Thesis (Ph.D.)-University of Natal, Pietermaritzburg, 1984. / In any consideration of teacher education reforms, priority should be given to an examination of the formative forces and determinant factors which have combined to influence and shape the existing structure of the teacher education system of the country concerned. This study spans the development of teacher education in Transkei from the early days of simple tribal community education through the era of missionary endeavour and the colonial peried to the application of the Nationalist Government's policy of separate development to education in the country. The main thrust of the investigation, however, is concerned with the achievement of independent internal administration and the granting of sovereign independence in 1976 and their effects upon teacher education. Considerable attention is devoted to the period of independence and the respective roles of the University of Transkei and the Government Department of Education in the development of a new approach to teacher education in the Republic of Transkei. Teacher education in the post-independence era is not properly planned, is fragmented and split into a bewildering number of agencies. Problems of co-ordination between the University of Transkei and the Colleges for the education of teachers and between the University and the Government Department of Education, point to an urgent need for an effective instrument of College-University affiliation which will replace the existing Affiliated College Board and make possible the establishment of cordial wholesome interpersonal and institutional relationships. Acomparative study of models of affiliation which have been tried in some selected countries of the world is provided in order to suggest possible alternatives. The role of the University in teacher education is examined in some considerable detail and central to this is the analysis of the concepts of 'Africanisation' and 'pragmatisation'. The study of the curricula and courses offered by the University of Transkei reveals that their current proliferation is not the answer. It is instead the improvement, modification, careful implementation and consolidation of existing programmes which are required. Other issues which arise in this connection are the overloading and improper weighting of courses, lack of organic unity amongst them and sound co-ordination in their design and implementation, readiness to accept and adopt without modification every innovation in the RepUblic of South Africa and the low quality of College lecturers. The final upshot of the study is a recommendation in respect of a National policy for the education of teachers based upon aims and objectives which are clearly outlined. Priorities formulated in a smaller number of general categories are determined and it is recommended that these be adhered to in the strictest style. Effective communication between institutions and organisations concerned with teacher education, involving, in the main, radical changes in the Affiliated College Board structure and recognition of the status of the Colleges, is strongly recommended. To achieve these ends, a firm proposal is made for the creation of: (i) A Teacher Education Division within the Government Department of Education; (ii) A Professional Planning Council representative of all bodies concerned; (iii) An Institute of Education based on the English model to replace the existing Affiliated College Board, and representative of all the institutions concerned. A view is stressed, however, that an approach to the solution of the major teacher education problems identified. will to a great extent depend not only on the institution of the proposed structure. but also on the will cordial wholesome interpersonal and institutional relationships and commitment. It is suggested that this should be implemented without delay.

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This study is a brief history of college libraries in the former Transkei, from 1882 (the period of the missionaries) to 1994 (the year when Transkei was reincorporated into the Republic of South Africa). The history of college libraries in the Transkei has never been fully documented, despite the fact that some of the colleges and their libraries have been in existence for some time. Besides, there were some colleges which were without libraries. Even those that existed had not been fully developed, and the reasons for this have not been articulated. The author, therefore, considered it relevant to research the development of college libraries in this region. Fourteen college libraries were examined chronologically, starting from the colleges established during the missionary period (1882-1953), to the colleges established during the period of independence (1977 -1994) . Other periods covered were those of Bantu Education (1953-1962) and self-government (1963-1976). In order to provide a framework for the study, the historical development of each of the college libraries was examined in terms of the following criteria: adequacy of library accommodation; staffing; budget; the size and type of collection; users and types of services offered. The researcher gathered data by consulting and interviewing relevant people. Both primary and secondary sources were consulted. Conclusions drawn in this study clearly show that college libraries in the former Transkei were far from being centres of teaching, learning and research. Library staff were hampered in their efforts to improve library services, not only by a lack of funds and resources but also by the lack of a clear government policy regarding college libraries and by a lack of moral support. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1999.