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11	The development of a culture of learning among the black people of South Africa, 1652-1998 Mahuma, Swetsy Maria 01 1900 (has links) This disseration addresses a historical-education analysis of events that contributed to the deterioration of a culture of learning from 1652-1998 among Black South Africans. Black education was purported to be inferior and unjust. The previous government spent less on Black education and applied stringent measures to solve problems besetting Black education. Dissatisfaction among Blacks led to rioting that unsettled the culture of learning, especially during 1970-1990. It was only during the 1990's that the Nationalist government under F.W. de Klerk, acknowledged the legitimacy of the demands by Blacks for an equitable and just education. After Nelson Mandela had been elected as the first Black president of South Africa, a single education system was formed. Control and administration of education was assigned to the nine newly established provinces. The provinces adopted the motto : Re a soma - We are working in our schools, for the development of a culture of learning, especially in Black communities. / Educational Studies / M.Ed.(History of Education) Behaviourism Cognitive learning Gestalt theory Missionary education Bantu education Department of Education and Training Political struggles School boycotts Commissions of enquiry Learning dispensation Democratic era Single education department 370.968 Education -- South Africa Educational sociology -- South Africa Multicultural education -- South Africa Education and state -- South Africa Educational change -- South Africa Educational equalization -- South Africa Blacks -- Education -- South Africa Segregation in education -- South Africa
12	The development of a culture of learning among the black people of South Africa, 1652-1998 Mahuma, Swetsy Maria 01 1900 (has links) This disseration addresses a historical-education analysis of events that contributed to the deterioration of a culture of learning from 1652-1998 among Black South Africans. Black education was purported to be inferior and unjust. The previous government spent less on Black education and applied stringent measures to solve problems besetting Black education. Dissatisfaction among Blacks led to rioting that unsettled the culture of learning, especially during 1970-1990. It was only during the 1990's that the Nationalist government under F.W. de Klerk, acknowledged the legitimacy of the demands by Blacks for an equitable and just education. After Nelson Mandela had been elected as the first Black president of South Africa, a single education system was formed. Control and administration of education was assigned to the nine newly established provinces. The provinces adopted the motto : Re a soma - We are working in our schools, for the development of a culture of learning, especially in Black communities. / Educational Studies / M.Ed.(History of Education) Behaviourism Cognitive learning Gestalt theory Missionary education Bantu education Department of Education and Training Political struggles School boycotts Commissions of enquiry Learning dispensation Democratic era Single education department 370.968 Education -- South Africa Educational sociology -- South Africa Multicultural education -- South Africa Education and state -- South Africa Educational change -- South Africa Educational equalization -- South Africa Blacks -- Education -- South Africa Segregation in education -- South Africa
13	The role of the state in the establishment of a culture of learning and teaching in South Africa (1910-2004) Baloyi, Colonel Rex 31 December 2004 (has links) Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004. To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching. The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education) Private and home schools Developmental Appraisal System (DAS) Whole School Evaluation (WSE) Tirisano project Curriculum 2005 (C2005) Outcomes-based education (OBE) National Policy on Religion in Education South African Schools Act (SASA) South African teacher unions South African teachers' protest actions Soweto student uprising (1976) Apartheid education Bantu Education Act (1953) The state Culture of learning and teaching 370.968 Education -- South Africa Curriculum 2005
14	Interpretations of academic freedom : a historical investigation Baloyi, Colonel Rex 11 1900 (has links) This dissertation is a study of academic freedom, an issue which is regarded as a precondition for the university's successful execution of its task, namely the advancement and dissemination of knowledge. To understand what academic freedom really implies and entails, a historical review was undertaken of the various interpretations of academic freedom in the Medieval Italy and France, Imperial Germany, the late 19th century and the 20th century American and South African universities. As an ideal, academic freedom implies the free but responsible search for knowledge and truth. The historical review revealed, however, that academic freedom has at times been misunderstood and abused. The realisation of true academic freedom in South African universities was the motivating force behind this study. Therefore, this study is concluded with guidelines and recommendations grounded in the historical review that will hopefully promote academic freedom in South African universities. / Educational Studies / D. Ed. (History of Education) Academic freedom Institutional autonomy Medieval universities Lehrfreiheit Lernfreiheit Civil liberty Special theory of academic freedom Student militancy Open universities in South Africa Ivory Tower model Supermarket model People's University model 370.968 Education -- South Africa Curriculum 2005
15	The role of the state in the establishment of a culture of learning and teaching in South Africa (1910-2004) Baloyi, Colonel Rex 31 December 2004 (has links) Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004. To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching. The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education) Private and home schools Developmental Appraisal System (DAS) Whole School Evaluation (WSE) Tirisano project Curriculum 2005 (C2005) Outcomes-based education (OBE) National Policy on Religion in Education South African Schools Act (SASA) South African teacher unions South African teachers' protest actions Soweto student uprising (1976) Apartheid education Bantu Education Act (1953) The state Culture of learning and teaching 370.968 Education -- South Africa Curriculum 2005
16	Interpretations of academic freedom : a historical investigation Baloyi, Colonel Rex 11 1900 (has links) This dissertation is a study of academic freedom, an issue which is regarded as a precondition for the university's successful execution of its task, namely the advancement and dissemination of knowledge. To understand what academic freedom really implies and entails, a historical review was undertaken of the various interpretations of academic freedom in the Medieval Italy and France, Imperial Germany, the late 19th century and the 20th century American and South African universities. As an ideal, academic freedom implies the free but responsible search for knowledge and truth. The historical review revealed, however, that academic freedom has at times been misunderstood and abused. The realisation of true academic freedom in South African universities was the motivating force behind this study. Therefore, this study is concluded with guidelines and recommendations grounded in the historical review that will hopefully promote academic freedom in South African universities. / Educational Studies / D. Ed. (History of Education) Academic freedom Institutional autonomy Medieval universities Lehrfreiheit Lernfreiheit Civil liberty Special theory of academic freedom Student militancy Open universities in South Africa Ivory Tower model Supermarket model People's University model 370.968 Education -- South Africa Curriculum 2005

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