In the opening chapter the following issues are addressed: * Problem of the research. The problem in this research is: - to determine whether parents and teachers work together in the education of the child. - to determine whether parents and teachers utilise the available structures created for parental involvement. - to establish whether parents can contribute effectively towards the positive learning of the child. * Aims of the research. The purpose of this study is: - to determine the structures in the educational system for parent participation in the education of the child. - to identify problems which hinder meaningful •Black parental involvement in the education of the child. - to propose possible solutions in order to remedy problems which have been identified. * Method of research The following methods have been employed: - Literature study, questionnaires, analysis of responses, interpretation of data, evaluation of data and scientific writing of findings. * Demarcation of the field of research This study is confined to Black parental involvement in the Department of Education and Training. In the second chapter the theoretical structures of parental involvement in the education of the child are discussed. The four structural moments of the educational system are looked into under the theoretical structure of the education system. The following are those structural moments of the educational system: - The religious structural moment. The religious ground motif of the community is fundamental in all national systems of education. All systems of education which function normally are based upon the religious ground motif. - The temporal structural moment. The temporal structural moment refers to the fact that educational systems are time-bound. - The modal structural moment. This structural moment refers to the 15 modal aspects of reality which influence the structure and content of the educational system. - The individual structural moment. The individual structural moment refers to the fact that everything in the cosmos, just like the educational system, has its identity as the system of education. Various other relevant aspects have been discussed in this chapter. A historical perspective of Black education is made in chapter 3. The primary aim of tracing the development of Black education is to discover whether there was any meaningful Black parental involvement in the education of the child. In the course of discussion of this historical development it became evident that the system of Black education developed from the missionary education, the education of the provincial administration and the Bantu Education era. The structures of Black education system is explained with emphasis on the problems and solutions of Black parental involvement in the education of the child. In chapter 4 the research investigation is made. The results of the responses are critically analysed and objective evaluation are made. Constant reference is made to the hypothesis postulated and the theoretical principles of the structures of parental involvement. Chapter 5 deals with the conclusions, findings and recommendations. This implies that all relevant issues raised in all chapters are summarised and recommendations are also made. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 1990

The role and responsibilities of the departmental head were identified. Methods whereby these individuals could obtain the required management skills were identified. An indication of the amount of time to be spent on each of these tasks are also given. Suggestions for further research as well as other recommendations are made in the last chapter. Nurses' training, now in its thirtieth year at South- African universities, is of utmost importance for the health of the nation. Their education must therefore be of a high standard. This can only be achieved if capable heads of departments (nursing) are available. / Thesis (MA et Scien (Verpleegkunde))--PU vir CHO, 1987

The purpose of this research is to indicate that art education can also make a particular contribution to the social forming and development of the child to which Sociology can add knowledge in education. To achieve this (aim) it is shown how art education has developed historically from the rational stage of the teaching of drawing up to the modern concept of creative expression by the child in the primary school. Conjoined with this modern concept the Calvinistic/Christian's philosophy of life and education with particular emphasis on the purpose, view of the child, the content, the method, the discipline; evaluation and organisation of art education as fundamental foundation of art education are given in outline. Particular emphasis is laid on the social forming, i.e. growth and development stages of the child in art education to which the family group must also contribute by means of co-operation and interaction with the school. The views of various researchers and those of the writer-about art education in the Western world are utilised to Indicate what the excellencies of art education are or should be. Unfortunately this is not the case in all the primary schools in Transvaal. These shortcomings are revealed with directives for the effective realisation of art education within the framework of the general education and teaching in the school. Recommendations are made among other things with the view to effective organisation and administration of art centres at all primary schools in Transvaal, the utilisation of facilities and stock by the teacher, the importance of talent, the academical and professional training of teachers for this task and vocation which is still mainly the Cinderella in the present construction. That this subject is done justice to by some schools in Transvaal is proved by the high quality of child art held at the art exhibition at the Republic festival in which primary schools in Transvaal took part. / Thesis (MA)--PU vir CHO

Proefskrif--PU vir CHO

The ability to communicate is a basic characteristic of man. Communication therefore fills an important and central place in Religious Instruction. Today communication is a problem in all spheres of society and particularly in Religious Instruction. The fundamental cause of the problem of communication is the disturbed relationship between man and God caused by the original sin. The result thereof is a distortion of all human communication. Through Jesus Christ man has obtained the opportunity to restore his relationship with God and thus the possibility of better human communication. This possibility only becomes reality when the individual accepts Jesus Christ is the foundation for true communication. Before true communication can take place both the child and the teacher must be in gear with God's Word. The most important requirement for communication in Religious Instruction for both teacher and child is that they must be Christians. The number of non-Christian children in schools is increasing. This brings a new facet in Religious Instruction which suggests evangelization, and requires a new approach in respect of the syllabi, textbooks, training of teachers and classroom teaching. In order to communicate with the child one must know and understand him. The intellectual level, the environment and the mental attitude of today's child is in many respects totally different to that of the child of previous generations. In order to adapt to the child of today a new approach in Religious Instruction is necessary. The present selection and arrangement of the subject matter in Religious Instruction is outdated and needs to be replanned. It must meet the actuality-requirements of the modern child and society. Communication has a central place in every aspect of Religious Instruction and therefore the entire method of Religious Instruction must be based om communication. However, at present this is not always the case. Thorough planning, training and presentation in Religious Instruction is essential, but our trust must not be therein. True communication is the work of God, and the true strength in Religious Instruction is the strength of God. What we actually seek and need in our work is God’s blessing. / Thesis (MEd)--PU vir CHO

The demands of a fast growing third world population on the education system of the Republic of South Africa places great stress on an economy already battling against sanctions and disinvestment. The challenge is to keep up standards of education in order to supply sufficient numbers of qualified manpower to keep the economy going whilst at the same time attempting to create equal educational facilities for an exploding black school population. At the other end of the scale is the problem of dwindling numbers of well qualified white teachers, especially in certain subjects like mathematics, science and commerce as they are recruited into the private sector offering them large increases in salaries. The intention of the study was to try to find a new model for financing and the related decision making of education. The modus operandi was: - i) A theoretical basis to the study was provided by looking at the development of the growing role of the state within the education system and the implications it has for the other participants in the system. ii) A look is taken at the "new right" philosophy as practised by Mrs Thatcher in England where the position of the individual vis-a-vis the state is being re-evaluated. iii) An analysis of the situation surrounding education and the economy as it presents itself in South Africa at the present moment is made. At the same time the position of each of the participants, namely the state, the parents, the educators and employers are evaluated. iv) The English system with its new Education Reform Act and the new concept of school-based management practised in Dade County, Florida in the USA is discussed for purposes of comparison. v) In conclusion a few suggestions are made regarding a future model for financing and managing of educational institutions in the RSA. / Skripsie (MBA)--PU vir CHO, 1989

Proefskrif--PU vir CHO

Since 1993 South Africa underwent epoch-making constitutional changes. On the political terrain South Africa moved away from an "apartheid's" dispensation to a political dispensation that offers equality on all terrains to all its citizens. The political changes brought a new Constitution into existence, which includes a Bill of Fundamental Human rights. The other sectors of the society - including education - are inextricably connected to the political changes in the country. Education occupies a particularly important position in the community in as far as education is regarded as the central activity of the community. A changing model for teacher professionalism in a changing South Africa is exceedingly necessary, because the quality, productivity and effectiveness of education in South Africa is under suspicion. Education and training in South Africa do not satisfy the expectations of the community regarding education and training. The teachers (i.e. educators) are being regarded as one of the crucial factors responsible for the poor standard and quality of education in South Africa. In modern society education is a complex chain which involves many role players. The teacher (i.e. educator) must be aware of the fact that the law places a particular liability on him, especially regarding his professionalism. From a judicial point of view the teacher (i.e. educator) is accountable for his professional behaviour and conduct Various statutory changes have already taken place which might have an influence on teacher professionalism. The teacher (i.e. educator) should already have taken cognisance of this. Statutory changes that have already taken place and which might have a bearing on teacher professionalism, are amongst others the new Constitution that includes a Bill of Fundamental Human rights, the Education Labour Relations Act and the Educator's Employment Act. The right to basic education, as included in the Constitution, plac~s an obligation on the teaching profession to see to it that only qualified and competent persons practice as professional teachers (i. c. educators). The Education Labour Relations Act makes provision for a South African Council for Educators, under which all teachers (i. c. educators) must be registered before such a person may practice as a professional teacher (i.e. educator). The South African Council for Educators is also empowered with certain powers and competencies to establish minimum entrance requirements for the teaching profession, as well as to establish an ethical code of conduct to which all educators must adhere. The Educator's Employment Act has already demarcated misconduct and incompetence of teachers (i.e. educators) and makes provision for the procedures to be followed in case of trespassing by a teacher (i.e. educator). The common law determinants such as the rules of natural justice and due process make provision for transparent administrative justice. The statutory and common law determinants provide a framework in which a model for teacher professionalism can be developed. The international community also makes use of set requirements which a person must satisfy before such a person may practice as a professional teacher (i. c. educator). The international community has already refined misconduct stipulations, such as insubordination, immoral behaviour and criminal offences through court verdicts. In the international community's findings the South African Council for Educators might find an additional frame of reference in the development of a model for teacher professionalism in a changing South Africa. All economies, but especially the economy of a changing South Africa, depend heavily on a well-educated citizen force. Well-trained and competent teachers (i. c. educators) are essential in bringing about a well-educated citizen force, which can make a contribution to a country's economy. A model for teacher professionalism in a changi"6 South Africa is a prerequisite for the achievement of this goal. / Proefskrif (PhD (Onderwysbestuur))--PU vir CHO, 1996

During 1913 arrangements have been made for the hygienic inspection of school children in primary schools, in Transvaal, Dr C. L. Leipoldt was appointed. Medical inspection started in April, 1914, and discontinued, owing to the outbreak of the war in August, and was resumed in October 1915. In 1918 the scheme of inspection was organized on a sound basis, but was interrupted by the influenza epidemic. In 1919, Dr Leipoldt, was seconded to the Cape, and the service was carried out by Drs Cleaver and Elias. For private reasons, Dr Leipoldt resigned at the end of 1922. Dr J. A. Kieser, joined the service in 1922 and retired at the end of 1948. After various temporary appointments, Dr F. Z. van der Merwe was appointed on the 23rd of July 1951, and retired on the 10th of December 1954. Dr c. E. Theron has been appointed as his successor as from January 1955. During 1958 a Commission of Enquiry was appointed to inquire into the efficiency of the school medical service. In 1959, extensions of the service and the provision for more satisfactory accommodation were held in abeyance, awaiting the proposed transfer of the School Medical Services to the Department of Hospital Services. The expected transfer did not eventuate in 1960 and the work continued as before. On 1st April 1961, the School Medical Service as a whole was taken over by the Department of Hospital Services. The buildings, equipment, etc. were also tranferred. In future Dental Service would no longer function as part of the School Medical Service, but would continue to exist as a separate section under its own head. The nurses are, engaged exclusively in service to schools. All treatments and arrangements are now controlled by the hospitals. The old Roman opinion that a sound mind dwells in a healthy body (Mens sana in corpore sano) also comes to its own right in the Transvaal Educational System. / Thesis (MEd)--PU vir CHO

CHAPTER 1: INTRODUCTION AND OBJECTIVES 1. INTRODUCTION: In view of the great demand for career guidance, it was necessary to give attention to the development and adaptation of psychometric instruments. This led to important development in this area. The Self-Directed Search (SDS) interest questionnaire of J.L. Holland was included in a career guidance programme for black matriculation pupils resulting in the need to investigate the utility of the SDS for black pupils. The study was conducted with this objective in mind. 2. OBJECTIVES: The objectives of this study were as follows: 2.1 PRIMARY OBJECTIVE: 2.1.1 Determining the psychometric suitability of the SDS for blacks with respect to some psychometric and statistical qualities, namely item analysis, means, reliability, intercorrelations of the fields and the factorial structure of the construct. 2.2 SECONDARY OBJECTIVE: 2.2.1 Determining the utility of the SDS in a career guidance set-up for this group, by giving attention to the principles of consistency and congruency; 2.2.2 determining the utility of the SDS as part of a career guidance programme for blacks by using stepwise regression and 2.2.3 determining the distribution of the interests for this group as indicated by the SDS. CHAPTER 2: LITERATURE STUDY In this chapter it was necessary to look at the following aspects: • theories of vocational choice and • aptitude, attitude and interest. In the section on theories of vocational choice or career development, reference was made to the theories of Ginzberg and associates. Super, Roe, Hoppock, Holland, decision-making models as well as the behavioristic, sociological and psychoanalitical approaches. Then aptituae, attitude and interest were discussed with special emphasis on the conceptual description, structure and measurement of the concepts. CHAPTER 3: METHOD OF INVESTIGATION In this chapter the following aspects were discussed: • the sample; • the psychometric tests used in the research and • the statistical methods used. A random sample was selected. pupils of Lebowa and Gazankulu. The sample consisted of standard 10 The psychometric tests included in the vocational guidance programme were: • an aptitude test battery (AAT); • an interest questionnaire (SDS) and • the Survey of Study Habits and Attitudes (SSHA). Finally the statistical methods were discussed, namely item analysis, means ana standard deviations, correlations, factor analysis, procedures to determine consistency and congruency, stepwise regression and distribution of SDS-codes. CHAPTER 4: DISCUSSION OF RESULTS In summary it is clear that the results in general give an indication that the SDS has utility with blacks. The item analysis of the 228 items indicated that only 15 items needed revision. The means indicated that there is no notable difference between this and other samples. The reliability coefficients are satisfactory and are good in comparison with the results obtained by Holland and others. The intercorrelations between the six personality types confirmed relationships as described by Holland. The factor analysis results indicated that the SDS has a definite structure. Procedures conducted to determine consistency and congruency as defined by Holland confirmed the use of the concepts. The Realistic, Enterprising and Investigative fields were identified as contributing to the prediction of academic achievement. It was also indicated that most of the pupils resemble the Social personality type as defined by Holland. CHAPTER 5: CONCLUSION In summary the conclusion can be made that the SDS has utility for use with black pupils in a vocational guidance situation. / Thesis (MA)--PU vir CHO, 1988