Text in Afrikaans / In hierdie verhandeling word gepoog om teen die agtergrond van multikulturele skoolsituasies in Suid-Afrika 'n oorsig van die problematiek random kommunikasievaardighede te gee. Algemene intra- en interpersoonlike kommunikasievaardighede word uitgelig. In aansluiting by 'n literatuurondersoek is kwalitatiewe data deur middel van onderhoude met skoolhoofde en onderwysers wat by multikulturele skoolsituasies betrokke is, ingesamel. Die wyse waarop mense met mekaar praat is deurslaggewend. Kommunikasieprobleme kan ontstaan wanneer kultuurgroepe met mekaar kommunikeer. Die hantering van misverstande en konflik in multikulturele skoolsituasies is belangrik. Onderwysbestuurders moet verskeie kommunikasievaardighede tydens 'n konfliksituasie aanwend. Die doeltreffende funksionering van 'n skool word grootliks medebepaal deur effektiewe kommunikasievaardighede wat toegepas word om verhoudinge tussen verskillende groepe te verbeter. Onderwysbestuurders behoort opgelei te word om effektief met alle betrokkenes in 'n konfliksituasie te kommunikeer. / This paper endeavours to give a review of the problematic nature of communication skills against the background of multicultural school situations in South Africa. General intra and interpersonal communication skills are highlighted. Further to the literature review, qualitative data has been gathered through interviews with a number of principals and teachers who are involved in multicultural school situations. The manner in which people speak to each other is important. Communication problems can occur when culture groups communicate. The management of misunderstandings and conflict is important in multicultural school situations. Education managers must utilise several communication skills during a conflict situation. The successful functioning of a school is essentially co-determined by the employment of effective communication skills to improve relationships between different groups. Education managers should be trained to communicate effectively with all persons involved in a conflict situation. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

Rapid industrialization, breakthroughs in science and technological development have ushered in an era regarded as a technocratic age. The advent of a technocratic age has necessitated the acquisition of technologically appropriate knowledge, skills and attitudes, and consequently it has become necessary to establish education systems that fulfil the demands set by technocratic age principles. Present-day education is typified by technocratic age imperatives which include meritocracy, specialization, vocationalism, professionalism and scientism. Technocratic age education is further characterized by mass education, free and compulsory education and greater bureaucratic control of education. In technocratic age education systems, entrance examinations are used to select learners for advanced education and training. It would appear that this takes place with little regard for the learner's personal worth or meeting the learner's distinctive needs. / Educational Studies / M. Ed. (History of Education)

In this study the ownership, governance and funding of schools in South Africa are examined in time perspective in order to show the development of the above-mentioned aspects in South Africa through the ages, and to provide recommendations for the future. In the historical survey the ownership, governance and funding of schools in South Africa from 1652 to 2004 are indicated. This has been done for the Whites, Coloureds, Indians and Blacks. The historical pattern of the provision of education in South Africa has often changed during the period under discussion. The education of Whites, Coloureds, Indians and Blacks was provided, and funded separately (1652 to 1993). Imbalances and inequities were common phenomena. Attempts to address the above issues (1994 to 2004) are also indicated. Finally, some recommendations for redressing the present imbalances and inequities with regard to the above three aspects are provided. / Educational Studies / M.Ed. (History of Education)

Text in Afrikaans / Die ontstaan en verloop van Christelik-nasionale onderwys as die histories-geworde onderwysideaal van die Afrikaner word in hierdie studie ondersoek en evalueer ten einde die moontlike toekomstige voortbestaan daarvan in Suid-Afrika te kan aantoon. Die verband tussen lewensbeskouing en onderwys is allereers aangetoon, met besondere verwysing na die ontstaan en wese van die Christelik-nasionale lewensbeskouing en onderwysleer. In die terugskou is die verloop en posisie van Christelik-nasionale onderwys vanaf 1652 tot en met 1997 van nader beskou. Aandag is aan die volgende onderwysfasette gegee: onderwysdoelstellinge, onderwysbeheer, onderwysinhoud (met spesiale verwysing na godsdiensonderrig) en medium van onderrig. Ten slotte is bevindinge en 'n gevolgtrekking rakende Christelik-nasionale onderwys in Suid-Afrika verwoord. Enkele aanbevelings vir die voortbestaan van Christelik-nasionale onderwys is ook gemaak. / In this study, the genesis and course of Christian National Education, as historic cultivated educational ideal of the Afrikander, are examined and assessed in order to be able to predict its future in times to come. First of all, the relation between view of life and education is indicated, with special reference to the genesis and nature of the Christian National view of life and doctrine of education. In the historical survey the course and position of Christian National Education from 1652 to 1997 are indicated. Attention is focused on the following educational aspects: aim of education, governance of education, content of education (with special reference to religious instruction) and medium of instruction. Finally, findings and a conclusion regarding Christian National Education in South Africa are expressed. Some recommendations for its continued existence are also provided / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Text in Afrikaans / In hierdie verhandeling word gepoog om teen die agtergrond van multikulturele skoolsituasies in Suid-Afrika 'n oorsig van die problematiek random kommunikasievaardighede te gee. Algemene intra- en interpersoonlike kommunikasievaardighede word uitgelig. In aansluiting by 'n literatuurondersoek is kwalitatiewe data deur middel van onderhoude met skoolhoofde en onderwysers wat by multikulturele skoolsituasies betrokke is, ingesamel. Die wyse waarop mense met mekaar praat is deurslaggewend. Kommunikasieprobleme kan ontstaan wanneer kultuurgroepe met mekaar kommunikeer. Die hantering van misverstande en konflik in multikulturele skoolsituasies is belangrik. Onderwysbestuurders moet verskeie kommunikasievaardighede tydens 'n konfliksituasie aanwend. Die doeltreffende funksionering van 'n skool word grootliks medebepaal deur effektiewe kommunikasievaardighede wat toegepas word om verhoudinge tussen verskillende groepe te verbeter. Onderwysbestuurders behoort opgelei te word om effektief met alle betrokkenes in 'n konfliksituasie te kommunikeer. / This paper endeavours to give a review of the problematic nature of communication skills against the background of multicultural school situations in South Africa. General intra and interpersonal communication skills are highlighted. Further to the literature review, qualitative data has been gathered through interviews with a number of principals and teachers who are involved in multicultural school situations. The manner in which people speak to each other is important. Communication problems can occur when culture groups communicate. The management of misunderstandings and conflict is important in multicultural school situations. Education managers must utilise several communication skills during a conflict situation. The successful functioning of a school is essentially co-determined by the employment of effective communication skills to improve relationships between different groups. Education managers should be trained to communicate effectively with all persons involved in a conflict situation. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

Rapid industrialization, breakthroughs in science and technological development have ushered in an era regarded as a technocratic age. The advent of a technocratic age has necessitated the acquisition of technologically appropriate knowledge, skills and attitudes, and consequently it has become necessary to establish education systems that fulfil the demands set by technocratic age principles. Present-day education is typified by technocratic age imperatives which include meritocracy, specialization, vocationalism, professionalism and scientism. Technocratic age education is further characterized by mass education, free and compulsory education and greater bureaucratic control of education. In technocratic age education systems, entrance examinations are used to select learners for advanced education and training. It would appear that this takes place with little regard for the learner's personal worth or meeting the learner's distinctive needs. / Educational Studies / M. Ed. (History of Education)

The study commenced by identifying existing forms of Christian education using top-down education within South African Baptist Convention churches. The research established that current models of education were unsatisfactory, as they were individualist, spiritualised and lacking contextual insight A need for Christian education showing greater sensitivity to context was highlighted. A descriptive study ensued implementing Osmers'descriptive-empirical tasks within the field of Practical Theology. Informed by literature relating to liberation theology, critical pedagogy and South African contextual theology, Groome's Shared Praxis Approach (SPA) to education was selected for exploration as a type of contextual Christian education.The research had two objectives.Firstly it explored the five educational movements of SPA, as they were outworked in the township church. Secondly, it sought to establish whether SPA could potentially serve as a type of contextual Christian education within the South African context. SPA was therefore outworked within a Baptist Convention church in the township of Munsieville. Following a qualitative approach, the research observed two Bible Studies implementing SPA and undertook six semi-structured interviews.These were recorded and analysed. Conceptualisation of the data involved content analysis from which codes and categories emerged, as well as drawing on the literature as a lens to analyse and interpret that data. Inter-linked characteristics of contextual Christian education emerged from the data. These related to:contextual stories told by participants; cultural understandings of the Christian Story, and; critical reflection concerning praxis. The findings highlighted that SPA encouraged participants to engage in a participatory, praxis approach to education. Participants read the Christian Story dialogically; in community 'with' each other, as well as in relation to their context. Accordingly, the Christian education process emerged from the bottom-up, enabling participants and facilitator to co-create knowledge. The consequences of this education process indicated liberativc characteristics. The implications ofthese findings were explored. The study's pra xis cycle concludes by offering recommendations for both implementation and further study. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theology)

This research study investigates how selected Grade R teachers implement numeracy in their classrooms, based on their experiences, personal beliefs and perceptions. This study adopts the view that a teacher's practice is not only informed on what she believes about her learners, but also on how she organises her classroom environment and her own teaching practice. However, the teacher cannot be divorced from the political and historical background of Early Childhood Development (ECD), as these factors have an impact on her numeracy implementation. Integrated in this research study is thus not only a comprehensive historical analysis of the historical and political background of ECD, but also an in-depth look at the complex curriculum road the Grade R teacher had to travel over the past twelve years. The aim of this case study is to understand and describe what is happening in Grade R classrooms when numeracy is implemented, as well as identifying possible barriers which Grade R teachers may experience in implementing numeracy. The author utilized an adapted Interactive Qualitative Analysis Framework to explore Grade R teachers' views and experiences. Open-ended focus group interviews were used to develop a framework for individual interviews. This interview framework guided the data collection of nine audio-video tapes of classroom activities and nine semi-structured individual interviews. Analysis of the individual interviews revealed each teacher's understanding as well as her perceptions and needs regarding the implementation of numeracy in her classroom. The transcriptions of the individual interviews were compared to the audio-video tapes of what happened in each classroom. This was done in order to determine whether the teachers' practices were consistent with what they said in the interviews. Paradoxes and inconsistencies were documented. The historical and political analysis of ECD illustrates the complex development of ECD in South Africa over the last few decades. It therefore also highlights and brings to the fore the complex journey that Grade R teachers had to navigate in adapting their practice to ever changing curriculum requirements. The empirical results show that there are inconsistencies between what selected teachers know and believe, and what they are implementing. However, "silent themes" which did not come to the fore in the focus group or individual interviews, were identified in the audiovideo tapes of classroom activities. Also, many "silent themes" indicate that there are numerous concerns, such as lack of proficiency in bridging the gap between theory and practice, regarding the implementation of numeracy in Grade R. It was found that many of the selected Grade R teachers struggle to implement numeracy in their classrooms, as they lack the skills and support to teach numeracy in a Grade R context.

The study investigates the educational role of the public service broadcaster in post-apartheid South Africa. The aim was to investigate the educational role of the programme Shift as part of the content offering of the public broadcaster and the extent to which it satisfies the educational needs of its audiences. The main objective of the study is to investigate factors that influence the educational role of the SABC. The study focused on three different forms of educational television which are the formal, informal and no-formal education. The theoretical point of departure is the critical political economy theory, and the public interest theory which focuses on the interests of the public. A content analysis of Shift was conducted to determine the educational role of this programme. The study also investigates how political and economic factors influence the educational role of the SABC in the post-apartheid South Africa. The study also examines the impact that media funding can have on the educational role of the public broadcaster. The episodes of Shift are analysed in order to understand if political and economic factors can influence the educational role of the SABC. The study critically analysed whether the relevant media policies are driven by profit making motives. / Communication Science / M.A. (Communication)

Summary in Afrikaans and English / Hierdie verhandeling omvat 'n beskrywing van die ontstaan en ontwikkeling van die onderwysersvereniging wat vanaf 1893 onder meer as die Vereeniging vir Onderwijzers en Onderwijzeressen in de Z.A.R. (VVOOZA), die Vereeniging van Onderwijzers en Onderwijzeressen in Zuid-Afrika (VVOOZA) vanaf 1903 en sedert 1923 as die Transvaalse Onderwysersvereniging (TO) bekend gestaan het. Die klem val op uitsprake van TO-voorsitters en aktiwiteite wat deur die TO van stapel gestuur is ter bevordering van die professionaliteit en professionele status van onderwysers en onderwyseresse. Die verhandeling sluit ook 'n ontleding van en kritiese besinning oor die kenmerke van professionaliteit in. In die verband word gefokus op die verhouding van die TO met enkele onderwysbelanghebbendes, die bevordering van die professionele beeId van onderwysers/onderwysersesse en die beginsels wat die TO tydens salarisonderhandelinge gehandhaaf het. 'n Belangrike gevolgtrekking waartoe gekom word, is dat die TO vir meer as 100 jaar nie net professionaliteit in onderwysverband bevorder het nie, maar dat sy uitsprake en aktiwiteite op sigself getuig van 'n professionele ingesteldheid. / This thesis comprises an account of the origin and development of the teachers' association known from 1893 as the Vereeniging vir Onderwijzers en Onderwijzeressen in de Z.A.R. (VVOOZA), as the Vereeniging van Onderwijzers en Onderwijzeressen in Zuid-Afrika (VVOOZA) from 1903, and since 1923 as the Transvaalse Onderwysersvereniging (TO). The accent is on pronouncements of TO chairpersons and activities initiated by the TO to promote professional qualities among teachers and to secure professional status for them. The thesis also includes an analysis and critical consideration of the criteria of professionalism, with special reference to the relationship between the TO and roleplayers with an interest in education, the promotion of the professional image of teachers, and the principles upheld by the TO in salary negotiations. An important conclusion drawn is that for more than 100 years of its existence, the TO not only promoted professional qualities in the educational context, but epitomises professionalism in its pronouncements and activities. / Educational Studies / M.Ed. (Historiese Opvoedkunde)