Education, Development, Leadership and Management

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A history of native education in Natal between 1835 and 1927.
(1927) Emanuelson, Oscar Emil.
This account of Native Education in Natal has been written to make available for the first time a mass of valuable information, which will, it is hoped, prove useful to Government Officials and leading Missionaries. For this purpose, details have been entered into where they would otherwise have been unnecessary, and schemes which have borne no fruit have often been discussed as thoroughly as those which have been adopted. Especially is this so in the first four chapters. The earliest reports, at present terra incognita to the Natal Education officials, are in manuscript, are bound with Miscellaneous Reports of the Secretary for Native Affairs, and are now filed for preservation in the Natal Archives. Concerning even the Zwaart Kop Government Native Industrial School (1886 - 1891) very little information has been found available in the records kept by the Natal Education Department. The writer's chief object has been to give the history of "formal" education. For those interested in "informal" education, many excellent books on the customs and kraal-life of the Natives of South Africa are available. Questions of policy have been dealt with from the stand-point of the historian, rather than from that of a political or an educational administrator. Consequently no attempt has been made to advocate any one method of solving the problems of Native Education. Information concerning Zululand before its annexation to Natal in 1897 is unobtainable, because the documents collected in the Office of the Governor of Zululand are of too recent a date to be consulted by the public. Such material as is available points to the presence of only a few missionaries in Zululand before l898, owing to the attitude of the Zulu Kings towards them. The absence of accurate records has made it impossible to deal with such interesting subjects as The largest Mission Societies and The oldest Mission Stations. The inclusion of any account of unaided missionary effort has also been impossible; but it is quite safe to assume that all missionary effort which has produced good educational results has received either Government comment or Government grant. When the spelling of any Zulu name differs from the normal modern form of such a name, the variation is due to the fact that the documents consulted make various spellings possible.
A critical study of some aspects of teacher training in the Commonwealth.
(1960) Beresford, Harold Beaumont.; McMillan, Brian George.
Abstract not available.
A critical study of the report of the De Villiers Commission on Technical and Vocational Education.
(1968) Gibson, John Linton.; Macquarrie, John Wingate.
Abstract not available.
Teacher education in South Africa : a critical study of selected aspects of its historical, curricular and administrative development.
(1971) Niven, John McGregor.; MacMillan, Ronald George.
This study, in a sense, mirrors the attitudes of the society in which it is based towards a fundamental pedagogical task, that of the preparation of its teachers, Almost throughout the Western world, the concept of elementary education for all was accepted as a responsibility of the society with little thought being given to the preparation of teachers to make the concept a reality. From this emerged, with the dichotomy of full education for a privileged elite, and basic education for the mass of society, the widespread idea that elementary school teachers stood in need of professional training while secondary schoolmasters required only a thorough grounding in academic studies in the university. It has only been with the full realisation about the middle decades of this century of the need for education at secondary school level for all members of society, that the necessity for a welleducated teaching force has become an accepted reality. With this has come the acceptance of teacher education as an essential pre-requisite of a national system of education rather than merely a poor and somewhat depressed Cinderella of the school system. Part One of this survey therefore seeks to examine the origins and early development of systems for the preparation of teachers in the days before the unification of the states of South Africa. Part Two carries on the historical investigation and the growing moves towards the professionalisation of teacher education up to the middle of the present century. Central to the development of this theme is the major problem of constitutional provision for the control of education in the Union of South Africa. The resultant lack of a national policy for education in general and teacher education in particular sets the stage for the second two parts of the survey. Part Three endeavours on a highly selective basis to examine some of the problems which confront the teacher educator and the educational planner at the present time, concentrating in particular upon aspects of demography and the supply of teachers, as well as the nature of the courses offered. The final section of the study examines the reform period of South African education at elementary and secondary school levels represented by the legislation of the decade of the 'sixties. In particular the proposals of the National Education Policy Act of 1967, and its amendment of 1969, regarding the structure of teacher education in this country are examined. Finally, proposals are made with regard to the implementation of this policy in the present decade. Inevitably as this investigation has proceeded, as the power of the researcher's lens has been increased, so the breadth of the study has been replaced by depth. The depth has not been consistent, reflecting the personal predelictions of the investigator. An attempt has been made to examine aspects of the preparation of teachers for the White group only. Previous experience of an investigation into a much more restricted field than is represented by South Africa revealed the practical impossibility feaiofa wider study than this. Can such a study have any function in the educational literature of the society? This is a question which is of concern to every researcher in the field of the social sciences. For the first time since the creation of Union in 1910, and the framing of the famous but ambiguous phrase in Section 85 of the South Africa Act, this country has been able to contemplate the formulation of a national education policy. The relationships between institutions and authorities charged with the preparation of teachers has in the past largely been based on divisive and separatist tendencies. If a national education policy is to be securely based, it must have at its core a teacher force which is committed to its implementation. It is in the hope that teacher education may be based upon policies which draw institutions and authorities together upon a professional basis of common interest rather than upon the coercive effect of ministerial edict that this study may have some slight value. It is in this spirit that it has been undertaken.
The composition and establishment of standard scores on selected physical fitness tests for Indian girls between the ages of 10 years and 17 years.
(1975) Hemraj, Rampersadh.; Behr, Abraham Leslie.; Du Toit, S. F.
In recent years the area of physical fitness has been of special interest. In a number of countries national fitness programmes have been launched to increase the awareness of the importance of physical fitness at all levels. Literature on the testing of physical fitness abounds, particularly in the United States of America. Several books on tests and measurements in physical education are available, and these provide invaluable guidelines to teachers of physical education in the important aspects of evaluating and assessing the physical fitness and progress of pupils. Howeyer, in South Africa, research in this important area is limited, especially in so far as Indian pupils arc concerned. In the present study an attempt is made to establish norms on selected tests of physical fitness for Indian girls. The study is divided into five parts as follows: CHAPTER ONE presents the rationale for the establishment of norms for Indian girls in South Africa. CHAPTER TWO gives a review of the relevant related literature. CHAPTER THREE gives an outline of the method of study. CHAPTER FOUR gives an analysis and presentation of the results. CHAPTER FIVE includes a discussion of the results, a summary and conclusion; and some recommendations for further research.
An investigation to determine the rates of return on an investment in a diploma, made by a teacher employed by the Department of Indian Affairs.
(1980) Vasar, Thanabalan.; Strauss, S.
The Investigation falls within the field of study known as "economics of education". According to Blaug(l) the subject of economics of education can be divided neatly into two sections: analysis of the economic value of education and analysis of the economic aspects of educational systems. As this Investigation is concerned with determining the productivity of a particular course of study, it may be classified more precisely as belonging to the branch of economics of education dealing with the value of education. Economics of education has been referred to as a new subject with an old history. Although certain aspects of economics of education have been discussed by economists as early as the seventeenth century, it only became established as a branch of economic studies a little more than two decades ago. Two factors are generally given as reasons for its rapid development since the mid 1950's. (2) The first is the increasing recognition that has been given to the concept "human capital". Economists are beginning to accept this form of capital as being as important a component of economic growth as physical capital. The second reason for the recent rapid development of economics of education is the increasing volume of resources that have been devoted to education. These large commitments have forced economists and educational authorities to explore various methods of ensuring efficient utilisation of resources.
Adult education for blacks in Natal/KwaZulu : a study of some aspects, with particular reference to opportunities for teachers.
(1982) Khanyile, Emmanuel Bafana.; Dobie, Bruce Alexander.
No abstract available.
Success, failure and drop-out at university : a comparative, longitudinal study with special reference to the University of Durban-Westville.
(1983) Gounden, Perumal Kistna.; Maharaj, S. R.
No abstract available.
A critical study of aspects of the political, constitutional, administrative and professional development of Indian teacher education in South Africa with particular reference to the period 1965 to 1984.
(1985) Naguran, Chinnapen Amatchi.; Niven, John McGregor.
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.
A comparative study of the use of microteaching and an analysis of factors which affect its use in one year postgraduate teacher training courses.
(1985) Kendall, George.; Beard, Paul.
This thesis is concerned with a study of the use of microteaching in the one year postgraduate teacher training course. It consists of two national surveys using two types of questionnaire, an Organisation and an Attitude Questionnaire. Education tutors and Subject Method tutors in United Kingdom universities, polytechnics and colleges offering one year postgraduate courses were requested to complete questionnaires about their use of microteaching and about their attitudes towards it. Visits were arranged to meet the staff involved and to see the type of facilities available. A similar survey was conducted in Departments of Education in South African universities. A comparative study of the use of microteaching in one year postgraduate teacher training courses was carried out on the data that was accumulated from the two surveys. Some interesting points of comparison can be made both on the types of microteaching organisation that have evolved in the two very different education systems and on the different attitudes of staff towards the use of microteaching. Based on the United Kingdom data, an in-depth study of the factors affecting the use of microteaching, was carried out. This study was related to the changes in teacher training in the United Kingdom during the seventies, following the publication of the James report, leading to a more professional approach to teacher training and the evolution of school-based training courses. Significant differences in the responses to the Organisation and Attitude Questionnaires from the different types of institution were examined using Chi-square. The Attitude data was examined for various groups of teacher training staff, who differed in their approaches to the organisation of microteaching because of, for instance, the different facilities available, the length of time available, the size of the student group or the logistics of the microteaching programme, by the use of Chi-square and significant differences in the responses of the different groups were reported. The results from the surveys were analysed and related to the research findings as published in the literature to see how the practitioners of teacher education differ in their views and approaches to microteaching from those responsible for the research into microteaching. Factor analysis of the responses to the Attitude Questionnaire from the different types of training institution, i.e. United Kingdom universities, polytechnics and colleges and South African universities, was carried out to examine the significant underlying factors which influenced the responses. The findings of the study identify economic, organisational and philosophical factors which affect the way microteaching is used. These factors and the recent developments in postgraduate teacher training courses in the United Kingdom are examined for their possible implications for postgraduate teacher training in South Africa.
A critical analysis of contemporary paradigms in educational research.
(1986) Sirkhot, Fairoza Budroodeen.; Nel, Berndine F.
No abstract available.
An investigation into the socio-economic importance of technical education for South African Indians.
(1986) Ramjan, Abdul Gaffar.; Strauss, S.
SUMMARY The researcher was primarily concerned with the socio-economic importance of technical education for the South African Indians in the 1980's. His interest was aroused because of the outlook of pupils and parents towards technical education in the 1970's when the system of differentiated education saw the introduction of Industrial Arts in the school curriculum. Indian secondary schools were equipped with modern workshops and supervised by qualified teachers. However, too few pupils elected to study Industrial Arts subjects then. A preliminary investigation by the researcher at that stage revealed that parents were generally not encouraging their sons to pursue technical subjects at all. The general feeling among Indian parents was that Industrial Arts subjects were devoid of intellectual value, that these subjects were inferior and suitable only for the delinquent, the lazy and the retarded certainly not for their children. The technikon was frowned upon as a tertiary institution. In short, parents and pupils were far too academically orientated and regarded technical education and vocational training as second rate and inferior. However, several factors gradually brought a change in the attitude of the community towards this type of education. The economic recession, the almost complete lack of job opportunities, and the difficulty of the student securing a place at the university, (tightening entrance requirements) meant that both parents and pupils were re-examining subjects critically. Presently, greater numbers of pupils are selecting Industrial Arts subjects. Even the Indian female pupils are now studying Woodworking and Metalworking. Economically, the technical subjects can pave the way to many careers. Socially, the pupil who studies technical subjects, has no fear of being looked down upon since the outlook of the community has changed. Parents in the higher income group, for example, those living in Reservoir Hills, had similar expectations for their sons as those parents from the lower income group living in areas such as Phoenix, Chatsworth or Merebank. The status of the technical subjects had been improved in the eyes of the community, due mainly to the tight economic situation. An accelerated and diversified expansion programme has been embarked upon by the Planning Section of the Department of Education and Culture (House of Delegates) to accommodate the rise in pupil numbers in the technical field. Four technical colleges and a secondary technical school are in operation presently, with more being planned. The Planners are aware that the school systern must provide both knowledge and skill components and they have realised that for too long the system over-emphasised the knowledge component because the major purpose of schooling was to direct the pupil towards the university. Very little attention was given towards satisfying the needs of industry and commerce. The pupil, as he develops, must have a basic understanding of the electrical, mechanical and electronic equipment with which he is surrounded. He should possess the skill to operate such equipment and carry out elementary maintenance. This could be achieved with the introduction of the subject Technika which would be offered in addition to Industrial Arts subjects. The researcher trusts that the relevant authorities will continue with their expansion programme in respect of technical education and that it/will not be subjected to a reduction in the budgetting of funds since the future of many pupils depends on technical education.
An investigation of school-related problems perceived by headmasters in the Bergville Circuit, KwaZulu, to influence their work performance.
(1987) Tshabalala, S. N.; Beard, Paul.; Simon, Alan.; Thurlow, Michael.
Abstract not available.
Non-formal education in the Sydenham-Clare Estate area : a needs study.
(1987) Hiraman, Karmachund.; Gounden, Perumal Kistna.
No abstract available.
The induction of beginning teachers in South African Indian secondary schools : an investigation and recommendations.
(1988) Singh, George.; Prosser, Julia Judith.
The aim of the research was to document as fully as possible the programmes and practices in Indian secondary schools in the Republic of South Africa for the induction of beginning teachers. Teacher education is viewed as a career-long professional continuum and induction as the transition between graduation from a pre-service teacher education institution to the onset of in-service education. Induction is viewed as an important stage in the prolonged period of professional development. The method of research was, initially, to make a study of induction programmes in England, Australia and the United States of America. The concept adopted to guide questionnaire compilation and item writing was that prospective teachers had acquired knowledge, skills, attitudes and values in anticipation of their professional performance during the pre-service period. The premise was that those acquired ideas and skills will become active only in so far as the new situation allowed, demanded and encouraged the beginning teacher. The major findings that emerge from the study are that induction activities assume varied forms and that the integration and orientation of beginning teacher into the teaching profession depend very much on the nature of the schools and the willingness and co-operation of the principal and certain members of his established staff. There is no well defined system for the orientation of beginning teachers into the profession. The underlying problem was found to be the absence of a philosophy and policy for induction by the Department of Education and Culture (House of Delegates). The study concludes with several recommendations to the Department of Education and Culture (House of Delegates) the most important being: the formulation of a policy by the Department based on a well defined philosophy for induction; implementation of programmes arising from the policy in the form of school based induction activities, external support programmes by the teachers' centres, subject advisers, tertiary institutions and the teachers' associations. The underlying conclusion of the study is that induction is a complex process but definitely not an opportunity to be missed.
The implications of structuration theory for education.
(1989) Naidoo, Pathmaloshini.; Nel, Berndine F.
This dissertation is concerned with the implications of the theory of structuration for education. Central to the theory of structuration, is the idea of structuring social relations across time-space, in virtue of the duality of structure. Anthony Giddens, who coined the term 'structuration', acknowledges the call for a decentering of the subject but reaffirms that this does not imply the evaporation of subjectivity into an "empty universe of signs". Rather, social practices, "biting into time and space", are considered to be at the root of the constitution of both subject and social object. However, the value of structuration theory lies in the fact that it helps to illuminate problems of educational research. The points of connection are to do with working out the logical implications of studying a 'subject matter' of which the researcher is already a part and with elucidating the substantiative connotations of the core notions of structure and action. The polarisation in thinking about education is only one symptom of the classic and fundamental tension in social theory between those explanations which stress structure and those stressing action, between deterministic and voluntaristic views of behaviour, between a concern with statics and one with dynamics, between man viewed as subject and man viewed as object. The theory of structuration has implications for education in that it has pointed to a possible resolution of this dualism. The oppositions of society and individual, determinism and voluntarism, structure and action and so on are dealt with by denying that they are in opposition. Social structures are both constituted by human agency and yet at the same time are the very medium of this constitution. In societal terms, actors, since they know how to behave, contribute through their actions to the continuous production and reproduction of the social structure of rules. Yet in every action there is the potential for actors to participate in changing the 'rules' or structure which they may know and realize in further action. In this way Giddens is able to deal with a recurrent difficulty in sociological theory accounting for both continuity and change.
Die ontwikkeling van die Afrikaanse Hoerskool in Natal met spesiale verwysing na Hoerskool Port Natal.
(1989) Vorster, Izak David.; Nel, Berndine F.
This study is about a minority group which settled amongst a larger group which had dominated education and other cultural spheres. The focus is on the struggle by the Afrikaans-, previously Dutchspeaking, minority group in Natal for the right to educate their children in their own language, in their own schools. The dissertation traces general developments in the field of education prior to the Anglo Boer War and briefly views the situation during the War. In the next phase (1902 - 1910) the establishment of the early C. N. E. and church schools is under scrutiny. The focus then shifts more specifically to the context in which the first Afrikaansmedium High School in Natal was established, namely the Hoerskool Voortrekker in Pietermaritzburg. A detailed rendering is given of the conflicts surrounding the establishment of this school. The study then moves to the Durban area and traces the developments surrounding the founding of an Afrikaans medium High School there. A detailed overview is given of all aspects of the Hoerskool Port Natal since its establishment in 1941. Towards the last section, the study broadens its focus again in describing the developments in the whole of Natal, with specific reference to high schools. In the final analysis it compares briefly the uphill struggle for Hoerskool Voortrekker to be established, with the relative success story of Hoerskool Port Natal and it suggests various tentative reasons for these differences. OPSOMMING Hierdie studie gaan om ’n minderheidsgroep wat hul tussen n meerderheidsgroep, wat die onderwys en ander kultuuraspekte oorheers het, kom vestig het. Die fokus is op die stryd wat die Afrikaans-, vroeër Hollandssprekende, minderheidsgroep gehad het vir die reg om hul kinders in hul eie taal, in hul eie skole, te laat onderrig. Die verhandeling speur die algemene ontwikkeling op onderwys-gebied voor die uitbreek van die Anglo-Boere-oorlog na en gee ook 'n oorsig van die toestande gedurende die oorlog. Die volgende fase (1902 - 1910) handel oor die stigting van die C. N. 0.- en kerkskole. Die klem verskuif dan meer spesifiek na die toestande waaronder die eerste Afrikaanse hoërskool in Natal, die Hoërskool Voortrekker in Pietermaritzburg, tot stand gekom het. Daar word 'n volledige verslag oor die stryd en probleme wat, met die stigting van hierdie skool ondervind is, gegee. Die studie verskuif dan na die Durbangebied en vors die ontwikkeling van die eerste Afrikaansmedium hoërskool in die ge- bied na. 'n Volledige studie, wat al die aspekte rondom die stigting en ontwikkeling van die Hoërskool Port Natal dek, word gegee. In die laaste afdeling verbreed die studieveld en fokus op die beskrywing van die ontwikkeling van Afrikaansmedium hoërskole in die res van Natal. In die finale analise word daar 'n vergelyking getref tussen die opdraende stryd wat daar gestry is met die totstandkoming en voortbestaan van die Hoërskool Voortrekker, teenoor die relatiewe suksesverhaal van Hoërskool Port Natal en word daar verskeie moontlike redes vir hierdie verskille aangevoer.
The professional and academic upgrading of Black teachers in Natal and Kwa Zulu.
(1989) Mkhize, Mandla Gilton.; Gounden, Perumal Kistna.
No abstract available.
A study of the political attitudes and aspirations of teachers: the case of coloured teachers in the Greater Durban Area.
(1990) Soobrayan, Parmosivea Bobby.; Nel, Berndine F.; Deacon, Roger Alan.
Abstract not available.
An investigation of constraints on the further professional development of teachers as curriculum decision-makers at Indian secondary schools in the Greater Durban Area.
(1991) Maharaj, Ghunsham Harriparsadh.; Graham-Jolly, Michael.
The decade of the nineties has ushered in a period of socio-political transformation in South Africa. Demands for the democratisation of education imply that teachers will be expected to assume a more significant professional role, particularly with regard to curriculum decision-making. As a result of authoritarian curriculum policies and practices of the past, teachers have not had the same opportunities to participate in curriculum decision-making as their colleagues in many other countries (HSRC: 1981). This means that teachers in this country have, in the main, been forced to operate as 'restricted' professionals and will need to move towards a greater 'extended' professionality (Hoyle: 1980). However, the extent to which teachers are able to become more "extended" professionals will depend on the identification and removal of constraints on their further professional development in this regard. The primary aim of this study, therefore, was to investigate constraints on the further professional development of teachers as curriculum decision-makers within Indian secondary schools in the Greater Durban area. A stratified random sample, proportionally representing the three sub-populations of teachers (viz. Classroom Practitioners, Heads of Departments and Principals / Senior Deputy Principals / Deputy Principals), was drawn and a mailed questionnaire was used to survey attitudes and opinions pertinent to this study. The main findings that emerged from the survey were: 1. Whilst teachers themselves are desirous of becoming involved in curriculum decision-making at all levels, in most instances they are deprived of opportunities to participate in decision-making even at the micro-level of the school. 2. Whilst some principals tend to profess a very liberal and progressive view with regard to teacher participation in curriculum decision-making, in reality they adopt a very prescriptive and authoritarian style of management. 3. Pre-service and in-service education programmes for teachers do not adequately focus on teacher participation in curriculum decision-making. 4. Within-school constraints are exacerbated by a lack of clarity about the education department's stance on the matter of teacher participation in curriculum decision-making. The recommendations emanating from these findings were made principally with the House of Delegates' Department of Education and Culture in mind, but are likely to be applicable to all other existing departments of education in the country.

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