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1 |
Die opvoeding en onderwys van blindes in die RSA / Frederik Pieter GroenewaldGroenewald, Frederik Pieter January 1975 (has links)
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
|
2 |
Die aandeel van die sentrale regering in die Suid-Afrikaanse onderwysstelsel vir blankes / Barend CronjéCronjé, Barend January 1973 (has links)
Thesis (MEd)--PU vir CHO
|
3 |
Die opvoeding en onderwys van blindes in die RSA / Frederik Pieter GroenewaldGroenewald, Frederik Pieter January 1975 (has links)
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
|
4 |
Die aandeel van die sentrale regering in die Suid-Afrikaanse onderwysstelsel vir blankes / Barend CronjéCronjé, Barend January 1973 (has links)
Thesis (MEd)--PU vir CHO
|
5 |
Perssensuur en staatsveiligheid : 'n studie van historiese tendense en ontwikkelinge ter reëling van die vryheid van die pers om feite mee te deel en meninge uit te spreek, met besondere beklemtoning van tendense in Suid-Afrika van 1910 tot 1967 en met verwysing na wetgewing en hofuitsprake in dié verband / Gert Johannes PienaarPienaar, Gert Johannes January 1968 (has links)
Proefskrif--PU vir CHO
|
6 |
Perssensuur en staatsveiligheid : 'n studie van historiese tendense en ontwikkelinge ter reëling van die vryheid van die pers om feite mee te deel en meninge uit te spreek, met besondere beklemtoning van tendense in Suid-Afrika van 1910 tot 1967 en met verwysing na wetgewing en hofuitsprake in dié verband / Gert Johannes PienaarPienaar, Gert Johannes January 1968 (has links)
Proefskrif--PU vir CHO
|
7 |
The Development of Law Enforcement Investigative Guidelines for Unexplained Infant DeathsSimeone, Gaetano F. January 2010 (has links)
No description available.
|
8 |
Skakeling van skoolvoorligters met die openbare en private sektor / Cornelius Abraham SmitSmit, Cornelius Abraham January 1990 (has links)
Information from symposiums regarding guidance, as well as
information from interviews with school guidance personnel,
students and other persona concerned, revealed gaps
concerning the present school guidance systems.
In this connection the public and private sector can play
an important role by revealing the necessary information
about the career world to the guidance personnel.
The aim of this investigation serves a double purpose. In
the first instance to investigate the liaison between the
school guidance personnel of the Transvaal Education
Department's secondary schools and the public and private
sector from the point of view of the literature.
Secondly an empirical determination of the nature of the
connection between career guidance personnel of the
Afrikaans medium secondary schools in Transvaal and the
public and private sector, as well as to determine what the
attitude of school guidance personnel are towards liaison
with the public and private sector.
For the purpose of this study, public sector can be defined
as the sector where government has partial or total
control, whereas in the private sector the government has
no direct control.
Personal visits to guidance personnel at secondary schools
in Transvaal and the questionnaire method were both
considered to obtain the necessary information for this
study. After thorough consideration, the decision fell
upon the questionnaire method. Questionnaires were
therefore sent to all Afrikaans medium secondary schools in
Transvaal.
RECOMMENDATIONS: The following are recommended, bearing the findings of the
study in mind:
1. RENEWED INTRODUCTION OF THE COMMITTEE FOR COORDINATION
OF CAREER INFORMATION AND CAREER GUIDANCE.
The following recommendations about the function of the
above mentioned committee can be made:
1.1 the private sector must be accommodated in this
committee,
1.2 this committee must be actively involved in a
promotion campaign.
2. RESTRUCTURING OF THE EDUCATION POLICY BY THE TRANSVAAL
EDUCATION DEPARTMENT.
This study revealed that a number of school guidance
personnel did not liaise with the public and private
sector due to the Transvaal Education Department's
policy. The following are recommended:
2.1 the Education Department's policy about outsiders must
be clearly formulated and published to all persons involved,
2.2 free admission by representatives of the public and
private sector to schools,
2.3 visiting of career displays and information days by
pupils during school hours,
2.4 partnership between the Transvaal Education Department
and the public and private sector to be emphasized to
the pupils and to improve contact between the
Education Department and the public and private
sector.
3. INVOLVEMENT OF THE PUBLIC AND PRIVATE SECTOR.
Liaison is the result of the initiative from the
schools while they experience shortages of funds, time
limits, transport problems and long distances. It is
therefore recommended that the public and private
sector will visit schools on their own initiative.
FINAL REMARKS:
There is a definite need for liaison between school
guidance personnel and the public and private sector. This
study emphasizes the results of the HRC's Study Committee:
Guidance (1981) and as such the findings of this study are
closely related with the findings and recommendations of
the HRC's Study Committee.
The quality of school guidance will be improved by liaison
and this will improve the pupils' ability to make
responsible career choices. It is therefore of the utmost
importance for all partners in the school guidance
programme to work closely together and to liaise more
effectively. / Thesis (MEd)--PU vir CHO, 1991
|
9 |
Skakeling van skoolvoorligters met die openbare en private sektor / Cornelius Abraham SmitSmit, Cornelius Abraham January 1990 (has links)
Information from symposiums regarding guidance, as well as
information from interviews with school guidance personnel,
students and other persona concerned, revealed gaps
concerning the present school guidance systems.
In this connection the public and private sector can play
an important role by revealing the necessary information
about the career world to the guidance personnel.
The aim of this investigation serves a double purpose. In
the first instance to investigate the liaison between the
school guidance personnel of the Transvaal Education
Department's secondary schools and the public and private
sector from the point of view of the literature.
Secondly an empirical determination of the nature of the
connection between career guidance personnel of the
Afrikaans medium secondary schools in Transvaal and the
public and private sector, as well as to determine what the
attitude of school guidance personnel are towards liaison
with the public and private sector.
For the purpose of this study, public sector can be defined
as the sector where government has partial or total
control, whereas in the private sector the government has
no direct control.
Personal visits to guidance personnel at secondary schools
in Transvaal and the questionnaire method were both
considered to obtain the necessary information for this
study. After thorough consideration, the decision fell
upon the questionnaire method. Questionnaires were
therefore sent to all Afrikaans medium secondary schools in
Transvaal.
RECOMMENDATIONS: The following are recommended, bearing the findings of the
study in mind:
1. RENEWED INTRODUCTION OF THE COMMITTEE FOR COORDINATION
OF CAREER INFORMATION AND CAREER GUIDANCE.
The following recommendations about the function of the
above mentioned committee can be made:
1.1 the private sector must be accommodated in this
committee,
1.2 this committee must be actively involved in a
promotion campaign.
2. RESTRUCTURING OF THE EDUCATION POLICY BY THE TRANSVAAL
EDUCATION DEPARTMENT.
This study revealed that a number of school guidance
personnel did not liaise with the public and private
sector due to the Transvaal Education Department's
policy. The following are recommended:
2.1 the Education Department's policy about outsiders must
be clearly formulated and published to all persons involved,
2.2 free admission by representatives of the public and
private sector to schools,
2.3 visiting of career displays and information days by
pupils during school hours,
2.4 partnership between the Transvaal Education Department
and the public and private sector to be emphasized to
the pupils and to improve contact between the
Education Department and the public and private
sector.
3. INVOLVEMENT OF THE PUBLIC AND PRIVATE SECTOR.
Liaison is the result of the initiative from the
schools while they experience shortages of funds, time
limits, transport problems and long distances. It is
therefore recommended that the public and private
sector will visit schools on their own initiative.
FINAL REMARKS:
There is a definite need for liaison between school
guidance personnel and the public and private sector. This
study emphasizes the results of the HRC's Study Committee:
Guidance (1981) and as such the findings of this study are
closely related with the findings and recommendations of
the HRC's Study Committee.
The quality of school guidance will be improved by liaison
and this will improve the pupils' ability to make
responsible career choices. It is therefore of the utmost
importance for all partners in the school guidance
programme to work closely together and to liaise more
effectively. / Thesis (MEd)--PU vir CHO, 1991
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Die organisatoriese werking van Suid-Afrikaanse universiteite : 'n teoretiese en empiriese ondersoek na doelwitformulering, organisasiestruktuur en interne koördinasie by sekere Suid-Afrikaanse universiteite / Simon GeertsemaGeertsema, Simon January 1981 (has links)
The Aim of the Study - The study aims at describing the organizational functioning
of certain South African Universities, mainly in terms of
a) The processes of goal formulation,
b) The structure of the universities, as well as the relationships
between the main structural components,
c) The nature of the communication and control processes in the
Universities.
By doing this the study could be of use in promoting a better
understanding of the university as an organization.
The Method of the Study - The first part of the study consist of an investigation of
the literature pertaining to:
a) The historical development of the university in the western
world with particular emphasis on structural aspects.
b) The theory of organizations.
c) Contemporary studies of universities, mainly in the USA and
Great Britain.
The second part of the study deals with the results of an empirical
investigation at nine South African universities. During
visits to these universities interviews were held with sixty-eight
individuals.
In the final part of the study the results of both the literature
study and the interviews were interpreted leading to a model
of the organizational functioning of these universities.
The Limitations of the Study - a) The study was limited in that only nine of the seventeen
universities in South Africa were included in the investigation.
This was done to ensure a sample of similar
institutions for the study.
b) The university can be studied from different perspectives.
This study concentrates on the university as an organization,
rather than on the perspectives of the university as
an institution or as a community.
c) The study limits itself to the main structural components
of the university, thus avoiding personal or interpersonal
aspects.
d) The study concentrates on the managerial level of the
functioning of the universities avoiding any detailed
involvement in aspects of instruction and research.
The Historical Development of the University -
The mediaeval university was modelled after the mediaeval
guilds, and the university thus became an organization controlled
by its members, particularly the masters or teachers.
The structure of the University of Paris, consisting of four
nations and four faculties, was complex, but it is noteworthy
that the elected officials of the University had little
executive authority and were only elected for short periods
at a time. This was not the case in Bologna where the students,
and not the teachers, were in control of the
university and where the elected officials had more executive
authority.
The development of colleges at particularly the Universities
of Oxford and Cambridge introduced, for the first time, a
structure whereby the daily lives of students were controlled
by the university.
This was probably the first of a series of additional functions
that the university took upon itself since the middle
ages. These additional functions, including in later centuries.
various aspects of research, student services and
community services, brought about a greater complexity in
the university but it was nevertheless still handled within
the basic structural arrangements of the mediaeval universities.
The new German universities of the nineteenth century introduced
research as an essential function of the university and
also introduced active involvement by the government in
university affairs. These developments also lead to a more
prominent position for the professor as the head of the
academic department.
The first South African universities grew from colleges that
were founded by public groups in the nineteenth century. The
first of those colleges came to be governed by a College
Council consisting of a majority of lay members, including
government representatives. Purely academic matters were
delegated to a Senate, consisting of the professors of the
College. This structure was eventually adopted by all South
African universities.
The Theory of Organizations and its application on Universities - The work of the early management thinkers like Fayol, Weber
and Taylor lead to the development of a school of thought about
management witch came to be known as the classical school. This
work has gained widespread acceptance, particularly because
of the "management' principles" that it developed.
The work of the behaviouralist school challenged the classical
school's incomplete view of particularly the human aspects of
organizations and thus lead to a more comprehensive view of
organizations.
During the sixties various systems based approaches to the
•Study of organizations were developed. The sociotechnical model,
based on the work of Homans and the Tavistock-group, and the
decision-based approach of the Carnegie-school formed a basis
from which the contingency theory of organizations evolved.
The contingency theory provides a useful approach to the study
of various organizations, particularly because it recognises
the differences that exist between organizations and also
because it allows the prediction of such differences. on the
basis of the various contingencies faced by organizations.
The work of Khandwalla (1977) is a useful compilation of the
contingency theory and the propositions of Khandwalla are
used to predict the characteristics of South African universities
on the basis of a description of these organizations and
their environments. Different sets of assumptions and predictions
were developed for both the academic activities of
the university and the non-academic support functions. These
predictions correlated well with the results •of the empirical
investigations.
Lastly the applicability of the organizations type, the
"professional beaurocracy" (Mintzberg, 1979), was also
evaluated in relation to these universities. This model
correlated well with some aspects but not with all.
Models of the University - Beaurocratic and Collegial Models: The two basic models of the university are the beaurocratic
and the collegial models. These• models are both incomplete
descriptions of South African universities. The beaurocratic
model ignores the important decision-making processes in universities
and the collegial model ignores the authority of the
different formal positions in the university structure.
Other Models: Rice (1970) outlines a model of the university largely based
on the concept of "process flow". This model reduces the
university to a rather mechanical structure, neglecting the
many complex interactions that form part of the functioning
of universities.
Verry and Davies (1976) use an econometric approach to describe
the university. This is useful in analyzing aspects
such as marginal costs but it is not useful for the purposes
of this study Baldridge (1971) developed a "political" model
of the university focusing on the processes of negotiating
and the role of interest groups. This is a useful model but
it places too much emphasis on crisis and conflict situations
and too little on the normal functioning of universities.
Richman and Farmer (1974) states that universities are mismanaged
due to a lack of clear goals and they propose goal
formulation as the basis for a proposed system of university
management. Cyert (1975) agrees with this reasoning and outlines
a process of evaluation based on this approach.
Clark (1977) described the university as a federation of
groups.-whilst the groups are often run on a collegial basis
the coordination between the groups is more often handled
on a beaurocratic basis.
Cohen and March (1974) found that the university was an
"organized anarchy", an organization in which departments
and other segments of the organization were almost autonomous.
Leadership was very weak and the organization as a whole aimless
and purposeless.
Two generalized Models: From the foregoing two generalized models of the university
were postulated. The first is called the "traditional model"
and this model stresses values such as individual autonomy
and collegial values. The second model is called the
"management model" and it stresses the necessity of clear
goals, evaluation of achievement and a •strong role for the
university management. The management model is of a
normative nature whilst the traditional model is more often
found in empirical studies of universities.
The Goals of Universities - The nature of an organization is largely determined by the
goals of that organization. The model of goal formulation
described by Cyert and March (1963) states that goals are not
determined only by the management of an organization but that
it should rather. be seen as the result of a negotiation process
involving numerous persons and groups both inside and outside
the organization.
Normative goals of the University - Various authors discussed the role of the university and
amongst them Newman (1858) is notable for his view that
universities should see their main task as the transmission,
of culture and the general education of men rather than
training for professions.
Another view is that universities should see their task firstly
as the quest and transmission of knowledge. This emphasis
on research has gained widespread acceptance as another basic
function of the university.
The function of training people, particularly for professions
in the community, has always been a part of the task of
universities. Particularly from the point of view of the
community this is an important task of the university.
The task of community service as a secondary function of
universities has also been firmly established.
It is shown that these views of the university are not necessary
complementary and that a clear formulation of aims based
on all these various views is difficult to achieve.
Commissions of Enquiry into universities in Britain, the
USA and South Africa all formulated aims of the university
in similar terms, indicating the wide and vague nature of
university goals.
The Empirical Investigation into goals - The questions asked during the interviews which formed part.
of this study were analyzed and it was shown that goals in a
university are formulated on different levels. Goals pertaining
to the area of research of individual academics were
established by individual academics. Goals pertaining to the
nature and content of courses were established by academic
departments with some control by faculties. The management
of the university thus had little direct involvement in the
formulation of goals pertaining to the basic university
functions. Their role was mostly on the level of the
allocation of resources.
THE STRUCTURAL COMPONENTS OF SOUTH AFRICAN UNIVERSITIES - The structure of the universities was reduced to the following
seven components:
1. The Council and its committees,
2. The Senate and its committees.
3. The Principals and Vice-Principals.
4. The. Academics.
5. The Administrative Staff.
6. The Students.
7. The Environment of the University.
Each of these components were analyzed in the literature and
various aspects were also dealt with during the interviews,
particularly by establishing the amount of agreement that
the respondents had with a list of twenty statements concerning
universities.
The Council and its committees - It was found that whilst the council had great legal powers in
running the university the style of the council, consisting
of a majority of lay members, was likely to be reactive. The
councils are often informed and guided by those members who
are employed by the universities and lay members have limited
influence.
The Senate and its committees - Many respondents found university senates to be clumsy and
ineffective bodies, mainly because they mostly consist of more
than 100 members. Various mechanisms have been employed to
streamline the functioning of senate but the overall
results does not indicate a clear picture.
The Principals and Vice-Principals - This component of the university is in a key position,
not only because of its roll in both the council and senate
but also because of its great influence in the allocation
of resources within the University. The authority of the
principals and vice-principals is however limited by the
large amount of autonomy enjoyed by academics. The style of
leadership that is appropriate to this component is that of
persuasion and academic leadership rather than that of directing
and controlling.
The Academics - It is shown that academics can, for many purposes, be regarded
as professionals but that there are also basic differences
between the traditional professions and the academic’s role
in a university. The academic department is the basic component
in the university structure. Because it handles both
the teaching and research functions without much outside,
interference it can be regarded as the essential part of the
university structure. The role •of the heads of departments
in South African universities follows the British pattern
in which the head is in a very strong position relative to
the staff and students in his department.
The Administrative Staff - The management of the administrative component of the university
can either be handled by a committee structure consisting
mainly of academics or the administration could be seen as a
component that should be managed in a beaurocratic manner.
These two styles are often found mixed in South African :
universities and this causes tension and leads to frustration
and inefficiency.
The Students - Despite various efforts to involve students to a larger extent
in the decision-making processes of the university the
actual role played by students is limited to sporadic inputs
in certain areas.
The Environment of the University - South African Universities are influenced by a great number
of institutions and individuals in the community. This
influence is brought to bear on practically all the components
of the university.
Control Processes at Universities - It is shown that universities are traditionally reluctant
to introduce effective control processes, including evaluation
and corrective procedures, in respect of academic
activities. The empirical study indicated that whilst most
respondents were agreeable to the basic principles of control
processes most of them also had serious reservations
to the practical implications of the introduction of such
measures.
Organizations such as universities are also ill equipped to
adopt themselves to changes in the demands made on them.
Rather than making basic changes in the organizational
structure new demands are normally met by establishing new
organizational units to handle these new responsibilities.
Conclusion.
When evaluating the results of the study against the "traditional"
and "management" models of the university it was
found that both the theoretical predictions and the empirical
investigation strongly supported the traditional model of
the university as the applicable one to South African universities.
The limited role of council, the large amount of
freedom that academics enjoy in teaching and research, the
subordinate role of administrative staff and the virtual
absence of control processes all support this view.
The very active and influential role of the principals
and vice-principals in the management of the university
and the importance of the environment to the university
does however indicate that important aspects of the
management model are also present in the universities. / Thesis (DBA)--PU vir CHO, 1982
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