Although the South African government plays an increasing role in tertiary education, its involvement has not received the attention that it deserves. The goals of tertiary education are multi-dimensional at the individual and societal levels, but the guiding paradigm was viewing it in relation to the manpower and socio-economic needs of the country. This meant analysing how the government attempted to deal with these needs, especially in certain key professions, such as engineering and teaching. The following hypotheses were tested: HYPOTHESIS 1 The prestige of the universities within the tertiary education system will persist for a longer period than the economic rewards of its graduates alone would justify. HYPOTHESIS 2 The expansion from elite to mass tertiary education will lead to greater dependence on government funding and increased need for control, co-ordination, and national standards. HYPOTHESIS 3 Governments will underinvest in technical education. HYPOTHESIS 4 In "bad" economic times tertiary education enrolments will decline. HYPOTHESIS 5 Continuing university prestige will cause the college of advanced technical education (CATE) and technikon enrolments and diplomas and certificates awarded to lag behind university degrees and diplomas. HYPOTHESIS 6 In "bad" economic times CATE and technikon technical enrolments will decline. HYPOTHESIS 7 Fears of surpluses of university graduates, especially in the arts, on the one hand and shortages of certain types of manpower on the other hand will lead to government efforts to redress the balance. HYPOTHESIS 8 There will be significant limitations on government efforts to create the desired numbers and types of skilled manpower, for interventionism of this sort will run counter to individual aspirations. Tertiary education for all of the population groups since 1945 was covered. Whilst there are some gaps in the available enrolment and expenditure data, they do not invalidate the conclusions. In a plural society with deep cleavages amongst the four main population groups and lesser intra group cleavages, separate education systems developed. All population groups value academic education very highly, especially the blacks. The biases in favour of an academic education are deep rooted and multi-faceted, going back to the colonial times. Within the South African context, there are also political, socio-economic, educational, and vocational factors reinforcing these biases. Ever since the creation of the Union in 1910 there has been an ongoing debate and controversy about the division of authority in education between the central government and the provincial governments. This has been especially the case with the colleges of education for the whites. It Will soon end, however, when the central government will take them over, as well as primary and secondary schools for the whites. Black education was taken over from provincial governments in 1954 up to the university level as part of the separate development policy. The same was done in the case of coloured education in 1967, and by 1970 with Indian education. In 1960 the University College of Fort Hare was taken over by the central government, and the University Colleges of Zululand and North were also created in 1959 for specific ethnic groups. Since then all of the non-white universities have experienced student unrest, especially the black ones. The government policy had the unintended consequence of contributing to their politicisation. The administrative structure is a complex one. There is one education ministry for each major population group, plus one dealing with general education matters. An elaborate statutory advisory system of boards, committees, and councils exists. There is, however, no body offering advice to the government on tertiary education as a whole for any of the population groups. The current expenditures for universities from 1953 until 1985 were under the Holloway formula, consisting of the basic subsidy, standard provision, cost of living allowance, free income, and capital expenditure. The new formula provides more emphasis upon outputs, with half of the funds being made available in June and the other half in December. Those in the natural sciences also receive somewhat more than those in the human sciences. University enrolments have grown much faster than the college of education, CATE, and technikon enrolments. Thus, the first part of Hypothesis 1 was substantiated. One of the consequences of •this phenomenal growth has been a significant failure rate, especially amongst first-year university students. This great expansion of tertiary education has led to greater dependence on government funding, as predicted by Hypothesis 2. Hypothesis 3 also holds true, for there was underinvestment in CATE and technikon education for a long time as opposed to university education, although this is no longer true for the non-whites. Hypotheses 4 and 6 lacked significant supporting evidence and thus they were not confirmed. Tertiary education overall enrolments are not normally economically determined to any marked degree. Hypothesis 5 was upheld, because CATE and technikon enrolments and certificates and diplomas awarded as contrasted to university enrolments and degrees and diplomas awarded have lagged behind total awards and constitute a declining proportion. The last part of Hypothesis 1 is confirmed; technicians earn almost as much as teachers and sometimes even more than university graduates. Yet, they lack their prestige. Human capital theory, beginning in the 1960s, provided the theoretical justification for the great expansion of tertiary education. It maintained that investment in education will yield rich dividends to the individuals and to the economy in terms of higher growth. Since the early 1970s, however, it has come under increasing criticism from social scientists. Many maintained that there might be a declining positive correlation between education enrolments and growth rates and even negative correlations. Some even maintained that there are social limits to growth, including in education. Developing surpluses of university graduates abroad, continuing shortages of engineers and technicians, and the rising number of secondary school graduates, most of them with an academic education, led to government concern and the creation of the De Lange Commission. The government tried to redress the balance between university graduates in general and the shortages of technical and teaching personnel in particular. The De Lange Commission maintained that education must be linked to the manpower and economic development needs of the country. Earlier government commissions addressed the problems of technical and teaching personnel shortages. Many of their recommendations were implemented, but shortages of technical personnel have remained. Hypothesis 7 was thus confirmed. The government has tried to pursue the goals of manpower and economic development needs of the country, but as hypothesised (Hypothesis 8) it has run into difficulties because its goals run counter to individual aspirations. Many students pursue tertiary education for purely utilitarian or socio-economic reasons. There is also a minority which desires it for self-development or the advancement of knowledge regardless of the economic consequences. Moreover, the prestige of university education creates a strong social demand for it. Supply and demand projections for engineers and technicians indicate continuing shortages in the short- range at least. As far as the teachers are concerned, there will be enough white, coloured, and Indian ones, perhaps even some surpluses in the medium-range. In the case of the blacks, shortages will remain. The number of non-white university students by 1990 might equal white university students. The white population alone is no longer able to provide sufficient numbers of high level manpower. In the short-range the demand for university graduates looks good, but this does not mean that there will be no problems in the long-range. Unemployment of university graduates has been low, but underemployment, especially in the arts, has been far more significant. There will be increasing numbers of underemployed university graduates, with the potential for political discontent amongst highly educated and frustrated people, especially the blacks. Possible solutions to engineer and technician shortages include the granting of degrees by technikons, validation of technikon courses, and the awarding of degrees by an external authority. In the case of teachers, increasing their renumeration and the merging of the colleges of education with the university faculties of education would result in increasing their prestige and attracting more men to the profession. As far as unemployment and underemployment of university graduates are concerned, the solution lies in relating individual actions to societal needs. Incentives or disincentives of one sort or another appear to be necessary, such as differentiated fee structures and the limiting of enrolments in those disciplines which produce labour market surpluses. The government could also provide employment for unemployed university graduates and encourage the private sector to do the same. All of these solutions have disadvantages as well as advantages, but in the long run they have the potential of avoiding even more serious consequences. / Proefskrif (DPhil)--PU vir CHO, 1986

Effective provision of school counselling as an integrated part of the overall educational system of South Africa is essential. Counselling in its present form has not been clearly defined yet. This fact can lead to possible generalization and superficiality in the presentation thereof. In this study an effort was made to give an account of the present educational and school counselling system of the Netherlands, by means of the descriptive method. The school counselling service in the abovementioned country was analised as follows at the onset a few important contextual concepts were defined. School counselling was then discussed as it exists in the different school contexts. was on the school counselling post itself. Finally the emphasis The various aspects of the school counsellor's work were discussed. The school counselling system of the Republic of South Africa was described next, with specific reference to the current manifestation of counselling as implemented by the Transvaal Education Department. A comparison was drawn between the educational and school counselling service of the Netherlands and that of the RSA. A list of requirements to which a school counselling service must comply, was also compiled. By using these requirements as guidelines, a few problem areas, as well as positive attributes of school counselling in the RSA, were identified. New insight gained after the study of the school counselling service of the Netherlands and the identification of certain problem areas or deficiencies in that of the RSA, led to a few recommendations concerning school counselling in the RSA. / Skripsie (MEd)--PU vir CHO, 1990

This study is aimed at indicating the development of technical education at secondary level from 1925 to 1974. Attention is paid to the development of technical education as it is presented at full-time day-schools. For the purpose of this research, technical education is defined as: a preparatory study towards an apprenticeship or a further study in technology, while the value of general-formative education is continually stressed. Chapter 2 deals with the control and judicial foundations of technical education. This aspect is treated in three sub-sections namely: * technical education under provincial control before 1925: * technical education under control of the Union Department of Education and the Department of Education, Arts and Science (1925-1967) and * technical education, once more the responsibility of the provincial departments of education (1968-1974). Chapter 3 shows the composition of the curricula for technical schools during 1925-1974 and how it was adapted periodically to continually changing industrial circumstances. In an effort to provide educated technically trained manpower, pupils are educated in the more general scientific principles which are fundamental to each trade. The emphasis, however. did not only fall on the technological training. Since 1925 generally-formative education had already been offered at technical schools. Chapter 4 deals with the entrance requirements for, as well as the number of pupils in technical high schools. This chapter also tries to explain the manner in which pupils are affected by stipulations concerning compulsory education. chapter 5 deals with the financial implications concerning technical education. The financial burden has been the major factor which impeded the realistic development of technical education. It was also one of the most important factors which determined the place of technical schools in the South African school system. Attention is paid in Chapter 6 to the training of teachers for the technical schools and the training of personnel for the workshops at technical schools is stressed, as this kind of education is peculiar to the technical schools. Chapter 7 gives a short summary of the entire study. / Thesis (MEd)--PU vir CHO

In this study an effort has been made to establish the current position of religious instruction in the Afrikaans medium secondary schools of the Transvaal. In the modern world with its phenomenal development in every imaginable field it is of the utmost importance that the pupil should have the Word of God as a directing principle. The Word of God is the only anchor to keep the faltering modern man steady. The question arises whether religious training in our schools succeeds in accomplishing this great task, since it is God's command that we educate our children in the fear of God. Since the earliest days of its settlement, the young and growing nation on the African continent has realised that its survival is in the hand of God Almighty, and in the school curriculum, provision has been made for religious instruction at school. In the Transvaal secondary school definite provision is made in the curriculum for religious instruction at schools The Transvaal Education Department is decidedly concerned that the subject should have its due. Certain criteria have been established in this study to which religious instruction has to conform. The demands of the Bible, Statute 39 of 1967, the parents, the church, the State, the Transvaal Education Department according to the Manual of Instructions to Principals, Ordinance 29 of 1953, the psychological pedagogical aspects, the modern child and the demands made on the modern educator are discussed. Two questionnaires were circulated to determine the current position of religious instruction. Questionnaire I was directed to the teachers of religious instruction in twenty Afrikaans medium secondary schools that were selected for this study. These schools represent both urban and country schools. The questionnaires to these teachers covered a wide field. Among other things, inquiries were made after the religious instructor's qualifications in the subject, his method of presentation, his views on the syllabuses, the nature of the subject, ways of testing and discipline in the class. The religious attitude of the pupils and also the teaching aids used in religious instruction classes were investigated. The response to the questionnaires submitted to the teachers of the subject, religious instruction, yielded much to gladden the heart. However, certain deficiencies that still have to be rectified were also revealed. Questionnaire II was submitted to the pupils of the same twenty secondary schools. Twenty pupils per standerd, i.e., for standerd six to standerd ten, were asked to complete this questionnaire. The questions to the pupils covered the following aspects: pupil's opinions regarding the subject, the attitude of their fellow -pupils towards the subject, questions about religious denomination, Bible reading and family devotions. Pupils answered these questions frankly and honestly. In Chapter 4 the findings of the investigation are evaluated. In Chapter 5 recommendations are made to rectify certain weaknesses exposed in the previous chapter. On the whole, one can conclude that religious instruction at school enjoys the serious attention of all people concerned with it and that pupils in the main adopt a positive attitude towards Bible instruction. Should the various shortcomings receive the attention suggested, the Education Department and the legislators, the parents and the pupils, the church and the nation ought to feel at ease with regard to the position of religious instruction in the Afrikaans medium secondary schools of the Transvaal. / Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

The teacher has a notable legal duty with regard to attentive supervision and the safety of the pupils in the workshop. It is expected of the professionally trained workshop teacher to look after the pupil placed in his care as conscientiously as a solicitous father would. The teacher's discretion and conduct should always be based on predictable and preventative action. Because pupils cannot possibly have the discernment of adults about more and Jess dangerous situations, the teacher should make provision for this factor in. his daily planning. Juridical aspects such as solicitous care, predictable and preventative action, in addition to the elements of accountability such as action, illegality, guilt, causality and damage demarcate and elucidate the daily task of the workshop teacher, who should ascertain that he is familiar with all these aspects. Because of this, a literature research on this matter has been undertaken. The aim of the empirical research has been to determine the present state of knowledge of the workshop teacher regarding to certain educational law aspects and the teacher's solicitous supervising role concerning pupil safety. A case study with appropriate questions on juridical teaching matters has been used to determine if the workshop teacher is capable of applying in practice, during normal situations, those juridical instructions which apply directly to his profession. By means of this empirical study the following problems were identified: • The respondents revealed an ignorance with regard to the following characteristic behaviour traits of pupils: impulsiveness, recklessness, disobedience, inconsiderate motion and disadvantage-causing behaviour. • A large number of respondents were not capable of applying their knowledge of juridical teaching matters in a case study. Specific recommendations have been made which should lead to a more sound prepared workshop teacher for his task as solicitous supervisor of his pupils' safety. / Skripsie (MEd)--PU vir CHO, 1994

This study has been an attempt to identify the most important problems associated with Religious instruction and other religious matters in white schools in the Transvaal. The crux of the matter is that children with different religious and ideological views attend the same provincial schools, which gives rise to certain problems .in the teaching' situation, especially as far as Religious instruction and other religious matters are concerned. In an attempt to offer a solution to this problem, the following hypothesis was formulated: the application of the principle of religious and ideological differentiation in education in white schools in the Republic of South-Africa will ensure that no problems in connection with Religious instruction and other religious affairs will he encountered. The following steps were taken to verify the hypothesis: firstly, a scriptural fundamental standpoint w.as adopted in connection with the position of Religious instruction at school as well as the Christian Protestant attitude towards dissenters. In education the Christian Protestant attitude towards dissenters is determined by the general accepted point of view that all people are equal, but that each person is unique in every aspect and that education should cater for every person through differentiation. Hence religious and ideological differentiation is anthropologically justifiable. Historical research revealed several factors which gave rise to Act 39 of 1967 being promulgated and the acceptance of Ordinance 29 of 1953 of Transvaal. A fact which was revealed by this research is that there are two distinct trends of thought in South African education, namely one based on the principle of Christian national education and a liberal trend which propagates and promotes a neutral, undogmatic education. Closer analysis of the laws concerned and the ordinance referred to exposed a contradiction which makes true Christian education impossible. Since Ordinance 29 of 1953 stipulated that all dogma is prohibited in schools, it makes the Christian dogma likewise undesirable and is thus in direct contrast with Act 39 of 1967. A comparison with Religious instruction in the Netherlands and England revealed certain problems in these countries and that some of these problems corresponded closely with those in South Africa, especially in the Transvaal. After all problems had been identified and the hypothesis tested by deliberation, the conclusion was drawn that the application of the principle of religious and ideological differentiation in education/schools is the only acceptable solution for most of the problems identified. Since this research has revealed clearly that effective application of religious and ideological differentiation is no easy matter, further possible areas for research have been briefly indicated. / Thesis (MEd)--PU vir CHO, 1981

Thesis (MEd)--PU vir CHO

This research focussed on the development of certain aspects of teaching practice in the Transvaal in the period 1950-1963 which co-incided with the directorship of the late Dr. A.H. du P. van Wyk. It encompasses the new educational policy of which Differentiated Secondary Education forms the most important aspect in the so-called comprehensive high school. This type of school has replaced the purely academic high school, the junior high school and the school farm, of which the latter two had already failed. It provides for courses leading to University Entrance, the Secondary School Certificate and a std 8 Certificate. The factors which gave rise to this policy, its formulation and implementation are discussed on the basis of various Commissions of Enquiry during the period 1939-1955. The most important impediments to full-fledged differentiation are evinced after which the problem of failure as well as the effect of differentiation on the retentiveness of high schools are analysed. The development of primary teaching was less perceptible. The most important change boiled down to the admission of five-year olds and the transfer of Std. 6 to the high schools. Education of deviate children on the other hand, developed considerably in all its facets and extreme efforts were employed to eliminate a great backlog. An intensive study was made of the development of educational facilities such as school buildings, halls, swimming baths and libraries. The supplementary educational services of the Department of Education such as the School Medical Service, the Psychological, the Library, the Hostel and the Bus Services, etc., also received due attention. The teaching staff also was a focal point of interest. The most important development in teachers' training is discussed as well as the most significant amendments in the conditions of service for teachers. A salient point was the continual struggle which the Department waged against the lingering shortage of teachers. The research was concluded with a short review of the significance of the period and the implications for the aspects which had been discussed. / Proefskrif--PU vir CHO

1. Introduction - This is a brief account of the education of immigrants at schools within an industrial growth point in the R.S.A. It comprises problems encountered in schools locally, the education of immigrants in foreign countries generally and possible improvements in the education of immigrant children in the area researched. 2. Orientation and motivation - Since the establishment of the Department of Immigration in 1961 the ever increasing numbers of immigrants entering our schools have created various educational problems. Consequently requests for research into these problems were made to the Minister of National Education. The purpose of this study is to give an objective, systematic description of the didactic-pedagogic situation within 31 schools at which immigrants are enrolled. The areas concerned are the iron and steel, and petrochemical industrial areas of the Transvaal and the Orange Free State. This study was undertaken during 1971 - 72, referring back to 1961, and includes a universum of 17 608 children of whom 2 022 are immigrants. A sample of 300 •immigrants and a control group of 300 South Africans were taken from 17 schools. Further information was gained from official and non-official documents, interviews and direct observation. Research was done in the countries of origin Israel, the Federal Republic of Germany, Switzerland, France, Belgium, the Netherlands, England, the U.S.A. and Canada. Immigrant children are defined as follows for the purposes of this inquiry: Definition for statistical purposes: An immigrant child is a child of foreign parents who have legally immigrated into the R.S.A. intending to settle permanently and who qualify, or eventually may qualify for South African citizenship through naturalisation, or who have already obtained South African citizenship during the lifetime of the child. Definition for language teaching purposes: An immigrant who requires language instruction is: (1) a child whose mother tongue is English but who has no knowledge of Afrikaans as a second language; (2) a child whose mother tongue is neither Afrikaans nor English and who has no knowledge of either Afrikaans or English as a second language; (3) a child whose mother tongue is neither Afrikaans nor English but who has a knowledge of Afrikaans or English as a second language. These children are a potential source of linguistic problems in schools. If knowledge of the medium of instruction is taken as a criterion immigrants can be further defined as follows for the purpose of language teaching: An immigrant is a child who cannot read, write or speak the medium of instruction or the second language. Consequently this child becomes a potential source of linguistic problems in the medium of instruction and the second language. 3. Immigration in the R.S.A. - A survey of immigration in the R.S.A. is essential as it determines the extent of provision required for the education of immigrant pupils. Education is a most appropriate means of promoting successful integration. It can however be applied as a conservation mechanism for retaining the culture of the native land. The history of immigration in South Africa illustrates that education can bring about cultural changes. Where a policy of dispersal was followed as in the case of the French Huguenots they became integrated with the majority of the European population and education brought cultural changes. Many British and German settlers however retained their identity through group settlement and education in their national culture. Today immigration is necessary. European labour is required if an economic growth rate of 5 1/2% is to be maintained. It is also required for demographic, social and cultural reasons. The Department of Immigration was established in 1961 to promote immigration. This Department has delegated the function of immigrant integration to State subsidised private organizations, as well as the Department of National Education and the Provincial Education Departments. The influx of 40 000 immigrants from various European and other countries yields 7 000 immigrant pupils annually. For socio-economic reasons immigrants tend to settle at industrial growth points, where this pattern of settlement influences education. 4. The education of immigrant children at an industrial growth point in the R.S.A. - Most immigrants within the specified terrain come from the over-populated heavy iron and steel industrial areas or impoverished agricultural areas of central and southern Europe and the United Kingdom. Refugees from eastern Europe also immigrate. For purposes of this research the immigrants are classified into three groups according to 1 the language of their country of origin, viz. English 34%, Continental Germanic 28% and Diverse 38%. According to the medium of instruction the language ratio of Afrikaans to English is 7 : 1 in the Transvaal schools, 9 : 1 in the schools of the O.F.S. and 9 : 1 in the research area. All the English speaking immigrants are compelled to take instruction through the medium of English as English is their home language. Parents of immigrant children who have no knowledge of either English or Afrikaans choose the medium of instruction artificially for their children. This results in English being the language of choice of 97% of the Diverse and 45% of the Continental-Germanic immigrants. Afrikaans is the medium of instruction for the rest of the children. Thus Afrikaans is the medium of instruction for 19% and English the medium of instruction for 81% of the universum of immigrants. The reasons for preference of English can not always be accounted for educationally. According to their medium of instruction the immigrant children are distributed in the public, private and nursery schools of the research area so that the number of immigrants in English medium schools is > 40%, in parallel medium schools 5 to 15% and in Afrikaans medium schools < 5%. Provision is made for concessions regarding the promotion of pupils and allocation of staff to schools with immigrant pupils. Owing to the large numbers of immigrants in English medium schools, special staff have been appointed mainly to English medium schools. Special teachers for immigrants have not been trained as such. The extra staff is responsible for extra language classes and special immigrant classes. The normal staff undertakes the teaching of immigrants in regular classes as many immigrants are also placed directly into classes to follow the regular curriculum. 5. Problems in the education of immigrant children - The dynamic problem in the education of immigrants is that they are strange to the education in the research area. The socio-cultural aim of education in the R.S.A. is to educate the child within the framework of the national culture. The basic requirement for this is a national milieu and continuity of education. The problem is that since 1961 the continuity of education has been impaired as a result of the ever increasing number of immigrant children who are unevenly distributed. Their alienation varies in the didactic-pedagogic situation according to the extent of their exposure to the cultures of their native land and that of South Africa. Consequently various degrees of alienation are distinguishable in immigrant pupils. With increasing age man loses the ability to become proficient in new languages and absorb different cultures, consequently change is progressively resisted. Educational continuity is of vast importance, the disturbance of which creates a problem as in the case of immigrants. The degree of alienation also varies according to age, length of stay, choice of medium of instruction, cultural deprivation, the volume and heterogeneity of immigrants, genetic strangeness, religious divergence, distribution or concentration of immi grants and the attitude of South Africans. Language and communication is ab initio the immigrants’ problem as language is the medium of instruction. Although thought and language originate separately, language is the vehicle of thought. The development of language is determined by the degree to which the child is understood. Consequently exposure to language is essential. Education through the medium of one of the official languages is essential in, introducing the child to the national culture. Because language medium is a prerequisite for dynamic educational progress, immigrant children in the process of learning should never stagnate while acquiring language proficiency. Immigrants experience a problem in that their oral means of communication is no longer effective after immigration, because their inner language and thoughts are still in their mother tongue. Hence their scholastic standard often exceeds their ability of expression in the new medium of instruction. Many immigrants who appear "dumb" have been affected by the break in the continuity of their education. Immigrants also often experience pronunciation problems and language confusion. Immigrant children are also expected to master both official languages concurrently. The accumulation of immigrants in English medium schools however leads to the formation of common language groups. Private mother tongue education and ghetto formation restrict physical and functional language contact with South Africans, which are essentials for educational adaptation. Attainment by immigrant children in the New South African Group Tests is mainly determined by their knowledge of the medium of instruction and of the South African culture. There appears to be a positive correlation between the immigrants’ intelligence on the one hand and their language development and degree of exposure to the South African culture in the course of time on the other hand. It is noteworthy that the test achievements of Continental-Germanic children show a greater degree of improvement than those of the English and Diverse immigrant children. A probable explanation for this phenomenon is that the Continental-Germanic children adapt themselves sooner and better to the South African culture than the English and Diverse groups. Similar results were obtained in England and the U.S.A. Children from southern European countries appear to have inferior educational potential. However intelligence tests are not culture free. The apparent inability of the Diverse immigrant children to acquire South African culture may also partially be due to a lack of exposure to the South African culture because of their accumulation in English medium schools, ghetto formation and group isolation. Compulsory education in the R.S.A. differs from that of the countries of origin and this 90ntributes towards the immigrant children’s divergence regarding scholastic niveau and school age. Immigrant children are unevenly distributed in schools in the research area. The ratio of immigrant children to South Africans is 1 : 35 and 1 : 45 in Afrikaans medium primary and secondary schools and 1 : 1 in English medium schools. According to this ratio immigrant children "disappear" in Afrikaans medium schools while they are a threat to the identity of English medium schools. In English medium schools 98% of the immigrant children in primary schools are concentrated in the junior primary phase. Where the ratio of immigrants to South Africans exceed 1 : 3 it limits the exposure of both immigrants and South Africans to the South African culture. This tendency promotes displacement of South African children. Unequal distribution also occurs in courses where the Diverse children tend to concentrate in the Std. VIII course and adaptation classes. Ethnic groups show a tendency to concentrate in schools, e.g. 62% of all Portuguese concentrate in one school. Causes of unequal distribution include preference of English as the medium of instruction, religion, ethnicentrism and cultural conflict, the settlement pattern of immigrants and displacement of the receiving society by aggressive immigration. Analysis of the population statistics of English medium schools in which immigrants concentrate indicates that displacement of South African pupils occurs when immigrants exceed 20% of the school population and when the ratio of South African to immigrant children becomes > 1 : 3. Notwithstanding the fact that less than 5% immigrants are found in the neighbouring Afrikaans medium schools, the enrolment in these schools shows a regressive tendency because Afrikaans children are displaced from the natural school zone because of immigrant group settlement. Consequently the enrolment in Afrikaans medium schools has had to be artificially supplemented by rezoning and busing. The consistent incidence of immigrants of a specific nationality leads to the establishment of their own private schools as a defensive measure in retaining their national culture. Academic achievements of immigrants show that they meet with more success in parallel medium schools, that the Continental-Germanic children achieve better results and that the greatest erosion takes place among Diverse immigrants. English immigrant children are poorly motivated. Academic achievements of immigrant children are positively related to vocabulary, length of domicile and adjustment. Language deficiency must be taken into consideration for promotion purposes for two to three years after immigration. Matriculation concessions have to be retained for Diverse children but not for English and Continental-Germanic children Cultural deprivation, irregular school attendance and poor motivation also result in poor achievement. There is a lack of suitable teaching methods, syllabi and teaching aids. Teachers have not received the necessary training for immigrant or cross-cultural education. Parents are not involved enough in the education of their children. 6. Education of immigrants elsewhere - Inter- and intra-continental migration causes thousands of immigrant children to attend schools in foreign countries. Excellent measures are taken for the elimination of immigrant alienation and for the conservation of the national character of education, religion, language and the autochthonous population in schools. Intensive research preceded these measures and the statistics of immigration were taken into consideration in the planning of education. The majority of immigrant countries have formulated policies which provide for inter alia the dispersal of immigrants limiting them to 20% per school, 5% per nationality per school and four to five per class. The necessary consideration is given to the religion of immigrants, but dispersal and education are regarded as sufficient safeguard for native mores, religion and culture. Immigrants are compelled to master the medium of instruction as a prerequisite for cultural integration. The official medium of instruction is compulsory in order to prevent the formation of foreign language groups. Immigrants are exempted from the second language and allowed to study their mother tongue as a subject. In cases where a foreign language is taken, the consolidation of the medium of instruction receives priority. Although private schools exist they are not regarded as desirable because of their curbing effect on integration. The grouping of immigrants in classes depends on their varying degrees of alienation and on how soon the continuity of education can be restored. Pre-school immigrant children attend nursery schools in order to promote mastery of the-medium of instruction. Reception centres are provided from where immigrants are directed to schools. Dispersal in ordinary classes9 flexible integration, promotion classes, intensive term and year classes are utilized. Adolescents are required to comply with the regulations regarding compulsory education in order to promote their social, cultural and economic integration. Remedial education is provided and teaching content adjusted and optimally utilized for transcultural teaching. Special methods of language teaching, for instance the audio- linguistic method - based on words and structures with the highest use frequency - are used to enable the immigrant pupils to master a functional vocabulary quickly. Various teaching aids are used, e.g. creation of realistic conditions in teaching, holiday projects and various audio-visual aids. Specially trained supernumerary teaching staff are appointed. Immigrant parents are also taught the new language in order to promote their economic value but also with a view to cultural integration. A marked deficiency in the education of immigrant pupils is encountered in countries where no research has been done on education of immigrants. In such countries the alienation of immigrant children is emphasised and prolonged by their isolation in "Ubergangklasse" and accumulation in ordinary classes. 7. Possible solutions to the problems in the education of immigrant children in the research area - In order to evaluate the education of immigrant pupils in the research area, criteria were formulated with due regard to the deficiencies of education in the research area, historical aspects of immigrant education and successful measures that have been taken abroad. Local immigrant teaching was subsequently evaluated by application of the formulated criteria, hence deficiencies and excellencies in local measures were revealed. The following proposals for the improvement of immigrant education in the research area were deduced: 7.1. Education and immigration should be co-ordinated for the "South Africanizing” of immigrant children and for the protection of the national character of education and national identity. This demands co-ordination concerning the extent of provision of education for immigrant children and the nature and extent of immigration. (a) Research should be done immediately concerning the factors underlying the alienation of immigrants and the factors determining the national character of education. (b) National education policy demands education with a broad national character. This implies elimination of alienation amongst immigrants and cultural integration with a view to ultimate citizenship. On the other hand it implies the protection of the national identity and the national character of education. South Africanization contains an inherent dualism rooted in the division of Whites into English speaking and Afrikaans speaking groups. For the purposes of this thesis South Africanization means identification with either the Afrikaans or English section of the community. (c) Protection of the national character demands that the volume and origin of immigrants should be controlled and that the assimilability o:f prospective immigrants should be carefully considered. Immigrants should be limited to 20% per school, four to five per class and 5% per nationality per school. Immigrants should attend the schools in the immediate vicinity of their homes. Zoning should be statistically planned to prevent excessive concentration of immigrants in certain schools, and in order to promote fraternization of immigrants with South African children guardian pupils• should be appointed. 7.2. Immigrant education should retain the Protestant heritage in South African education. Immigration should be limited when the prospective immigrants are of the Roman Catholic or Greek Orthodox faiths. Immigrants with permissive inclinations should be discouraged. Both immigrants and South Africans should receive guidance regarding clause 2(a) of Act no. 39 of 1967 in order to promote peaceful co-existence. 7.3. Immigrant education should preserve the traditional language relationship of the outochthonous European population. This entails reasonable limitation of the quota of English speaking immigrants. Immigrants should be carefully dispersed in order to maintain a ratio of English to Afrikaans pupils of 1 : 9 in the research area and schools of the O.F.S., and 3 : 7 in schools of the Transvaal. Continental-Germanic children should be canalized into the Afrikaans medium schools as Afrikaans is closely related to their language of origin. Diverse immigrants with no proficiency in English should also be enrolled in Afrikaans medium schools. Under no circumstances should State subsidies be available for private mother tongue schools. 7.4. Immigrant education should aim at proficiency in the second language only after knowledge of the medium of instruction has been consolidated. Immigrant pupils already fluent in the medium of instruction should receive intensive instruction in the second official language. 7.5. Education in public schools should be fully utilized for ensuring ultimate citizenship. Hence immigrants should attend only free public schools. Immigrants may receive instruction in their home language at the discretion of the principal where this is justified by enrolment. Immigrants should also be allowed to study their home language as a third language, and matriculation subject. 7.6. Immigrant pupils including adolescents should comply with the current regulations concerning compulsory education and attend school regularly. Transference of immigrant pupils to lower classes due to language deficiency should be prohibited and immigrants should be compelled to undergo reasonable military training. 7.7. The necessary educational guidance should be provided on admission and primary emphasis should be placed on the mastering of the medium of instruction. 7.8. Pre-primary education should be available for the preschool immigrant children not proficient in the medium of instruction. State aided and industrial nursery schools as well as créches should be provided. 7.9. Reception centres should be provided to obtain the maximum information regarding the potential and the scholastic background of immigrant pupils, and to direct them to specific schools. 7.10. Immigrant pupils should be placed in ordinary classes as soon as possible and pupils not proficient in either the medium of instruction or the second language should receive intensive tuition in the relevant language in special language classes. Those unacquainted with both official languages should be flexibly integrated. 7.11. Older immigrant pupils unacquainted with the medium of instruction and experiencing integration problems or those who are forced to master the medium of instruction in a very limited period before leaving school, should receive intensive language teaching in a term, trimester or year class. 7.12. In exceptional cases where the standard of education of immigrant pupils is markedly below that of their peers, special recovery classes of up to a year’s duration should be provided. It is also advisable to admit all immigrant; pupils who are over the age of 13 and who have not yet passed Std. 5 to the Practical Course and to apply flexible integration in their cases. 7.13. Suitable provision should be made for remedial teaching of immigrant pupils. 7.14. Vacation schools in rural areas, hostels and open air schools should be utilized to South Africanize immigrant pupils and South African pupils should receive guidance in order to equip them to promote integration of immigrant pupils. 7.15. Subject matter should also be chosen keeping in mind the South Africanization, integration and acquisition of South African culture of immigrant pupils. 7.16. Immigrant pupils’ knowledge of the medium of instruction should be taken into consideration in their evaluation. 7.17. The intensive language teaching should concentrate on the quick mastery of a high frequency, functional vocabulary. Audio-visual aids as well as the visual lingual method should be fully utilized. 7.18. The enrolment of pupils should be taken into consideration for staffing purposes. Where the number of immigrant pupils does not justify the appointment of a supernumerary teacher, immigrants should be grouped together in a centrally located school until the numbers are sufficient. Provision should be made for a language advisor and suitable staff at the reception centre. 7.19. Immigrant parents should be involved in the education of their children and master the language of instruction. / Thesis--PU vir CHO