This study analyses the causes of error in the written english of black senior secondary pupils and teacher trainees. Using Error Analysis and Contrastive Analysis in a form known as Interference Analysis and covering a full range of grammatical, syntactical and lexical issues! erroneous items in English are compared with the same items in the learners' first language in order to isolate an identify such errors. Analysis of these errors shows which are due to direct interlingual transfer which are not completely attributable to direct transfer, and which are intralingual, the result of idiosyncratic language usage or merely mistakes rather than errors. While recognizing the degree to which Black learners' language habits have become fossilized and the extent to which standerdized errors form part of the English used by Bantu-speaking students, this study sets out to improve proficiency in English by explaining the the causes of error and by suggesting possible remedial approaches. / English Studies / M.A. (English)

In this study, a literature review and qualitative research design are used in an attempt to establish the obstacles to the effective governance of schools in previously disadvantaged communities. From the research, it emerges that the SGBs govern their schools intuitively. This is because they lack knowledge of how schools should be governed. Various strategies to build the governance capacity of these SGBs are formulated in this study to assist them to govern their schools effectively. Effective governance is an important instrument that can restore order, protect the rights of both learners and educators, prevent discipline problems amongst learners and establish the provision of quality education in these communities. / Teacher Education / M.Ed. (Education Management)

The Prefecture of Pella bought Heirachabis in 1895 and occupied it in 1898. This marked the beginning of the Mission in the South. The Oblates of Mary Immaculate officially started on 8 December 1896. They were allowed to minister among the Europeans and among Africans, not ministered to by a Protestant Mission. The first expansion was at Klein Windhoek, and at Swakopmund being the gateway to the Protectorate. The Tswana invited the Mission to help them after they had arrived from the Cape. Aminuis and Epukiro were founded. After 1905 the Mission was allowed to open stations among the Herera and Damara. Doebra, Gobabis, Usakos, Omaruru, and Okombahe were the result. Seven expeditions were undertaken to reach Kavango. After many failures the first mission became a reality at Nyangana in 1910. Just before the war the expansion reached Grootfontein, Tsumeb and Kokasib. In the South missions were opened at Warmbad, Gabis, Keetmanshoop, Luederitz and Gibeon. World War I scattered the African population of the towns which disturbed the missionary work. The S. A. Administration allowed most missionaries to stay. After the Peace Conference S. W. A. became a Mandate of S. A. In 1924 permission was granted to enter Owambo. The first station was opened in Ukuambi, later followed by Ombalantu and Okatana. In 1926 the Prefecture of Lower Cimbebasia was elevated to the Vicariate of Windhoek, while the Prefecture of Great Namaqualand became the Vicariate of Keetmanshoop in 1930. World War II left the missionary activities undisturbed. In 1943 Magistrate Trollop in Caprivi invited the Catholic Mission in 1943 to come and open educational and health facilities. The South expanded into Stampriet, Witkrans, Aroab, Mariental. The election victory in 1948 in South Africa of the Afrikaner Parties with the resulting apartheid legislation negatively affected the missions in S. W. A. After 1965 the influence of Vatican II became noticeable, while the pressure of the United Nations Organisation moved the territory towards independence. While initially the Catholic Church had been very cautious, in the ?O's and 80's she took a very definite stand in favour of human rights. She also became a full member of the CCN. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

Text in English / Negation and tense markers in the verb structure have been the subject of diverse linguistic descriptions, especially in Bantu languages. In Mozambique, however, many Bantu languages, including Cilenge, have not been sufficiently studied. Therefore, the main purpose of this study is to examine tense and negation in Cilenge, with special reference to the strategies used to indicate negation and various tenses, from data collected in the Valenge community in Chidenguele, Manjacaze district, Gaza province. The study has shown that this language has wide categories of the past, while the future may be closer or distant and the present appears as focused, habitual, continuous and progressive. The variation and positioning of tense markers are mainly determined by the characteristics of the verb root. In relation to negation, Cilenge employs three strategies: the negative concord, the post-initial and the post-verbal. In some contexts, negative markers may also signal tense. / African Languages / M.A. (African Languages)

This study analyses the causes of error in the written english of black senior secondary pupils and teacher trainees. Using Error Analysis and Contrastive Analysis in a form known as Interference Analysis and covering a full range of grammatical, syntactical and lexical issues! erroneous items in English are compared with the same items in the learners' first language in order to isolate an identify such errors. Analysis of these errors shows which are due to direct interlingual transfer which are not completely attributable to direct transfer, and which are intralingual, the result of idiosyncratic language usage or merely mistakes rather than errors. While recognizing the degree to which Black learners' language habits have become fossilized and the extent to which standerdized errors form part of the English used by Bantu-speaking students, this study sets out to improve proficiency in English by explaining the the causes of error and by suggesting possible remedial approaches. / English Studies / M.A. (English)

In this study, a literature review and qualitative research design are used in an attempt to establish the obstacles to the effective governance of schools in previously disadvantaged communities. From the research, it emerges that the SGBs govern their schools intuitively. This is because they lack knowledge of how schools should be governed. Various strategies to build the governance capacity of these SGBs are formulated in this study to assist them to govern their schools effectively. Effective governance is an important instrument that can restore order, protect the rights of both learners and educators, prevent discipline problems amongst learners and establish the provision of quality education in these communities. / Teacher Education / M.Ed. (Education Management)

The Prefecture of Pella bought Heirachabis in 1895 and occupied it in 1898. This marked the beginning of the Mission in the South. The Oblates of Mary Immaculate officially started on 8 December 1896. They were allowed to minister among the Europeans and among Africans, not ministered to by a Protestant Mission. The first expansion was at Klein Windhoek, and at Swakopmund being the gateway to the Protectorate. The Tswana invited the Mission to help them after they had arrived from the Cape. Aminuis and Epukiro were founded. After 1905 the Mission was allowed to open stations among the Herera and Damara. Doebra, Gobabis, Usakos, Omaruru, and Okombahe were the result. Seven expeditions were undertaken to reach Kavango. After many failures the first mission became a reality at Nyangana in 1910. Just before the war the expansion reached Grootfontein, Tsumeb and Kokasib. In the South missions were opened at Warmbad, Gabis, Keetmanshoop, Luederitz and Gibeon. World War I scattered the African population of the towns which disturbed the missionary work. The S. A. Administration allowed most missionaries to stay. After the Peace Conference S. W. A. became a Mandate of S. A. In 1924 permission was granted to enter Owambo. The first station was opened in Ukuambi, later followed by Ombalantu and Okatana. In 1926 the Prefecture of Lower Cimbebasia was elevated to the Vicariate of Windhoek, while the Prefecture of Great Namaqualand became the Vicariate of Keetmanshoop in 1930. World War II left the missionary activities undisturbed. In 1943 Magistrate Trollop in Caprivi invited the Catholic Mission in 1943 to come and open educational and health facilities. The South expanded into Stampriet, Witkrans, Aroab, Mariental. The election victory in 1948 in South Africa of the Afrikaner Parties with the resulting apartheid legislation negatively affected the missions in S. W. A. After 1965 the influence of Vatican II became noticeable, while the pressure of the United Nations Organisation moved the territory towards independence. While initially the Catholic Church had been very cautious, in the ?O's and 80's she took a very definite stand in favour of human rights. She also became a full member of the CCN. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

Philosophiae Doctor - PhD / The study outlines five areas of intervention in the development of women studies and politics on the continent. Firstly, it examines the problematic construction and the inclusion of women in the narratives of the liberation struggle in South Africa. Secondly, the study identifies the sphere of intellectual debates as one of the crucial sites in the production of historical knowledge about the legacies of liberation struggles on the continent. Thirdly, it traces the intellectual trajectory of Charlotte Maxeke as an embodiment of the intellectual contributions of women in the struggle for liberation in South Africa. In this regard, the study traces Charlotte Maxeke as she deliberated and engaged on matters pertaining to the welfare of the Africans alongside the prominent intellectuals of the twentieth century. Fourthly, the study inaugurates a theoretical departure from the documentary trends that define contemporary studies on women and liberation movements on the continent. Fifthly, the study examines the incorporation of Maxeke's legacy of active intellectual engagement as an integral part of gender politics in the activities of the Women's Section of the African National Congress. In the areas identified, the study engages with the significance of the intellectual inputs of Charlotte Maxeke in South African history. / South Africa

Philosophiae Doctor - PhD / This thesis is an appraisal of curriculum development at the Solomon Mahlangu Freedom College and the Dakawa Development Centre established by the ANC in exile, in Tanzania in 1978 and 1982 respectively. In 1960 the ANC went into exile when it was banned under the Unlawful Organisations Act in the wake of the Sharpeville crisis. The ANC's record in the educational arena from 1912 to 1960 was characterized by reactive responses to state policy as it did not have a structured educational programme that it could offer as an alternative to education for blacks. In the post-1960 period it was faced with a new set of priorities, that is, the huge and complex task of re-organising itself both within South Africa and in exile. In 1978 the ANC established its educational institution, the SOMAFCO High School, in Mazimbu, Tanzania, in the wake of the 1976 uprisings in Soweto and elsewhere in South Africa. In 1980 the project was extended by the establishment of the SOMAFCO Primary School, followed by the Dakawa Development Centre in 1982. Three broad emphases came to the fore when the ANC Education Policy was being formulated in the late 1970s: emphasis on Academic Education; emphasis on Political Education and an emphasis on Polytechnic Education. The ANC Education Department claimed to have formulated a clear and concise education policy in 1978 but sharp debates over the appropriate curriculum for ANC education in exile persisted up to 1992, when the institutions were closed and repatriation to South Africa began The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the zo" century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a 'caretaker' staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal. There is debate over why the Dakawa Development Centre was initially opened in 1982. lts objectives were identified at the First Dakawa Seminar in 1982. This study examines curriculum development within its structures: the Vocational Training Centre, the Ruth First Education Orientation Centre and the Raymond Mahlaba Rehabilitation Centre. This study analyses whether the Vocational Training Centre was intended to train students in skills required for the construction of Dakawa or whether it would provide Vocational Education which would lead to the attainment of recognized certification for future employment. It examines whether the Ruth First Education Orientation Centre was an educational facility or a security centre. It also examines the nature of rehabilitation at the Raymond Mahlaba Rehabilitation Centre. The other structures like the farm, small industries and other social facilities are also examined. The study finally traces the relocation of the Dakawa Development Centre to Grahamstown in South Africa.

Throughout the 19th century, large numbers of enslaved people were brought from southeastern Africa to work on Somali plantations along the Benadir Coast and Shebelle River. As these southeast Africans were manumitted or escaped bondage, many fled to the west and settled in the heavily forested and fertile Gosha district along the Juba River. Unattached, lacking security, and surrounded by Somalis-speaking groups, these refugees established agricultural communities and were forced to construct new identities. Initially these riverine peoples could easily access clan structures and political institutions of surrounding Somali sub-clans, which in pre-colonial Jubaland were relatively fluid, open, and—in time—would have allowed these groups to become assimilated into Somali society. British colonial rule however changed this flexibility. Somali identity, once porous and accessible, became increasingly more rigid and exclusive, especially towards the riverine ex-slave communities—collectively called the Gosha by the British—who were subsequently marginalized and othered by these new "Somali." This project explores how British colonial rule contributed to this process and argues that in Jubaland province a "Somali" identity coalesced largely in opposition to the Gosha. / Master of Arts