the programme. Learners who belong to the programme 
develop trusting relationships with each other. Without financial support, the programme could not 
have been a success. Inviting other stakeholders during celebration days is important in order to get 
different views from other people.  
5.4 RECOMMENDATIONS 
The following recommendations were observed in order to increase the perceived impact of the 
Community Shepherds Programme on its participants: 
- Interdisciplinary collaboration should be encouraged: social workers should collaborate 
with teachers, police, health professionals and members of other services to build 
positive working relationships and to make services more comprehensive and effective. 
- The life skill projects should target unemployed youths in the communities so that they 
can gain skills that can help them to become self-employed. 
- Life skills projects should be implemented in all schools in South Africa to provide 
learners with life skills that help them to face life challenges. 
- Learners who have been involved in criminal activities should not be the only ones to 
be taught life skills ? all learners should be given the same opportunity. 
- Life skills programmes should be regarded as a learning area in schools. 
- The research should have used a larger sample of the population so that generalizations 
to the greater population could have been made.  
 
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APPENDICES 
APPENDIX A:  PARTICIPANT INFORMATION SHEET 
PARTICIPANT INFORMATION SHEET 
Good morning, 
My name is Mary and I am a final year student registered for MA Social Development at the 
University of Witwatersrand. As part of the requirements for the degree, I am conducting the research 
on the topic: Fighting crime in schools: the case of the Community Shepherds project in Ficksburg 
Community, Free State province.  I wish to invite you to participate in my study. Note that your 
participation is voluntary and refusal to participate will not be held against you in any way. If you 
agree, to take part, I shall arrange to interview you at the time and place suitable for you. The 
interview will not take more than an hour. You have right to withdraw from the study at any given 
time. You are free to refuse to answer the questions that you feel uncomfortable with answering. 
With your permission, the interview will be tape recorded. Only the supervisor and the researcher will 
have access to the tapes and the tapes will be destroyed after completion of the study. Please be 
assured that your name and personal details will be kept confidential and no identifying information 
will be included in the final research report. 
Should you feel the need for supportive counseling following the interview due to some sensitive 
issues, I have arranged with the department of Social development in Ficksburg to provide some 
service for you. I t will be free of charge. You can contact them at 051933140. The street address is 
N03 Fontein Street Ficksburg. 
Please feel free to ask questions regarding the study. I shall answer them to the best of my ability. 
Contact me at 0834437952.  Should you wish to receive a summary of the results of the study, an 
abstract will be made available on request. 
Thank you for taking the time to consider participating in the study. 
Yours sincerely 
Mary 
Supervisor?s name: 
 
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APPENDIX B: CONSENT FORM FOR PARTICIPATING IN THE STUDY 
Fighting crime in schools: the case of the Community Shepherds Project in Ficksburg community, 
Free State. 
ACKNOWLEDGEMENT OF INFORMED CONSENT 
I hereby consent to participate in the research project. The purpose and procedures of the study have 
been explained to me. I understand that my participation is voluntary and that I may refuse to answer 
any question that I am uncomfortable with. I also understand that I may withdraw from the study at 
any given time without any negative consequences. I understand that my responses will be kept 
confidential. 
NAME OF PARTICIPANT---------------------------------- 
DATE-------------------------------------------------- 
SIGNATURE------------------------------------------ 
 
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APPENDIX C: SEMI-STRUCTURED INTERVIEW FOR SCHEDULE FOR THE TEACHERS 
THE COMMUNITY SHEPHERDS LIFE SKILL PROGRAMME 
The interview schedule is used as a tool to evaluate the perceived impact of the Community Shepherds 
life skill programme in reducing crime in Ficksburg community, Free State province. Your sincere 
input into answering the following questions to your best knowledge will assist in the evaluation of the 
life skill programme. 
TO THE TEACHERS 
1. How long have you been involved with the life skill project? 
2. What are your understandings of the objectives of the life skill Project? 
3. What are your perceptions about the usefulness or the impact of life skill project? 
4. What is the evidence that the life skill project is achieving its stated objectives? 
5. Is there any difference in the behavior and conduct between the project participants and other 
learners at school? 
6. Do you think the project has been successful? 
7. What contributed to the failure or success of the life skill project? 
8. How can the effectiveness of the project be evaluated? 
9. What can be done to strengthen the Community Shepherds  life skill Project? 
 
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APPENDIX D: SEMI STRUCTURED INTERVIEW SCHEDULE FOR THE LEARNERS 
THE COMMUNITY SHEPHERDS LIFE SKILL PROGRAMME 
This interview schedule is used as a tool to evaluate the perceived impact of life skill programme in 
reducing crime in Ficksburg community, Free State province. Your sincere input into answering the 
following questions to your best knowledge will assist in the evaluation of this life skill project. 
TO THE LEARNERS 
1. When did you join the Community Shepherds life skill programme? 
2. Why did you join the life skill programme? 
3. What was your behaviour before joining the life skill programme? 
4. What skills have you acquired from the life skill programme? 
5. In what ways have the skills helped you? 
6. Did the skills help you to change your behaviour and conduct both at home and at school? 
7. Would you encourage other learners to join the life skill programme and why? 
8. What do you like best about the life skill programme and what don?t you like best? 
9. Would you like to remain in life skill programme and why? 
10. What can be done to strengthen this programme? 
 
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APPENDIX E: SEMI STRUCTURED INTERVIEW SCHEDULE FOR THE POLICE 
THE COMMUNITY SHEPHERDS LIFE SKILL PROGRAMME 
This interview schedule is used as a tool to evaluate the perceived impact of the Community 
Shepherds life skill programme in reducing crime in Ficksburg community, Free State province. Your 
sincere input into answering the following questions to your best knowledge will assist in the 
evaluation of this life skill programme. 
TO THE POLICE 
1. What is your perception about crime in Ficksburg schools? 
2. Are you aware of the existence of the life skill programme (Community Shepherds) that is 
implemented at the two secondary schools in the community? 
3. Are you working closely with it? 
4. Has the programme helped in reducing crime and bad behavioural conduct at the two participating 
schools? 
5. What is the evidence for that? 
6. What factors contributed to the failure or success of this programme? 
7. What can be done to strengthen this life skill programme? 
8. Should the life skill programme be implemented to other schools in the community and why? 
 
 
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APPENDIX F: SEMI STRUCTURED INTERVIEW SCHEDULE FOR THE LEARNERS? PARENTS 
THE COMMUNITY SHEPHERDS LIFE SKILL PROGRAMME 
This interview schedule is used as a tool to evaluate the perceived impact of life skill programme in 
reducing crime in Ficksburg community, Free State province. Your sincere input into answering the 
following questions to your best knowledge will assist in the evaluation of this life skill project. 
TO THE PARENTS 
1. When did your child join the Community Shepherds life skill programme? 
2. What was the reason for joining the programme? 
3. Explain your child?s behaviour before joining the life skill programme? 
4. What are the life skills that your child has acquired? 
5. If he/she has not benefitted, what are the reasons for that? 
6. In your own opinion have the life skills helped in improving the behaviour and conduct of your 
child? Explain how and why? 
7. How would you describe the behaviour and conduct of your child now? 
8. What are the strengths and weaknesses of this life skill programme? 
9. Would you encourage your child to stay in this life skill programme and why? 
10. What can be done to strengthen this life skill programme? 
 
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APPENDIX G: CONSENT FORM FOR LEARNERS PARTICIPATION IN THE STUDY 
I hereby consent that my child takes place in the study. The purpose and procedure of the study have 
been explained to me. I also understand that that her responses will be kept confidential. 
Name of Parent: 
Date: 
Signature: 
 
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APPENDIX H: LETTER OF PERMISSION FROM TLOTLISONG HIGH SCHOOL 
 
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APPENDIX I: LETTER OF PERMISSION FROM MJ MOHLAHLI HIGH SCHOOL 
 
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APPENDIX J: LETTER OF PERMISSION FROM THE DEPARTMENT OF SOCIAL DEVELOPMENT FREE 
STATE (BETHLEHEM) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Page | 65 
 
 
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APPENDIX K:  LETTER FOR CONFIRMATION OF COUNSELING OFFERING 
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APPENDIX L:  ETHICS CLEARANCE CERTIFICATE