Thesis (DPhil (Dept. of Drama.Centre for Theatre Research))--University of Stellenbosch, 2008. / Following the socio-political change in South Africa after the democratic elections of 1994 the relationship between the state and the arts changed markedly. Whereas, under apartheid, the white population groups benefited greatly from government support for the primarily Eurocentric cultural heritage and the arts, the new South Africa recognised a multi-cultural and multi-lingual population whose every human right was protected under the new Constitution. Under the new government priorities shifted and this resulted in a transformation of the state-subsidised Performing Arts Councils and generally in the financial dynamics of the arts and culture sector. During the first decade of democracy an arts festival circuit emerged which provided opportunities for specific population groups to celebrate their cultural heritage and also for new independent theatre-makers to enter the industry. After the demise of apartheid there was no longer a market for the protest theatre that had become a hallmark of much South African performing arts in the 1970s and 80s and the creative artists had to discover new areas of focus and find alternative creative stimuli. This dissertation identifies and examines a number of major trends that emerged in the professional theatre in post-apartheid South Africa during the first decade of its new democracy.

Thesis (DPhil) -- Stellenbosch University, 1936. / VOORWOORD: Verskillende skrywers het verskillende interpretasies gegee van wat die eintlike onderwerp van die Geskiedenis van die Onderwys uitmaak. So is nog tot onlangs die beskouing gehuldig dat dit die geskiedenis van groot opvoedkundiges, hulle lewe en werke, moet weergee. Met dit as uitgangspunt is egter nie 'n goeie insig in sake te verkry nie en is die voorstelling noodwendig eensydig. Vir die opvatting dat dit 'n geskiedenis van pedagogiese stelsels is, is miskien meer te se. As hierdie stelsels egter op hulself bly staan en hulle samehang met allerhande ander faktore, met filosofie en godsdiens, met die hele strewe en lewe van die mensheid of ten minste van 'n groot groep van mense, nie gesien word nie, bring dit egter ook nie perspektief nie. Die Geskiedenis van die Onderwys moet dus meer gesien word as 'n uiteensetting van pedagogiese denke en doen as 'n deel van 'n groot organiese geheel: die algemene kultuurgeskiedenis van die mensheid.

A thesis submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy. Johannesburg, 1998 / This thesis examines Government university policy between 1948 and 1970. University education was already segregated and discriminatory in 1948 and until the mid 1950s, Nationalists disagreed about plans for university education. Their discussions about the development of apartheid university policies helped clarify general apartheid principles, Apartheid university education was based on the principle that university education was not universal but should serve a particular ethnic community. Divided university education was entrenched through the Extension of University Education and Fort Hare Transfer Acts of 1959, which were primarily produced by the Native Affairs Department. The ethnically segregated, state-controlled university colleges they created provided different, inferior educational opportunities to the state-aided, more autonomous, universities. The 'open' universities complied with the compulsory closure of enrolment to black students. The University of Natal was less co-operative, but also ultimately complied. Enrolment at ethnic university colleges was not compulsory, but there were few alternatives. Enrolments at black institutions rose, despite continued opposition to ethnically-defined institutions. In the 1960s Nationalists promoted Afrikaans enrolments and facilities for Afrikaans students. The establishment the University of Port Elizabeth and the Rand Afrikaans University was only considered once the economic boom of the 1960s made this feasible. The Government spent more money on university education generally, resulting in huge increases in enrolments and institutional capacity. Spending on Afrikaans students was most generous. The black university colleges were expensive, but Government spending on black university education, in proportion to the black population, remained low. African school funds were depleted to pay for the African university colleges. The divided university system produced far more white graduates, in a wider range of disciplines, than black graduates. South African universities were isolated internationally and the development of an indigenous intellectual culture and research capacity was hindered, especially at the Afrikaans medium and black institutions. Politically, Nationalist university policy was counterproductive. It failed to build white South Africanism, and the university colleges nurtured Black Consciousness. From tine late 1960s the police increasingly acted against students at the black and English-medium institutions. In 1970 the black university colleges were granted autonomy from Unisa, Keywords: South Africa, apartheid, National Party, policy, education, university, students, Saso, Nusas

Thesis (M.A.)--University of the Witwatersrand, Faculty of Arts, 2000.

Thesis (M.Dev.) --University of Limpopo, 2013 / The focus of the study was on the impacts of undocuments on the provision of housing, job opportunities and health in Limpopo Province: A case study of Polokwane Municipality and the measures taken by the government to deal with illegal immigrants. The study was qualitative in nature and concentrated on illegal Zimbabweans and South Africans residing in Western burg(RDP side),Greenside,Lethuli Park,buite and bok streets, Department of health and Social welfare, Department of Labour and the Department of Housing. The area of study was Polokwane Municipality under the Capricorn district. The research findings confirmed that illegal immigrants have negative impacts on the provision of housing, job opportunities and health facilities in Limpopo Province as many respondents indicated that illegal immigrants were residing in RDP houses, all of them have access to health facilities and most of them were employed but only pay tax through the purchasing of goods and commodities for use and resale in the country and back in Zimbabwe.

Thesis (M.A.) --University of Limpopo, 2010 / Ngudo iyi i khou sedzulusa ṱhuṱhuwedzo ya lutendo lwa vhuloi kha vhushaka vhukati ha vhathu kha Tshivenḓa. Luambo lu kwamaho matshilisano na vhupfiwa zwi ḓo dzhielwa nzhele. Hu ḓo sedziwa na maipfi a elanaho na zwa vhuloi. Izwi zwi ḓo itwa ho katelwa vhuḓipfi, u vhaisala, kudzhielwe kwa zwithu, mbeu na maambele musi hu na lutendo lwa zwa vhuloi. Ndi zwa ndeme u ḓivha uri dziṅanga dzi na luambo lu ne dza lu shumisa u sumbedzisa vhuloi ngeno vho vhafunzi vha zwa vhurereli vha na maitele na maambele a vho.

This study explores the government's current land refonn programme in the light of nation building. It is hypothesised that though the government means well by its introduction of the programme, the current land refonn policy will negatively affect race relations. This is due to the fact that the introduction of this policy has exacerbated white fears of dispossession and raised black expectations of redress. Therefore, the success of this policy will exacerbate white dissatisfaction, and the failure of the policy will frustrate black expectations. Nevertheless, it is argued that this is only prevalent in the short run where as in the long run nation building could be achieved through this programme. / Thesis (M.Soc.Sci.)-University of Natal, Pietermaritzburg, 2002.

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.

During the middle decades of the twentieth century, the exiling from South Africa of jazz musicians, including The Blue Notes, brought the discourses of local jazz, its performance culture and repertoires, to international attention. This process points to jazz’s global reach and raises questions about its adoption by differently constituted cultural subjects. Arjun Appadurai’s arguments about global homogenisation and heterogenisation come into play here, and have special significance today, when the study of jazz performance and history is increasingly part of the music education of young South Africans. Questions about who ‘owns’ jazz and what constitutes its authenticity loom large, as do questions about its global entanglement. The careers of The Blue Notes emerge from a background of South African syncretic musical performance; as such, they belong within the protracted history of African cultural engagement with European and American mediations of modernity. Among other issues, my thesis examines the use of jazz-influenced repertoires in the narration of cultural identities in postcolonial South Africa, under apartheid, and in exile. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.

No abstract available. / Thesis (Ph.D.)-University of Natal, Durban, 1973.