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'n Doelwitbestuursprogram vir atletiek aan Blanke sekondêre skole in Transvaal / Leon OberholzerOberholzer, Leon January 1987 (has links)
A formal hierarchical structure in schools results in a centralised form
of management. Management by objectives can break a formal hierarchical
structure at a school with the result that members of the staff will participate
more readily.
There is a relationship between play, game and sport, forming a
continuum leading from play to game to sport. This continuum is not only
continuous but it is also mutually inclusive and interwoven.
Education is the most complete equipment of the religious human being
regarding occupational fulfilment. School athletics can be used extracurriculum
to educate children totally. There is a relationship between
instruction and school athletics.
Modalities as basic forms of reality include certain implications regarding
school athletics and its management. These implications reveal certain
values extending from the arithmetical to the credible modalities. Massparticipation
should be the starting point in order to fully utilise the
values of school athletics.
Management by objectives can be defined as a way of management where
management takes place on the basis of objectives formulated by way of
participation and endeavouring to reach these objectives within a set time
limit. Personal objectives of staff must coincide with the organizational
objectives and the testing and evaluation of the results must take place
by means of achievements based on the objectives.
The implementation of certain steps result in a management by objectives
plan for school athletics. If such a plan is put into operation it provides
a school with a unique management by objectives programme for school
athletics.
The problems contained in management by objectives could paramountly
be seated in human behaviour. Through dedication and enthusiasm of the
executive council, especially the principal, these problems might be
bridged. Management by objectives can thus be applied successfully in
schools. / Skripsie (MEd)--PU vir CHO, 1988
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Enkele opvoedkundige aspekte van gesagstoepassing in Transvaalse Afrikaanse hoërskole / Willem Johannes BoshoffBoshoff, Willem Johannes January 1976 (has links)
1. Reason for the investigation.
Authority and responsibility go hand in glove. Senior executive posts
carry heavy responsibilities, but arc vested with corresponding authority.
The implementation of authority in Afrikaans High Schools has boon
studied to ascertain :
• a fundamental foundation for a healthy approach to the question of
authority;
• how a policy of authority is compiled and which rules and regulations,
methods and techniques be implemented.
The task of the school principal has further been studied to ascertain
what is being done and what can be done to minimize problems in connection
with the implementation of 2nthority.
2. The method used for the investigation,
By studying the attitude of authority in literature; through the medium
of a questionnaire sent to school principals and by application of the
principles sot down in the Holy Scriptures, a standard for the application
of the vested authority could be formulated.
3. Finding.
3.1 Summary of the contents:
Chapter 1. In this chapter the concept formulation, the aims of
and the reason for the investigation were stated.
Chapter 2 discusses authority as the ability to give instructions and
take decisions by which others must abide. Authority means "to have
control over". God is the source of all authority. It has been
found that the authority-crisis in education is seated rather in
ideological differences than in the difference between adult and
child. On the authority of God's Holy word communism, liberalism,
permissiveness, etc., were weighed and found wanting. The dangers
lurking in the confusion and weakening of Christian principles are
discussed. It is further stated that under the correct authority
the educated, who is free to do as he wishes, chooses the Path of
Truth.
In Chapter 3 the questionnaire is discussed and an account given
of the replies received. Despite shortcomings in the questionnaire,
valuable data was collected.
In Chapter 4 a valuation of the authority vested in a high school
was assessed. It is declared that a high school would be an excellent
institution for authority if dedicated educators, through
personal involvement, honesty, hard work, sympathy and inspiration
could succeed in influencing pupils to dedicated effort, determination
and the acceptance of Christian values.
Delegation of authority is considered in Chapter 5. It is an
expedient which, used correctly, can be of inestimable value to
a principal. Methods of delegation are discussed.
In Chapter 6 attention is given to the necessity of discipline and
school rules. Rules must be reasonable and lead to self-discipline.
According to principals, school rules originate mainly as a result
of two reasons:
• it is imperative for a school to ensure that everyone benefits
from the educational programme:
• it is imperative that the pupils themselves learn to respect
authority and to lead them to responsible self-disciplined
citizenship with respect for order, co-operation and the bonds
of a Christian community. Discipline and rules are not an aim
in themselves, but are aids to more elevated educational objectives.
The danger of too many "don'ts" is that undecided,
irresolute people, who are under the impression that everything
which is not specifically forbidden is permissible, will emerge.
Chapter 7 deals with the implementation of the democratic principle
in high schools. With careful application of the system, subordinates,
especially scholars, can share in the application of this authority.
In this manner a constructive contribution can be made to solve the
problem of the shortage of leaders, resulting in responsible, self-reliant
people.
The school principal in his office is considered in Chapter 8. His
task, character and problems are discussed, and full consideration
given to aids for the prevention of problems in regard to discipline.
The most important accessories namely discipline, sound human
relationships, a happy staff and pupils are studied. A principal
must maintain a pious atmosphere in his school. It is further
pointed out that vocational consciousness, love, strong leadership
qualities and the ability to inspire are essential characteristics in
a principal. This chapter explains that although principals are
entrusted with a task which would probably become progressively more
difficult, they could call on help from above:
“Faithful is he that calleth you, who also will do it".
(1 Thes. 5: 24).
In Chapter 9 the summary of the contents, the findings from the
literature and the recommendations are given. The important
findings from the questionnaires have been used through the whole
contents, and some interesting facts emerged, which are briefly as
follows:
• The majority of principals of Afrikaans High Schools who
completed the questionnaire were Afrikaans-speaking.
• 52,2% of the principals h:we had less than five years'
experience.
• 66% of the schools have written school regulations. 87% of
those regulations have not been submitted to the Transvaal
Education Department.
• 63% of the principals are of the opinion that the school’s
authority also applies after school hours outside of the
school gates.
• With regard to hairstyles 46% consider that their rules are
more strict than neighbouring schools, and 80% have stricter
rules at school than those enforced by the parents.
• 67% allow no dancing at school whatsoever.
• 84% find that pupils comply spontaneously with school rules.
• 51% do not separate boys and girls during breaks.
• 91% know to what church denomination the head prefects belong.
• 16% practise democratic prefect elections by pupils.
• 75% hold prefect elections where both teachers and pupils vote.
The greatest single problem at schools appears to be in finding
suitable staff for the various posts. Parents support the school's
authority and principals are of the opinion that the majority
of parents prefer a strict school.
Principals are of the opinion that their wives are not in duty bound
to partake of any work at school, but that on investigation they may
help.
A list of preferences for arriving at decisions in regard to
authority is given.
A further list of preferences for ideals for their school is also
given, as well as a list of the tasks which principals find most
difficult in their application of the authority vested in them.
The findings from the literature are mainly as follows:
There appears to be strong, revolutionary, unchristian attitude in
education, the whole crisis being seated in the conflict of forces
which do not acknowledge God and the Christian philosophy. It
appears that change is imminent, the problem being where changes
are to be made. Mortimer Smith says "But change must be based
on something more substantial than the slogans, ideological zealotry,
and utopian sentimentality that all too often mark the movement for
alternative schools”.
The following recommendations are given:
Christian educators will have to reflect on their vocation lest they
fall into the trap where the means are regarded as the end, and where
everyone is satisfied as long as good citizens are the end product
of their work as teachers. Vague devotion and half-hearted education
do not meet the demands of the present time. The onslaught against
Christianity is too fanatical.
Too much is speculated about the superficial and non-essential in
the implementation of discipline. Young people are driven away
from authority by attempts to enforce rules, which were not founded on
sound and strict principles. The demands of discipline must rest on
sound principles and the child must be led to decide for himself
whether he wishes to build on those principles.
Problems encountered in this investigation which require further
research are mainly:
• How many ideal scholars who are dedicated Christians remain thus
once they leave school?
• Why does an antipathy towards religion exist in so many young
people? Is it as a result of their upbringing or have they
received wrong religious instruction?
• The shortage of staff requires urgent research on the question of
how mere work can be done with fewer people. What percentage of
our country's graduated manpower is connected with education,
despite the critical shortage? We must no longer look for men in
the educational field but certainly at methods by which we can
ultimately manage to do more work with fewer men. Educational
research should enter this field of study.
In conclusion it is stated again that all is well in n school where
God is the authority in the hearts and minds of principal, teachers
and pupils. / Thesis (MEd)--PU vir CHO
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Godsdiens, onderwys en politiek in die Kaapkolonie : met spesiale verwysing na die periode 1795-1845 / Dirk Gert Jacobus FourieFourie, Dirk Gert Jacobus January 1953 (has links)
Thesis (MEd)--PU vir CHO
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Die "dogma- en gewetensklousule" in die Onderwysordonnansie van 1953 van Transvaal : 'n histories-prinsipiële studie / Izak Johannes GrovéGrové, Izak Johannes January 1970 (has links)
Thesis (MA)--Potchefstroomse Universiteit vir Christelike Hoer Onderwys, 1971
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Structures for parental involvement in schools for Blacks with special reference to the Vaal Triangle / Johannes Mofana MakoanyaneMakoanyane, Johannes Mofana January 1989 (has links)
In the opening chapter the following issues are addressed:
* Problem of the research.
The problem in this research is:
- to determine whether parents and teachers work together
in the education of the child.
- to determine whether parents and teachers utilise the
available structures created for parental involvement.
- to establish whether parents can contribute effectively
towards the positive learning of the child.
* Aims of the research.
The purpose of this study is:
- to determine the structures in the educational system
for parent participation in the education of the child.
- to identify problems which hinder meaningful •Black
parental involvement in the education of the child.
- to propose possible solutions in order to remedy
problems which have been identified.
* Method of research
The following methods have been employed:
- Literature study, questionnaires, analysis of responses,
interpretation of data, evaluation of data and
scientific writing of findings.
* Demarcation of the field of research
This study is confined to Black parental involvement in the
Department of Education and Training.
In the second chapter the theoretical structures of parental
involvement in the education of the child are discussed.
The four structural moments of the educational system are
looked into under the theoretical structure of the education
system. The following are those structural moments of the
educational system:
- The religious structural moment.
The religious ground motif of the community is
fundamental in all national systems of education. All
systems of education which function normally are based
upon the religious ground motif.
- The temporal structural moment.
The temporal structural moment refers to the fact that
educational systems are time-bound.
- The modal structural moment.
This structural moment refers to the 15 modal aspects of
reality which influence the structure and content of the
educational system.
- The individual structural moment.
The individual structural moment refers to the fact that
everything in the cosmos, just like the educational
system, has its identity as the system of education.
Various other relevant aspects have been discussed in this
chapter.
A historical perspective of Black education is made in chapter
3. The primary aim of tracing the development of Black
education is to discover whether there was any meaningful Black
parental involvement in the education of the child. In the
course of discussion of this historical development it became
evident that the system of Black education developed from the
missionary education, the education of the provincial
administration and the Bantu Education era. The structures of
Black education system is explained with emphasis on the
problems and solutions of Black parental involvement in the
education of the child.
In chapter 4 the research investigation is made. The results of
the responses are critically analysed and objective evaluation
are made. Constant reference is made to the hypothesis
postulated and the theoretical principles of the structures of
parental involvement.
Chapter 5 deals with the conclusions, findings and
recommendations. This implies that all relevant issues raised
in all chapters are summarised and recommendations are also
made. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 1990
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'n Verantwoordelikheidsmodel vir 'n Departementshoof (Verpleegkunde) aan 'n universiteit / Michael Casper HerbstHerbst, Michael Casper January 1986 (has links)
The role and responsibilities of the departmental head
were identified. Methods whereby these individuals
could obtain the required management skills were identified.
An indication of the amount of time to be spent
on each of these tasks are also given.
Suggestions for further research as well as other recommendations
are made in the last chapter.
Nurses' training, now in its thirtieth year at South-
African universities, is of utmost importance for the
health of the nation. Their education must therefore
be of a high standard. This can only be achieved if
capable heads of departments (nursing) are available. / Thesis (MA et Scien (Verpleegkunde))--PU vir CHO, 1987
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'n Sosiologiese studie van bepaalde aspekte van kunsopvoeding met enkele verwysings na die primêre skool van Transvaal / Hendrik Adriaan RoetsRoets, Hendrik Adriaan January 1971 (has links)
The purpose of this research is to indicate that art education can also
make a particular contribution to the social forming and development of
the child to which Sociology can add knowledge in education.
To achieve this (aim) it is shown how art education has developed
historically from the rational stage of the teaching of drawing up to
the modern concept of creative expression by the child in the primary school.
Conjoined with this modern concept the Calvinistic/Christian's philosophy
of life and education with particular emphasis on the purpose, view of
the child, the content, the method, the discipline; evaluation and
organisation of art education as fundamental foundation of art education
are given in outline. Particular emphasis is laid on the social forming,
i.e. growth and development stages of the child in art education
to which the family group must also contribute by means of co-operation
and interaction with the school.
The views of various researchers and those of the writer-about art education
in the Western world are utilised to Indicate what the excellencies
of art education are or should be. Unfortunately this is not the
case in all the primary schools in Transvaal. These shortcomings are
revealed with directives for the effective realisation of art education
within the framework of the general education and teaching in the school.
Recommendations are made among other things with the view to effective
organisation and administration of art centres at all primary schools in
Transvaal, the utilisation of facilities and stock by the teacher, the
importance of talent, the academical and professional training of
teachers for this task and vocation which is still mainly the Cinderella
in the present construction.
That this subject is done justice to by some schools in Transvaal is
proved by the high quality of child art held at the art exhibition at
the Republic festival in which primary schools in Transvaal took part. / Thesis (MA)--PU vir CHO
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Kindertuinonderwys in Kaapland, met besondere verwysing na Noord-Kaapland / Ignatius Solomon TerblancheTerblanche, Ignatius Solomon January 1966 (has links)
Proefskrif--PU vir CHO
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Die probleem van kommunikasie in die godsdiensonderrig aan die hedendaagse kind / Andries Jacobus van den BergVan den Berg, Andries Jacobus January 1978 (has links)
The ability to communicate is a basic characteristic of man.
Communication therefore fills an important and central place
in Religious Instruction.
Today communication is a problem in all spheres of society and
particularly in Religious Instruction. The fundamental cause
of the problem of communication is the disturbed relationship
between man and God caused by the original sin. The result
thereof is a distortion of all human communication.
Through Jesus Christ man has obtained the opportunity to restore
his relationship with God and thus the possibility of better
human communication. This possibility only becomes reality
when the individual accepts Jesus Christ is the foundation for
true communication.
Before true communication can take place both the child and the
teacher must be in gear with God's Word. The most important
requirement for communication in Religious Instruction for both
teacher and child is that they must be Christians.
The number of non-Christian children in schools is increasing.
This brings a new facet in Religious Instruction which suggests
evangelization, and requires a new approach in respect of the
syllabi, textbooks, training of teachers and classroom teaching.
In order to communicate with the child one must know and understand him. The intellectual level, the environment and the
mental attitude of today's child is in many respects totally
different to that of the child of previous generations. In
order to adapt to the child of today a new approach in Religious Instruction is necessary. The present selection and arrangement of the subject matter in Religious Instruction is outdated and needs to be replanned. It must meet the actuality-requirements of the modern child and society.
Communication has a central place in every aspect of Religious Instruction and therefore the entire method of Religious Instruction must be based om communication. However, at present this is not always the case.
Thorough planning, training and presentation in Religious Instruction is essential, but our trust must not be therein. True communication is the work of God, and the true strength in Religious Instruction is the strength of God. What we actually seek and need in our work is God’s blessing. / Thesis (MEd)--PU vir CHO
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Devolusie van finansiële verantwoordelikheid vir die onderwys in die RSA : 'n verkennende studie / Tersia Johanna KingKing, Tersia Johanna January 1989 (has links)
The demands of a fast growing third world population on the
education system of the Republic of South Africa places great
stress on an economy already battling against sanctions and
disinvestment. The challenge is to keep up standards of
education in order to supply sufficient numbers of qualified
manpower to keep the economy going whilst at the same time
attempting to create equal educational facilities for an
exploding black school population.
At the other end of the scale is the problem of dwindling
numbers of well qualified white teachers, especially in
certain subjects like mathematics, science and commerce as
they are recruited into the private sector offering them
large increases in salaries.
The intention of the study was to try to find a new model for
financing and the related decision making of education.
The modus operandi was: -
i) A theoretical basis to the study was provided by
looking at the development of the growing role of the
state within the education system and the implications
it has for the other participants in the system.
ii) A look is taken at the "new right" philosophy as
practised by Mrs Thatcher in England where the position
of the individual vis-a-vis the state is being
re-evaluated.
iii) An analysis of the situation surrounding education and
the economy as it presents itself in South Africa at
the present moment is made. At the same time the
position of each of the participants, namely the state,
the parents, the educators and employers are evaluated.
iv) The English system with its new Education Reform Act
and the new concept of school-based management practised
in Dade County, Florida in the USA is discussed
for purposes of comparison.
v) In conclusion a few suggestions are made regarding a
future model for financing and managing of educational
institutions in the RSA. / Skripsie (MBA)--PU vir CHO, 1989
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