11 |
The transformation of education in South Africa since 1994 : a historical-educational survey and evaluationLegodi, Mapula Rosina 11 1900 (has links)
This study entails a critical investigation into the issue and trends that shaped Black
perspectives on education in South Africa in the period between 1652 and 1993.
A theoretical-philosophical exposition is presented to establish the fundamental
characteristics of education and therefore characteristics valid for every human being
under any circumstances at any time. These characteristics were used to eventually
appraise the issues and trends underlying the shaping of Black perspectives on education
in South Africa.
This study has revealed that the shaping of Black perspectives on education in South Africa
goes hand in hand with the growing realization among Blacks that education is not merely
a political issue but also deeply imbedded in the interconnectedness and/or differences
between social realities such as the church, the school itself, teachers' associations, the news
media et cetera. This should be accounted for by every citizen in a responsible way. / Educational Studies / D. Ed. (History of Education)
|
12 |
The role of parents, teachers and the state in the establishment of a culture of teaching and learning : a study in time perspectiveShiluvane, Samuel Mugebisa 11 1900 (has links)
This thesis reflected upon the historical roots of the problems which prevent parents, teachers and the state from fulfilling their societal functions in such a way that a culture of teaching and learning is established. It was emphasised that during the traditional period (1554-1799) parents, teachers and the state (chiefs) played a leading role in the upbringing of children to the extent that there were few factors militating against the establishment of a culture of
teaching and learning. From 1799 up to 1910 education was under the control of missionaries. Missionaries made the
mistake of encouraging the weakening of traditional values once effectively employed in raising
children. Parents were not given an opportunity to play an effective role in the education oftheir
children. Schools lacked resources. Teachers were poorly paid and ill qualified. In spite of
these shortcomings, missionaries did more good than harm in creating favourable conditions for
teaching and learning. It was also indicated that from 1910 up to 1953 education was under the control of the missionaries
and provincial administrations (backed by the Union Government). The era was characterised by:
• The state giving increasing financial assistance to schools
• The teachers' fight for the improvement of their conditions of service and resources.
• The limited participation given to parents in educational matters concerning their
children.
It was further indicated that when Bantu Education was introduced in 1953, schools became political
battle-fields. Through the influence of political organisations, parents, teachers and school
children organised strikes took place in protest against the Bantu Education system. The state
relied on repressive measures to control education. The activities of political organisations and
the state led to the breakdown of the culture of
teaching and learning. The threatening situation in the country towards the late 1970s caused the
state to realise the urgency of bringing reforms into education. The reforms brought about by the
state were rejected by parents, teachers and school children. This resulted in the continuation of
the crisis in education. Despite the dawn of the New Dispensation in 1990 parents, teachers and
the state are worried by the deepening education crisis manifested in factors such as violence,
increasing use of drugs and the Aids epidemic.
Finally, it was indicated that there are no instant solutions to the deepening education crisis.
What is important is that parents, teachers and the state should make a united effort to bring
about a gradual improvement. / Educational Studies / D. Ed.(History of Education)
|
13 |
Education policy implementation in a society in transition : a multivariate systems approachRameshur, Harrilal. 01 1900 (has links)
At the best of times, education policy implementation is a difficult and
uncertain process. Taking this as a point of departure, the researcher
advanced the hypothesis that education policy implementation in a society
in transition:
is accompanied by a fragmentation of the pre-transition coherence in
interpersonal relations among policy actors;
is affected by a heightening of value conflicts and the emergence of
competing interpretive schemes;
is influenced by the perceived self-interest of policy actors;
is affected by changing power relationships and structural
adjustments; and
reflects a general weakening of interpersonal, cultural, and
structural linkages that had evolved in pre-transition years.
The Indian education system in South Africa was studied as an exemplar
of a system located in a society in transition.
The data collated by means of three research strategies - historical report, questionnaire, and structured interview - gave strong support to
the hypothesis. In addition, they pointed to the significance of
variables such as policy content and policy quality, political interference and pressure, bias and favouritism among senior officials,
religious, sectional, and language loyalties of participants, and loss
of job satisfaction and morale among policy actors.
These findings were discussed against the background of relevant
literature. This concluded in the development_gf a theoretical model to
explain education policy implementation in a society in transition.
Basically, the model suggests that socio-political struggles in the
larger society tend. to be replicated in the micro-contexts of the education system, producing fundamental alterations in the interpersonal,
cultural, and structural aspects of the system, a general weakening of
system linkages, and a progressive de-coupling of system components. All
these changes recursively impact on and are impacted on by policymaking
and policy implementation processes and outcomes. These impacts,
however, tend to occur in a non-standard, nonlinear manner. The
theoretical underpinnings of the model emerge from general systems
theory, modern social systems theory, chaos/ complexity theory, conflict
theory, structuration theory, organisation change theory, and loosely
coupled systems theory.
Finally, the study concludes with general propositions relating to
education policy implementation in a society in transition and a set of
research and management-oriented recommendations. / Educational Leadership and Management / D. Ed. (Educational Management)
|
14 |
The role played by the Teachers' Association of South Africa in expressing and fulfilling the educational aspirations of the Indian communityMunsamy, Gabriel Somasundram 06 1900 (has links)
The study offers a historico-educational investigation of
the extent to which the Teachers' Association of South
Africa (TASA) satisfied the educational aspirations of the
Indian coIIDllunity in South Africa.
The discussion begins with a theoretical exposition of
characteristic features of teachers' associations. It
considers the origin, nature and purpose of teachers'
associations. A brief survey of some teachers'
associations in the Republic of South Africa is also made.
The development and the organisation of the Teachers'
Association of South Africa (TASA) is highlighted. In this
regard special emphasis is placed on the role of the
Association's forerunners, and the nature and functioning
of the various organisational structures within the
Association.
An elaborate discussion is devoted to the achievements of
the Association in satisfying the educational aspirations
of the Indian coIIDllunity in South Africa. The researcher
also offers recoIIDllendations on the role that teachers'
associations may play in the future. / Educational Studies / M. Ed. (History of Education)
|
15 |
A historical-educational appraisal of parental responsibilities and rights in formal education in South Africa [1652-1910]Le Roux, Cheryl Sheila, 1954- 11 1900 (has links)
The grounds for asserting that parents of all cultures can be held responsible and accountable for
the care and education of their children derive from sources such as the primordial nature of
humanity, the precepts of state statutes and international protocols that refer to educational issues
and the tenets of scripts that apply to adherents of a particular philosophy of life - for example the
Bible as the guide for parents who subscribe to a Christian philosophy of life.
The issue of parental say in formal education as provided for in current education legislation is
perhaps not an entirely unique development. In this thesis the development of the concept of
parental responsibilities and rights in relation to formal schooling in South Africa during the
Colonial period was investigated. An attempt was made to determine what Colonial parents - who
were predominantly Protestant Calvinist and who consequently subscribed to a Christian philosophy
of life - did to ensure that their children's formal education met with their approval and fulfilled
their expectations. A further aspect examined related to the identification of the specific issues in
education that these parents believed they should be afforded the right to regulate in order to
ensure that their children's formal education - as an extension to their primary education -
conformed with the fundamental principles of their philosophy of life.
The research affirmed the significance a philosophy of life holds for the perception of what it is that
constitutes authentic education. It can consequently be concluded that parental involvement in
formal schooling should not be seen as intrusion in a realm beyond the jurisdiction of the parent,
but as cases of judgement, discernment and selection dictated by the parent's philosophy of life. / Educational Studies / D. Ed. (History of Education)
|
16 |
Issues and trends in shaping black perspectives on education in South Africa : a historical-educational survey and appraisalLegodi, Mapula Rosina 12 1900 (has links)
This study entails a critical investigation into the issue and trends that shaped Black
perspectives on education in South Africa in the period between 1652 and 1993.
A theoretical-philosophical exposition is presented to establish the fundamental
characteristics of education and therefore characteristics valid for every human being
under any circumstances at any time. These characteristics were used to eventually
appraise the issues and trends underlying the shaping of Black perspectives on education
in South Africa.
This study has revealed that the shaping of Black perspectives on education in South Africa
goes hand in hand with the growing realization among Blacks that education is not merely
a political issue but also deeply imbedded in the interconnectedness and/or differences
between social realities such as the church, the school itself, teachers' associations, the news
media et cetera. This should be accounted for by every citizen in a responsible way. / Educational Studies / M. Ed. (History of Education)
|
17 |
The transformation of education in South Africa since 1994 : a historical-educational survey and evaluationLegodi, Mapula Rosina 11 1900 (has links)
This study entails a critical investigation into the issue and trends that shaped Black
perspectives on education in South Africa in the period between 1652 and 1993.
A theoretical-philosophical exposition is presented to establish the fundamental
characteristics of education and therefore characteristics valid for every human being
under any circumstances at any time. These characteristics were used to eventually
appraise the issues and trends underlying the shaping of Black perspectives on education
in South Africa.
This study has revealed that the shaping of Black perspectives on education in South Africa
goes hand in hand with the growing realization among Blacks that education is not merely
a political issue but also deeply imbedded in the interconnectedness and/or differences
between social realities such as the church, the school itself, teachers' associations, the news
media et cetera. This should be accounted for by every citizen in a responsible way. / Educational Studies / D. Ed. (History of Education)
|
18 |
The development of a culture of learning among the black people of South Africa, 1652-1998Mahuma, Swetsy Maria 01 1900 (has links)
This disseration addresses a historical-education analysis of events that contributed to the deterioration of a culture of learning from 1652-1998 among Black South Africans. Black education was purported to be inferior and unjust.
The previous government spent less on Black education and applied stringent measures to solve problems besetting Black education. Dissatisfaction among Blacks led to rioting that unsettled the culture of learning, especially during 1970-1990.
It was only during the 1990's that the Nationalist government under F.W. de Klerk, acknowledged the legitimacy of the demands by Blacks for an equitable and just education. After Nelson Mandela had been elected as the first Black president of South Africa, a single education system was formed. Control and administration of education was assigned to the nine newly established provinces. The provinces adopted the motto : Re a soma - We are working in our schools, for the development of a culture of learning, especially in Black communities. / Educational Studies / M.Ed.(History of Education)
|
19 |
The development of a culture of learning among the black people of South Africa, 1652-1998Mahuma, Swetsy Maria 01 1900 (has links)
This disseration addresses a historical-education analysis of events that contributed to the deterioration of a culture of learning from 1652-1998 among Black South Africans. Black education was purported to be inferior and unjust.
The previous government spent less on Black education and applied stringent measures to solve problems besetting Black education. Dissatisfaction among Blacks led to rioting that unsettled the culture of learning, especially during 1970-1990.
It was only during the 1990's that the Nationalist government under F.W. de Klerk, acknowledged the legitimacy of the demands by Blacks for an equitable and just education. After Nelson Mandela had been elected as the first Black president of South Africa, a single education system was formed. Control and administration of education was assigned to the nine newly established provinces. The provinces adopted the motto : Re a soma - We are working in our schools, for the development of a culture of learning, especially in Black communities. / Educational Studies / M.Ed.(History of Education)
|
20 |
The role of the state in the establishment of a culture of learning and teaching in South Africa (1910-2004)Baloyi, Colonel Rex 31 December 2004 (has links)
Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004.
To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching.
The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)
|
Page generated in 0.0207 seconds