This historical and conceptual thesis examines the cultural and socio-economic situatedness of education and development in the different epochs of South African history from the arrival of the first European settlers in 1652 up to the present post-apartheid era. The project assumes that cultural domination is utilized for the creation and long-term maintenance of systems of learning that are embedded in colonial and exploitative relationships. These relationships are generally defined by the socio-economic development of the dominant group at the expense of subordinated populations. Moreover, the thesis argues that colonial, and specifically apartheid education in the South African situation were deliberately designed and implemented for the purpose of assuring and perpetuating divergent and at times "opposing" schemes of development for the colonizing Europeans vis-a-vis the colonized populations. As evident from the examination of policy objectives and the resulting economic and social situations, therefore, the development of one group, i.e., the Europeans, was achieved at the relative underdevelopment of the indigenous population and other oppressed groups. With the establishment of these observations, the body of the thesis moves to critically examine the current educational and cultural situations of what is "romantically" being called the new South Africa. The still depressing educational and development character of the post-apartheid situation confirms the immensity of the current and potential social "problematic" that may be capable of derailing the present agreed-upon political enterprise. In conclusion, the thesis critically examines the case for a genuine multicultural development education that assures or, at least demonstrably promises a more just and equitable education for all South Africans. Hence, the project's main assertion that the formulation and implementation of this type of education is essential for the development of the hitherto dis

Statistics suggest that there are approximately 15 million educationally deficient adults in South Africa (Population Census, 1991). Given the widespread extent of educational deficiency among black adults, and the weak adult education base that exists currently, the study is formulated on the notion that alternative adult education provision can serve as a vehicle to transform the educational status of this sector. Methodologically the study is a theoretically based one, with a component of empirical analysis which utilizes census data and secondary analysis. The study applies radical theory to develop a historical perspective of the socio-political conditions of black schooling which were characterized by inadequate access, high drop-out rates, widespread failure, and a low quality of provision. Despite periodic expansionist and reformist strategies black educational provision remained inadequate and inferior. Four changing reformist strategies which reflect contradictory aspects are identified during the period 1953-1990, namely self-help (1953-1963), black education and the bantustan strategy (1963-1973), educational reform for economic expansion and political stability (1973-1983), and the repression of popular mobilization (1983-1990). It is in this context that the widespread extent of educational deficiency among black adults is interpreted as a consequence of poor educational provision within specific socio-political circumstances. In advancing a critical theory of schooling, the study utilizes a marxist paradigm reflecting deterministic, voluntaristic, and autonomous functions of the black education system in South African society. These changing roles of the educational system have reflected dominant theoretical positions in particular sequence, namely reproduction (1800s-1975), resistance (1976-1990), and transformation (1990 onwards). This critical theory of schooling is further contextualized to serve as a basis to transform adult education provision, so that it may effectively address the needs of the educationally deficient adult population. To achieve this, the study proposes that adult education provision must be reformulated along the lines of critical literacy and cultural power. An indepth analysis of adult education as a field of study is provided, focusing on definitions, issues relating to content, purpose, and practice, ideological debates, strategies, purposes, providers, target groups, and factors affecting participation and recruitment. The main conclusions of the study relate to the conditions of the black schooling system as a contributory factor in black adult educational deficiency, the extent of adult educational deficiency, sociological implications, and current educational provision in South Africa. The recommendations of the study focus on transforming initial basic educational provision, developing a culture of learning, and the implementation of a policy of adult education. / Thesis (Ph.D.)-University of Durban-Westville, 1996.

As the title of this thesis indicates, the researcher was concerned at the high failure rate in the Standard 10 history examinations in the Alice circuit. This problem is confined neither to history as a subject nor to a single area in the Ciskei.

M.Ed. / Globally parent education is on the increase. This is due to the realisation that parents play a vital role in the development of their children and children in turn play a vital role in determining a country's future. Alarming phenomena such as the increase in suicide, substance abuse, rape, violence, depression, eating disorders and other psychological problems resulted in the questioning of the appropriateness of current parenting practices. Urban black parents in South Africa experience increasing pressure. The radical changes that occur globally in almost all dimensions of life also have an impact on them. The impact of these changes on parents are further intensified by political change, crime, violence, poverty and the challenge to raise children amidst diverse cultures and rival world views. Parent education can play a preventative and curative role in these circumstances. There is however, a lack of context relevant parent education programmes for these parents. The only available programmes are western ones based on individualistic principles. This study is premised on the assumption that the meaning of a construct cannot be transferred to another context without the risk of serious distortion. Therefore the objective of this study was to generate relevant themes that should be included in a parent education programme for urban black parents as well as guidelines for the implementation thereof. A qualitative research design was chosen to gather detailed and specific information from respondents residing in black urban communities. Workbooks completed by teachers who followed a course in parent education were analysed and four focus groups were conducted. The data thus gathered were analysed, coded and organised into categories and themes. The first theme that emerged from this analysis was that parents experience a great need for training in general life skills, including knowledge about normal child development, the expectations of schools from children, and the skills to prepare children sufficiently for fulfilling these expectations. Other needs identified were knowledge and skills on discipline, communication, conflict resolution, family relations, emotions, sex education and self management. The second theme that emerged was the important and responsible role of parents as educators. They emphasised the responsibility of parents in guiding their children with regard to their physical and psychological needs. The third theme revolved around the conflicting cultural experiences of urban black parents. These conflicts emanated from traditional gender stereotyping as well as from the highly individualistic environment in schools and the workplace that often clash with their cultural historical backgrounds. This cultural mid-position between different cultures, values and world views requires a serious review and evaluation of current parenting practices. This explains the urgent need for parent education expressed by participants in this study. Based on these finding the study concluded with proposals for parent education programmes

M.Ed. (Educational Management) / A regional office of the Department of Education and Training (DET), is an organisation that has to be managed. The chief regional director, as the senior official in the region, is responsible for the effective management of the region in order for the DET to fulfil its mission. Like any organisation, in order to function properly, attention has to be given to the management tasks, for example, planning, organisation guidance, control, motivation, delegation, communication, etc. It is the responsibility of the chief regional director to ensure that these management tasks features at its optimum in his region. In order for the DET, however, to fulfil its mission on regional level, strategic planning has to be done and strategic objectives have to be set, which will be in line with the mission of the DET. From these objectives strategic action plans have to be drawn up which will lead to the setting of tactical plans and objectives with its accompanying tactical action plans. These tactical action plans will in turn, lead to operational plans, objectives and action plans with the consequence that the mission of the DET will eventually come to fulfilment in actions at operational level...

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Educational Studies / D.Ed. (History of Education)

Research has been conducted in the genesis and development of formal education in the Eastern Moutse area within the context of formal education in South African schools. Various methods such as historical method, phenomenological method, metabletic method, comparative method, exemplaristic method, descriptive method and evaluation method have been followed whereby the development, over the years, of education in the area under review, was revealed. The authenticity of formal education as it evolved was evaluated by the use of Essence Structure Model (ESM). An attempt has been made to describe the education-essence-structure in its multifaceted complexity. These education-aim-essences have been used since time immemorial. It appeared that of all the essences, religiousness has the highest value. Other essences which are of equal status are: the ethical, the aesthetic, the economic, language and other essences of the ESM. In order for authentic education to take place, all the education aim structure essences must be accorded a rightful place in the education of a child towards adulthood. Throughout history, cultural groups have over and under-emphasised different essences in their efforts to educate the child towards adulthood. This effort was informed by a particular life-view or a philosophy oflife which was upheld by people of different cultural backgrounds. The need to restructure the curriculum in the Eastern Moutse area in such a way that it caters for a balanced recognition of all essences of the ESM has been discussed. Overemphasis of some essences at the expense of the others leads to an inauthentic way of existence. The aim of this research has been to conduct a historical survey and evaluation of formal education in the Eastern Moutse area as it evolved over the years from the missionary era until in the 1990s. / Educational Studies / M. Ed. (History of Education)

M.Ed. / Please refer to full text to view abstract

M.Ed. (Educational Management) / The provision and management of education for Blacks in South Africa is currently a complicated and problematic matter. Of all the challenges which face the Department of Education and Training, it seems the demographic factors create the most problems and offer the greatest challenge. The number of pupils handled by the Department necessitates that the Department reorganise its management system so that a more effective service can be offered. It is especially difficult to plan an action at Head Office and execute it in an isolated location in another province. Service and planning should be closer functionally and thus serious attention should be paid to the decentralisation of as many sections of the Department as possible. Educational Auxiliary Services is a service which represents an integral part of the educational system. It was established to render assistance to educationalists, parents, teachers and others involved on a differentiated and coordinated basis. Since it is impossible for the five specialists of Educational Auxiliary Services at Head Office to be physically present in every region in need of assistance, it is important that serious thought be given to decentralisation of the Service, so that specialist personnel for each component is available in the regions. In the overseas countries decentralisation and centralisation in education is also being considered. The conclusion is, however, that such structural changes in the educational system cannot be separated from a country's political system as it is manifested in the Central Government...