This research focussed on the development of certain aspects of teaching practice in the Transvaal in the period 1950-1963 which co-incided with the directorship of the late Dr. A.H. du P. van Wyk. It encompasses the new educational policy of which Differentiated Secondary Education forms the most important aspect in the so-called comprehensive high school. This type of school has replaced the purely academic high school, the junior high school and the school farm, of which the latter two had already failed. It provides for courses leading to University Entrance, the Secondary School Certificate and a std 8 Certificate. The factors which gave rise to this policy, its formulation and implementation are discussed on the basis of various Commissions of Enquiry during the period 1939-1955. The most important impediments to full-fledged differentiation are evinced after which the problem of failure as well as the effect of differentiation on the retentiveness of high schools are analysed. The development of primary teaching was less perceptible. The most important change boiled down to the admission of five-year olds and the transfer of Std. 6 to the high schools. Education of deviate children on the other hand, developed considerably in all its facets and extreme efforts were employed to eliminate a great backlog. An intensive study was made of the development of educational facilities such as school buildings, halls, swimming baths and libraries. The supplementary educational services of the Department of Education such as the School Medical Service, the Psychological, the Library, the Hostel and the Bus Services, etc., also received due attention. The teaching staff also was a focal point of interest. The most important development in teachers' training is discussed as well as the most significant amendments in the conditions of service for teachers. A salient point was the continual struggle which the Department waged against the lingering shortage of teachers. The research was concluded with a short review of the significance of the period and the implications for the aspects which had been discussed. / Proefskrif--PU vir CHO

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

This research focussed on the development of certain aspects of teaching practice in the Transvaal in the period 1950-1963 which co-incided with the directorship of the late Dr. A.H. du P. van Wyk. It encompasses the new educational policy of which Differentiated Secondary Education forms the most important aspect in the so-called comprehensive high school. This type of school has replaced the purely academic high school, the junior high school and the school farm, of which the latter two had already failed. It provides for courses leading to University Entrance, the Secondary School Certificate and a std 8 Certificate. The factors which gave rise to this policy, its formulation and implementation are discussed on the basis of various Commissions of Enquiry during the period 1939-1955. The most important impediments to full-fledged differentiation are evinced after which the problem of failure as well as the effect of differentiation on the retentiveness of high schools are analysed. The development of primary teaching was less perceptible. The most important change boiled down to the admission of five-year olds and the transfer of Std. 6 to the high schools. Education of deviate children on the other hand, developed considerably in all its facets and extreme efforts were employed to eliminate a great backlog. An intensive study was made of the development of educational facilities such as school buildings, halls, swimming baths and libraries. The supplementary educational services of the Department of Education such as the School Medical Service, the Psychological, the Library, the Hostel and the Bus Services, etc., also received due attention. The teaching staff also was a focal point of interest. The most important development in teachers' training is discussed as well as the most significant amendments in the conditions of service for teachers. A salient point was the continual struggle which the Department waged against the lingering shortage of teachers. The research was concluded with a short review of the significance of the period and the implications for the aspects which had been discussed. / Proefskrif--PU vir CHO

Philosophiae Doctor - PhD / SUMMARY This study has shown that the environment in which a dentist receives his training, has, over the past decades, changed drastically, and is still changing. Also, that the existing curriculum model, in use in most dental faculties, is an anachronism and that the sands of time for a paradigm shift in terms of the curriculum, are fast running out. It follows, therefore, that the curriculum, training and evaluation programmes will, without delay, have to undergo changes in order to fulfil the requirements of the community in general and the clients of the Faculty in particular. In addition, adjustments in terms of the numbers and types of dental manpower to be trained, will have to be made. The purpose of this study was to investigate the management of dental education as a critical performance area and to develop a curriculum at the macro-level for three cadres of dental manpower, which will fulfil certain identified requirements. The curriculum model used in this study, should ideally fit in with the organisational structure of the Faculty. Therefore, this organisational structure was investigated and found to consist of a mixture of a "machine" and a "professional bureaucracy". It was also demonstrated that the disadvantages of this bureaucratic hybrid could be counteracted, whilst still retaining the advantages of the existing system, by the implementation of an "adhocracy" in the form of a matrix-functioning system. A management manual, essential for the effective functioning of a matrix system, which had already been developed for the management of teaching in the Faculty of Dentistry of the University of Pretoria, was found to be suitable, not only for this purpose, but also as a basis for future strategic planning in teaching. The rationale for the necessity of altering the traditional dental curriculum is given in the thesis and three strategies are recommended for solving the problem. Curriculum designs were carefully scrutinized and the most important of these relating to dental education, as well as the ideal positioning in terms of the SPICES curriculum strategy, have been indicated. Basic premises, with their priorities and weighted values, developed for this study were utilised in comparing the traditional model with the proposed diagonally-layered curriculum design. This proposed curriculum design, and subject structure, is illustrated in detail with the aid of diagrams. An empirical comparison showed that the proposed diagonally-layered curriculum would be an improvement on the traditional curriculum in terms of: professional and market orientation, the promotion of meta-learning, the support of teaching and evaluation, the early exposure of students to preventive clinical dentistry, the promotion of horizontal and vertical integration of various subjects and courses, rationalisation of the curriculum, easier "through-flow" possibilities for oral hygienists and dental therapists, as well as practical implementation and cost effectiveness.

The primary objective of this study is to determine whether the level of tertiary education has a positive and significant impact on the level of income received. This study will focus on determining whether each subsequent level of tertiary education causes an increase in the likelihood of earning a higher wage, by using a multinomial logistic regression model as well as cross-tabulation estimates. This study will also make use of two different data samples, where the first sample is sourced from the National Income Dynamics Study's, 2010-2011, adult wave 2 dataset, and the second sample is sourced from a questionnaire distributed to the North-West University's School of Economics alumni from the Potchefstroom campus. Literature indicates that there is a significant relationship between an individual's income and variables such as gender, age, marital status, population group, occupation, sector or industry, years of work experience, location of employment, tenure, union membership, and, most importantly, education. Determining the effect of these variables on the income of tertiary educated individuals, will assist current and future graduates by providing relevant South African labour market information as well as providing some assistance in decisions which may result in higher future earnings. From the NIDS data set, it was found that the level of tertiary education was significantly associated with income, and that higher levels of tertiary education were associated with higher income categories, while lower levels of tertiary education were associated with lower income categories. From the Alumni data set it was concluded that the level of tertiary education was not significantly associated with income, which could be the result of the graduation period (2009-2012) of the sample individuals. It was also found that married individuals were more likely to have earnings within the higher income categories, while the same result was obtained for males as well as for those individuals who were employed in the Gauteng province. It was also found that those individuals with an honours degree had earnings within the low income categories, similar to those individuals with a bachelor's degree. The main factors considered to influence the income of an individual with a tertiary qualification is gender, age, marital status, occupation, and the level of tertiary education. / MCom (Economics), North-West University, Potchefstroom Campus, 2014

The primary objective of this study is to determine whether the level of tertiary education has a positive and significant impact on the level of income received. This study will focus on determining whether each subsequent level of tertiary education causes an increase in the likelihood of earning a higher wage, by using a multinomial logistic regression model as well as cross-tabulation estimates. This study will also make use of two different data samples, where the first sample is sourced from the National Income Dynamics Study's, 2010-2011, adult wave 2 dataset, and the second sample is sourced from a questionnaire distributed to the North-West University's School of Economics alumni from the Potchefstroom campus. Literature indicates that there is a significant relationship between an individual's income and variables such as gender, age, marital status, population group, occupation, sector or industry, years of work experience, location of employment, tenure, union membership, and, most importantly, education. Determining the effect of these variables on the income of tertiary educated individuals, will assist current and future graduates by providing relevant South African labour market information as well as providing some assistance in decisions which may result in higher future earnings. From the NIDS data set, it was found that the level of tertiary education was significantly associated with income, and that higher levels of tertiary education were associated with higher income categories, while lower levels of tertiary education were associated with lower income categories. From the Alumni data set it was concluded that the level of tertiary education was not significantly associated with income, which could be the result of the graduation period (2009-2012) of the sample individuals. It was also found that married individuals were more likely to have earnings within the higher income categories, while the same result was obtained for males as well as for those individuals who were employed in the Gauteng province. It was also found that those individuals with an honours degree had earnings within the low income categories, similar to those individuals with a bachelor's degree. The main factors considered to influence the income of an individual with a tertiary qualification is gender, age, marital status, occupation, and the level of tertiary education. / MCom (Economics), North-West University, Potchefstroom Campus, 2014

Thesis (MEd)--PU vir CHO