Ukulingisa indima kuyisici esiqashelwa kabanzi semfundo yezokwelapha futhi kuhlotshaniswa nenani lemiphumela enenzuzo yabafundi bezokwelapha, njengokuthuthukisa ubunikazi bomsebenzi kanye nomuzwa wokuba ngowabanye.Kodwa-ke, kubafundi abangamelelwe kancane kwezokwelapha ngokobuhlanga nangobuzwe (URiM), ukuhlonzwa ngamamodeli wemitholampilo kungase kungabonakali ngoba abahlanganyeli ngesizinda sobuhlanga esifanayo njengesisekelo sokuqhathaniswa komphakathi.Lolu cwaningo beluhlose ukufunda kabanzi mayelana nezibonelo abafundi be-URIM abanazo esikoleni sezokwelapha kanye nenani elengeziwe lamamodeli amelela abanye.
Kulolu cwaningo lwekhwalithi, sisebenzise indlela yomqondo ukuhlola ulwazi lwabafundi base-URiM ngamamodeli amahle esikoleni sezokwelapha.Senze izingxoxo ezingahleliwe nababeyi-10 URiM alumni ukuze sifunde mayelana nemibono yabo ngabantu abayizibonelo ezinhle, ababeyizibonelo zabo ngesikhathi sesikole sezokwelapha, nokuthi kungani bebheka laba bantu njengezibonelo.Imiqondo ezwelayo inqume uhlu lwetimu, imibuzo yenhlolokhono, kanye namakhodi emali edonswayo omzuliswano wokuqala wokubhala amakhodi.
Abahlanganyeli banikezwe isikhathi sokucabanga ngokuthi uyini umuntu oyisibonelo nokuthi obani abayizibonelo zabo.Ukuba khona kwezibonelo kwakungabonakali njengoba babengakaze bakucabange ngaphambili, futhi abahlanganyeli babonakala bemanqikanqika futhi bengakhululekile lapho bexoxa ngezibonelo ezimele.Ekugcineni, bonke ababambiqhaza bakhetha abantu abaningi kunomuntu oyedwa nje oyisibonelo.Lezi zibonelo zenza umsebenzi ohlukile: izibonelo ezivela ngaphandle kwesikole sezokwelapha, njengabazali, ababakhuthaza ukuba basebenze kanzima.Kunamamodeli ambalwa omtholampilo asebenza ngokuyinhloko njengamamodeli okuziphatha okuphrofeshinali.Ukushoda kokumeleleka phakathi kwamalungu akukhona ukuntula izibonelo.
Lolu cwaningo lusinika izindlela ezintathu zokucabanga kabusha amamodeli emfundo yezokwelapha.Okokuqala, kugxilile ngokwesiko: ukuba nesibonelo akuzibonakalisi njengasezincwadini ezikhona ezikhuluma ngezibonelo, okusekelwe kakhulu ocwaningweni olwenziwa e-United States.Okwesibili, njengesakhiwo sokuqonda: abahlanganyeli bahlanganyele ekulingiseni okukhethiwe, lapho bengenaso isibonelo esivamile somtholampilo, kodwa kunalokho babheka isibonelo njenge-mosaic yezinto ezivela kubantu abahlukene.Okwesithathu, abantu abayizibonelo abanazo kuphela ukuziphatha kodwa futhi banenani elingokomfanekiso, lokhu kwakamuva kubaluleke kakhulu kubafundi be-URIM njengoba kuncike kakhulu ekuqhathaniseni umphakathi.
Umzimba wabafundi wezikole zezokwelapha zaseDutch uya ngokuya uhluka ngokwezinhlanga [1, 2], kodwa abafundi abavela emaqenjini angameleli kahle kwezokwelapha (URiM) bathola amamaki aphansi emitholampilo kuneningi lezizwe [1, 3, 4].Ukwengeza, abafundi be-URiM mancane amathuba okuthi bathuthukele kwezokwelapha (lokho okubizwa ngokuthi “ipayipi lemithi evuzayo” [5, 6]) futhi bahlangabezana nokungaqiniseki nokuhlukaniswa [1, 3].Lawa maphethini awawona e-Netherlands kuphela: izincwadi zibika ukuthi abafundi be-URIM babhekana nezinkinga ezifanayo kwezinye izingxenye ze-Europe [7, 8], Australia nase-USA [9, 10, 11, 12, 13, 14].
Izincwadi zezemfundo yabahlengikazi ziphakamisa ukungenelela okuningana ukuze kusekelwe abafundi be-URIM, okunye kwakho "okuyisibonelo esiyidlanzana esibonakalayo" [15].Kubafundi bezokwelapha bebonke, ukuchayeka kumamodeli kuhlotshaniswa nokuthuthukiswa kolwazi lwabo lochwepheshe [16, 17], umuzwa wokuba yingxenye yezifundo [18, 19], ukuqonda ngekharikhulamu efihliwe [20], nokukhetha izindlela zomtholampilo.yokuhlala [21,22,23,24].Phakathi kwabafundi be-URIM ikakhulukazi, ukuntuleka kwezibonelo kuvame ukushiwo njengenkinga noma isithiyo sokuphumelela ezifundweni [15, 23, 25, 26].
Uma kubhekwa izinselele abafundi be-URIM ababhekana nazo kanye nenani elingaba khona lezibonelo ekunqobeni (ezinye) lezi zinselele, lolu cwaningo luhlose ukuthola ukuqonda kokuhlangenwe nakho kwabafundi be-URIM kanye nokucatshangelwa kwabo mayelana nezibonelo ezinhle esikoleni sezokwelapha.Kulolu hlelo, sihlose ukufunda kabanzi mayelana nezibonelo zabafundi be-URIM kanye nenani elengeziwe lamamodeli amelela abanye.
Ukulingisa indima kuthathwa njengesu lokufunda elibalulekile emfundweni yezokwelapha [27, 28, 29].Amamodeli angenye yezinto ezinamandla kakhulu “ezithonya […] ukwaziwa kodokotela” futhi, ngakho-ke, “isisekelo sokuhlalisana kwabantu” [16].Bahlinzeka "ngomthombo wokufunda, ugqozi, ukuzimisela kanye nesiqondiso somsebenzi" [30] futhi basize ukutholwa kolwazi oluyimfihlo kanye "nomnyakazo osuka emaphethelweni ukuya enkabeni yomphakathi" abafundi nezakhamuzi abafisa ukuwujoyina [16] .Uma abafundi bezokwelapha abangamelwe ngokohlanga ngokohlanga nangokobuhlanga mancane amathuba okuba bathole amamodeli esikole sezokwelapha, lokhu kungase kuvimbe ukuthuthukiswa kobunikazi babo.
Ucwaningo oluningi lwezibonelo zemitholampilo luye lwahlola izimfanelo zabafundisi abahle bezokwelapha, okusho ukuthi lapho udokotela ehlola amabhokisi amaningi, maningi amathuba okuba abe yisibonelo kubafundi bezokwelapha [31,32,33,34].Umphumela uye waba indikimba yolwazi oluchaza kabanzi mayelana nabafundisi bemitholampilo njengezibonelo zokuziphatha zamakhono atholwe ngokubheka, okushiya indawo yolwazi mayelana nendlela abafundi bezokwelapha abahlonza ngayo izibonelo zabo nokuthi kungani izibonelo zibalulekile.
Izazi zemfundo yezokwelapha zikubona kabanzi ukubaluleka kwezibonelo ezinhle ekuthuthukisweni kochwepheshe kwabafundi bezokwelapha.Ukuthola ukuqonda okujulile kwezinqubo ezingaphansi kwezibonelo zezibonelo kuyinkimbinkimbi ngokuntula ukuvumelana ngezincazelo kanye nokusetshenziswa okungahambisani kwemiklamo yokutadisha [35, 36], ukuguquguquka kwemiphumela, izindlela, kanye nomxholo [31, 37, 38].Kodwa-ke, ngokuvamile kuyamukelwa ukuthi izakhi ezimbili eziyinhloko zethiyori zokuqonda inqubo yokulingisa indima yokufunda komphakathi kanye nokuhlonza indima [30].Okokuqala, ukufunda komphakathi, kusekelwe kumbono kaBandura wokuthi abantu bafunda ngokubuka nokumodela [36].Okwesibili, ukuhlonza indima, kubhekisela “ekukhangweni komuntu kubantu ababona ukufana nabo” [30].
Emkhakheni wokuthuthukiswa kwemisebenzi, sekwenziwe inqubekelaphambili ebonakalayo ekuchazeni inqubo yokulingisa.UDonald Gibson wehlukanise amamodeli kumagama ahlobene eduze futhi avame ukushintshwa "imodeli yokuziphatha" kanye "nomeluleki," enikeza imigomo ehlukene yentuthuko kumamodeli wokuziphatha nabeluleki [30].Amamodeli okuziphatha aqondiswe ekubhekeni nasekufundeni, abeluleki babonakala ngokubandakanyeka nokusebenzelana, futhi abayizibonelo bakhuthaza ngokuhlonza nokuqhathanisa nomphakathi.Kulesi sihloko, sikhethe ukusebenzisa (nokuthuthukisa) incazelo ka-Gibson yesibonelo: “isakhiwo sokuqonda esisekelwe ezicini zabantu ababamba izindima zomphakathi umuntu akholelwa ukuthi ngandlela thize zifana naye, futhi ngethemba lokwandisa izinga lokukhula kwengqondo. ukubona ukufana ngokumodela lezi zimfanelo” [30].Le ncazelo igqamisa ukubaluleka kobunikazi bomphakathi kanye nokubonakala okufanayo, izithiyo ezimbili ezingase zibe khona kubafundi be-URIM ekutholeni izibonelo.
Abafundi be-URiM bangase bancishwe amathuba ngencazelo: ngenxa yokuthi bangamalungu eqembu elincane, banabantu abambalwa “abanjengabo” kunabafundi abambalwa, ngakho bangase babe nezibonelo ezimbalwa ezingaba yizibonelo.Ngenxa yalokho, "intsha encane ingase ibe nezibonelo ezingahambisani nemigomo yayo yomsebenzi" [39].Ucwaningo oluningi luphakamisa ukuthi ukufana kwabantu (ubunikazi okwabiwe ngokomphakathi, njengohlanga) kungase kubaluleke kakhulu kubafundi be-URIM kunakubafundi abaningi.Inani elengeziwe lamamodeli amelela abanye liqala ukubonakala lapho abafundi be-URIM becabangela ukufaka isicelo esikoleni sezokwelapha: ukuqhathaniswa komphakathi namamodeli amelela abanye kubaholela ekukholweni ukuthi "abantu endaweni abahlala kuyo" bangaphumelela [40].Ngokuvamile, abafundi abambalwa abanesibonelo sokumelela okungenani oyedwa babonisa "ukusebenza okuphezulu kakhulu kwezemfundo" kunabafundi abangenazo izibonelo noma amamodeli angaphandle kweqembu kuphela [41].Nakuba iningi labafundi kwezesayensi, ezobuchwepheshe, ezobunjiniyela, kanye nezibalo ligqugquzelwa idlanzana neningi eliyizibonelo ezinhle, abafundi abambalwa basengozini yokudicilelwa phansi abantu abayizibonelo ezinhle [42].Ukuntuleka kokufana phakathi kwabafundi abambalwa kanye nezibonelo zeqembu kusho ukuthi abakwazi "ukuhlinzeka abantu abasha ngolwazi oluthile mayelana namakhono abo njengamalungu eqembu elithile lomphakathi" [41].
Umbuzo wocwaningo walolu cwaningo wawuthi: Obani ababeyizibonelo kubafundi abaphothule e-URiM ngesikhathi sesikole sezokwelapha?Sizohlukanisa le nkinga ibe imisebenzi engaphansi elandelayo:
Sinqume ukwenza ucwaningo olusezingeni eliphezulu ukuze senze kube lula ukuhlola umgomo wethu wocwaningo, obekuwukufunda kabanzi ngokuthi obani abathweswe iziqu e-URiM nokuthi kungani laba bantu besebenza njengezibonelo.Indlela yethu yokuqondisa umqondo [43] okokuqala iveza imiqondo ekhulisa ukuzwela ngokwenza ulwazi lwangaphambili olubonakalayo kanye nezinhlaka zomqondo ezithonya imibono yabacwaningi [44].Kulandela u-Dorevaard [45], umqondo wokuqwashisa wabe usunquma uhlu lwetimu, imibuzo yezingxoxo ezakhiwe kancane futhi ekugcineni njengamakhodi adonsela phansi esigabeni sokuqala sokubhala amakhodi.Ngokuphambene nokuhlaziywa okuqinile kwe-Dorevaard, singene esigabeni sokuhlaziya esiphindaphindayo, esigcwalisa amakhodi e-deductive ngamakhodi edatha e-inductive (bona Umfanekiso 1. Uhlaka locwaningo olusekelwe emcabangweni).
Ucwaningo lwenziwe phakathi kwabathweswe iziqu e-URiM e-University Medical Centre Utrecht (UMC Utrecht) eNetherlands.Isikhungo Sezokwelapha saseNyuvesi yase-Utrecht silinganisela ukuthi njengamanje bangaphansi kwama-20% abafundi bezokwelapha abangabokufika abangabaseNtshonalanga.
Sichaza abathweswe iziqu e-URiM njengabathweswe iziqu ezinhlangeni ezinkulu ebezingameleli kahle ngokomlando e-Netherlands.Naphezu kokuqaphela izizinda zabo ezihlukene zobuhlanga, “ukungameleleki kohlanga ezikoleni zezokwelapha” kuseyindikimba evamile.
Sixoxisane nabafundi be-alumni esikhundleni sabafundi ngoba abafundi be-alumni banganikeza umbono wokubuyela emuva obavumela ukuba bacabange ngalokho abahlangabezane nakho phakathi nesikole sezokwelapha, futhi ngenxa yokuthi abasekho ekuqeqeshweni, bangakwazi ukukhuluma ngokukhululekile.Besifuna futhi ukugwema ukubeka izimfuno eziphezulu ngokungenangqondo kubafundi be-URIM enyuvesi yethu mayelana nokubamba iqhaza ocwaningweni olumayelana nabafundi be-URIM.Okuhlangenwe nakho kusifundise ukuthi izingxoxo nabafundi be-URIM zingazwela kakhulu.Ngakho-ke, sibeke phambili izingxoxo ezivikelekile neziyimfihlo lapho ababambiqhaza bengakhuluma ngokukhululeka phezu kokungunxantathu kwedatha ngezinye izindlela ezinjengamaqembu okugxilwe kuwo.
Isampula lalimelwe ngokulinganayo ababambiqhaza besilisa nabesifazane abavela ezinhlotsheni ezinkulu zezizwe ezazingamelwe kahle ngokomlando e-Netherlands.Ngesikhathi senhlolokhono, bonke ababambiqhaza babephothule esikoleni sezokwelapha phakathi konyaka ongu-1 no-15 edlule futhi okwamanje babengabahlali noma basebenza njengochwepheshe bezokwelapha.
Esebenzisa amasampula e-snowball ahlosiwe, umbhali wokuqala wathintana nababengumfundi base-URiM abangu-15 ababengakaze bahlanganyele ngaphambili ne-UMC Utrecht nge-imeyili, abangu-10 kubo bavuma ukuxoxwa nabo.Ukuthola iziqu emphakathini osemncane kakade ozimisele ukubamba iqhaza kulolu cwaningo kube yinselele.Abahlanu abathweswe iziqu bathe abafuni kuxoxiswane nabo beyingcosana.Umbhali wokuqala wenze inhlolokhono yomuntu ngamunye e-UMC Utrecht noma ezindaweni zokusebenza zabafundi.Uhlu lwezindikimba (bheka Umfanekiso 1: Idizayini Yocwaningo Oluqhutshwa Umqondo) lwahlela izinhlolokhono, lwashiya indawo yabahlanganyeli ukuba bathuthukise izingqikithi ezintsha futhi babuze imibuzo.Izingxoxo zithathe ngokwesilinganiso cishe imizuzu engamashumi ayisithupha.
Sibuze ababambiqhaza mayelana nezibonelo zabo ekuqaleni kwenhlolokhono yokuqala futhi sabona ukuthi ukuba khona kanye nengxoxo yabameleli abayizibonelo kwakungabonakali futhi kuzwela kakhulu kunalokho ebesikulindele.Ukwakha ubuhlobo (“ingxenye ebalulekile yenhlolokhono” ehilela “ukwethemba nokuhlonipha lowo okuxoxwa naye kanye nolwazi ababelana ngalo”) [46], sengeze isihloko esithi “ukuzichaza ngokwakho” ekuqaleni kwengxoxo.Lokhu kuzovumela ingxoxo ethile futhi kudale umoya okhululekile phakathi kobuza imibuzo nomunye umuntu ngaphambi kokuba sidlulele ezihlokweni ezibucayi kakhulu.
Ngemva kwezingxoxo eziyishumi, siqede ukuqoqwa kwedatha.Imvelo yokuhlola yalolu cwaningo yenza kube nzima ukucacisa iphuzu eliqondile lokugcwaliswa kwedatha.Kodwa-ke, ngenxa yengxenye yohlu lwezihloko, izimpendulo eziphindaphindayo zaba sobala kubabhali ababexoxa nabo kusenesikhathi.Ngemva kokuxoxa ngezingxoxo eziyisishiyagalombili zokuqala nombhali wesithathu nowesine, kwanqunywa ukuba kwenziwe ezinye izingxoxo ezimbili, kodwa lokhu akuzange kuveze imibono emisha.Sisebenzise okurekhodiwe ukuze sibhale izingxoxiswano nezwi—okurekhodiwe akuzange kubuyiselwe kubahlanganyeli.
Abahlanganyeli babelwa amagama ekhodi (R1 kuya ku-R10) ukuze benze imininingwane ngamanga.Okulotshiweyo kuhlaziywa emizuliswaneni emithathu:
Okokuqala, sihlele idatha ngesihloko senhlolokhono, okwakulula ngoba ukuzwela, izihloko zenhlolokhono, nemibuzo yenhlolokhono yayifana.Lokhu kuholele ezigabeni eziyisishiyagalombili eziqukethe ukuphawula komhlanganyeli ngamunye ngesihloko.
Sibe sesifaka amakhodi idatha sisebenzisa amakhodi e-deductive.Idatha engazange ilingane namakhodi e-deductive yabelwa amakhodi e-inductive futhi yaphawulwa njengezindikimba ezikhonjiwe kwinqubo ephindaphindayo [47] lapho umbhali wokuqala exoxa ngenqubekelaphambili masonto onke nombhali wesithathu nowesine ezinyangeni ezimbalwa.Phakathi nale mihlangano, ababhali baxoxa ngamanothi enkundla kanye namacala okubhala amakhodi okungacacile, baphinde bacubungula nezindaba zokukhetha amakhodi okufundisa.Ngenxa yalokho, kwavela izindikimba ezintathu: impilo yomfundi nokufuduka, ubunikazi bamasiko amabili, nokuntuleka kokuhlukahluka kwezinhlanga esikoleni sezokwelapha.
Ekugcineni, safingqa izigaba ezinamakhodi, sangeza izingcaphuno, futhi sazihlela ngokwengqikithi.Umphumela waba isibuyekezo esinemininingwane esisivumele ukuthi sithole amaphethini ukuze siphendule imibuzo yethu emincane: Abahlanganyeli bababona kanjani abantu abayizibonelo ezinhle, ababeyizibonelo zabo esikoleni sezokwelapha, futhi kungani laba bantu babeyizibonelo zabo?Abahlanganyeli abazange banikeze impendulo ngemiphumela yocwaningo.
Sixoxisane nabaphothule i-URiM abayi-10 esikoleni sezokwelapha e-Netherlands ukuze sifunde kabanzi mayelana nezibonelo zabo ngesikhathi sesikole sezokwelapha.Imiphumela yokuhlaziywa kwethu ihlukaniswe yaba izindikimba ezintathu (incazelo yesibonelo, amamodeli ahlonziwe, namandla okuyisibonelo).
Izakhi ezintathu ezivame kakhulu encazelweni yesibonelo yilezi: ukuqhathanisa komphakathi (inqubo yokuthola ukufana phakathi komuntu nezibonelo zakhe), ukuncoma (inhlonipho ngothile), nokulingisa (isifiso sokukopisha noma sokuzuza ukuziphatha okuthile. ).noma amakhono)).Ngezansi isicaphuna esiqukethe izici zokuncoma nokulingisa.
Okwesibili, sithole ukuthi bonke ababambiqhaza bachaza izici ezizimele neziguqukayo zokulingisa indima.Lezi zici zichaza ukuthi abantu abanaso isibonelo esisodwa esimisiwe, kodwa abantu abahlukene banezibonelo ezihlukene ngezikhathi ezahlukene.Ngezansi amazwi acashunwe komunye wabahlanganyeli echaza ukuthi abantu abayisibonelo bashintsha kanjani njengoba umuntu ekhula.
Akekho noyedwa umuntu othweswe iziqu ongavele acabange ngesibonelo.Lapho sihlaziya izimpendulo zombuzo othi “Obani abayizibonelo zakho?”, sithole izizathu ezintathu zokuthi kungani babe nobunzima bokuqamba izibonelo.Isizathu sokuqala abaningi abasinikezayo ukuthi abakaze bacabange ukuthi obani abayizibonelo zabo.
Isizathu sesibili abahlanganyeli abanomuzwa wokuthi igama elithi “isibonelo” alihambisani nendlela abanye ababebabheka ngayo.Abafundi abaningana bachaze ukuthi ilebula “yesibonelo” ibanzi kakhulu futhi ayisebenzi kunoma ubani ngoba akekho umuntu ongenasici.
"Ngicabanga ukuthi iMelika kakhulu, kufana nokuthi, 'Yilokhu engifuna ukuba yikho.Ngifuna ukuba nguBill Gates, ngifuna ukuba nguSteve Jobs.[…] Ngakho-ke, uma ngikhuluma iqiniso, ngangingenaye ngempela umuntu oyisibonelo owayezidla” [R3].
“Ngikhumbula ukuthi ngesikhathi ngiqeqeshelwa umsebenzi kwakunabantu abambalwa engangifuna ukufana nabo, kodwa kwakungenjalo: babeyizibonelo ezinhle” [R7].
Isizathu sesithathu ukuthi ababambiqhaza bachaze ukulingisa njengenqubo enganakile esikhundleni sokukhetha okuqaphelayo noma okuqaphelayo abangacabanga ngakho kalula.
“Ngicabanga ukuthi yinto obhekana nayo ngokungazi.Akufani nokuthi, “Lesi isibonelo sami futhi yilokhu engifuna ukuba yikho,” kodwa ngicabanga ukuthi ngokunganaki uthonywa abanye abantu abaphumelelayo.Ithonya”.[R3] .
Abahlanganyeli maningi amathuba okuthi baxoxe ngezibonelo ezingezinhle kunokuxoxa ngezibonelo ezinhle futhi babelane ngezibonelo zodokotela ababengeke nakanjani bafune ukuba yibona.
Ngemuva kokungabaza ekuqaleni, abafundi be-alumni baqambe abantu abambalwa abangaba izibonelo ezinhle esikoleni sezokwelapha.Sazihlukanisa zaba izigaba eziyisikhombisa, njengoba kukhonjisiwe kuMfanekiso 2. Isibonelo esihle sabathweswe iziqu e-URiM ngesikhathi sesikole sezokwelapha.
Iningi lamamodeli ahlonziwe abantu abavela ezimpilweni zabo zomuntu wangaphambilini.Ukuze sihlukanise lezi zibonelo ezinhlelweni eziyizibonelo zezikole zezokwelapha, sihlukanise amamodeli ngezigaba ezimbili: izibonelo ngaphakathi esikoleni sezokwelapha (abafundi, ubuhlakani, nochwepheshe bezempilo) kanye nezibonelo ngaphandle kwesikole sezokwelapha (izibalo zomphakathi, abantu obajwayele , umndeni kanye nochwepheshe bezempilo). abasebenzi bezempilo).abantu embonini).abazali).
Kuzo zonke izimo, izibonelo ezinhle zabafundi abathweswe iziqu ziyathandeka ngoba zikhombisa izinjongo, izifiso, izinkambiso kanye nezindinganiso zabafundi.Ngokwesibonelo, omunye umfundi wezokwelapha owakubheka njengokubaluleke kakhulu ukwenza isikhathi neziguli wabiza udokotela njengesibonelo sakhe ngoba wabona udokotela enika isikhathi neziguli zakhe.
Ukuhlaziywa kwezibonelo zabafundi abaphothule kukhombisa ukuthi abanaso isibonelo esiphelele.Esikhundleni salokho, bahlanganisa izakhi zabantu abahlukene ukuze bakhe amamodeli abo ahlukile, afana nenganekwane.Abanye abafundi be-alumni basikisela lokhu kuphela ngokubiza abantu abambalwa njengezibonelo, kodwa abanye babo bakuchaza ngokucacile, njengoba kukhonjisiwe kumacaphuno angezansi.
“Ngicabanga ukuthi ekugcineni, abantu abayizibonelo zakho bafana ne-mosaic yabantu abahlukene ohlangana nabo” [R8].
“Ngicabanga ukuthi kuzo zonke izifundo, kuwo wonke ama-internship, ngahlangana nabantu abangeseka, unekhono ngempela kulokho okwenzayo, ungudokotela omkhulu noma ungabantu abaKhulu, ngaphandle kwalokho bengizofana nomuntu ofana nawe noma wena. zikwazi ukumelana nomzimba kangangokuthi angikwazi ukusho ngisho noyedwa.”[R6].
“Akufani nokuthi unomuntu oyisibonelo esiqavile onegama ongasoze walikhohlwa, kufana nokuthi ubona inqwaba yodokotela bese uzitholela uhlobo oluthile lwesibonelo esijwayelekile kuwena.”[R3]
Abahlanganyeli babone ukubaluleka kokufana phakathi kwabo kanye nezibonelo zabo.Ngezansi isibonelo sombambiqhaza ovumile ukuthi izinga elithile lokufana liyingxenye ebalulekile yokulingisa.
Sithole izibonelo ezimbalwa zokufana okwatholwa abafundi be-alumni kuwusizo, njengokufana ebulilini, okuhlangenwe nakho kwempilo, izinkambiso nezindinganiso, imigomo nezifiso, kanye nobuntu.
“Akudingeki ufane ngokwenyama nesibonelo sakho, kodwa kufanele ube nobuntu obufanayo” [R2].
“Ngicabanga ukuthi kubalulekile ukuba ubulili obufanayo nezibonelo zakho—abesifazane banethonya kimi ngaphezu kwabesilisa” [R10].
Abathweswe iziqu ngokwabo ababheki ubuzwe obuvamile njengendlela yokufana.Lapho bebuzwa mayelana nezinzuzo ezengeziwe zokwabelana ngesizinda sohlanga olulodwa, ababambiqhaza babemanqikanqika futhi bagwema.Bagcizelela ukuthi ubunikazi kanye nokuqhathaniswa komphakathi kunezisekelo ezibaluleke kakhulu kunobuhlanga obuhlanganyelwe.
“Ngicabanga ukuthi ezingeni lokungazi lutho kuyasiza uma unomuntu onesizinda esifana nesakho: 'Ukuthanda kukhanga njengokufana.'Uma ninolwazi olufanayo, ninokuningi enifana ngakho futhi ningase nibe mkhulu.thatha izwi lothile ngakho noma ube nomdlandla owengeziwe.Kodwa ngicabanga ukuthi akunandaba, okubalulekile yilokho ofuna ukukuzuza empilweni” [C3].
Abanye ababambiqhaza bachaze inani elingeziwe lokuba nesibonelo esihle sohlanga olufanayo nabo “njengokubonisa ukuthi kuyenzeka” noma “ukunikeza ukuzethemba”:
“Izinto bezingehluka ukube bekuyizwe elingelona elaseNtshonalanga uma liqhathaniswa namazwe aseNtshonalanga, ngoba kukhombisa ukuthi kungenzeka.”[R10]
Isikhathi sokuthumela: Nov-03-2023