No abstract available. / Thesis (Ph.D.)-University of Durban-Westville, 1978.

Abstract not available. / Thesis (M.Ed.) - University of Durban-Westville, 1995

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.

Abstract not supplied. / Thesis (Ph.D)-University of Natal, 1959.

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.

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.

No abstract available. / Thesis (Ph.D.)-University of Durban-Westville, 1980.

No abstract available. / Thesis (M.Ed.)-University of Durban-Westville, 1975.

Abstract available in pdf file.

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...