Masters Degrees (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 the report of the De Villiers Commission on Technical and Vocational Education.
(1968) Gibson, John Linton.; Macquarrie, John Wingate.
Abstract not available.
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.
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.
A critical analysis of the teacher evaluation procedure in Indian schools.
(1991) Pillay, Sivapragasen.; Prosser, Julia Judith.
Generally the evaluation of employees in organisations is one of the most demanding and controversial of all management functions. Therefore, it is incumbent on management to develop a system of evaluation that will at least be acceptable to most of its employees. This study has shown that it is extremely important to include the employees themselves in drawing up the evaluation instrument. Since there is not any one evaluation procedure that has universal application, it is necessary for organisations in general, and more specifically education departments, to review and improve existing procedures to meet prevailing conditions. If management does not follow these basic considerations, then the organisation could face strong negative reaction from employees. The primary objectives of this study therefore were: (1) to make a detailed study of the evaluation procedure used in Indian Schools; (2) to analyse the House of Delegates' evaluation procedure critically and in so doing make a study of evaluation procedures of other education departments; and (3) to consider the views expressed by teachers, principals and superintendents of education on the House of Delegates' evaluation procedure. The major findings that emerged from the study were that: (1) the present evaluation procedure of the House of Delegates was not well received by teachers and principals; (2) any evaluation procedure adopted should be based on an 'open' system, where there is no need for secrecy; and (3) there should be separate evaluation procedures for the purposes of professional development, merit awards and promotion. The main recommendation made in concluding this study was that the House of Delegates, in either developing a new evaluation procedure or amending its present one should, in the future, give consideration to the opinions of all participants in the evaluation process.
An investigation of the role that high school teachers can play in reducing truancy in the Galeshewe area, with specific reference to Tlhomelang High School.
(1992) Masithela, Nepo Justice.; Deacon, Roger Alan.
This research report looks into the factors that cause truancy among secondary school pupils. The aim is to establish ways in which the African Secondary School teachers can manage the problem. It is argued that the causes of truancy are multifaceted. Thus in attempting to understand these causes and to develop strategies to manage truancy, several approaches are considered, which focus on the individual truant, the family, the community and, in particular school, related factors. Empirical research was undertaken in the Galeshewe, Kimberley area with particular reference to Tlhomelang High School. Questionnaires were administered with the staff and interviews were conducted with both staff and pupils. Data was also obtained from official records. It is concluded that a major cause of truancy is the absence of a culture of teaching and learning. A number of recommendations are proposed to manage these problems.
Understanding the educational needs of rural teachers: a case study of a rural education innovation in KwaNgwanase.
(1992) Salmon, Cecily Mary Rose.; Deacon, Roger Alan.
This dissertation examines the following key educational issues: the needs of rural teachers, the role of rural parents in education and the nature of support provided by non-governmental organisations. The literature on South African education, rural education and in-service education and training provides a theoretical framework for the evaluation of an education innovation which began in 1986 in KwaNgwanase, in the Ubombo Circuit of the KwaZulu Department of Education and Culture. The focus of the study is to show how an innovation can be adapted by rural teachers to suit their own specific needs. It is acknowledged that improving teacher support and school provision within a rural area in South Africa is only a small step in transforming an inadequate education context. It remains the role of the state to provide a meaningful system of education for all South Africans, but communities can, and should, play a role in deciding how this service can best be utilised. The study suggests that aspects of the innovation has potential for replicability in other rural areas and may provide a strategy to address the need for appropriate in-service education and training for rural teachers.
The principal in the eye of the political storm: perceptions of school violence in the rural areas of Kwazulu with specific reference to Ndwedwe.
(1992) Zwane, Melusi Dominic.; Nel, Berndine F.; Deacon, Roger Alan.
Though the political unrest in African schools has been broadly viewed as arising from the power struggle between the state and the liberation forces, in rural areas the question of violence should also be looked into in the context of the emergence of conflicting views between Inkatha and the African National Congress (ANC). Political contradictions have emerged for various reasons. One of the reasons has been the desire to preserve the traditional political system, the tribal authority system. The liberation forces view the present forms of traditional political structures as parts of apartheid political organs, in that, since the introduction of the Bantu Authority system in the early 1950s and later on the formation of homeland governments in the early 1970s, they have been performing the functions assigned to them by the state. However, despite the reality that traditional political structures are functional to the state, they, at the same time, remain the authentic and legitimate political organs representing the aspirations of a significant fraction of rural communities. What needs to be taken seriously into consideration in analysing the rural political situation is the fact that the apartheid policy was ingeniously designed and predicated upon a tradition which was still held in esteem when it was subordinated by the colonising nations. This tradition was then enshrined in the apartheid programme, or, put differently, apartheid was camouflaged by it. Therefore it is a simplistic view to over emphasise the functional role of the traditional political system. The desire to preserve the present form of political system could be attributed either to the success of the policy of separate development or the fear for the annihilation of traditional structures in the new political dispensation or both. This study looks at the political dynamics and how it has precipitated violent confrontation among the oppressed people. It focuses on how schools in rural areas of KwaZulu have been affected. Principals were asked to express their views on their perceptions of violence. The conclusion drawn from respondents is that pupils are defiant because parents and teachers have been unable to fight for the rights of their children. For example they have been unable to provide them with adequate education. The author ends by recommending that parents and teachers should take up their rightful places in society. That is they should take upon themselves the responsibility of providing adequate education for the children.
Managing the environment : a case study of a Natal co-educational white high school and its response to changing environmental conditions.
(1992) Reid, Susan Margaret.; Prosser, Julia Judith.
In the post de Lange period education was faced by uncertainty and change. There was a call for a greater contribution to education by the private sector and parent communities . This case study examines the response of a co-educational white high school, High School 139, to its environment. Different environmental types are discussed and the concept of turbulence introduced. The macro and meso environments of High School 139 are described with attention paid to the legal, political, economic, cultural, educational, sociological and technological factors which influence school management in times of uncertainty and change. Socio-political issues are addressed as well as problems relating to customers, suppliers and competition within the school. The case study explains how government funding at High School 139 was not adequate for the cost of education if standards were to be maintained and how the school management explored alternative approaches in order to meet these financial needs. The school introduced a ' Foundation Trust Fund ' and the way this was done, together with the impact on internal structures, is described. The academic and secretarial staff are one of any school's most valuable resources. Consequent the researcher sought the opinion of the staff on how the introduction of a Foundation Trust had affected their involvement at High School 139. This was done by means of a questionnaire and the results of this survey are presented in detail. The researcher concludes that turbulent environmental conditions are not likely to abate in the foreseeable future. Improvement in educational activity does not necessarily depend on mere money and more teachers being available, but on the articulation of practical and moral decisions.

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