This study deals with the administrative and curricular development of
Indian teacher education in South Africa for the period 1860 - 1984. It
is set against the background of developments in the education system
for Indians in this country. Historical and political events which
have a direct bearing on Indian education are touched upon merely
cursorily to give the reader the necessary background for a fuller
appreciation of the Indian community's struggle for education in the
country of their adoption.
The study is divided into three parts. Part one comprising the first
two chapters, provides a brief historical perspective of Indian education
from 1860 to 1965. Chapter One deals with a brief review of the coming
of the Indians to Natal and the origins and early development of education
for the Indians. Chapter Two carries on the historical review with the
emphasis on the early development of Indian teacher education.
Part Two comprising four chapters deals with aspects of Indian education
after it was transferred from provincial control to central State control
in 1966. The Indian Education Act of 1965 (No. 61 of 1965) is taken as
a point of departure.
Chapter Three begins with a very brief discussion of the principles
underlying the nationalisation of education in South Africa. The de
Lange Report and the Government's reaction to its recommendations are
considered against the new political dispensation. Chapter Four deals
with such aspects as control and administration, involvement of Indians
in the control of their education, school accommodation, growth in pupil
enrolment and the school curricula are examined to assess growth and
progress. Chapter Five is concerned with the control and administration
of Indian teacher education after nationalisation of Indian education.
Within the framework of this chapter recent developments such as
the recommendations of the Gericke Commission leading to the National
Education Policy Amendment Act (No. 75 of 1969) and the van Wyke de
Vries Commission's recommendations for a closer co-operation with
universities in respect of teacher education, are examined with a view
to tracing their influence on Indian teacher education. Chapter Six
attempts to examine demographic aspects which influence the demand for
and supply of teachers in Indian education.
Part Three comprising four chapters, examines contemporary issues and
perspectives in Indian teacher education. Chapters Seven and Eight
examine critically the teachers' courses at the Colleges of Education
and the University of Durban-Westville respectively. Chapter Nine
examines on a comparative basis structural changes and new developments
in methodological skills in teacher education. Finally, in Chapter
Ten proposals and recommendations are formulated with a view to
achieving a properly structured institutional arrangement such as the
college council and college senate to facilitate Indian teacher education. / Thesis (Ph.D.) - University of Natal, Pietermaritzburg, 1985.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/3237 |
| Date | January 1985 |
| Creators | Naguran, Chinnapen Amatchi. |
| Contributors | Niven, J. M. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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