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The 1985 school crisis in the Western CapeNekhwevha, Fhulufhuwani Hastings January 1992 (has links)
Includes bibliography. / The thesis is an exploratory and primarily empirical study with the objective to construct a detailed chronology of the events of the 1985 school crisis particularly in African schools in the Western Cape and to reflect on the relationship between the school crisis and the organic crisis in South Africa and the Western Cape in particular. The data for the thesis were derived from primary and secondary documentary sources and in-depth interview material. A total of 51 interviewees were selected principally on the basis of the specific role they played particularly within the Department of Education and Training institutions as well as in community, political, workers', parents', teachers' and student organisations during the 1985 school crisis in the Western cape. Interviews were open-ended with a semi-structured interview schedule which consisted of topical headings. The thesis's theoretical framework was informed by Gramsci's Marxism am the key concepts employed in the analysis included Gramsci's notions of hegemony and organic crisis as well as Freire's concept of conscientisation. Utilising Gramsci's Marxism, the historical transformations in economic, political and ideological spheres which affected the development of student struggles and the crisis in the Department of Education and Training schools in 1985 were examined. Chapter 1 deals with .the 'Total strategy' as a form of state "formative action" to overcome the general crisis. It also documents in chronological order the main events of the school boycotts and both political and economic struggles on a national level from 1953 to 1984 and early 1985 in order to provide a sound background for the 1985 school crisis in the Western Cape. Chapter 2 which is offered as an empirical contribution to sociology of education covers a series of complex events and processes which constituted the core of the 1985 school crisis in the Western Cape in a chronological order. In the conclusion, Gramsci's concepts of 'hegemony' and 'organic crisis' supplemented by Freire's notion of conscientisation were directly utilised to analyse the slogan 'People's education for people's power'. One crucial observation explicit in the thesis am expressed through verbatim interview extracts was that the school crisis could only be resolved when the apartheid capitalist system in its entirety has been abolished.
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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)
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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)
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A philosophical investigation into the role and function of motivation in black secondary school pupilsNemangwele, Avhapfani Agnes 06 1900 (has links)
This research was undertaken to investigate the role of motivation in
influencing secondary school pupils to learn effectively. The researcher
determined that without teacher motivation, pupils cannot learn to their full
capacity. A number of motivational theories, principles and strategies,
were found which if used properly can improve classroom learning. The
ultimate decision concerning how and when to use them is in the hands of
the teachers. Pupils should be inspired to perform and reach beyond their
perceived limits which demands different learning incentives. As becoming
adults, pupils must be encouraged to achieve positive learning and
discouraged from negative behaviour that could harm their development.
Learning motives remain the strongest driving force to improve pupils'
performance as they change their learning behaviour towards achieving set
goals. To re-establish the true meaning of education, both teachers and
pupils should act responsibly as both bear blame for education having lost
its meaning. / Educational Studies / M. Ed. (Philosophy of Education)
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Parent involvement in black urban communities in GautengVan Wyk, Joan Noleen 11 1900 (has links)
Black urban schools in South Africa are frequently beset by problems such as inadequate facilities and resources; poor motivation among teachers and pupils; poor family relations and a high incidence of violence. Against this background and in view of evidence that effective
parent involvement in education addresses many of these problems, this study explored parent involvement in black urban communities. A literature study investigated existing theories and models of parent involvement; the urbanisation of and educational provision for black people
in South Africa in historical perspective and the limited involvement of black parents in schools. Furthermore, legislation concerning education and parent involvement since 1994 was reviewed. A qualitative investigation of parent involvement in three primary schools in
a black urban community in Gauteng was conducted. Data gathering was done by participant observation; in-depth interviews with three principals and focus group interviews with three groups of teachers and four groups of parents. Data were analysed, discussed and synthesised. The major findings emerged: school-home relations are shaped by the context
of a particular school and community; as a result of changing family structures, children are cared for by different caregivers who require advice on parenting; poverty and overcrowded living conditions adversely affect family life and thus, home-school relations; caregivers
experience difficulty in adjusting to changed family circumstances; young people often display behavioural problems and a lack of discipline; poor motivation to learn; are sexually active and require parental and teachers' guidance. Conditions in urban schools were
exacerbated by disruption in primary and secondary schools during the apartheid era. Parents require advice in preparing children for school and supporting them at school. Teachers need
parental support to fulfil their multiple roles; guidance in implementing a school policy on parent involvement; improving communication between the school and home; involving parents in children's home learning and decision making in the school. While the current government policy to establish governing structures in schools is commendable, it is
recommended that, because comprehensive parent involvement programmes have long-term positive effects, parent involvement should be implemented more broadly than envisaged by present policy. / Educational Studies / D. Ed. (Comparative Education)
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Strategies for the privatisation of black education with reference to teacher trainingMaitland, Irene D. M. (Irene Daphne Manda) 06 1900 (has links)
The poor quality of state controlled black education in South Africa
in the past was mainly caused by low pupil per capita expenditure
and poor teaching. This resulted in many problems. Because of past
neglect, as well as the increase in number of children to be educated,
black education must be revitalised. Government funding is not
adequate, therefore, privatisation and semi-privatisation of education
is a recommended solution. Community and business involvement is
encouraged, and state control should be reduced. Short-term
strategies have been fairly successfully implemented.
With a view to proposing strategies for the upliftment of black
education, the upgrading of teachers through improved INSET and
PRESET Q!_Qfil_~mmes is considered a priority. Already implemented
models, such as Promat, TOPS and the Molteno Project should be
investigated. These programmes have been successful to varying
degrees.
Strategies have been proposed based on the above findings and
guidelines for further research suggested. / Educational Studies / M. Ed. (Comparative Education)
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Does limited English proficiency impact on schooling success for African learners? : a case study of a secondary school in Durban.D'amant, Antoinette. January 1998 (has links)
With the move towards multicultural education in South Africa, previously "whites only" schools now face the challenge of educating learners from diverse cultural and linguistic backgrounds. This study examined the extent to which limited English language proficiency impacts on schooling success for learners with Limited English Proficiency (L.E.P.). The study explored how these L.E.P. learners experienced the curriculum at a particular secondary school in Durban, KwaZulu-Natal, and the extent to which this school responded to the challenges of diversity in its learner population. The study used a qualitative research methodology. The sample comprised 24 learners from Grade 10. The data collection techniques used were the focussed group interview, and document analysis of school documents. The findings indicate that the language issue is complex and cannot be explored as an isolated variable. Various other mediating factors interact to impact on schooling success for learners with limited English language proficiency. (Some of these factors are race; class; culture; school ethos; norms and value; the school curriculum; and the socio-economic background of learners). The results also reveal that, although the school policy and ethos at the school reflects a commitment to racial integration and a positive response to cultural diversity among its learners, assimilationist practices still prevail. Attempts to integrate elements of 'other' cultural wordviews have been largely token representation of the diverse cultures. The curriculum continues to reflect the dominant culture with little meaningful affirmation of learners' diverse cultural and linguistic roots. Limited English Proficiency (L.E.P.) learners often experience alienation and marginalisation from the curriculum and the culture of the school. Simply assimilating Limited English Proficiency learners into the curriculum as it is does not guarantee the equalisation of educational opportunities for all learners. Much restructuring of the curriculum is necessary to fulfil the goals of multicultural education. / Thesis (M.Ed.)-University of Natal, 1998.
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A critical evaluation of academic support programmes at selected universities in South Africa : with reference to human resources development for the advancement of African leadership skills.Mhlane, Lizwi Edgar. January 1994 (has links)
The study examines the evolution of academic support programmes (ASPs) at predominantly White universities in South Africa. The participating institutions include: University of the Witwatersrand, University of Natal, Rhodes University, and University of Cape Town. Since they are selected on the basis of pioneering the establishment of ASP in South Africa and the extent of effectiveness achieved by ASP programmes, the relationship between the stated goals of academic support and the approaches, as well as strategies used to achieve them, are assessed. Throughout the focus is on whether or not the programmes are effective in reducing the failure and drop-out rates at these universities. The important variables in the intervention process are scrutinised. They include the conceptual framework guiding
the formulation and implementation of the programmes and the environment in which ASP operates. A more wider context of ASP is explored to determine those factors that have a significant influence on the successful implementation of the programmes. Among those identified are institutional policy regarding the perceived requirements of disadvantaged students and what are considered to be appropriate strategies for dealing with their disadvantages. For this purpose the experiences of international ASPs are investigated to establish similarities, or lack thereof, with the South African experience. The measures adopted in the United States to deal with the inadequacies of the schooling system, as it impacts on the tertiary sector of education, have especially appealed to educationists in South Africa, since the educational context of Blacks in the United States of America is believed to have many parallels in South Africa. For different reasons racism in the
educational arena has resulted in Blacks being underprepared for tertiary education in both countries. The important task then is to ascertain whether the strategies used to resolve the problems encountered by these students at colleges and universities in the United States have any relevance for the South African situation. The focus then shifts to what appropriate measures are necessary to bring about a dispensation that will allow maximum benefit to flow from ASP for both disadvantaged students and educational practice in tertiary institutions. It is the author's firm belief that, without scientifically derived solutions, the mistakes committed by local ASPs and elsewhere will be repeated in South Africa, thus delaying ASP from realising its full potential so that institutional policy-makers, staff and students may reap the fruits of functional ASPs that are both efficient and effective. South Africa has the advantage of entering the ASP field when
accumulated knowledge on the subject will provide the opportunity to build on the strengths of others and learn from their weaknesses, and so enhance the chances of success for the programmes here. In an attempt to contribute towards making this objective a reality, wenty-four criteria have been formulated from ASP experiences at the four universities surveyed which participated in the investigation. From conducting interviews with ASP personnel faculty staff and students and personally visiting campuses and, among other things, perusing their records and scrutinising annual reports, it was possible to decide that the best way to address the problem of ineffective ASP is to draw up criteria that can be used, in future, for purposes of setting up ASP units and evaluating the performance of both newly established ones and those already existing. Regular attendance at ASP conferences and the invaluable exposure, through presentation of papers at these and other fora and subsequent exchanges of information and sharing of perspectives, have convinced the writer of the urgent need
to approach the problem systematically, scientifically and rationally. Finally, it is contended that without a procedure for the implementation of the criteria, there is the risk of selecting and using them randomly. Hence the grouping of the criteria according to their common characteristics and functioning will expedite the implementation process and reduce the risk of failure as a result of poor sequence and
incorrect utilisation. / Thesis (M.Ed.) - University of Natal, Durban,1994.
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An account of second language teaching and learning in a multi-standard farm school classroom, utilising an ethnographic approachKrause, Siobbhan Karen January 1998 (has links)
Multi-standard classrooms are a distinctive feature of many South African farm schools. This study adopts an ethnographic approach in order to explore how classroom life in one particular Eastern Cape multistandard farm school classroom is shaped by a set of circumstances which influence the nature of teaching and learning in that classroom. The research focuses on the extent to which the difficulties associated with teaching a multi-standard class dictate the teacher's approach to lesson planning and style of teaching and how the resultant pattern of interaction influences language learning within a second language context. Data from a variety of sources, obtained primarily through classroom observations, interviews and questionnaires, is presented. Findings tend to indicate that the demands made on the teachers and pupils in terms of large, multi-standard classes, second language medium of instruction and lack of teaching aids, encourages the use of rote learning techniques which are not conducive to language learning. The pattern of interaction that predominates is a teacher-led series of questions and prompts followed by a chorus response from the pupils. This pattern tends to undermine the communicative aspects of language learning by reducing natural interaction and results in pupil passivity as language learners.
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A philosophical investigation into the role and function of motivation in black secondary school pupilsNemangwele, Avhapfani Agnes 06 1900 (has links)
This research was undertaken to investigate the role of motivation in
influencing secondary school pupils to learn effectively. The researcher
determined that without teacher motivation, pupils cannot learn to their full
capacity. A number of motivational theories, principles and strategies,
were found which if used properly can improve classroom learning. The
ultimate decision concerning how and when to use them is in the hands of
the teachers. Pupils should be inspired to perform and reach beyond their
perceived limits which demands different learning incentives. As becoming
adults, pupils must be encouraged to achieve positive learning and
discouraged from negative behaviour that could harm their development.
Learning motives remain the strongest driving force to improve pupils'
performance as they change their learning behaviour towards achieving set
goals. To re-establish the true meaning of education, both teachers and
pupils should act responsibly as both bear blame for education having lost
its meaning. / Educational Studies / M. Ed. (Philosophy of Education)
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