Effective provision of school counselling as an integrated part of the overall educational system of South Africa is essential. Counselling in its present form has not been clearly defined yet. This fact can lead to possible generalization and superficiality in the presentation thereof. In this study an effort was made to give an account of the present educational and school counselling system of the Netherlands, by means of the descriptive method. The school counselling service in the abovementioned country was analised as follows at the onset a few important contextual concepts were defined. School counselling was then discussed as it exists in the different school contexts. was on the school counselling post itself. Finally the emphasis The various aspects of the school counsellor's work were discussed. The school counselling system of the Republic of South Africa was described next, with specific reference to the current manifestation of counselling as implemented by the Transvaal Education Department. A comparison was drawn between the educational and school counselling service of the Netherlands and that of the RSA. A list of requirements to which a school counselling service must comply, was also compiled. By using these requirements as guidelines, a few problem areas, as well as positive attributes of school counselling in the RSA, were identified. New insight gained after the study of the school counselling service of the Netherlands and the identification of certain problem areas or deficiencies in that of the RSA, led to a few recommendations concerning school counselling in the RSA. / Skripsie (MEd)--PU vir CHO, 1990

This study is aimed at indicating the development of technical education at secondary level from 1925 to 1974. Attention is paid to the development of technical education as it is presented at full-time day-schools. For the purpose of this research, technical education is defined as: a preparatory study towards an apprenticeship or a further study in technology, while the value of general-formative education is continually stressed. Chapter 2 deals with the control and judicial foundations of technical education. This aspect is treated in three sub-sections namely: * technical education under provincial control before 1925: * technical education under control of the Union Department of Education and the Department of Education, Arts and Science (1925-1967) and * technical education, once more the responsibility of the provincial departments of education (1968-1974). Chapter 3 shows the composition of the curricula for technical schools during 1925-1974 and how it was adapted periodically to continually changing industrial circumstances. In an effort to provide educated technically trained manpower, pupils are educated in the more general scientific principles which are fundamental to each trade. The emphasis, however. did not only fall on the technological training. Since 1925 generally-formative education had already been offered at technical schools. Chapter 4 deals with the entrance requirements for, as well as the number of pupils in technical high schools. This chapter also tries to explain the manner in which pupils are affected by stipulations concerning compulsory education. chapter 5 deals with the financial implications concerning technical education. The financial burden has been the major factor which impeded the realistic development of technical education. It was also one of the most important factors which determined the place of technical schools in the South African school system. Attention is paid in Chapter 6 to the training of teachers for the technical schools and the training of personnel for the workshops at technical schools is stressed, as this kind of education is peculiar to the technical schools. Chapter 7 gives a short summary of the entire study. / Thesis (MEd)--PU vir CHO

In this study an effort has been made to establish the current position of religious instruction in the Afrikaans medium secondary schools of the Transvaal. In the modern world with its phenomenal development in every imaginable field it is of the utmost importance that the pupil should have the Word of God as a directing principle. The Word of God is the only anchor to keep the faltering modern man steady. The question arises whether religious training in our schools succeeds in accomplishing this great task, since it is God's command that we educate our children in the fear of God. Since the earliest days of its settlement, the young and growing nation on the African continent has realised that its survival is in the hand of God Almighty, and in the school curriculum, provision has been made for religious instruction at school. In the Transvaal secondary school definite provision is made in the curriculum for religious instruction at schools The Transvaal Education Department is decidedly concerned that the subject should have its due. Certain criteria have been established in this study to which religious instruction has to conform. The demands of the Bible, Statute 39 of 1967, the parents, the church, the State, the Transvaal Education Department according to the Manual of Instructions to Principals, Ordinance 29 of 1953, the psychological pedagogical aspects, the modern child and the demands made on the modern educator are discussed. Two questionnaires were circulated to determine the current position of religious instruction. Questionnaire I was directed to the teachers of religious instruction in twenty Afrikaans medium secondary schools that were selected for this study. These schools represent both urban and country schools. The questionnaires to these teachers covered a wide field. Among other things, inquiries were made after the religious instructor's qualifications in the subject, his method of presentation, his views on the syllabuses, the nature of the subject, ways of testing and discipline in the class. The religious attitude of the pupils and also the teaching aids used in religious instruction classes were investigated. The response to the questionnaires submitted to the teachers of the subject, religious instruction, yielded much to gladden the heart. However, certain deficiencies that still have to be rectified were also revealed. Questionnaire II was submitted to the pupils of the same twenty secondary schools. Twenty pupils per standerd, i.e., for standerd six to standerd ten, were asked to complete this questionnaire. The questions to the pupils covered the following aspects: pupil's opinions regarding the subject, the attitude of their fellow -pupils towards the subject, questions about religious denomination, Bible reading and family devotions. Pupils answered these questions frankly and honestly. In Chapter 4 the findings of the investigation are evaluated. In Chapter 5 recommendations are made to rectify certain weaknesses exposed in the previous chapter. On the whole, one can conclude that religious instruction at school enjoys the serious attention of all people concerned with it and that pupils in the main adopt a positive attitude towards Bible instruction. Should the various shortcomings receive the attention suggested, the Education Department and the legislators, the parents and the pupils, the church and the nation ought to feel at ease with regard to the position of religious instruction in the Afrikaans medium secondary schools of the Transvaal. / Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

The teacher has a notable legal duty with regard to attentive supervision and the safety of the pupils in the workshop. It is expected of the professionally trained workshop teacher to look after the pupil placed in his care as conscientiously as a solicitous father would. The teacher's discretion and conduct should always be based on predictable and preventative action. Because pupils cannot possibly have the discernment of adults about more and Jess dangerous situations, the teacher should make provision for this factor in. his daily planning. Juridical aspects such as solicitous care, predictable and preventative action, in addition to the elements of accountability such as action, illegality, guilt, causality and damage demarcate and elucidate the daily task of the workshop teacher, who should ascertain that he is familiar with all these aspects. Because of this, a literature research on this matter has been undertaken. The aim of the empirical research has been to determine the present state of knowledge of the workshop teacher regarding to certain educational law aspects and the teacher's solicitous supervising role concerning pupil safety. A case study with appropriate questions on juridical teaching matters has been used to determine if the workshop teacher is capable of applying in practice, during normal situations, those juridical instructions which apply directly to his profession. By means of this empirical study the following problems were identified: • The respondents revealed an ignorance with regard to the following characteristic behaviour traits of pupils: impulsiveness, recklessness, disobedience, inconsiderate motion and disadvantage-causing behaviour. • A large number of respondents were not capable of applying their knowledge of juridical teaching matters in a case study. Specific recommendations have been made which should lead to a more sound prepared workshop teacher for his task as solicitous supervisor of his pupils' safety. / Skripsie (MEd)--PU vir CHO, 1994

This study has been an attempt to identify the most important problems associated with Religious instruction and other religious matters in white schools in the Transvaal. The crux of the matter is that children with different religious and ideological views attend the same provincial schools, which gives rise to certain problems .in the teaching' situation, especially as far as Religious instruction and other religious matters are concerned. In an attempt to offer a solution to this problem, the following hypothesis was formulated: the application of the principle of religious and ideological differentiation in education in white schools in the Republic of South-Africa will ensure that no problems in connection with Religious instruction and other religious affairs will he encountered. The following steps were taken to verify the hypothesis: firstly, a scriptural fundamental standpoint w.as adopted in connection with the position of Religious instruction at school as well as the Christian Protestant attitude towards dissenters. In education the Christian Protestant attitude towards dissenters is determined by the general accepted point of view that all people are equal, but that each person is unique in every aspect and that education should cater for every person through differentiation. Hence religious and ideological differentiation is anthropologically justifiable. Historical research revealed several factors which gave rise to Act 39 of 1967 being promulgated and the acceptance of Ordinance 29 of 1953 of Transvaal. A fact which was revealed by this research is that there are two distinct trends of thought in South African education, namely one based on the principle of Christian national education and a liberal trend which propagates and promotes a neutral, undogmatic education. Closer analysis of the laws concerned and the ordinance referred to exposed a contradiction which makes true Christian education impossible. Since Ordinance 29 of 1953 stipulated that all dogma is prohibited in schools, it makes the Christian dogma likewise undesirable and is thus in direct contrast with Act 39 of 1967. A comparison with Religious instruction in the Netherlands and England revealed certain problems in these countries and that some of these problems corresponded closely with those in South Africa, especially in the Transvaal. After all problems had been identified and the hypothesis tested by deliberation, the conclusion was drawn that the application of the principle of religious and ideological differentiation in education/schools is the only acceptable solution for most of the problems identified. Since this research has revealed clearly that effective application of religious and ideological differentiation is no easy matter, further possible areas for research have been briefly indicated. / Thesis (MEd)--PU vir CHO, 1981

Thesis (MEd)--PU vir CHO

This research focussed on the development of certain aspects of teaching practice in the Transvaal in the period 1950-1963 which co-incided with the directorship of the late Dr. A.H. du P. van Wyk. It encompasses the new educational policy of which Differentiated Secondary Education forms the most important aspect in the so-called comprehensive high school. This type of school has replaced the purely academic high school, the junior high school and the school farm, of which the latter two had already failed. It provides for courses leading to University Entrance, the Secondary School Certificate and a std 8 Certificate. The factors which gave rise to this policy, its formulation and implementation are discussed on the basis of various Commissions of Enquiry during the period 1939-1955. The most important impediments to full-fledged differentiation are evinced after which the problem of failure as well as the effect of differentiation on the retentiveness of high schools are analysed. The development of primary teaching was less perceptible. The most important change boiled down to the admission of five-year olds and the transfer of Std. 6 to the high schools. Education of deviate children on the other hand, developed considerably in all its facets and extreme efforts were employed to eliminate a great backlog. An intensive study was made of the development of educational facilities such as school buildings, halls, swimming baths and libraries. The supplementary educational services of the Department of Education such as the School Medical Service, the Psychological, the Library, the Hostel and the Bus Services, etc., also received due attention. The teaching staff also was a focal point of interest. The most important development in teachers' training is discussed as well as the most significant amendments in the conditions of service for teachers. A salient point was the continual struggle which the Department waged against the lingering shortage of teachers. The research was concluded with a short review of the significance of the period and the implications for the aspects which had been discussed. / Proefskrif--PU vir CHO

Proefschrift Erasmus Universiteit Rotterdam. / Met lit. opg. - Met een samenvatting in het Nederlands.

Proefschrift Universiteit van Amsterdam. / Met lit.-opg. en index.