Training of Indian teachers in Natal with special reference to selection procedures for admission to teacher training institutions and the financing of these institutions : an administrative perspective.

Abstract

It is the objective of this dissertation to highlight the legislative and administrative aspects of teacher training for Indians in Natal. However, because the field which could be covered was so extensive, it was decided to focus attention primarily on those aspects pertinent to teacher training for Indians in Natal. Attention by way of example is invited to the following fields which had to be explored as they serve as the basis for teacher training of Indians in Natal: 1) A synopsis of the history of teacher training with special reference to recent developments. In this regard the survey inter alia, reveals that teacher training gained momentum during the last few decades. Prior to that, commencing from the close of the last century, the problem of an adequate corps of qualified teachers arose mainly as a result of historical circumstances. It was only during the 1950's that the Department responsible for Indian Education made concerted efforts to tackle the Indian teacher training problem in all seriousness. Thus, for almost six decades little was done to alleviate teacher training facilities for Natal's Indian community. 2) An overview of the basic legislation for teacher training in the South African context. The rapid growth of the South African population and to a lesser extent the effects of the Second World War prompted the South African Government to introduce numerous legislative and administrative measures to meet the teacher training needs of prospective students. National legislation presently places most of the responsibility for providing adequate teacher training facilities for the different population groups on the shoulders of the different education departments. 3) An overview of the financing of teacher training institutions and trainee teachers with special reference to the Springfield College of Education. It is the responsibility of the Central Government to fund education. Since the financial means of the Government are limited, it is not possible presently to provide all the population groups with adequate facilities for teacher training. A larger percentage of the national budget will have to be spent on teacher training than at present. Incentives, such as, inter alia, bursaries, are awarded to successful candidates for teacher training. On the financing of the tertiary educational sector, the Universities advisory council has completed an investigation into a revised subsidy formula for universities. A subsidy formula for technikons has been designed and will be adapted to the basic formula for universities. 4) A description of the administrative framework and basis for selecting prospective students for admission to teacher training institutions. No other single factor is as decisive in determining the quality of education in a country as the quality of the corps of teachers, lecturers and instructors. The recruitment and selection methods employed by the Department of Education and Culture (House of Delegates) are comparable to those employed by other education departments in South Africa. Since supply exceeds demand in the case of the number of applicants for teacher training in the Indian education department, applicants are carefully screened and the best are obviously selected. 5) An overview of teacher training and practice in essence with special reference to the University of Durban-Westville. Teaching practice forms an integral part in the moulding of a prospective student for teaching. Teaching practice is basically in two forms, that is, school-based and campus- based. A detailed study of the teaching practice programme implemented by the University of Durban-Westville indicates that students are subjected to almost all aspects of a teacher's normal work. Furthermore, if students are successful in following all aspects of teacher training as offered, the possibility exists, that they could be successful teachers The following recommendations are, inter alia, made, viz. that - i) an investigation into a more cost-beneficial system of financing of the tertiary education sector be undertaken; ii) a broad model for recruitment and selection of trainee teachers be drawn up by the Education Authorities; iii) facilities for continued education be carefully planned in terms of accessibility; and iv) that training institutions be geographically and demographically well placed.