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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 141 to 145 of 145 (0.128 seconds)Spelling suggestions: "subject:"blacks -- educationization -- south africa"" "subject:"blacks -- educationization -- south affrica""
| 141 |
The development of job-related education and training in Soweto, 1940-1990Kelm, Erwin 11 1900 (has links)
The dissertation analyses job-related education, training
and development in Soweto since 1940. The effect which the
interference of the National Party government had on jobrelated
education for black South Africans in Soweto is
examined, as it is of importance to know that qualifiers
were only permitted to operate as trades people in the
bantustans and not in the "white" cities.
It is discussed that prior to the assassination of prime
minister Dr H F Verwoerd in 1966, the NP government had
little interest in promoting urban black upliftment. Also
mentioned is the economic situation at that time, which
forced the N P government to introduce the Manpower
Training Act, permitting Africans to qualify in trades
which were until 1981 reserved for whites only.
At the eentre of the discussion are the few Sowetan
colleges which deal with job-related education. training
and development in the African township. Despite the
demand for skills training of black South Africans,
training deteriorated and the dissertation investigates
the reasons surrounding the loss of interest in the
communities and why interest groups were no longer
concerned about this type of training.
The dissertation concludes with a possible future
perspective which needs to be implemented to enable
job-related education, training and development in Soweto
to expand. The need to train Sowetans in their own
colleges as opposed to colleges outside Soweto is
examined. / History / M.A. (History)
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| 142 |
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)
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| 143 |
Interpretations of academic freedom : a historical investigationBaloyi, Colonel Rex 11 1900 (has links)
This dissertation is a study of academic freedom, an issue which is regarded as a precondition for the university's successful execution of its task, namely the advancement
and dissemination of knowledge. To understand what academic freedom really implies
and entails, a historical review was undertaken of the various interpretations of academic
freedom in the Medieval Italy and France, Imperial Germany, the late 19th century and
the 20th century American and South African universities. As an ideal, academic freedom
implies the free but responsible search for knowledge and truth. The historical review
revealed, however, that academic freedom has at times been misunderstood and abused. The realisation of true academic freedom in South African universities was the motivating
force behind this study. Therefore, this study is concluded with guidelines and
recommendations grounded in the historical review that will hopefully promote academic
freedom in South African universities. / Educational Studies / D. Ed. (History of Education)
|
| 144 |
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)
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| 145 |
Interpretations of academic freedom : a historical investigationBaloyi, Colonel Rex 11 1900 (has links)
This dissertation is a study of academic freedom, an issue which is regarded as a precondition for the university's successful execution of its task, namely the advancement
and dissemination of knowledge. To understand what academic freedom really implies
and entails, a historical review was undertaken of the various interpretations of academic
freedom in the Medieval Italy and France, Imperial Germany, the late 19th century and
the 20th century American and South African universities. As an ideal, academic freedom
implies the free but responsible search for knowledge and truth. The historical review
revealed, however, that academic freedom has at times been misunderstood and abused. The realisation of true academic freedom in South African universities was the motivating
force behind this study. Therefore, this study is concluded with guidelines and
recommendations grounded in the historical review that will hopefully promote academic
freedom in South African universities. / Educational Studies / D. Ed. (History of Education)
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