It was the purpose of this study to evaluate teacher training in physical education in the Junior Primary course in the various teachers training colleges in the Republic of South Africa and South West Africa. Such a study required descriptive research. A literature study of the development of the child in the junior primary school classes (between the the ages of six and nine years) was conducted. This developmental scheme is discussed under the headings of the physical, perceptual-motor, emotional, social and cognitive development of the child. Many researchers have pointed out that the importance of movement in the child's early learning experiences cannot be over emphasized. Lack of a movement repertoire during childhood can have serious ramifications, for it is through participation in locomotor skills that much of the social and emotional development of childhood is shaped. The preliminary stages of all fundamental motor skills are commonly established before the sixth year. It has been determined that the progression from level to level in these patterns depends on ample opportunity for practice under guidance. A survey was conducted in which the questionnaire method was mainly used. This produced the following results. Physical education is presented as a subject in the junior primary curriculum by all the teachers training colleges. The syllabuses of physical education as a subject in the junior primary course vary widely. Also, in some cases it is a compulsory and in others a specialisation subject. This lack of uniformity among the various teachers training colleges also applies to the duration of training, amount of periods allocated, as well as the content of the course. It is recommended that physical education be implied as a compulsory subject of the junior primary course of all teacher training colleges in the Republic of South Africa and South West Africa. The duration of training should be three years, with a minimum of forty training hours per year. A model is proposed of the theoretical and practical contents of physical education as a compulsory subject of the junior primary course. It is recommended that institutions which train teachers should provide opportunities for the understanding of motor development, if perspective teachers are to utilize this knowledge in their teaching. / Thesis (MA (Menslike Bewegingskunde))--PU vir CHO, 1988

Research in connection with the female is nothing new in Physical Education. It is a generally accepted fact that the female need not play second fiddle to the male. Misconceptions with regard to the place of the female in society as well as her place in sport have long since disappeared. It is thus? logical that the education of the female in all its ramifications should enjoy the same degree of attention as that of the male. In older European countries and especially in the U.S.A. much research has been done in connection with the Physical Education of the female. In South Africa research in this connection has not lagged behind. Various problems have already been satisfactorily solved, some have had less satisfactory results while others have not been touched. The necessity for an investigation into the performance of white South Africans has partly been satisfied by the researches of Van der Merwe and Van Zyl (Chapter 3). Research projects in this field have already been done overseas. It is, however, known that the tests and their results based on a specific group of people are only applicable to that group, except if the opposite can be scientifically proved. Another important investigation into Physical Education of white South African girls has been done by De Jager. (Chapter 3). In this research work he studied the influence of chronological age upon the motor-performance of white school girls. This research must in the first instance be considered as supplementary to the researches of the aforementioned people. Seen in this light it is a modest attempt to contribute to the development of the Physical Education of white South African girls. In this investigation performance scales for white schoolgirls in the Transvaal were compiled in for activities. An attempt was also made to study the motor development of white schoolgirls in the four activities mentioned. The performance scales were compiled with the purpose of: 1. To provide a measure for determining the girls aptitude and progress; 2. To improve and supplement the methods of Physical Education; 3. To diagnose the physical capabilities and thus to show and eliminate possible short-comings; 4. To provide a stimulus for self-exercise; 5. To provide standards (norms) of performance that satisfy the requirements of the metric system; 6. To study the motor development of white South African girls as indicated by their performances; 7. To compare age grouping, as now applied to athletics and swimming for competitions purposes, with the performance curve derived from the data of the investigation. On the grounds of the literature as discussed in Chapter 3, it appears justified to confine it to the grouping of girls based on chronological age only. The scales are, consequently, simple to apply and can even be used by pupils themselves, The activities of this investigation had been chosen with an eye to fundamental components, namely speed, strength, stamina and co-ordination. The prevalence in the Republic of South Africa of the "fitness concept" and the activities of the Nation2l Fitness Scheme were additional considerations for the choice of exercises and their uses and values. For the compilation of performance scales from the results of this study use has been made of the Sigmascale method as well as the cumulative frequency method in swimming. In order to simplify the discussion of the findings and for the sake of clarity all processed data have been tabulated and graphically presented. For the purpose of this study 2 1 422 tests have been made. In addition the height of 718 persons and the bodyweight of 706 persons have been taken. The results of this study show that in the development in performance of girls of 11 to 16 years two peaks especially are reached - at 13 and at 14 years. In the 100 metre sprint performance reached its maximum at 13 years. In the 300 metre the peak was at 14 years. In the push-ups from a 12 inch high bench the peak was again at 13 years. In the 25 metre crawl the maximum was again at 14 years. It is thus clear that the findings of DcCloy (Chapter 2), namely that, in the case of American girls, age has an influence on performance only up to 13t years, cannot as such be accepted in South Africa. De Jager carne to the same conclusion in his investigation. From the results it is evident that maximum performance is reached at 13- or 14 years. This again corroborates the findings of Johnson and his colleagues. These researchers have found that maximum athletic performance occurs at 13- or 14 years. (Chapter 7). The results have also indicated that the age of 12 is a "weak” period. The increase in performance is small between 11 and 12 in two out of every four cases, namely the 100 metres and the swirnrnin3 event. In the push-ups the performance of twelve year olds is even weaker than that of eleven year olds. From the results of this study it appears that fifteen year olds give weaker performances than 13-, 14- and 16 year olds. In three of the four events, namely the 100 metres sprint; the 300 metres flatrace and the swimming event, fifteen year olds gave weaker performances than 13-, 14- and 16 year olds. In the push-ups even eleven- and twelve year olds fared better than the fifteen year olds. For the pattern of development of the performance ability with the increase in age and for the question as to why certain age-groups do worse than others; no satisfactory explanation has yet been found. It is clear that there are factors which can possibly influence this development pattern and performance. On the strength of these findings it seems justified to consider the eleven- and twelve year olds as a homogene group for the purpose of classification. Furthermore thirteen-, fourteen-, fifteen- and sixteen year olds can be taken as a homogene group. In the push-ups, however, it is evident that the thirteen year olds should compete separately as is highly evident from the difference between thirteen und fourteen, between thirteen and fifteen and between thirteen and sixteen - in all cases to the advantage of the thirteen year olds. With regard to age-grouping of girls in athletics and swimming it is clear that many changes can be brought about. This study has been conducted with the purpose of contributing to the Physical Education of the female. In Physical Education, especially with regard to the female there is still a large field that has to be covered. The lack of female researchers naturally curbs the development of Physical Education in the case of the female. FURTHER STUDIES. Further scientific research in connection with the female sex is an absolute necessity. This study was confined to schoolgirls in the Transvaal. The results draws the attention to many problems which can only be solved by general and thorough investigation. From the foregoing it follows that: 1. The scales compiled in this study are only applicable to schoolgirls in the Transvaal. Before these scales can be accepted as national, their validity, trustworthiness and objectivity “’till first have to be proved for the other provinces. 2. The compilation of performance scales in activities of Physical Education for white girls under 11 years, is very necessary. 3. The question of the development of performance ability according to age increase up to university age has to be investigated. 4. Factors such as physiological, psychological and economic circumstances which can possibly influence performance of girls, should be studied. 5. The performance ability of non-white girls, especially Bantu, Coloured and Indian, needs research. It will give us the opportunity to compare the performance of white girls with that of other races. 6. Performance scales in activities of Physical Education, especially those that answer to the requirements of the metric system, should be amplified. / Thesis (MA)--PU vir CHO

Accountable education for mentally handicapped pupils who receive their tuition at special schools should lead to self-actualisation. The pupil achieves self-actualisation through, among other factors, the choice of a sui table career, as this helps him to become a useful, self-supporting and competent member of society. However, the training which a pupil attending a special school receives, does not provide him with direct access to training as an apprentice. Pupils often expect that the practical fields in which they specialised at school will lead to their obtaining employment in these fields and even to their being given further training in their chosen fields. Unfortunately, it is a fact that most of these pupils, on leaving school, are appointed in professions that have little or no bearing on their training at school. In this study an attempt to found a pedagogically viable vocational training programme for educable mentally retarded pupils, based on literature studies, is made. The education of these pupils is studied through the perspectives of their restrictions, their potential, their expectations, their needs and their right to vocational training. The interest which parents have in the education of their mentally retarded child, the special school's responsibility in supplying suitable vocational training, as well as the role that employers should play in this regard, are identified and studied. The programme of educational training at special schools in the Transvaal is analysed in the light of literature studies. The identification of mentally handicapped pupils, the curricula for special schools and the syllabuses for the majority of the subjects are discussed and problem areas are identified. An empirical investigation confirms the actuality of the identified problems. Questionnaires sent to all special schools in the Transvaal and schedules completed by a number of employers were designed. The findings are presented and interpreted. Recommendations aimed at a more vocationally oriented education system for pupils at special schools are made. Possible areas for further research are identified. / Skripsie (MEd)--PU vir CHO, 1988

The purpose of this study was to determine the influence of fear, adjustment and relationships on scholastic achievement of clinic school pupils. Two methods of enquiry were used. An outline of former research on the role of fear, adjustment and relationships was made by means of a study of the available relevant literature. This was followed by die empirical method to test the validity of specific hypotheses. In view of the fact that placement in a clinic school could be a traumatic experience, the clinic school as such was studied. Reasons for referral, school organisation and the admittance and discharge of pupils were examined. Finally some advantages and disadvantages of clinic school placement were discussed. The literature was unanimous about the role of fear, adjustment and relationships as possible causes for poor school achievement. It was also evident that socio-economical factors can play a significant role in determining fear and adjustment in pupils as well as influencing their relationships. In order to determine whether there is a relationship between fear, adjustment, the relationships and school achievement of clinic school pupils a number of hypotheses were formulated and tested. The empirical investigation was carried out at a senior secondary clinic school. The test battery consisted of the P.H.S.F Relationship Questionnaire, the Ipat Self Evaluation Questionnaire, the Bell adjustment inventory, a socio-economic status questionnaire as well as some personal documents and files relating to the pupils. Scholastic achievement, the dependant variable, was operationalised to the average percentage which was achieved by the pupil at the end of the previous school year. Via factor-analysis by using the computer programme DMDP4M, the number of variables was reduced to ten. By means of multiple regression analysis the contribution of each of fear, adjustment and relationships to the variance in scholastic achievement was determined. The resultant findings revealed that according to the study which was made of the available literature, a relationship between fear, adjustment, relationships and school achievement does exist. This relationship, however, could not be determined by means of the experimental research done for this study as no significant proportion of the variance in scholastic achievement was accounted for by fear. However, adjustment and relationships did explain a small proportion of the variance in scholastic achievement which can be considered as meaningful in educational terms. It can be concluded that fear, adjustment and relationships of clinic school pupils are all complex matters which cannot be easily assessed, empirically. The study is concluded by the inclusion of a few recommendations as well as a number of topics for further research. / Thesis (MEd)--PU vir CHO, 1985

I. Introduction - The task of the school under the Children's Act is more comprehensive than that of the normal school. Apart from giving academic instruction, the school under the Children's Act provides physical care and attends to the socialization of the child. In many cases it is necessary to resocialise because the socialization process at home takes place inadequately and unsatisfactorily. The school must prepare the child in his totality so that after his school career, he may fit into society in the broadest sense. In other words, the school under the Children's Act has, apart from providing academic instruction, an important socio-pedagogic task with regard to the deprived child placed in its care for further education. 2. Definition of Problem - The problem examined in this investigation can be, formulated by means of two questions, namely: * Does the school under the Children's Act make a positive contribution to the socio-pedagogic development of the committed child? * Is the child, who leaves the said school after a comparatively long stay, better equipped for society than the child who under the same circumstances, was not committed? 3. Aims - This research aims: * to investigate and explain on an international scale the task of the school under the Children's Act, on the basis of existing literature; * to determine scientifically by means of objective testing, and retesting after one year, whether the school under the Children's Ad in South Africa, is contributing positively to the socialization of the committed child in its care. 4. Method of Investigation - Firstly, use was made of the method of a study of literature pertaining to this subject. A study was made of international as well as South African sources dealing with schools under the Children's Act and other associated subjects, such as the growth and development of these schools in South Africa, problems with regard to the socialization of the child under the Children's Act; the needs of the pedagogically neglected adolescent in the schools under the Act, and the socio-pedagogical aspect of education in these schools. Relevant factual material has been collected, arranged and annotated. Secondly, an empirical investigation limited to white, deprived children in seventeen of the eighteen schools under the Department of National Education has been undertaken. As test subjects, all pupils who were admitted between 15 November 1981 and 15 February 1982 to these schools, have been used. A battery of tests consisting of the Picture Motivation Test, the Interpersonal Relations Questionnaire and the IPAT Anxiety Scale, which are all standardised tests of the Human Sciences Research Council, have been used. Furthermore, a questionnaire (see Appendage B) has been used to acquire first hand factual material from the schools involved. Using the above-mentioned tests, pupils were tested on IS February 1982 and again 15 November of the same year in order to obtain comparative details. After the conclusion of the empirical investigation, the data was analysed and reviewed on the basis of facts from existing literature and personal criteria. The empirical details were statistically revised by the Statistic Consultation Service of the Potchefstroom University with the aid of a standard computer. With regard to the Picture Motivation Test and the Interpersonal Relations Questionnaire, the raw marks of each factor of the tests were converted to stanines, and of the IPAT Anxiety Scale into stens as the norm tables of the said tests provides respectively for stanines and stens. The same procedure was followed with the retesting so as to obtain comparative details. A difference of one on the stanine and sten scales was, for the aim of this study, considered significant when drawing conclusions. Differences on the stanine scale with regard to testing and retesting was, with the aid of the computer, obtained for each subtest of the Picture Motivation Test and the Interpersonal Relations Questionnaire. Similarly, differences on the sten scale for the !PAT Anxiety Scale were obtained. 5. Program of Investigation - The details obtained from existing literature as well as the results of the empirical investigation have been presented in chapter form. An explanation of the method of investigation followed during the research, is given in chapter one. In chapter six the method of research into the empirical investigation is given in detail. Chapter two contains an historical survey of the growth and development of schools under the Children's Act in South Africa since 1909. An explanation of problems concerning the socio-pedagogical development of the child before and after committal receives attention in chapter three, while the unique needs of the adolescent are discussed in chapter four. Chapter five deals with the school under the Children's Act as a socio-pedagogical maintenance institution. The academic as well as the extra-curricular program receives attention, and aspects which can contribute positively to the socialization of the child in need of care are suggested. In chapter seven the results of the empirical investigation arc given in table form with concise explanations of each table. 6. Growth and development of schools under the Children's Act since 1909 - The first school under the Children's Act (formerly called the industrial school) was established seventy-five years ago in Standerton. Originally it was little more than a haven for neglected and delinquent youths. The school was started in 1909 in an old military barracks used during the Anglo-Boer War and had an enrolment of six boys and one girl. Until 1917, schools under the Children's Act were administered by the Prisons Department. Discipline was very strict and there was little or no education as such. The Child Protection Act of 1937 contributed immensely towards improving the educational aspect of these schools. By 1917, when the administration of the schools was transferred to the Union Education Department, altogether four schools had been established. With an education department in control, the emphasis on education increased and decreased on discipline. The Children's Act of 1937 which was an outcome of the Inter-departmental Committee ( 1934-1937) introduced an entirely new approach to the education of the child in need of care. In 1946 psychological services were introduced into schools under the Children's Act. This was the beginning of psychological therapeutic services. After 1917 another fourteen schools, distributed throughout the four provinces, were built so that altogether there are to date eighteen schools under the Children's Act. Development with regard to improved syllabi, differentiated education, psychological services, special courses and specialised directions which, during the last decade, followed quickly on each other, have to-day made the school under the Children's Act an adequate and modern educational institution which aims at educating in total the child in need of care. 7. Problems in connection with socialization before and after committal - Socialization is the process whereby individuals learn to become viable members of the social group in which they move. It commences at birth and continues throughout a lifetime. The significance of the christian family as the unit of society cannot be overemphasized. The functions of the family with regard to socializing the child is essential in all socialization activities and educational functions of the school, the church and society in general. If these functions of the family are neglected, long-term damage will emerge later in the child's life. Values and norms acquired within the family relationship, later serve as guidelines for the child's behaviour and as a foundation for forming his own attitude to life which, as a young adult, will affect his adaption to society. There are various shortcomings in the family life and behaviour tendencies of the parents of children in need of care, which manifest themselves before committal and which later adversely influence the child's socialization in the school under the Children's Act. These are factors like the disintegration of the Family bonds, church estrangement, misuse of alcohol by the parents, broken homes, child neglect and an increasingly permissive society. The latter is strongly influenced by communism and liberalism. After admission to the school under the Children's Act, factors such as absconding, the smoking habit, separate schools for boys and girls, homosexual tendencies and early marriages among girls hinder both the process of resocialization of the pupil as well as the therapeutic program of the school in general. 8. The adolescent and his needs - Most pupils in schools under the Children's Act are adolescent as pupils under the age of twelve and over the age of eighteen are seldom admitted to the school. Adolescence is a period of important psychological changes in the life of a young person. It is often referred to as the period of emotional upheaval, as a result of unusual emotional instability so characteristic of this phase. Basically, the adolescent experiences the same needs as the young child, but because of his advanced intellectual capabilities, his physical maturity and his erratic behaviour he experiences these needs problematically. Social needs such as affiliation, acceptance, recognition, independence, a sense of responsibility and identification are of special importance to the adolescent, because it is during this period that he must find his niche among his equals as well as in society in general. Emotionally, the adolescent experiences intense needs which go hand in hand with emotional tension and anxiety while at the same time frustration, conflict and aggression further affect his adjustment. At a moral level, the adolescent must learn to adjust to the values and norms of society; his conscience asserts itself and guilt feelings serve as punishment when he reacts contrarily to the accepted norms. During adolescence, the young person strives to establish a self-identity and to develop a self-image while at the same time experiencing mental conflict and confusion. In conclusion, it is during this phase of his life that the adolescent begins to view critically the religious principles and faith which he as a child accepted without question. Especially when he communicates with friends who hold other religious values does he experience serious doubts and starts to search assiduously for truth and spiritual security. 9. The school under the Children's Act as socio-pedagogic institution As all pupils who are being educated in schools under the Children's Act are institution-bound, and arc physically cared for by the school (State), the school can be regarded as a complete community in miniature. It is the task of the school as a fully responsible maintenance institution to build a socializing bridge for the child between the parental home with a poor educational background, and the general community after school. The headmaster with his comprehensive task, teaching staff, administrative and hostel staff, form a heterogeneous team with a common aim, namely taking care of and educating the deprived child, and administering the school adequately. The ultimate aim of the school is to restore a deprived child in need of care to the community as a well-cared for, socially-adapted and morally-equipped youth. What the school offers, both intra-murally and extra-murally, is focussed on the socio-pedagogically deprived child's social independence after school. Great emphasis is placed on organised after-hour programs in sport, cultural activity and invigorating recreation as part of socio-pedagogical education. It is of extreme significance that this child should not only become involved in the affairs of the community, but also render service to it - this forms an integrate part of the eventual goal the school wishes to achieve. 10. Results of the Empirical Research Calculated by the Picture Motivation Test, the school under the Children's Act shows a success figure of 49,2% in the case of boys, and 51,8% for girls (compare table 7.12). According to the synopsis (table 7.35) the success figure of the school calculated by means of the Interpersonal Relations Questionnaire, is 53,5% for boys and 55% for girls. The IPAT Anxiety Level Scale shows that the school was well able to lower the general level of anxiety within one year in 74,8% boys and 73,7% girls. The negative percentage with regard to the IPAT Anxiety Level Scale was noticeably low, namely 8,1% in boys and 4,2% in girls. The over-all result of the test exercise shows that schools under the Children's Act have a success figure of 59,7% for boys and 60,1% for girls (see table 7.44). The significant similarity in all the readings of boys and girls is quite noteworthy. There is a difference of 2,7% in the negative, 1.8% in the neutral and 0,9% in the positive score of boys and girls. If the average score for the test group can be calculated in its entirety, the negative count is 20,4%, the neutral count 20% and the positive count 59,7%. The last figure percentage can therefore be regarded as the success figure of the school under the Children's Act, as determined by this research. This is in agreement with the general expectation of the heads of schools under the Children's Act and officials of the Department of National Education, as was established in interviews with those persons mentioned. (Sec end of list of sources). / Proefskrif (DEd)--PU vir CHO, 1984

The revival of Christian religion has once again placed the focus on man's faith and thus also on the teaching of Christian Faith at school, so that Christian Faith can appeal to the pupil anew. The teaching of Christian Faith is the most important discipline of religious subjects since it is the determining and directing factor which governs one's whole life, i.e. to whom the child will devote his life, at school and extra-murally. The pistical modality (faith) is man's supreme function and all other human functions are subject to the guidance of faith. Human functions are developed under the guidance of the pistical function. Thus the instruction in Christian Faith can be seen as the heart of Christian education; the foundation on which the child can build. The task of the educator is to help determine norms and supply directives in the development of the functions of the child. Christian Faith is directed towards the religious as well as the other functions of man. Education is thus subject to the guidance of faith. In Christian Faith the dogmatic should be taught, but not a specific non-Scriptural dogma. However, the teacher cannot shed his personal religious conviction which must, perforce, influence his instruction of Christian Faith. Every lesson in Religious Instruction should reinforce the faith of the child. Although Christian Faith as a subject is restricted to standerd ten, every lesson from standerd six onwards should confirm the pupils faith. Lessons in other subjects, like History and Science, should contribute to the confirmation of faith. As a consequence the child will experience and realise his faith. The teacher of Christian Faith must guide the pupil to an acceptance of a specific religious conviction, otherwise the child will form a neutral idea of God. The clauses on dogma in the education ordinance expect a neutral Christian Faith instruction. To circumvent neutral instruction, it is recommended that Christian Faith is presented on a differentiated basis, so that the members of each religious group will receive instruction according to their specific religious conviction. Christian Faith instruction makes high demands on the teacher, viz. that the teacher is not a minister, that Christian Faith should be Biblically centred, that the psychological development of the child should be borne in mind and that the teacher must guard against factors which could affect the nature of Christian Faith instruction. Christian Faith instruction requires a specific method in which the following may be used successfully: class discussion, dialogue teaching, the buzzing groups, the question-and-answer method, the method of setting problems, and the self-study method. The teacher of Christian Faith should be aware of factors which could have an adverse effect on pupils. Intelligence, feelings and morality should not receive undue stress, Churchism may not be encouraged through the absolutising of personal opinion, nothing in the Bible that seems unacceptable maybe omitted and Scriptural Truths may not be presented euphemistically. The Bible is, furthermore, no Scientific text-book. The principal and the subject inspector must see to it that the foundations for Christian Faith are properly laid and developed. / Thesis (MEd)--PU vir CHO

Proefskrif--PU vir CHO

No research has been undertaken in South Africa on meetings within the context of school management. In this research meetings within the context of the educational system have been studied, with special reference to meetings at local management level. These meetings, which are related to the involvement of various social structures and the creation of an educational field, are influenced by a number of natural and cultural factors and basic motives. Due to the number of parties involved and the variety of tasks that have to be performed, formal education must be managed effectively. Management takes place at different levels. Education Departments function at the second level and the management bodies of schools at the third. Meetings are an important managerial aid on school level and are essential for effective planning, organising, guidance and control. The sound management of school meetings is essential and unique. Legal regulations of meetings are very important. Judicial provisions relate mainly to good order at meetings, the legal relationship between the members concerned and the validity of decisions and relevant acts. Binding juridical requirements relate especially to the people who perform the relevant acts, the procedures that apply to discussions and decision making and the aims of the relevant acts. These aspects have been studied in order to obtain a clear perspective of the essence and structure of school management meetings and the juridical regulations of meetings in order to formulate criteria for the educational practice. In conclusion certain recommendations and suggestions for further research are made. / Proefskrif (DEd)--Unisa, 1991

No research has been undertaken in South Africa on meetings within the context of school management. In this research meetings within the context of the educational system have been studied, with special reference to meetings at local management level. These meetings, which are related to the involvement of various social structures and the creation of an educational field, are influenced by a number of natural and cultural factors and basic motives. Due to the number of parties involved and the variety of tasks that have to be performed, formal education must be managed effectively. Management takes place at different levels. Education Departments function at the second level and the management bodies of schools at the third. Meetings are an important managerial aid on school level and are essential for effective planning, organising, guidance and control. The sound management of school meetings is essential and unique. Legal regulations of meetings are very important. Judicial provisions relate mainly to good order at meetings, the legal relationship between the members concerned and the validity of decisions and relevant acts. Binding juridical requirements relate especially to the people who perform the relevant acts, the procedures that apply to discussions and decision making and the aims of the relevant acts. These aspects have been studied in order to obtain a clear perspective of the essence and structure of school management meetings and the juridical regulations of meetings in order to formulate criteria for the educational practice. In conclusion certain recommendations and suggestions for further research are made. / Proefskrif (DEd)--Unisa, 1991

No abstract available / Thesis (DD)--University of Pretoria, 1974. / gm2013 / Practical Theology / unrestricted