No description available.

This thesis is concerned with formal education for black South Africans. Central to the argument is an appreciation of how formal educational systems tend to foster specific ideologies and reproduce particular social relations which protect the interests of the state and those class interests which are most closely reflected by it. This is demonstrated at a general level with reference to colonial and post colonial education in Africa (Chapter 1) before proceeding to the South African situation (Chapter 2). In this context educational inequalities in South Africa have been systematically entrenched by the Nationalist government following its accession to power in 1948 in accordance with apartheid ideology and the perceived needs of capital. Specifically education has been deployed to: a) help maintain the proclaimed unique identity of the Afrikaner - and more generally the white South African; b) to perpetuate the myth of white supremacy; and c) to maintain and reproduce the social relations of racial capitalism. As such, it is a form of discrimination and social control (now drawing an organised and often violent black response) which aims to 'prepare' black South Africans for distinct and inferior roles within society. This is discussed in some depth drawing on both the 'liberal' and 'Marxist' interpretations. Whereas the broad contours of the apartheid educational system have been well sketched by a variety of authors, comparatively little attention to date has been directed towards its impact on the micro level. In view of this a detailed survey of the education that is available to the Qadi tribal area of Kwa Zulu's Inanda Reserve was conducted by the author. This forms the kernel of the thesis (Chapter 3). The survey focused on both 'in-school' and 'in-community' factors to examine educational deprivation in the area. Comparisons were also made with a neighbouring white area to illustrate the depth of the inequalities that obtain under the apartheid framework. In addition, an attempt was made to evaluate the potential for education related unrest in the area by analysing pupils' aspirations and expectations. The results of this survey highlight the urgent need for remedial action. Consequently, Chapter 4 - taking note of the various recommendations of inter alia the HSRC and Buthelezi Commissions - is devoted to a discussion of possible interim measures for alleviating hardship in the educational system. It is stressed that any attempt to adequately rectify inequality is dependent on structural change within the wider political economy. Nevertheless, given that fundamental apartheid structures such as those in education are unlikely to disintegrate in the immediate future, a number of suggestions for improving black education within the present context are considered. / Thesis (M.Soc.Sci.)-University of Natal, Durban, 1984.

1. Reasons for Choosing the Topic. Much has been written about secondary education in England, Continental Europe, the United States, Canada, China and other countries mainly "because Secondary Education has been one of the most prized of all formal types of education ... because it has been the rung of the educational ladder that has led to opportunity and preferment". Very little research work has been done on Bantu secondary education in the Ciskei, and still less about Bantu urban secondary education. This is a shortcoming since the Ciskei has been one of the most important educational areas for the Bantu in the Union of South Africa and the territories outside her borders. It was here that the experiment of Bantu day secondary schools was carried out. It could aptly have been said of the Ciskei, too, that "experimental work (destined one day to blaze into a consuming fire) has been carried on, where men and women of faith and inspiration have lit up some dark corner of the field, and where teachers of genius have defied tradition and convention, gone their own way in scorn of consequence, and have lit a candle which will never be put out". The Bantu Urban Day Secondary Schools started amidst conflicting opinions as regards their advantages and disadvantages. Difficulties were encountered and efforts made to overcome them. The present writer attempts to show how the problems of these schools were overcome and to assess the progress that was made. 2. Need for the Study. There is a great need for the study of the history and problems of Bantu Urban Day Secondary education because for many years to come these schools will have to serve an increasing number of urban Bantu pupils. The results of the research may serve as a guide to teachers appointed to these schools. The important history of these institutions preserved only in the minds of old men and women, may be lost to posterity. There is also a great need to bring to light the unique problems confronting these schools. 3. Scope of Dissertation. The dissertation limits itself to Bantu Urban Day secondary education, in specific areas of the Ciskei. Two secondary and two high schools have been chosen for special study. Bantu Urban Day Secondary Schools are those schools which are situated in areas under the jurisdiction of municipalities or town councils irrespective of whether the school admits largely pupils who are outside such an area or only those within it or both. The entrance qualification to these schools has always been a pass in Standard VI (normally after eight years of primary or elementary schooling). For the Bantu pupil the Junior Certificate Course was of three years' duration. The successful completion of the J.C. course qualified pupils to train as nurses, in the case of girls, and agricultural demonstrators in the case of boys. Both sexes could undertake studies for Native Primary Higher Teachers' Course, and the Senior Certificate Course or the Matriculation leading to university degrees.

No description available.

M.Ed. (Education Management) / Please refer to full text to view abstract

M.Ed. (Psychology of Education) / Please refer to full text to view abstract

A Thesis submitted to the Faculty of Arts, University of the Witwatersrand in fulfilment of the requirements for the Degree of Doctor of Philosophy / The current study adopts a developmental neuropsychological perspective, an approach which does not imply brain dysfunction but rather the principle of understanding the general relationship hetween brain growth and behavioural changes and the effect of environmental factors in children. A neuropsychology of normal development would seem to be an appropriate initial prerequisite if we are to understand the effects of brain insult or disease in the developing child. A modest aim was to acquire a fundamental understanding of emerging skills in black preschool children, starting with the most basic, the development of lateral preferences. This area was selected (a) as a departure point because of its location within the broad area of cerebrallateralization and (b) the opportunity it provided to explore the children's mental processing skills within the same theoretical perspective. The purpose of the present study was the longitudinal investigation of lateral preferences in a sample of Soweto children at three and five years.and information processing skills in the same sample at five years. Three hundred and thirty-five children, 170 girls and 165 boys, were sampled with the assistance of the Birth to Ten project.a longitudinal study of growth, health and development of children living in the Johannesburg Metropolitan area over a ten year period, 1990 to 2000. The children were assessed prior to starting school in January, 1996. A descriptive approach was adopted in explaining the patterns of handedness, footedness and eyeness. The findings showed that the patterns for handedness reflected the expected rightward direction at both ages although the degree to which preference has oeen established was weaker at five years than that reported in other studies with children of similar ages. Thirty-nine percent of the sample were mixed-handed at five years,only 3% were mixed-footed and 5% showed mixed-eyeness, At five years Simultaneous and Sequential information processing skills were assessed with the Kaufman Assessment Battery for Children (K-ABC). Factor analysis revealed a two factor solution broadly supporting the presence of the two processing styles. However the two coding processes were differentially distributed throughout the sample showing significant differences. More specifically.it was found that 34% of the children presented profiles of both processing styles that were below the group mean;31 % showed profiles where one or other coding style was below the group mean;23 % of the children portrayed processing profiles above the group mean. Thirty-nine children (12 %) presented patterns of processing that were above the group mean but were highly developed in one or other processing style. Each of the profiles that emerged were grouped and considered separately. Cognitive tasks involving verbal fluency, naming skills,draw-a person,basic perceptual knowledge,basic literacy.plus lateral preference information such as handedness direction, handedness consistency and handedness skills were appended to all the groups. Low scores in processing styles were found to be associated with poor verbal skills, low mental age,poor perceptual and basic literacy knowledge,poor hand skill performance,and greater (but nonsignificant) numbers of mixed-handers. The lowest scoring group also contained the majority of male left-handers. One of the highest scoring groups showed the strongest lateralizing patterns although the numbers were small (n= 11). Girls with above average sequential skills also scored highly on verbal fluency (p < .05) and hand skills (p < .05). Boys in this group showed the strongest degree of right-handedness (p < .05). In the four lower performance groups,background variables such as type of preschool experience (p <.001),the presence of books in the home (p < .05) and mothers level of education (p <.001) were found to be significant. A regression model which incorporated environmental, epigenetic, cognitive and motoric factors was found to be the most viable in predicting processing skills. / Andrew Chakane 2018

A thesis submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy. / Contemporary work in the Sociology of Education has been sharply polarized between approaches which emphasize the reproductive role of education systems and those which emphasize the role of popular resistance and culture in shaping the social relations of schooling. That opting for either of these two divergent approaches poses serious theoretical dilemmas is demonstrated particularly sharply by attempts to analyze the South African education system for Africans in the years between the 1940s and 1976. On the one hand, it is widely seen as a system which maintained relations of class and racial inequality; on the other it produced an enormous student rebellion in 1976. The thesis suggests that viewing education systems as part of the state, understood as a contested field of social relations, offers a way of investigating educational conflict which avoids both the functionalism of reproductionist perspectives and the voluntarist tendencies of culturalist interpretations. It enables the valid insights of these theories to be integrated into an analysis without their characteristic drawbacks. On this basis a series of analytical propositions about Bantu Education are generated. The thesis argues that the relationship between Bantu Education policy and capitalism was changing and contingent rather than fixed, as previous analyses have implied. The state educational bureaucracy did not function as an instrument of capital; rather, at certain times its aims were complimentary with the needs of capital, and at other times, largely contradictory with them, The education system reproduced varying levels of skill in the work force across time. Urbanization and industrialization, were central forces moulding education policy, the introduction of Bantu Education policy was a response to urban crisis. The thesis argues that the way in which state education policy was pursued was partly shaped by popular movements. There was a battle within the education system between the hegemonic project of government and mass resistance. Changes in popular culture affected the nature of popular responses to educational structures. Teachers' responses were particularly affected by their ambiguous structural position. The thesis attempt to test these arguments through a historical investigation of the period from the 1940s to 1976. It argues that the roots of Bantu Education policy need to be sought in the social crisis resulting fro~ urbanization and industrialization, Which affected South African society from the 1940s. In the education sphere, this crisis was manifested in the inability of the existing black education system to cope with the needs of urban youth, growing conflict within the mission schools, and disaffection and radicalization of the African teaching profession. In these circumstances dominant class opinion favored state intervention and restructuring of the education system. The implementation of Bantu Education from 1955 was initially focused on resolving the urban crisis, by providing for the social control of the urban working class and reproduction of a semi-skilled work force. A notable campaign of resistance, in the form of school boycotts by the African National Congress, opposed the policy in 1955-1956, but eventually broke down, primarily because of its inability to rival the state's capacity to provide mass schooling. other forms of resistance to state policy, such as opposition to the establishment of school boards, teacher activism and student riots, were too. dispersed and limited to block it. By the early sixties, a new, state run, cheap education system had been established. However the grim material conditions in that system, and its racist administration, prevented it from exploiting Opportunities to win active popular support. In the 19608, government, enjoying favorable political and economic conditions, moved to a more rigid linking of education policy to the enforcement of territorial apartheid, especially by preventing the expansion of urban black secondary, technical and higher education in the urban areas. It appeared that a degree of popular acquiescence in the education system was developing, with the stabilization of popular participation in the school board system and in conservativee teachers organizations. However, the system was generating new industry, was adversely affected by skill shortages increased by government educational policy, in the early 1970s industry launched a strong campaign for change in educational policy, which resulted in a government shift toward expansion of urban schooling. By the mid-1970s the changing political situation outside and inside the country, changes in youth culture, new ideological influences, and the material problems of the expanding schooling system were creating a new and more politicized culture of resistance amongst urban African youth .The implementation of a new language policy by government produced first the disaffection of school boards and then revolt amongst students. The conclusion argues that the analysis developed in the thesis has justified the claim. that the theoretical approach adopted in it goes beyond the limitations of reproductionist and culturalist studies. / AC 2018

A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, In partial fulfilment of the requirements for the degree of Master of Education / 'Ihis research report examines the position and role of South African history thought to pupils in Black Secondary schools between 1953 and 1988. This includes the perceptions of those who were pupils in Black secondary schools from 1954 to 1975, and the views of teachers who offered South African history at these schools during the period examined. (Abbreviation abstract) / Andrew Chakane 2019

Thesis (M. Ed.) -- University of the North, 1992 / Refer to the document