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Planning and provision of school accomodation viewed against the background of the function of the contemporary school with special reference to the future needs of the Indian community in South Africa.Nair, Ganesh Kitoony. January 1978 (has links)
No abstract available. / Thesis (Ph.D.)-University of Durban-Westville, 1978.
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A sociological study of the family influences, educational experiences and aspirations of a group of South African Indian female students at the University of Durban-Westville.Singh, Suchitra. January 1995 (has links)
Abstract not available. / Thesis (M.Ed.) - University of Durban-Westville, 1995
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An investigation into the socio-economic importance of technical education for South African Indians.Ramjan, Abdul Gaffar. January 1986 (has links)
SUMMARY
The researcher was primarily concerned with the socio-economic
importance of technical education for the South African Indians
in the 1980's. His interest was aroused because of the outlook
of pupils and parents towards technical education in the 1970's
when the system of differentiated education saw the introduction
of Industrial Arts in the school curriculum. Indian
secondary schools were equipped with modern workshops and
supervised by qualified teachers. However, too few pupils
elected to study Industrial Arts subjects then. A preliminary
investigation by the researcher at that stage revealed that
parents were generally not encouraging their sons to pursue
technical subjects at all. The general feeling among Indian
parents was that Industrial Arts subjects were devoid of
intellectual value, that these subjects were inferior and
suitable only for the delinquent, the lazy and the retarded certainly
not for their children. The technikon was frowned
upon as a tertiary institution. In short, parents and pupils
were far too academically orientated and regarded technical
education and vocational training as second rate and inferior.
However, several factors gradually brought a change in the
attitude of the community towards this type of education. The
economic recession, the almost complete lack of job opportunities,
and the difficulty of the student securing a place at
the university, (tightening entrance requirements) meant that
both parents and pupils were re-examining subjects critically.
Presently, greater numbers of pupils are selecting Industrial
Arts subjects. Even the Indian female pupils are now studying
Woodworking and Metalworking. Economically, the technical
subjects can pave the way to many careers.
Socially, the pupil who studies technical subjects, has no fear
of being looked down upon since the outlook of the community
has changed. Parents in the higher income group, for example,
those living in Reservoir Hills, had similar expectations for
their sons as those parents from the lower income group living
in areas such as Phoenix, Chatsworth or Merebank. The status
of the technical subjects had been improved in the eyes of the
community, due mainly to the tight economic situation.
An accelerated and diversified expansion programme has been
embarked upon by the Planning Section of the Department of
Education and Culture (House of Delegates) to accommodate the
rise in pupil numbers in the technical field. Four technical
colleges and a secondary technical school are in operation
presently, with more being planned. The Planners are aware
that the school systern must provide both knowledge and skill
components and they have realised that for too long the system
over-emphasised the knowledge component because the major
purpose of schooling was to direct the pupil towards the
university. Very little attention was given towards satisfying
the needs of industry and commerce. The pupil, as he develops,
must have a basic understanding of the electrical, mechanical
and electronic equipment with which he is surrounded. He
should possess the skill to operate such equipment and carry
out elementary maintenance. This could be achieved with the
introduction of the subject Technika which would be offered in
addition to Industrial Arts subjects.
The researcher trusts that the relevant authorities will
continue with their expansion programme in respect of technical
education and that it/will not be subjected to a reduction in
the budgetting of funds since the future of many pupils depends
on technical education. / Thesis (M.Ed.) - University of Durban-Westville, 1986.
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A study of the philosophy and practice in the education of the South African Hindu.Rambiritch, Birbal. January 1959 (has links)
Abstract not supplied. / Thesis (Ph.D)-University of Natal, 1959.
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The induction of beginning teachers in South African Indian secondary schools : an investigation and recommendations.Singh, George. January 1988 (has links)
The aim of the research was to document as fully as possible the programmes and practices in Indian secondary schools in the Republic of South Africa for the induction of beginning teachers. Teacher education is viewed as a career-long professional continuum and induction as the transition between graduation from a pre-service teacher education institution to the onset of in-service education. Induction is viewed as an important stage in the prolonged period of professional development. The method of research was, initially, to make a study of induction programmes in England, Australia and the United States of America. The concept adopted to guide questionnaire compilation and item writing was that prospective teachers had acquired knowledge, skills, attitudes and values in anticipation of their professional performance during the pre-service period. The premise was that those acquired ideas and skills will become active only in so far as the new situation allowed, demanded and encouraged the beginning teacher. The major findings that emerge from the study are that induction activities assume varied forms and that the integration and orientation of beginning teacher into the teaching profession depend very much on the nature of the schools and the willingness and co-operation of the principal and certain members of his established staff. There is no well defined system for the orientation of beginning teachers into the profession. The underlying problem was found to be the absence of a philosophy and policy for induction by the Department of Education and Culture (House of Delegates). The study concludes with several recommendations to the Department of Education and Culture (House of Delegates) the most important being: the formulation of a policy by the Department based on a well defined philosophy for induction; implementation of programmes arising from the policy in the form of school based induction activities, external support programmes by the teachers' centres, subject advisers, tertiary institutions and the teachers' associations. The underlying conclusion of the study is that induction is a complex process but definitely not an opportunity to be missed. / Thesis (M.Ed.) - University of Natal, 1988.
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A critical study of aspects of the political, constitutional, administrative and professional development of Indian teacher education in South Africa with particular reference to the period 1965 to 1984.Naguran, Chinnapen Amatchi. January 1985 (has links)
This study deals with the administrative and curricular development of
Indian teacher education in South Africa for the period 1860 - 1984. It
is set against the background of developments in the education system
for Indians in this country. Historical and political events which
have a direct bearing on Indian education are touched upon merely
cursorily to give the reader the necessary background for a fuller
appreciation of the Indian community's struggle for education in the
country of their adoption.
The study is divided into three parts. Part one comprising the first
two chapters, provides a brief historical perspective of Indian education
from 1860 to 1965. Chapter One deals with a brief review of the coming
of the Indians to Natal and the origins and early development of education
for the Indians. Chapter Two carries on the historical review with the
emphasis on the early development of Indian teacher education.
Part Two comprising four chapters deals with aspects of Indian education
after it was transferred from provincial control to central State control
in 1966. The Indian Education Act of 1965 (No. 61 of 1965) is taken as
a point of departure.
Chapter Three begins with a very brief discussion of the principles
underlying the nationalisation of education in South Africa. The de
Lange Report and the Government's reaction to its recommendations are
considered against the new political dispensation. Chapter Four deals
with such aspects as control and administration, involvement of Indians
in the control of their education, school accommodation, growth in pupil
enrolment and the school curricula are examined to assess growth and
progress. Chapter Five is concerned with the control and administration
of Indian teacher education after nationalisation of Indian education.
Within the framework of this chapter recent developments such as
the recommendations of the Gericke Commission leading to the National
Education Policy Amendment Act (No. 75 of 1969) and the van Wyke de
Vries Commission's recommendations for a closer co-operation with
universities in respect of teacher education, are examined with a view
to tracing their influence on Indian teacher education. Chapter Six
attempts to examine demographic aspects which influence the demand for
and supply of teachers in Indian education.
Part Three comprising four chapters, examines contemporary issues and
perspectives in Indian teacher education. Chapters Seven and Eight
examine critically the teachers' courses at the Colleges of Education
and the University of Durban-Westville respectively. Chapter Nine
examines on a comparative basis structural changes and new developments
in methodological skills in teacher education. Finally, in Chapter
Ten proposals and recommendations are formulated with a view to
achieving a properly structured institutional arrangement such as the
college council and college senate to facilitate Indian teacher education. / Thesis (Ph.D.) - University of Natal, Pietermaritzburg, 1985.
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A critical study of methods of measuring the attainment of pupils in practical work in the biological sciences with special reference to the situation pertaining to Indian schools.Moodley, Tharanialan Kistnasamy. January 1980 (has links)
No abstract available. / Thesis (Ph.D.)-University of Durban-Westville, 1980.
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A study of forecasting procedures and the use of methods of future research in determining the demand for and supply of teachers in Indian schools in South Africa from 1975 to 2000.Nair, Ganesh Kitoony. January 1975 (has links)
No abstract available. / Thesis (M.Ed.)-University of Durban-Westville, 1975.
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The application of microcomputer technology for information retrieval in library resource centres of Indian secondary schools in South Africa.Govender, Gopal. January 1990 (has links)
Abstract available in pdf file.
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Pupils from informal settlements in Indian secondary schools : guidelines for the educational psychologist20 November 2014 (has links)
D.Ed. (Educational Psychology) / Since 1989 most of the schools in Lenasia which were under the auspices of the now dissolved House of Delegates, began to 'admit black children. Most of these children live at the informal settlements in Lenasia. Soon after the admission of these children many Indian teachers expressed their difficulties with them, especially with regard to language, teaching and learning. Teachers also complained that children from the informal settlement lacked discipline, they often came to school late and they had difficulty in completing their homework. As a result of the several complaints from teachers the researcher decided to conduct a study on the experiences of children from the informal settlements at predominantly Indian schools in Lenasia. A pilot study revealed that the experiences of the children at the informal settlements also needed to be taken into consideration. Standard six children from the informal settlements, parents from the settlements and members of the camp education committee were identified as the target populations in the study. A qualitative research design that is explorative, descriptive and contextual, specifically to the experiences of standard six children from the informal settlements was used for the study. The study was conducted in two distinct phases. Phase one of the study involved the collection of data on the experiences of standard six children from the informal settlements both at their schools as well as their place of residence. Data was collected through the use of phenomenological interviews, focus group discussions, life studies and a projective test. Phase one of the study also focused on the analysis of the data that were obtained. The analysis of the data showed that children from the informal settlements had several negative experiences both at their schools as well as at the informal settlements which caused them to feel disempowered...
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