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

M.Ed. (Educational Psychology) / Choosing the right job is one of the most important decisions one can make. Most of us not only spend more than half our lives at work, but how well we get on in our jobs has a marked effect on the rest of our lives as well. Dislike of one's job is a widespread cause of dissatisfaction and frustration (Tolbert, 1984:2). Two sorts of information are needed to choose a job: knowledge of oneself and knowledge of the widest possible range of jobs. Knowledge about jobs is the most critical part of the above statement which needs to be considered here. Knowing little about any job reduces job choice to a matter of luck rather than good judgement. The problem is that school leavers in Gazankulu are disadvantaged in this respect, hence they mainly choose careers which are in the public section such as teaching, police and nursing (Educational Journal Gazankulu, 1990:20). Our society considers it only natural that each member should enter the labour force. From childhood onwards, we are often asked: "What do you want to be one day?" We are always aware that it is necessary to focus on at least an occupational field, if not a specific job area. Work is the means of meeting needs in other areas of life. Awareness of work must begin in childhood. The child must be prepared to face all challenges in the future job market. The school as an agent for change must implement career counselling to help the child in self-understanding, self-acceptance, development of human needs (physical intellectual, psychological and spiritual), interest, aspirations and experiences. Through self-understanding students can begin to appreciate and utilize their aptitudes, interests, limitations and values (Sedibe, 1991:4).

M.A. (Anthropology) / The life conditions of the members of the Dutch Reformed Church in Africa in the rural settlement in Gazankulu are determined by a combination of processes, related to various historic events. Political and economic aims of the government formulated in a policy of separate development, led to the formation of the Gazankulu 'homeland'. The Dutch Reformed Church supported the ideology of the government and applied the same dividing principles in its missionary work. These principles contributed to the limited extend to which the missionary understood the conditions of their church members. Their efforts to address these conditions instead perpetuated the very conditions. Characteristic of the daily life of the church members was the focus of the daily activities on basic needs. The availability of and access to resources dominated these activities. The scarcity of these resources created an atmosphere of competition in the settlement which often manifested in confrontation and conflict. Life in the settlement was dominated by economic processes and social life also often had economic meaning. In spite of the daily hardships, the inhabitants were socially accommodating. The mission was not able to address these realities through their social responsibility projects. Membership of the Dutch Reformed Church in Africa had meaning in as far as the church could contribute to the satisfaction of their daily needs. Church membership in the settlement served as a means to strengthen kinship ties which were fading away in a competitive environment

No abstract available / Thesis (PhD)--University of Pretoria, 1993. / gm2014 / Anthropology and Archaeology / unrestricted

In this dissertation, the researcher has given a historical analysis of the Gazankulu teacher training between 1969 and 1990. Gazankulu teacher training is for the Shangana-Tsonga ( Machangana-Vatsonga) people. The training of Shangana-Tsonga people as teachers started in 1893. Gazankulu came into existence in 1969. Reference was made to the Swiss Missionaries who started such a training at Rikatla in 1893. From Rikatla, the training was transferred to Shiluvane area to be started as a Bible school in 1903. The Bible School was split into two sections, one of which became Lemana Training Institution in 1906. The other section was transferred back to Rikatla. Lemana served as a training institution for the MachanganaVatsonga or Tsonga-speaking people from 1906 up to 1968. When Gazankul u was established in 196 9, its teacher training commenced in the same year at Ti vumbeni Training School. Tivumbeni replaced Lemana. Both Lemana and Tivumbeni trained primary school teachers. The latter school however later changed to the training of secondary school teachers. After Tivumbeni, other teacher training institutions like Orhovelani, Hoxani, Giyani, Shingwedzi and Lemana were established in this order owing to the need to train teachers as determined by the Gazankulu Education Department. Gazankulu teacher training first paid attention to the training of primary school teachers between 1969 and 1972. As from 1973 a beginning was made for the training of secondary school teachers. Various teachers' certificates were offered in the Gazankulu teachers' colleges between 1969 and 1984. Teachers' diplomas replaced those certificates as from 1982. / Educational Studies / M. Ed. (History of Education)

No doubt can exist that discipline and authority in Black schools, including Tsonga secondary schools, is at present undergoing a very difficult period. One crisis follows another and there are constant threats of boycotts and violence, threats which only too often become reality. This dissertation is an attempt at revealing the possible causes for this problem, by means of a phenomenological investigation into those essentials which are preconditions for the implementation of pedagogically accountable authority. The concept of authority, with special reference to Tsonga traditions and the place and role of members of the tribe and family, in enforcing authority, are examined. Guidance, assistance, acceptance, and the essential components of the relationship structure are given attention. As the dissertation is concerned with the school situation, the teacher's person, personality and his training also received attention. Recommendations for further study and possible ways to alleviate the situation, are suggested. / Educational Studies / M. Ed. (Fundamental Pedagogics)

The aim of this study is to deal with the theoretical and philosophical aspects of Christian education and to evaluate the realisation thereof in Gazankulu schools. Concepts dealing with the study, such as education, Christian education, learning, teaching, pedagogy, religion and Christianity are firstly discussed. A brief background of the area of study is also given. Secondly a philosophical orientation is given in which an attempt is made to answer the question 'What is philosophy?'. Important aspects of a Christian philosophy is also established and philosophical categories, the nature and aims of Christian education are discussed. Christian schooling are thirdly discussed, especially Christian schooling as it ought to be. Important aspects thereof, such as major learning goals and components of the education situation are dealt with. The position and status of scripture teaching in school, as well as the position of religious education in Gazankulu are outlined. In the fourth place, an empirical study to evaluate the stand of Christian education in Gazankulu schools, are discussed. This study involved principals, parents, pupils and teachers. Finally conclusions are given and certain recommendations regarding Christian education are made. / Die doel van hierdie studie is om die teoretiese en filosofiese aspekte van Christelike onderwys te deurgrond en om die realisering van hierdie aspekte in skole in Gazankulu te evalueer. Begrippe wat met die studie te make het, soos opvoeding, Christelike onderwys, onderrig-leer, pedagogie, geloof, en Christelikheid, word bespreek. 'n Beknopte oorsig van die studiegebied word ook gegee. Daar word tweedens 'n filosofiese orientering gegee, waarin daar gepoog word om vrae soos 'Wat is filosofie?' te beantwoord. Belangrike aspekte van 'n Christelike filosofie word ook bespreek en filosofiese kategoriee, die aard van en doelstellings met Christelike onderwys, word aangespreek. Christelike onderwys, en veral Christelike onderwys soos dit behoort te wees, word derdens bespreek. Belangrike aspekte daarvan, soos die onderrigleerdoelstellings en die komponente van die opvoedingsituasie word aangeraak. Die plek en status van Bybelonderrig in Gazankulu word ook beskryf. In die vierde plek word 'n empiriese ondersoek om die stand van Christelike onderwys in Gazankulu te evalueer, bespreek. Hierdie ondersoek het hoofde, ouers, leerlinge en onderwysers betrek. Laastens word daar tot sekere gevolgtrekkings gekom, en aanbevelings gemaak ten opsigte van Christelike onderwys. / Educational Studies / M. Ed. (Philosophy of Education)

The dissertation is concerned with Christian religious education as a school subject in Gazankulu. As such, the research aims at establishing the nature, as well as the problems experienced in Gazankulu secondary schools concerning this subject. The founding of Swiss Mission stations among the Tsonga/ Shangaan people since 1873, went hand in hand with the founding and maintenance of schools for almost 82 years - a period in which Religious Education was overemphasised. Certain aspects of the Welsh Commission Report of 1935-1936 as well as of the Eiselen Commission Report of 1949-1951 revealing the position of Religious Education, and the subsequent introduction of the so-called Bantu Education with its negative effects on Religious Education, are examined. Problems experienced in Gazankulu secondary schools have, therefore, been exposed and their influence on pupils have been assessed. A few practical solutions in the form of recommendations concludes this study / Educational Studies / M. Ed. (History of Education)

In this dissertation, the researcher has given a historical analysis of the Gazankulu teacher training between 1969 and 1990. Gazankulu teacher training is for the Shangana-Tsonga ( Machangana-Vatsonga) people. The training of Shangana-Tsonga people as teachers started in 1893. Gazankulu came into existence in 1969. Reference was made to the Swiss Missionaries who started such a training at Rikatla in 1893. From Rikatla, the training was transferred to Shiluvane area to be started as a Bible school in 1903. The Bible School was split into two sections, one of which became Lemana Training Institution in 1906. The other section was transferred back to Rikatla. Lemana served as a training institution for the MachanganaVatsonga or Tsonga-speaking people from 1906 up to 1968. When Gazankul u was established in 196 9, its teacher training commenced in the same year at Ti vumbeni Training School. Tivumbeni replaced Lemana. Both Lemana and Tivumbeni trained primary school teachers. The latter school however later changed to the training of secondary school teachers. After Tivumbeni, other teacher training institutions like Orhovelani, Hoxani, Giyani, Shingwedzi and Lemana were established in this order owing to the need to train teachers as determined by the Gazankulu Education Department. Gazankulu teacher training first paid attention to the training of primary school teachers between 1969 and 1972. As from 1973 a beginning was made for the training of secondary school teachers. Various teachers' certificates were offered in the Gazankulu teachers' colleges between 1969 and 1984. Teachers' diplomas replaced those certificates as from 1982. / Educational Studies / M. Ed. (History of Education)

No doubt can exist that discipline and authority in Black schools, including Tsonga secondary schools, is at present undergoing a very difficult period. One crisis follows another and there are constant threats of boycotts and violence, threats which only too often become reality. This dissertation is an attempt at revealing the possible causes for this problem, by means of a phenomenological investigation into those essentials which are preconditions for the implementation of pedagogically accountable authority. The concept of authority, with special reference to Tsonga traditions and the place and role of members of the tribe and family, in enforcing authority, are examined. Guidance, assistance, acceptance, and the essential components of the relationship structure are given attention. As the dissertation is concerned with the school situation, the teacher's person, personality and his training also received attention. Recommendations for further study and possible ways to alleviate the situation, are suggested. / Educational Studies / M. Ed. (Fundamental Pedagogics)