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Cover title: The role of Dr A. Abdurahman in the modernisation of Islam-oriented schools. / Bibliography: pages 471-494. / This dissertation concerns the modernisation of Islam-oriented schooling in Cape Town and environs whereby Muslim Mission Primary Schools emerge as a socio-cultural compromise between community needs and State school provision policy. It proceeds from the recognition of the cultural diversity that has since the pioneering days characterised the social order of the Mother City. Two religious and cultural traditions have coexisted here in a superordinate and subordinate relationship; one developed a school system for domestication and cultural assimilation, and the other a covert instructional programme for an alternative religious system and behaviour code. The thrust of the argument is that the Islamic community, developed on the periphery of society that excluded non-Christians, were in the main concerned with cultural transmission, first in the homes of Free Blacks during the Dutch regime, and later in the mosques that arose when religious freedom was obtained.

Learners who are deaf and who are using the auditory oral approach are currently included in ordinary schools in South Africa. By default, most educators are not adequately trained to include these learners successfully. Transformation and train-ing, specific to the context of inclusive education, is thus undeniable. Therefore, in order to address the development of full-service schools to include learners who are deaf and who are using the auditory oral approach, a literature study on the nature of inclusive education with the focus on full-service schools to include the mentioned learners, took place. A qualitative study was conducted and data was gathered by interviews with six, learners, parents and educators. The findings were corroborated with the literature study with a view to addressing learner and system needs in order to include these learners successfully in a full-service school. Based on the findings, recommendations are made to address the development of full-service schools to include the mentioned learners. / Educational Studies / M. Ed.

Educational Studies / M. Ed. (Orthpedagogics)

Thesis (M.Ed.(Socio-Ed.))--University of South Africa, 2002.

Summaries in Afrikaans and English / Text in Afrikaans / Deur die navorsing word aangetoon dat openbare skakeling en skoolbemarking wat huidig nog op 'n baie lae vlak in die Suid-Afrikaanse skoolwese funksioneer, 'n al grater noodsaaklikheid in Suid-Afrika gaan word. Die veranderings wat in die Suid-Afrikaanse onderwysstelsel beoog en aangebring word, met spesifieke verwysing na die desentralisering van die voorsiening, bestuur en beheer van die onderwys, het gelei tot die ontstaan van staatsondersteunde skole; 'n behoefte aan nuwe, bykomende bronne van finansiering vir die onderwys; en 'n behoefte aan toenemende ouer- en gemeenskapsbetrokkenheid by die onderwys. Dit het gelei tot 'n dringende behoefte aan verbeterde openbare betrekkinge en skoolbemarking. Met hierdie studie het die navorser gepoog om vas te stel waarom openbare skakeling en skoolbemarking in die nuwe Suid-Afrikaanse onderwysbestel noodsaaklik is; wat die aard van openbare skakeling en skoolbemarking is; wat die rol, funksies, terrein en werkswyses van openbare skakelbeamptes en skoolbemarkers in die staatsondersteunde skoal behels; en hoe die openbare skakeltaak van 'n skool gereel kan word en wat die eienskappe van die openbare skakel- en bemarkingsbeampte behoort te wees. Dit is gedoen ten einde te bepaal wat die opleiding van openbare skakelbeamptes en skoolbemarkers in Suid-Afrika behoort te behels en om 'n model op te stel vir, en strategie vas te stel waarvolgens die huidige situasie in Suid-Afrika ten beste en op die mees ekonomiese wyse aangepak kan word. Uit die ondersoek blyk dit dat die hantering van openbare skakeling en skoolbemarking in staatsondersteunde skole in SuidAfrika in die proaktiewe opbou, skepping·en handhawing van 'n vertrouensverhouding met al die belanghebbendes le. Dit behels onder meer dat die bestuursrade en bestuurskomitees van staats- ondersteunde skole die reg en mag het om besluite aangaande geordende, doelgerigte openbare skakeling en skoolbemarking te neem en dit tot voordeel van die skool aan te wend; en om besluite oor die aanstelling van beamptes en/of daarstelling van fasiliteite vir die opleiding van openbare skakel- en bemarkingsbeamptes te neern. Voorts beskik skole oor 'n ryk bron van mensepotensiaal vir openbare skakeling en skoolbemarking wat ontwikkel kan en behoort te word. / The results of this research show that public relations and school marketing which at present play a very low-key role in the South African school system, is going to become an absolute necessity in future. The changes planned and brought about in the South African education system, with special reference to the decentralisation of the supply, management and control of education, have resulted in * the inception of state-aided schools; * a need for new and additiona! financial resources for education; and * a need for increased parent and community participation in education. These, in turn, have led to a urgent need for improved public relations and marketing in schools. The aims of this study were to ascertain why public relations and the marketing of schools have become necessary in the new dispensation of education in South Africa; what the nature of public relations and marketing in schools comprises; what the role, function, area and work method of public relations and marketing officers in schools are; and how the public relations task can be organised and executed in a school and what characteristics the public relations and marketing officer should ideally have. This was done in order to ascertain what the training of public relations and marketing officers in South Africa should encompass and also to enable the researcher to draw up a model and strategies for the best and most economic way in which to rectify the current situation in South African education. It has emerged from this research that the handling of public relations and marketing in the state-aided school in South Africa lies in the proactive creation, development and maintenance of a trusting relationship between all interested parties. It also emerged that managing councils of state-aided school have the right and power to make decisions regarding ordered, purposeful public relations and marketing to the benefit of their schools; and decide about the appointment of officers and/or ,creation of facilities for the training of public relations and marketing officers. Furthermore, schools have a rich source of people potential for public relations and school marketing which can and should be developed. / Educational Leadership and Management / D. Ed. (Education Management)

Text in Afrikaans / In hierdie studie word afstandsonderrig soos dit tans deur die Universiteit van Suid-Mrika aangebied word, krities en indringend ontleed. Die gevolgtrekking hieruit was dat afstandsonderwys wesenlik aan studente die keuse behoort te hied van waar, wanneer en hoe hulle wil studeer. Daar is bevind dat Unisa agtergeraak het omdat die huidige onderrigmodel baie ooreenkom met 'n negentiende-eeuse Victoriaanse model, waarvolgens Unisa aan sy studente eintlik net die keuse oorlaat van waar gestudeer word. Die huidige Unisamodel toon ook sterk ooreenkomste met 'n geindustrialiseerde of fabrieksmodel: op feitlik alle vlakke word eenvormigheid van sy studente vereis; ten opsigte van registrasie- en eksamendatums, inleweringsdatums vir werkopdragte - dikwels ook hoe werkopdragte en eksamens afgehandel moet word. 'n Belangrike rede hiervoor is blykbaar dat die Universiteit agtergeraak bet ten opsigte van die gebruik van moderne rekenaartegnologie, wat dit vir baie departemente makliker gemaak bet om vas te steek in 'n Victoriaanse model as om na 'n oop model te beweeg. Daar is enkele departemente wat nogtans reeds begin bet om die eerste tree in hierdie rigting te gee. 'n Grondige ondersoek na die kenmerke van die volwassene student het aangedui dat hulle voortgesette studie benader as 'n wyse waarop oplossings vir probleme in heersende omstandighede gevind kan word. Om hierdie en ander redes behoort andersoortige eise aan bulle gestel te word: die min of meer klakkelose reproduksie van kennis moet plek maak vir probleemoplossingsbenaderings. 'n Didakties gefundeerde, verantwoordbare model word in hierdie studie geformuleer, waarvolgens rekenaartegnologie ingespan word om op gefntegreerde elektroniese wyse afstandsonderwys aan tersiere volwassene studente te voorsien - met inagneming van die feit dat sodanige model studentgesentreer behoort te wees, maar dat daar ook in die dosent se behoeftes aan akademiese en administratiewe rekenaarstelsels voorsien moet word. Ten slotte word riglyne voorgestel om die model in bedryf te stel; daar word ook aanbeveel dat verdere navorsing gedoen moet word ten opsigte van geidentifiseerde leemtes wat buite die bestek van hierdie studie geval het. Slegs deur 'n model soos die voorgestelde een, met of sonder aanpassings te aanvaar, kan Unisa weereens die voortou neem in afstandsleer en afstandstudie. / This study presents a critical analysis of distance education, as it is currently offered by the University of South Africa. The conclusion is that distance education should offer students choices as to where, when and how they want to study. Unisa has fallen behind in this respect, because its particular model for providing distance education closely resembles a Victorian teaching model, and only really allows students to choose where they wish to study; not really when or how. In many respects it also resembles an industrial (factory) model: uniformity is demanded of its students in almost all respects; in respect of registration and examination dates, due dates for assignments, and often also how assignments and examinations should be completed. It appears that a fundamental reason for this is that the University has fallen behind by not employing modern technology, which made it easier to cling to a Victorian model, rather than move towards an open teaching model. However, some departments have already taken the first steps in moving towards such a model. A thorough examination of students as adults indicated that they approach further and continuing studies as a means of solving problems encountered in their daily situation. For this reason, amongst others, different demands should be made of them: rather than expecting them merely to reproduce knowledge more or less verbatim, they should be expected to adopt a problem solving approach. A didactically sound model is formulated in this study, by means of which computer technology may be integrated and employed in the electronic provision of distance education for adult tertiary students. Such a model should be student centred, providing also for the needs of lecturers in respect of academic and administrative computer systems. Finally, guidelines are suggested for putting this model into practice. It is also suggested that further research be done to fill in the gaps which fell beyond the bounds of this thesis. Unisa will only be able to take the lead in distance learning and distance education once again if a model such as the proposed model is adopted- with or without amendments. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

The introduction of OBE in South Africa, a developing country, has been characterized by problems relating to the implementation process. Thus a comparative analysis of OBE was conducted in Australia, a developed country, to compare the implementation process. A small scale sample investigation was carried out in 11 Australian and 11 South African classrooms. Findings were that Australia is a country found to be we!! resourced, politically and economically stable, with at least 10 years experience in OBE. Furthermore, small classroom sizes, support structures and teacher aides have enhanced the implementation of OBE in Australia. However, the findings indicated that similar problems have emerged in Australia and South Africa regarding the structure of OBE, assessment and reporting and the extra workload associated with the implementation of OBE. This suggests that there are problems inherent in the system of OBE. / Educational Studies / M. Ed. (Comparative Education)

The dissertation is concerned with the values issue in the South African context, a multicultural education situation. South Africa is a pluralistic society. Being pluralistic, means that the country is rich in different cultures, belief- and value systems. Different cultures have different value systems. If an institution is practising multicultural education, the question is, which values are to be used? If we say the institution should use the values of the majority culture, will that not disadvantage minority cultures? If minority cultures are undermined by neglecting their cultures won't that cause conflict between minority cultures and the majority culture? Each society that is implementing multicultural education should consider that there are common human values and particular values. In multicultural education particular values are important because they show how a particular group behaves and what its beliefs and culture are. Common values develop from particular values and teachers must emphasise common values without neglecting particular values, to encourage tolerance and acceptance between different groups. / Psychology of Education / M.A. (Philosophy of Education)