The aim of this investigation was to review the position of the formal and formative education of the blind in the RSA, to pay particular attention to crucial problems and, by means of a scientifically accountable interpretation and evaluation, to arrive at meaningful recommendations in respect of a system of education for blind pupils. As regards the situation in the RSA, various methods were employed to obtain information. Visits were paid to schools, questionnaires completed by school principals and members of the staff, and interviews conducted with experts in various fields. Questionnaires were also sent to schools for the blind in certain overseas countries and an intensive literature study was undertaken. Being blind implies particular limitations in comparison with the seeing person. The blind person's exploration of his world is hampered; he is deprived, to a certain extent, of his freedom as a person and limitations are imposed on his potential of self-determination; his fellow-man may deny his human dignity; his opportunities and possibilities for self-actualization are restricted, and his future perspective is blurred. Certain educational directives arise from these implications of being blind. These include the following: The necessity of differentiated formal and formative education; the preparation of the blind child for the reality of life among the seeing, but also acknowledgement of the blind person's potential and limitations; the advancement of the mobility of the blind; the necessity of the effective use of his remaining senses, and aid to the blind child in respect of social integration, use of leisure, orientation with regard to the opposite sex, and his creative self-realization. The NG Kerk has made a particular contribution towards the establishment of education for the blind in the RSA. Education for the blind has, in die main, remained centralized at the School for the Blind at Worcester because the number of blind pupils has never increased to such an extent to justify a fully fledged second school for White blind children. Schools for the visually handicapped (blind and partially sighted children) are government-aided. The task of the church control bodies of these schools is, strictly speaking, mainly of a advisory nature. The fact that financial assistance for expansion, additional staff and other educational services can be provided by the church control body offers the principals of these schools the opportunity to display personal initiative in order to eliminate educational problems. As in the case of the RSA, there are indications that there is no significant increase in the number of blind children in overseas countries, although the percentage of multihandicapped blind children is increasing. Whereas mentally handicapped blind children are in fact admitted to schools for the blind in the RSA, it is the tendency in some overseas countries to provide for those children in separate schools or institutions. Comparative studies have revealed that the young blind child generally takes longer to obtain a grip on reality, is slower to master language and develops at a tardier tempo at the motor and social level than the normally sighted child. The presence of a blind child in a family often impairs the parent-child relationship. For this reason, parents have a need of assistance with regard to the formal and formative education of their pre-school blind children. In some overseas countries, such assistance takes the form of visits to parental homes by teachers and social workers as well as the establishment of parent clinics which are attended by parents and their blind toddlers and nursery schools for blind children. There are three factors basic to the uncertainty in respect of the applicability of a numerical criterion as a yardstick for admission to schools for the blind, viz: The possibility of a faulty evaluation on the part of the ophthalmologist; the fact that visually handicapped children sometimes use their remaining vision in totally different ways, and the uncertainty with regard to the determination of the progressiveness of the eye condition. At some schools for the blind in overseas countries, the inflexible separation of braille candidates and the partially sighted is eliminated by instructing border-line eases through the tactile as well as the visual medium. School-going pupils may be divided into three categories, viz pupils who are prepared for entry into sheltered workshops; pupils who, after receiving vocational training at school, make a direct entry into the open labour market and pupils who complete their secondary school careers successfully and continue their training at tertiary level. This provides an indication of the comprehensive nature of the School for the Blind at Worcester. As regards pre-prima~ blind children, they are provided for, from the approximate age of five years, in a preparatory class which offers a formative educational programme. The instruction programme in this class includes, inter alia, number concepts, religion, oral work, singing and music, elementary handwork and the elementary principles of braille. The extramural programme of these children is concentrated in particular on the promotion of their orientation in respect of reality, socialization and mobility. During the exploratory visits to schools for the blind, it appeared that primary school teachers succeed in individualizing the instruction to a considerable extent, in ensuring the involvement of the blind child in the classroom activities and in breaking through his wall of isolation. They are also capable of integrating educational aids in an accountable manner and to give priority to assisting the young blind child in his development towards independence. At the School for the Blind, remedial education is offered in Adjustment classes, whereas mentally retarded blind pupils are transferred to Special classes. Syllabuses and curricula offered in the secondary section of the School for the Blind are basically similar to those at schools for normally sighted pupils. Differentiation within the class context occurs mainly by devoting individual attention to pupils, interclass grouping, variation in the rate of progress and the elimination of more difficult sections of the subject-matter for less gifted pupils. The matriculation results of the School for the Blind compare extremely favourable with those of schools for normally sighted pupils. It appears from the educational programme which is offered that specific attempts are made to cope with the unique problems which confront the education of the blind. There is differentiation in respect of the various aspects of the educational programme. These methods of differentiation refer to blind pupils among themselves as well as to blind pupils in contrast with normally sighted pupils. By employing an adaptable approach, considerable progress has already been made towards extending effectively the educational programme for the blind in the light of the blind pupil's needs and the demands of a seeing world. As regards vocational training at the School for the Blind, provision is made for various categories of blind children. The most important problems which are experienced in this regard are the limited occupational opportunities existing for the blind, which consequently hamper the extension of vocational training at the school. The nature of the vocational training of the blind in various overseas countries is largely similar to that offered in this country. Unlike the practical situation at the School for the Blind at Worcester, general education still forms an integral part of vocational training programmes at schools and training institutions for the blind in England and Belguim, in particular. A considerable number of the teaching staff at the School for the Blind at Worcester do not possess the Diploma in Special Education. This may be attributed to the fact that some teachers took the former internal course which the school itself offered; that others were trained abroad; that some have had so many years of teaching experience that further training is not deemed necessary and that others are still engaged in the course. In addition to the tertiary training of the staff, particular attention is devoted to in-service training at schools for the blind in the RSA. The improvement in the course of time in the staff position at schools for the blind in the RSA indicates that, with the aid and co-operation of the responsible departments, much has been achieved. However, the fact that certain class groups have, of necessity, to be grouped together and that certain posts are financed by church control bodies' would indicate that problems regarding adequate teaching staff are constantly being experienced. The comprehensive character of the School for the Blind, in particular, renders liberal staffing essential. The scope of psychological and guidance services at schools for visually handicapped is impressive. Pedodiagnosis is undertaken and individual assistance is provided in respect of pupils with problems pertaining to the person structure; complete personal profiles of pupils are drawn up; remedial instruction is given on an individual basis; play therapy is applied and guidance offered with regard to the choice of subjects, field of study and occupation. However, problems are experienced in obtaining suitable evaluation media. Ophthalmic, optometric, medical, physiotherapeutic and speech therapeutic services, on a full-time or part-time basis, are available at schools for the visually handicapped in the RSA. The increasing number of multihandicapped blind children demands that medical and paramedical services should be concentrated to a greater extent on the needs of these children. The provision and use of educational aids which render possible and facilitate learning through the tactile and auditive medium are directly related to the degree of success achieved in the teaching of the blind. The School for the Blind at Worcester has a tape recording studio and a braille printing works. In order to try and ensure that the blind child will arrive at meaningful interpretation and the accurate forming of concepts, use is made, inter alia, of true-to-life models which the child can feel. The hostel as an educational milieu has been established by the educational authorities but does not, as such, constitute a natural educational environment. Justice can only be done to the task of education in the hostel if the child accepts the authority of the house parents, education by means of identification succeeds, house parents are required to assume responsibility for educating only a fairly small group of children and one guards against the real danger of isolating the blind child. The considerably distances between many parental homes and the School for the Blind at Worcester cause some pupils to visit their parents at home comparatively rarely and liaison between parents and staff is also affected as a result. Apart from the more formal educational, training and guidance programmes which are offered, schools for the blind have a particular responsibility in various other respects. Instruction in orientation and mobility, as well as in the mastery of everyday household tasks, is provided at the School for the Blind at Worcester. An important aim of the participation of the blind in recreational and cultural activities is to promote their social integration in the seeing community. Various schools for the blind in overseas countries devote attention to sex education. The formal sex and marriage guidance programme which is offered at the Bartimeus Institute in Zeist (Nether= lands) is regarded as successful and even parents of blind day scholars have requested that their children be included in this programme. Fields of study in which blind school-leavers of the School for the Blind continue their studies at tertiary training institutions are the following: Theology, law, teaching, physiotherapy, social work and music. Students sometimes experience specific problems in obtaining textbooks in braille or on tape. Fields of study in which some blind persons are studying at the tertiary level in overseas countries but which have not, at this stage been established as fields of study with occupational possibilities for the blind are nursing, programming, journalism and the natural sciences. In addition to the School for the Blind, there are various bodies which concern themselves with the occupational placement of the blind, as well as with after-care on behalf of blind persons who pursue occupations. The major problem with regard to the occupational placement of the blind is the fact that occupational opportunities are limited which renders difficult an accountable occupational choice on the part of the blind person. Blind persons in the United States of America enter a wider variety of occupations than in the case of any other country involved in the investigation. The exploration of accessible occupations for the blind in the USA is based mainly on occupational analysis and various occupations are split up in such a way that blind persons may be integrated productively. In the light of the investigation, recommendations were made in respect of the following aspects of the education for the blind in the RSA: 1. The control of education for blind pupils. 2. Certain organizational aspects of the education for blind pupils. 3. Provision for the pre-school blind child. 4. Measures with reference to the admission of pupils to schools for the blind. 5. Differentiation in various study courses with reference to different categories of blind pupils. 6. The curricula with reference to various study courses and school phases. 7. Grouping of pupils and, in particular, the combined instruction of blind and partially sighted pupils (border-line cases) in the classroom. 8. Continued vocational training at schools for the blind and the nature of the vocational training courses. 9. The training of teaching staff. 10. Staffing at schools for the blind. 11. Psychological and guidance services at schools for the blind. 12. The production of literature in braille and on tape and the manufacture of other educational aids. 13. The integration of braille candidates in ophthalmic and optometric services and the provision of medical and paramedical services with reference to multihandicapped blind children. 14. Measures regarding residential schools for the blind. 15. The expansion of the teaching of orientation and mobility to blind children, use of leisure, the social integration of the blind child, marriage and sex guidance to blind children, and the creation of opportunities for blind children to realise their creative potential. 16. Measures to promote the occupational placement of blind school-leavers. 17. The expansion of occupational opportunities for the blind. These recommendations with regard to the formal and formative education of the blind in the RSA envisage the introduction of certain essential innovations, the eliminations of existing crucial problems and the extension of differentiated education. / Proefskrif--PU vir CHO

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

This research concerning the organisation of student-personnel services in higher education brings to the reader a comprehensive -and contemporary view of American, European and South-African conditions from which student-personnel services have emerged. It acknowledges the factors which caused guidance services to flourish as we 11 as the comprehensiveness of the existing student-personnel services in the South-African context. Student-personnel services evaluated in a scientific manner create the possibility of determining the• effect of a particular personnel service and allows decisions to be made as to changes in, or elimination of, the service. The evaluation of existing services is necessary in order to give some indication of the status of student-personnel work today. It was intended that this empirical comparative study be restricted to consideration of the organisational and administrative structures as well as the services included in a student-personnel department. The methodology of this study was to conduct a comprehensive literature survey. From this information it was possible to compile a theoretical model for a student-personnel department in South-Africa. This theoretical model was evaluated empirically and it was for this purpose that a questionnaire was drawn up and sent to the administrators of student-personnel departments. Utilizing the information contained in their replies, a South-African model for student-personnel services was constructed, which attempts to provide guidance for the organisational and administrative structures, services as well as an organisational development model. With the compilation of this model it was endeavoured to ensure that the student-personnel service departments, will be of the greatest benefit to the student community as well as to be flexible and adaptable with in the organisational structure of higher educational institutions. The most important finding of this study is that South-African literature concerning student-personnel services is both limited and insignificant. A clear indication by the respondents is that student-personnel services contribute positively to the development of the student community. It is important to acknowledge explicit1y that 70% of the respondents indicated that the theoretical model satisfies the South-African requirement for student-personnel services. Owing to the deductions and limitations of this study it is recommended that a follow-up study should be conducted. The objective should be a theoretical implementation and evaluation of this model in South-African higher educational institutions and to establish the validity of this structure as a model for student-personnel services in South-Africa. / Skripsie (MBA)--PU vir CHO, 1987

Although the South African government plays an increasing role in tertiary education, its involvement has not received the attention that it deserves. The goals of tertiary education are multi-dimensional at the individual and societal levels, but the guiding paradigm was viewing it in relation to the manpower and socio-economic needs of the country. This meant analysing how the government attempted to deal with these needs, especially in certain key professions, such as engineering and teaching. The following hypotheses were tested: HYPOTHESIS 1 The prestige of the universities within the tertiary education system will persist for a longer period than the economic rewards of its graduates alone would justify. HYPOTHESIS 2 The expansion from elite to mass tertiary education will lead to greater dependence on government funding and increased need for control, co-ordination, and national standards. HYPOTHESIS 3 Governments will underinvest in technical education. HYPOTHESIS 4 In "bad" economic times tertiary education enrolments will decline. HYPOTHESIS 5 Continuing university prestige will cause the college of advanced technical education (CATE) and technikon enrolments and diplomas and certificates awarded to lag behind university degrees and diplomas. HYPOTHESIS 6 In "bad" economic times CATE and technikon technical enrolments will decline. HYPOTHESIS 7 Fears of surpluses of university graduates, especially in the arts, on the one hand and shortages of certain types of manpower on the other hand will lead to government efforts to redress the balance. HYPOTHESIS 8 There will be significant limitations on government efforts to create the desired numbers and types of skilled manpower, for interventionism of this sort will run counter to individual aspirations. Tertiary education for all of the population groups since 1945 was covered. Whilst there are some gaps in the available enrolment and expenditure data, they do not invalidate the conclusions. In a plural society with deep cleavages amongst the four main population groups and lesser intra group cleavages, separate education systems developed. All population groups value academic education very highly, especially the blacks. The biases in favour of an academic education are deep rooted and multi-faceted, going back to the colonial times. Within the South African context, there are also political, socio-economic, educational, and vocational factors reinforcing these biases. Ever since the creation of the Union in 1910 there has been an ongoing debate and controversy about the division of authority in education between the central government and the provincial governments. This has been especially the case with the colleges of education for the whites. It Will soon end, however, when the central government will take them over, as well as primary and secondary schools for the whites. Black education was taken over from provincial governments in 1954 up to the university level as part of the separate development policy. The same was done in the case of coloured education in 1967, and by 1970 with Indian education. In 1960 the University College of Fort Hare was taken over by the central government, and the University Colleges of Zululand and North were also created in 1959 for specific ethnic groups. Since then all of the non-white universities have experienced student unrest, especially the black ones. The government policy had the unintended consequence of contributing to their politicisation. The administrative structure is a complex one. There is one education ministry for each major population group, plus one dealing with general education matters. An elaborate statutory advisory system of boards, committees, and councils exists. There is, however, no body offering advice to the government on tertiary education as a whole for any of the population groups. The current expenditures for universities from 1953 until 1985 were under the Holloway formula, consisting of the basic subsidy, standard provision, cost of living allowance, free income, and capital expenditure. The new formula provides more emphasis upon outputs, with half of the funds being made available in June and the other half in December. Those in the natural sciences also receive somewhat more than those in the human sciences. University enrolments have grown much faster than the college of education, CATE, and technikon enrolments. Thus, the first part of Hypothesis 1 was substantiated. One of the consequences of •this phenomenal growth has been a significant failure rate, especially amongst first-year university students. This great expansion of tertiary education has led to greater dependence on government funding, as predicted by Hypothesis 2. Hypothesis 3 also holds true, for there was underinvestment in CATE and technikon education for a long time as opposed to university education, although this is no longer true for the non-whites. Hypotheses 4 and 6 lacked significant supporting evidence and thus they were not confirmed. Tertiary education overall enrolments are not normally economically determined to any marked degree. Hypothesis 5 was upheld, because CATE and technikon enrolments and certificates and diplomas awarded as contrasted to university enrolments and degrees and diplomas awarded have lagged behind total awards and constitute a declining proportion. The last part of Hypothesis 1 is confirmed; technicians earn almost as much as teachers and sometimes even more than university graduates. Yet, they lack their prestige. Human capital theory, beginning in the 1960s, provided the theoretical justification for the great expansion of tertiary education. It maintained that investment in education will yield rich dividends to the individuals and to the economy in terms of higher growth. Since the early 1970s, however, it has come under increasing criticism from social scientists. Many maintained that there might be a declining positive correlation between education enrolments and growth rates and even negative correlations. Some even maintained that there are social limits to growth, including in education. Developing surpluses of university graduates abroad, continuing shortages of engineers and technicians, and the rising number of secondary school graduates, most of them with an academic education, led to government concern and the creation of the De Lange Commission. The government tried to redress the balance between university graduates in general and the shortages of technical and teaching personnel in particular. The De Lange Commission maintained that education must be linked to the manpower and economic development needs of the country. Earlier government commissions addressed the problems of technical and teaching personnel shortages. Many of their recommendations were implemented, but shortages of technical personnel have remained. Hypothesis 7 was thus confirmed. The government has tried to pursue the goals of manpower and economic development needs of the country, but as hypothesised (Hypothesis 8) it has run into difficulties because its goals run counter to individual aspirations. Many students pursue tertiary education for purely utilitarian or socio-economic reasons. There is also a minority which desires it for self-development or the advancement of knowledge regardless of the economic consequences. Moreover, the prestige of university education creates a strong social demand for it. Supply and demand projections for engineers and technicians indicate continuing shortages in the short- range at least. As far as the teachers are concerned, there will be enough white, coloured, and Indian ones, perhaps even some surpluses in the medium-range. In the case of the blacks, shortages will remain. The number of non-white university students by 1990 might equal white university students. The white population alone is no longer able to provide sufficient numbers of high level manpower. In the short-range the demand for university graduates looks good, but this does not mean that there will be no problems in the long-range. Unemployment of university graduates has been low, but underemployment, especially in the arts, has been far more significant. There will be increasing numbers of underemployed university graduates, with the potential for political discontent amongst highly educated and frustrated people, especially the blacks. Possible solutions to engineer and technician shortages include the granting of degrees by technikons, validation of technikon courses, and the awarding of degrees by an external authority. In the case of teachers, increasing their renumeration and the merging of the colleges of education with the university faculties of education would result in increasing their prestige and attracting more men to the profession. As far as unemployment and underemployment of university graduates are concerned, the solution lies in relating individual actions to societal needs. Incentives or disincentives of one sort or another appear to be necessary, such as differentiated fee structures and the limiting of enrolments in those disciplines which produce labour market surpluses. The government could also provide employment for unemployed university graduates and encourage the private sector to do the same. All of these solutions have disadvantages as well as advantages, but in the long run they have the potential of avoiding even more serious consequences. / Proefskrif (DPhil)--PU vir CHO, 1986

Thesis (MEd)--PU vir CHO

This study focuses on the mentally disabled pupil who receives his education in a special school. The mentally disabled pupil makes unique demands on the school. To facilitate this type of education a particular curriculum and suitable physical facilities have to be provided. For the physical facilities to be up to educational standards, the use of such facilities will have to be in accordance with the aims of the special school. The educational use of said physical facilities at a special school can be instrumental in the eradication of the handicap a pupil at the special school experiences. It is the responsibility of the headmaster of such a school to see to it that the physical facilities are used in such a way so that the aims of the school are realize. To ensure that the facilities are used optimally, the headmaster must set a criteria which is unique to the special school. The physical facilities of a special school for mentally disabled pupils, being a part of reality, functions by means of the structural moments of reality. The criteria regarding the use of the physical facilities at a special school is formulated in terms of the modalities of reality in which the school functions. / Skripsie (MEd)--PU vir CHO, 1988

Thesis (MEd)--PU vir CHO