No research has been undertaken in South Africa on meetings within the context of school management. In this research meetings within the context of the educational system have been studied, with special reference to meetings at local management level. These meetings, which are related to the involvement of various social structures and the creation of an educational field, are influenced by a number of natural and cultural factors and basic motives. Due to the number of parties involved and the variety of tasks that have to be performed, formal education must be managed effectively. Management takes place at different levels. Education Departments function at the second level and the management bodies of schools at the third. Meetings are an important managerial aid on school level and are essential for effective planning, organising, guidance and control. The sound management of school meetings is essential and unique. Legal regulations of meetings are very important. Judicial provisions relate mainly to good order at meetings, the legal relationship between the members concerned and the validity of decisions and relevant acts. Binding juridical requirements relate especially to the people who perform the relevant acts, the procedures that apply to discussions and decision making and the aims of the relevant acts. These aspects have been studied in order to obtain a clear perspective of the essence and structure of school management meetings and the juridical regulations of meetings in order to formulate criteria for the educational practice. In conclusion certain recommendations and suggestions for further research are made. / Proefskrif (DEd)--Unisa, 1991

No research has been undertaken in South Africa on meetings within the context of school management. In this research meetings within the context of the educational system have been studied, with special reference to meetings at local management level. These meetings, which are related to the involvement of various social structures and the creation of an educational field, are influenced by a number of natural and cultural factors and basic motives. Due to the number of parties involved and the variety of tasks that have to be performed, formal education must be managed effectively. Management takes place at different levels. Education Departments function at the second level and the management bodies of schools at the third. Meetings are an important managerial aid on school level and are essential for effective planning, organising, guidance and control. The sound management of school meetings is essential and unique. Legal regulations of meetings are very important. Judicial provisions relate mainly to good order at meetings, the legal relationship between the members concerned and the validity of decisions and relevant acts. Binding juridical requirements relate especially to the people who perform the relevant acts, the procedures that apply to discussions and decision making and the aims of the relevant acts. These aspects have been studied in order to obtain a clear perspective of the essence and structure of school management meetings and the juridical regulations of meetings in order to formulate criteria for the educational practice. In conclusion certain recommendations and suggestions for further research are made. / Proefskrif (DEd)--Unisa, 1991

No abstract available / Thesis (DD)--University of Pretoria, 1974. / gm2013 / Practical Theology / unrestricted

Polisie brutaliteit bestaan al vir solank as wat die polisie self bestaan. Insidente van polisie brutaliteit kan gekenmerk word aan geweld, die misbruik van mag en marteling. Hierdie studie het ten doel om die verskeie vorme van polisie brutaliteit te identifiseer en om ondersoek in te stel na die redes vir die geweldadige optredes van polisielede teenoor die publiek. Verskeie sanksionerings prosedures, te wete: interne dissiplinêre stappe, strafregtelike vervolging van polisielede, asook sivielregtelike verrigtinge ten aansien van skadevergoeding en staatskompensasie aan slagoffers, word ondersoek. Die studie het nie net ten doel om die aard en erns van polisie brutaliteit en sanksionerings prosedures te openbaar nie, maar ook om moontlike oplossings vir die bekamping van polisie brutaliteit te vind. / Dissertation (LLM)--University of Pretoria, 2013. / gm2014 / Procedural Law / unrestricted

No abstract available Copyright / Thesis (DLitt)--University of Pretoria, 1936. / Visual Arts / unrestricted

The environment is in crisis, it has recently been reported that cars and trucks in the United States of America emit 314 million metric tons of carbon dioxide annually. To put it into perspective, that as much as would be released from burning all the coal in a freight train 80 467 kilometres long – enough to circle the world, twice (Science News, 2008). The world’s response to the environmental crisis is through the ratification of the Kyoto Protocol. Currently, there are 190 parties (189 states and one regional economic integration organisation) to the Kyoto Protocol, of which the developed nations that are parties to the protocol account for 63.7% of global greenhouse gas emissions. The Kyoto Protocol is, however, proving to be inefficient in curbing greenhouse gas emissions due to the following reasons: <ul> <li> there are currently no ramifications if agreed targets are not reached by member states;</li> <li> in its current form, the protocol only sets emission limits for the period ending 2012;</li> <li> the protocol subscribes mostly to quantitative measures as opposed to the introduction of a tax system to penalise emission producers.</li></ul> Through extensive research conducted as part of this study, it was shown that a tax system is more efficient in ensuring a double dividend and achieving the Kyoto goals than a quantitative system as currently promoted under the Kyoto Protocol On the premise that a taxation system is preferable, this study sought to understand the current trends in environmental taxes and combined the available research in a comprehensive environmental tax matrix. The matrix of the various environmental taxes clearly distinguished between the incentive or revenue-raising functions of a tax and the main uses of the revenues. Each category was clearly illustrated through examples of its application based on extensive research. The study further sought to demonstrate the practical application of environmental tax systems through an analysis of the environmental tax systems of Mexico, Malaysia and the United States, or sections in their tax law, dealing specifically with environmental-related tax matters. Lastly, the research culminated in a review of the current environmental tax regime followed in South Africa in terms of normal income tax ,and proposed various alternatives, which can be considered for introduction by the South African Revenue Service. Based on the literature reviewed the study concluded that a tax system is preferable to a quantitative system in order to limit GHG emissions. The various environmental taxes were investigated by taking into account an environmental tax matrix as well as experience gained from other countries in order to support, amongst other recommendations, the establishment of a carbon tax system in South Africa. AFRIKAANS : Die omgewing is in ’n krisis, daar is onlangs berig dat voertuie in die Verenigde State van Amerika jaarliks verantwoordelik is vir 314 miljoen metrieke ton koolstofdioksied-besoedeling. Om dit in perspektief te plaas, dit is die koolstofdioksied wat vrygestel sou word as ‘’n 80 467 kilometer vragtrein vol steenkool verbrand sou word. Hierdie trein sou lank genoeg wees om twee maal om die aarde te strek (Science News, 2008). Die wêreld se reaksie op die omgewingskrisis is deur die bekragtiging van die Kyoto-protokol. Daar is tans 190 partye tot die protokol (189 lande en een ekonomiese integrasie-organisasie). Sommige van die ontwikkelde lande wat lede van die protokol is verantwoordelik vir 63.7% van wêreldwye kweekhuisgasbesoedeling. Die Kyoto-protokol is egter nie in staat om kweekhuisgasbesoedeling teë te werk nie om die volgende redes: <ul> <li> daar is tans geen strafmaatreëls indien doelwitte deur deelnemende lande nie bereik word nie;</li> <li> in sy huidige vorm stel die protokol slegs beperkings op besoedeling tot 2012;</li> <li> die protokol onderskryf meestal kwantitatiewe beginsels in teenstelling met die voorstel van‘’n belastingstelsel wat die belastinglas op die bron van die besoedeling plaas.</li> </ul> Daar word aan die hand van die uitgebreide ondersoek, wat as deel van hierdie studie onderneem is, getoon dat ’n belastingstelsel ’n doeltreffender manier is om‘’n dubbel-dividend te verseker ter bereiking van die Kyotodoelwitte in teenstelling met die huidige kwantitatiewe beginsels wat tans deur die protokol onderskryf word. In die veronderstelling dat ’n omgewingsbelasting die voordeligste opsie is om te volg, bied hierdie studie meer inligting oor die huidige tendense in omgewingsbelasting en kombineer die beskikbare inligting in hierdie verband in ’n omgewingsbelasting-matriks. Die matriks klassifiseer die verskillende soorte omgewings-belasting in die voordeel of inkomste-genererende funksie van ’n belasting en die hoofgebruike van die inkomstes. Elke kategorie word duidelik geïllustreer deur toegepaste voorbeelde wat gegrond is op deeglike ondersoek. Verder het die studie die volgende ondersoek: die praktiese toepassing van omgewingbelastingstelsels deur ’n analise van die Mexikaanse, Maleise en Amerikaanse omgewingsbelastingstelsels, of gedeeltes van hul belastingwette wat spesifiek verband hou met omgewingsbelastingsake. Laastens het die studie gekyk na die huidige belastingstelsel in Suid-Afrika in die lig van omgewingsbelastingsake en stel alternatiewe voor vir die huidige belastingstelsel wat deur die Suid-Afrikaanse Inkomstediens oorweeg kan word. Die studie het bevind dat ’n belastingstelsel meer gunstig is as ’n kwantitatiewe stelsel ten einde kweekhuisgasse te beperk. Die verskeie omgewingsbelasting opsies is ondersoek deur die omgewingsbelasting-matriks sowel as ervaring van ander lande te bestudeer. Hierdie studie het bevind dat, tesame met ander moontlike wysigings van die huidige Suid-Afrikaanse belastingstelsel, ’n koolstof-belasting in die Suid-Afrikaanse konteks oorweeg moet word. / Dissertation (MCom)--University of Pretoria, 2010. / Taxation / unrestricted

Magister Artium - MA / Water is an indispensable source of life - it should not only be regarded as a social good, but also as a valuable economic resource. Since two thirds of South Africa are highly dependent on groundwater as a result of the lack of perennial rivers, it is essential that this resource be conserved and protected for the future at all costs. The value of groundwater is therefore thoroughly realised in the sparsely populated and semi-arid Namaqualand. The main objective of this study was to make a survey of the availability and the quality of groundwater in the rural areas of this region, so that ultimately, a consumption strategy could be developed for the area. Since sanitation and factors associated with it cannot be separated from the water provision problems in the selected areas, it also formed part of the study. Aspects like the availability of water and sanitation facilities were scrutinised and strongly linked to social aspects around groundwater consumption and health conditions. Two small towns were used as case studies, namely Paulshoek in the Leliefontein rural area and Bulletrap in the Steinkopf area. These towns have a lack of both physical and social infrastructure, while the area as a whole is characterised by poverty. The region is inhabited by culturally homogeneous groups of people with one language and faith, who also share very similar historical backgrounds.

1. OBJECTIVE OF THE STUDY - The aim of this study is a psychological and scholastic investigation of the effect of a supplementary reading programme on Coloured high school pupils. In order to do this, zero hypotheses and alternative hypotheses were drawn up which would enable one to compare an experimental group (which had done the supplementary reading course) with a control group (which had not done such a course). In short the zero hypotheses amount to saying that there are no differences in reading ability, school performance, study habits and study attitudes, aptitude and personality between Coloured high school pupils •who did a reading development course and those who did not do such a course. The alternative hypotheses endeavour to prove the opposite, namely that such differences do exist. 2. LITERATURE SURVEY - As a starting point for this investigation, a number of relevant concepts were defined. Some of these concepts are "read", "reading difficulties”, "Coloured”, “Urban and -rural areas”. The importance of reading was demonstrated by pointing out that a good reading ability is essential for the forming of a healthy personality, social development, recreation, extending knowledge, etcetera. The complexity of the reading process came to the fore when the explanation of what the reading process entails, was discussed as it is described by various researchers. The different theoretical models discussed, are the optical-mechanical model, psychometric models, psychological models, the communication model and linguistic models. The extent of reading difficulties was outlined by means of results obtained by researchers, local and foreign. In this respect reference was also made to reading differences pertaining to sex and reading differences between rural and urban areas. A detailed account was given of the main causes of reading difficulties related to scholastic and socioeconomic factors, and in particular how these factors manifest themselves among the Coloured community. As far as the scholastic determinants are concerned, attention was given to the poor pre-school environment of the Coloured child, insufficient number of nursery schools, compulsory education and school leaving at an early age, inadequate differentiation, lack of accommodation and a shortage of suitably qualified staff. Concerning the socio-economic determinants the following were dealt with: class differences, life style of the lower class, the family milieu, cultural values and norms, residential area and housing, recreational activities, linguistic abilities and physical factors. The diagnosis of reading difficulties was discussed in short. In this survey particular attention was paid to the different levels of diagnosis and methods of diagnosing. Some difficulties in diagnosing reading problems among Coloureds were also pointed out. The last aspect from the literature which was dealt with was the remediation of reading problems. Emphasis was given to the more traditional methods of supplementary reading teaching, for instance the basic reading book method, the alphabet method, the neurological and the perceptual kinaesthetic method. Lifting the causes of reading problems which emanate from this study would allow remediation to be used to the full among the Coloured people. 3. METHOD OF RESEARCH - 3.1 Sample: In order to determine the effect of the supplementary reading programme, a comparative study •was made between an experimental group (which did a reading course) and a control group (which did not do such a course). The sample consisted of a total experimental group of 31 people (Std. 8 and Std. 9 pupils) of whom 15 were Std. 8 and 16 Std. 9 pupils while on the other hand the total contra l group of 26 people (Std. 8 and Std. 9 pupils) consisted of 14 Std. 8 and 12 Std. 9 pupils. 3.2 Measuring Instruments: The measuring instruments used to investigate the different fields were the following: - Reading ability, The ophtalmograph - Scholastic achievement, Real school marks - Study habits, Questionnaire on study habits and attitudes - Aptitude, Senior aptidude test - Personality, The High School personality Questionnaire and IPAT Anxiety scale. The above mentioned measuring instruments were discussed in detail under the headings: objective, composition, validity, reliability and reason for using them in this research. 3.3 Research procedures: Global as well as reductionistic comparisons were used in this study. A global comparison is drawn between the total experimental group and the total control group. The reductionistic investigation entails a comparison between the Std. 8 experimental and control groups as well as a comparison between the Std. 9 experimental and control groups. Apart from the above mentioned comparisons the Std. 8 and Std. 9 control groups, as well as the Std. 9 and Std. 9 experimental groups were also compared. A description was given of the supplementary reading programme which consisted of ten one hour sessions, as, well as a full description of the apparatus used, namely the tachistoscope and the contro11ed reader. Statistical calculations were done by the Statistical Consultation Service of the Potchefstroom University for Christian Higher Education. Short descriptions only of the techniques used are given in the study. 4. RESEARCH RESULTS - The most important results of this research can be summarised as follows: * READING ABILITY - This study brings to light that the reading course brought a significant improvement in reading achievement in the total experimental group. Seen reductionistically the Std. 8 experimental group also showed significant improvement when compared with the Std. 8 control group. However, no significant differences were found between the Std. 9 experimental and control groups. In the case of the total and the Std. 8 experimental group the alternative hypothesis was accepted while the zero hypothesis was maintained in the case of the Std. 9 groups. * SCHOLASTIC ACHIEVEMENT - The scholastic achievement of the total experimental group showed a significant improvement when compared with the total control group. Seen reductionistically the Std. 8 experimental group also achieved significantly higher marks at school than the Std. 8 control group. This te1dency was not repeated in the Std. 9 experimental group, where no significant differences were found. In the case of the total and the Std. 8 investigations the alternative hypothesis was accepted, while the zero hypothesis had to be maintained for the Std. 9 group comparison. * STUDY HABITS AND ATTITUDES - Seen globally the total experimental group exhibited better study habits and attitudes than the total control group. When judged reductionistically neither the Std. 8 not the Std. 9 group comparisons brought to light any significant differences. Thus the zero hypothesis was applicable to the reductionistic investigations, while the alternative hypothesis was accepted in the case of the tota1 experimental group. * APTITUDE - The zero hypothesis had to be accepted right through, in the global as well as the reductionistical investigation, in other words, no significant differences were found between the different groups as far as aptitude is concerned. An interesting tendency was discovered, however, from the calculated IQ's of the SAT, namely that there is a connection between a supplementary reading course and a rise in intelligence. * PERSONALITY - The total evaluation of personality traits of the Coloured high school pupils by means of the HSPQ and IPAT Anxiety scale shows that the reading course, judged globally or reductionistically, did not bring about significant differences between the experimental and control groups. Thus the zero hypothesis was accepted throughout. 5. SUMMARY AND CONCLUSION - In researching the effect of a supplementary reading programme on Coloured high school pupils it was found that there was a definite beneficial influence on reading ability and scholastic achievement. It does seem however, as if aptitude and personality development are established aspects which will not be changed by a reading development course. If the reading course should have a lasting effect on the aspects which it improves, it is possible that in the .long run personality changes and even improvement in aptitude may take place. As far as study habits and attitudes are concerned, positive results were obtained, but it had been expected to have been even better. The results of this study correlate well with those of other researchers on reading improvement by means of a supplementary reading course in which apparatus is used. It should not be considered however as the only method of reading aid, since many other researchers obtain positive results with other methods. On account of the distinctiveness of this study its results cannot be generalised by the norms formed by the results of other researchers. By reason of the population and the size of the sample of this study, the results of this investigation can only be made applicable to the Std. 8 and Std. 9 pupils of the Promosa High School in Potchefstroom. As a result of the new political dispensation it is to be expected that there will be an improvement in the factors which cause reading difficulties among the Coloured population, but it is .sure to be a long drawn out process. / Thesis (MA (Voorligtingpsigologie))--PU vir CHO, 1986

1. OBJECTIVE OF THE STUDY - The aim of this study is a psychological and scholastic investigation of the effect of a supplementary reading programme on Coloured high school pupils. In order to do this, zero hypotheses and alternative hypotheses were drawn up which would enable one to compare an experimental group (which had done the supplementary reading course) with a control group (which had not done such a course). In short the zero hypotheses amount to saying that there are no differences in reading ability, school performance, study habits and study attitudes, aptitude and personality between Coloured high school pupils •who did a reading development course and those who did not do such a course. The alternative hypotheses endeavour to prove the opposite, namely that such differences do exist. 2. LITERATURE SURVEY - As a starting point for this investigation, a number of relevant concepts were defined. Some of these concepts are "read", "reading difficulties”, "Coloured”, “Urban and -rural areas”. The importance of reading was demonstrated by pointing out that a good reading ability is essential for the forming of a healthy personality, social development, recreation, extending knowledge, etcetera. The complexity of the reading process came to the fore when the explanation of what the reading process entails, was discussed as it is described by various researchers. The different theoretical models discussed, are the optical-mechanical model, psychometric models, psychological models, the communication model and linguistic models. The extent of reading difficulties was outlined by means of results obtained by researchers, local and foreign. In this respect reference was also made to reading differences pertaining to sex and reading differences between rural and urban areas. A detailed account was given of the main causes of reading difficulties related to scholastic and socioeconomic factors, and in particular how these factors manifest themselves among the Coloured community. As far as the scholastic determinants are concerned, attention was given to the poor pre-school environment of the Coloured child, insufficient number of nursery schools, compulsory education and school leaving at an early age, inadequate differentiation, lack of accommodation and a shortage of suitably qualified staff. Concerning the socio-economic determinants the following were dealt with: class differences, life style of the lower class, the family milieu, cultural values and norms, residential area and housing, recreational activities, linguistic abilities and physical factors. The diagnosis of reading difficulties was discussed in short. In this survey particular attention was paid to the different levels of diagnosis and methods of diagnosing. Some difficulties in diagnosing reading problems among Coloureds were also pointed out. The last aspect from the literature which was dealt with was the remediation of reading problems. Emphasis was given to the more traditional methods of supplementary reading teaching, for instance the basic reading book method, the alphabet method, the neurological and the perceptual kinaesthetic method. Lifting the causes of reading problems which emanate from this study would allow remediation to be used to the full among the Coloured people. 3. METHOD OF RESEARCH - 3.1 Sample: In order to determine the effect of the supplementary reading programme, a comparative study •was made between an experimental group (which did a reading course) and a control group (which did not do such a course). The sample consisted of a total experimental group of 31 people (Std. 8 and Std. 9 pupils) of whom 15 were Std. 8 and 16 Std. 9 pupils while on the other hand the total contra l group of 26 people (Std. 8 and Std. 9 pupils) consisted of 14 Std. 8 and 12 Std. 9 pupils. 3.2 Measuring Instruments: The measuring instruments used to investigate the different fields were the following: - Reading ability, The ophtalmograph - Scholastic achievement, Real school marks - Study habits, Questionnaire on study habits and attitudes - Aptitude, Senior aptidude test - Personality, The High School personality Questionnaire and IPAT Anxiety scale. The above mentioned measuring instruments were discussed in detail under the headings: objective, composition, validity, reliability and reason for using them in this research. 3.3 Research procedures: Global as well as reductionistic comparisons were used in this study. A global comparison is drawn between the total experimental group and the total control group. The reductionistic investigation entails a comparison between the Std. 8 experimental and control groups as well as a comparison between the Std. 9 experimental and control groups. Apart from the above mentioned comparisons the Std. 8 and Std. 9 control groups, as well as the Std. 9 and Std. 9 experimental groups were also compared. A description was given of the supplementary reading programme which consisted of ten one hour sessions, as, well as a full description of the apparatus used, namely the tachistoscope and the contro11ed reader. Statistical calculations were done by the Statistical Consultation Service of the Potchefstroom University for Christian Higher Education. Short descriptions only of the techniques used are given in the study. 4. RESEARCH RESULTS - The most important results of this research can be summarised as follows: * READING ABILITY - This study brings to light that the reading course brought a significant improvement in reading achievement in the total experimental group. Seen reductionistically the Std. 8 experimental group also showed significant improvement when compared with the Std. 8 control group. However, no significant differences were found between the Std. 9 experimental and control groups. In the case of the total and the Std. 8 experimental group the alternative hypothesis was accepted while the zero hypothesis was maintained in the case of the Std. 9 groups. * SCHOLASTIC ACHIEVEMENT - The scholastic achievement of the total experimental group showed a significant improvement when compared with the total control group. Seen reductionistically the Std. 8 experimental group also achieved significantly higher marks at school than the Std. 8 control group. This te1dency was not repeated in the Std. 9 experimental group, where no significant differences were found. In the case of the total and the Std. 8 investigations the alternative hypothesis was accepted, while the zero hypothesis had to be maintained for the Std. 9 group comparison. * STUDY HABITS AND ATTITUDES - Seen globally the total experimental group exhibited better study habits and attitudes than the total control group. When judged reductionistically neither the Std. 8 not the Std. 9 group comparisons brought to light any significant differences. Thus the zero hypothesis was applicable to the reductionistic investigations, while the alternative hypothesis was accepted in the case of the tota1 experimental group. * APTITUDE - The zero hypothesis had to be accepted right through, in the global as well as the reductionistical investigation, in other words, no significant differences were found between the different groups as far as aptitude is concerned. An interesting tendency was discovered, however, from the calculated IQ's of the SAT, namely that there is a connection between a supplementary reading course and a rise in intelligence. * PERSONALITY - The total evaluation of personality traits of the Coloured high school pupils by means of the HSPQ and IPAT Anxiety scale shows that the reading course, judged globally or reductionistically, did not bring about significant differences between the experimental and control groups. Thus the zero hypothesis was accepted throughout. 5. SUMMARY AND CONCLUSION - In researching the effect of a supplementary reading programme on Coloured high school pupils it was found that there was a definite beneficial influence on reading ability and scholastic achievement. It does seem however, as if aptitude and personality development are established aspects which will not be changed by a reading development course. If the reading course should have a lasting effect on the aspects which it improves, it is possible that in the .long run personality changes and even improvement in aptitude may take place. As far as study habits and attitudes are concerned, positive results were obtained, but it had been expected to have been even better. The results of this study correlate well with those of other researchers on reading improvement by means of a supplementary reading course in which apparatus is used. It should not be considered however as the only method of reading aid, since many other researchers obtain positive results with other methods. On account of the distinctiveness of this study its results cannot be generalised by the norms formed by the results of other researchers. By reason of the population and the size of the sample of this study, the results of this investigation can only be made applicable to the Std. 8 and Std. 9 pupils of the Promosa High School in Potchefstroom. As a result of the new political dispensation it is to be expected that there will be an improvement in the factors which cause reading difficulties among the Coloured population, but it is .sure to be a long drawn out process. / Thesis (MA (Voorligtingpsigologie))--PU vir CHO, 1986

Gatsrand (as a series of ridges) is not only a well-known geographical feature in the Western Transvaal, but it also features prominently as a definite area in the settlement history of the whites in the Transvaal. In fact, the first farms in this area were registered simultaneously with farms in the neighbouring Mooi River area. Owing to the inhabitants’ agrarian predisposition up to the early years of the twentieth century, agriculture and stock farming formed the basis of the area’s economic infrastructure. Initially, the Potchefstroom market was the nearest outlet for products. Later on, products were also sold in Johannesburg, as well as at Randfontein and Krugersdorp. In the process of the development of this enterprise, stock diseases, droughts, poverty and wars continually set the inhabitants back. Prior to the establishment of gold mines (since 1937) in the northern areas of Gatsrand, which enhanced economic development, the area’s development was mainly dependent on the subsistence needs of the surrounding towns. In this respect, the building of roads to places like Krugersdorp, Randfontein, Pretoria and Johannesburg was beneficial to the Gatsrand area, since all these routes passed through said area. Administrative duties were initially performed by a field cornet and later by a justice of the peace, who was subordinate to the magistrate of Potchefstroom. In a similar way, educational matters were dealt with by the Potchefstroom School Board. Until 1948, with the exception of Klipdrift School, there were only primary schools on several farms in the area – schools that had from one to four teachers. With outbreaks of illness, even the medical services in Potchefstroom rendered help in the Gatsrand area. Inhabitants had to travel to Potchefstroom, some of them covering great distances, if they were in need of medical care and facilities. Initially, the nearest centre for worship was also Potchefstroom. The first congregation in the Gatsrand area was founded in 1926 at Fochville, with boundaries that included the major part of this area. Since 1937, gold mine development provided definite advances in local development. Up to 1948, six towns had been proclaimed, congregations were established, and houses and roads were built to accommodate the growing number of inhabitants. This resulted in the establishment of numerous enterprises. The number of pupils increased and smaller schools had to amalgamate with larger ones. By 1948, it was apparent that the development in the Gatsrand area would be phenomenal due to the rich discoveries of the then established gold mines. / MA (History), PU vir CHO, 1988 / This MA-Dissertation on the history of the Gatsrand up to 1948 originally was written in Afrikaans in 1988. This English translation was decided on to assist researchers, working with regional issues in/on South Africa who's mother tongue is English. The footnotes as well as the source list has not been translated due to the cost in doing so. However, it is trusted that researchers should find their way because more than 50% of the references are in English or could not be titled otherwise as they are archival documents or published literature. Due to new technology, the page numbers of the English version also differ from the original Afrikaans version. The approach to the research must be assessed within the time frame in which it was written and the methodology to regional history utilised, was mainly on that as expressed by VHT Skipp. The author since has extended and refined this model.