Faculty of Education

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Title A socio-pedagogic description of some factors which influence the quality of a didactic situation in urban and rural African schools in Natal : a comparative study
(1975) Thembela, Alexander Jabulani; Ackerman, G.J.
The investigator had noted that performance of secondary pupils, especially in standard 10, had not risen to expectations despite the application of measures such as supervision, inspection, guidance, in-service training, circulars and distance training of teachers. It became clear to the researcher that factors within society in relation to achievement of secondary school pupils should be researched so as to form a basis on which measures at guidance, pupil assistance, instruction, teaching and supervision can be carried out. 2. METHOD OF INVESTIGATION For the present study two research instruments were mainly used; namely, literature review and an empirical field investigation. There were five distinct samples to which questionnaires and interviews were administered. In order to reveal home background factors that influence scholastic achievement of secondary school pupils, a questionnaire was administered to 399 standard 7 secondary school pupils. Questionnaires were also administered to principals and standard 7 class teachers. Interviews were administered to 28 school committee members and 5 circuit managers in order to collect additional data on factors that influence secondary school pupils* scholastic achievement. Data were collected from all the subjects during the empirical study, tabulated, and duly discussed. Percentages were mainly used to analyse the pupils* responses whilst statistical methods such as means, weighted means, variance and standard deviation, apart from percentages, were employed in the analysis of data from the school committee members, teachers, principals and inspectors' responses respectively.
A psycho-pedagogical study of differentiated secondary education and its significance for education in Kwa-Zulu.
(1975) Ndaba, Edward Philip; Dreyer, H.J.
A Chinese adage has it that if you are planning for a year buy rice, if for ten years plant rice, but if for 100 years educate your people. Educatron is a vital long-term investment for any forward-looking community. As Bozzoli (1972: 2) puts it, "education is as vital to a nation as is sufficient food and a proper diet". The major purpose of planned education should be to induct the individual into the societal pattern in such a way that his individuality and creativeness is enhanced, not dampened (cf. Stenhouse, 1967). We note that today in all parts of Africa education plays a crucial role in national planning because the future of every independent state depends more than anything else on the rapid and effective development of its educational system. When a metropolitan power relinquishes control, the former subject peoples invariably reorganize the system of education bequeathed to them in accordance with their genuine needs and aspirations. Hopes of achieving higher standards of living and even of attaining viable independence seem to depend almost entirely upon the ability of each budding state to train the human material it requires for service at various levels in the administration. For this to happen there must be statesmen, administrators, scientists, technicians, engineers, doctors, artisans, educationists, and, above all, teachers. These educators are faced with a gigantic task: they are cal.led upon to provide an education which, ori the one hand, will take notice of the essential humanity of the people for whom it is designed and. on the other. enable them to take their full place in a modern scientific-technological world (cf. Duminy, 1968) ~ It is the indigenous educationist who plays a leading role in bringing about a Black-oriented education to satisfy the authentic needs and aspirations of the African. Needless to say, a Black educationist whose outlook is foreign-oriented will find that his services are not required by his newly independent community. He becomes a "foreign native", a sort of a bat that is useful neither to his community nor to the non-Black expatriates. In recent times in South Africa there has come about a political dispensation under which Africans are promised eventual sovereign independence in their own areas referred to as Homelands. The vexed question 0& land consoli~ation has become a formidable bone of contention with some Homeland leaders (Ilanga, 23.7.75). Whether political independence will become a reality or not is neither here nor there. What interests the educationist is that his Homeland at this stage is given some latitude to design and plan its educational system from the nursery school to the postprimary level except for higher education which remains under the control of the Central Government. Soon after attaining partial self-government in 1963 South Africa's first Homeland, the Transkei. commenced reorganizing its educational system. Kwazulu is following suit. She attained legislative assembly status in 1972. Before tbat date the territory was referred to as Zululand. It was an integral part of the Natal Province as was the case at one time with the Transkei and the Cape Province. As such it was subject to the jurisdiction of the Natal Provincial Administration and the Central Government. On attaining partial self-government in 1972, the territory's name changed to KwaZulu.
The metabletic nature of the aim in education for the Zulu people
(1977) Luthuli, Paulos Chono; Beyers Nel, C.F.
In the study of man's struggle for existence, throughout the history of humanity and in all parts of the world, two distinct phenomena emer.ge, that of society and that of culture. In an investigation of life cf a people, it is necessary, therefore, to distinguish clearly between these two concepts. Herskovits (1, p. 29) while emphasizing the necessity for distinguishing the concept culture from its sister concept society, at the same time stresses their essential interrelated= ness. Not only is man a social being who essentially lives in groups but every distinguishable human group is an organized aggregate of individuals who follow a given way of life.
Parental involvement as an administrative component of educational administration for the black people in South Africa
(1983) Gabela, Raymoth Vika; Thembela, A.J.
The object of this dissertation was to determine parental involvement as an administrative component of educational administration for the Black people in South Africa. This study is in field of Educational Administration. Parents are the first persons to organise educational situations for the child. Six chapters were written. When stating the problem, it was indicated in the first chapter that serious administrative problems may come about as a result of unwholemome relationship and lack of co-operation between parents a^d administrators of education. The study of Educational Administration, its definitions, nature, purposes and procedure, demonstrate the relevance of participation of the parent clientele. In considering educational administration as a practice a three- *evel paradigm was used, namely,the macro- meso- and micro-structural levels. After analysing the administration of education for the Blac*ks in South Africa it was found that Black parental involvement is inadequate. Recommendations for the increase of parental involve¬ment were made.
The problem of the pedagogic relationship between the educator and the educand in black urban areas
(1984) Cemane, Kenny Benedict; Luthuli, P.C.
The problem of this investigation lies on the urban Black child and how his environment may affect his relationship with the teacher. Being a Black child in an urban environment presupposes that he or she is a person of'; two worlds- the traditional and the modern technocentric world. The modern school education aims at making him a fully - functionihg adult who will be part of this new age. How does he then relate to the teacher and the school system? The urban environment is too much of a hustle and bustle where divergent values and modes' of conduct and behaviour abound. For an urban child the confines of the backyard are too narrow for him and the lures of the streets are overpowering, and he or she is moved by the irresistible spirit of physical and psychic activity and is likely to absorb and reproduce whatever meets his or her vision. Whenever there is quarrelling and fighting there urban children throng. Wherever there is an arrest or revolting scene, there children flock, eager to know all about it. Will these .depraved tastes, and appetites not af'fect pupil-teacher relationship in an organised school setting? The urban environment is much too complex with different forms of stratification and greater mobility, less parental authority and dimished close interpersonal relationships. How does this affect him when he is under the tutelage of his teacher,? To investigate this problem, the phenomenological method of investigation is undertaken within the ambit of philosophy of education, the aim being reflecting, analysing and evaluating the encountered situation; using results of experience and research in relation to the issue in question in order to see educa.tion comprehensively and constructing a guide to action in respect of the problems uncovered by the investigation.
The pedagogical significance of supervision and inspection in black secondary schools with special reference to KaNgwane
(University of Zululand, 1985) Ndlala, Mangena William; Thembela, A.J.
The purpose of this research was to determine the pedagogical significance of supervision and inspection as professional services offered to Black secondary schools with special reference to KaNgwane. The concern in educational administration is quality. This emanates from the assumption that everyone aspires to receive education of good quality. Supervision and inspection, as administrative strategies, aim at bringing about and maintaining such educational quality as may be desired. Inspectors are professional agents who, from time to time, offer supervisory and inspection services to schools. Success in the execution of this task is determined by the extent to which objectives and procedures are considered in the planning and admin¬istration thereof. This study opened with an orientation to the problem and related, issues. Findings from literature, interviews and questionnaires were related to the theory discussed in chapters two and three on supervision and inspection. This research revealed that there is inadequate consideration of objectives and procedures in the administration of supervision and inspection in KaNgwane. This implies that there is a great need for improvement of the current supervisory and inspection procedures. Application of the scientific management procedures, such as 'Supervision and Inspection by Objectives* (SIBO), have better chances of improving the quality of education than a haphazard approach devoid of clear objectives. It is hoped that the recommendations resulting from the findings in this research will be utilised with a view to improving the quality of educational administration, which is a prerequisite for the improvement of the quality of education as a whole.
A pedagogic-didactic evaluation of discipline in Black secondary schools, with special reference to KwaZulu
(1986) Ngcobo, Bhekithemba Walter; Duminy, P.A.
The researcher felt disturbed by the problem of discipline in Black secondary schools. This is explained in Chapter 1. The researcher,being aware of the fact that the issue of discipline is actually a multidisciplinary study, decided to look at it from a pedagogic-didactic perspective. Because of the multidisciplinary nature of a study like this,the researcher could not look into all the factors and essentials of discipline in a school situation. The factors and essentials of discipline which have been enumerated for purposes of this dissertation are described in Chapter 2. In order to put the problem in a proper perspective, education and discipline had to be discussed with a purpose of showing different opinions on discipline, punishment and corporal punishment. This is done in Chapter 3. METHOD OF INVESTIGATION An empirics! investigation was conducted. A questionnaire designed to reveal some areas of concern on the question of discipline in Black schools in general, and in a didactic situation in particular, was designed and administered to 250 pupils and 133 teachers (principals included). This is explained in Chapter k. In Chapter 5 the results of the investigation are presented, discussed and interpreted. In the same chapter a statistical analysis of data using the chi-square test is presented in order to test the significance of the difference of the responses of urban and rural pupils. PRINCIPAL FINDINGS There is too much use of corporal our.ishment in 3.2 There is a lack cf pupils involvement in school affairs - 3.3. There is a lack of professional and moral conduct by the majority of teachers. 3.4 Whilst discipline is a problem in both rural and urban schools, disciplinary measures in rural schools seems to be too crude as compared to urban schools. 3.5 Teachers, at large, do make classwork interesting.
Vocational orientation of a Black female adolescent in Natal and KwaZulu : a psychopedagogic perspective
(1986) Mkhabela, Octavia Khabelani; Nel, A.
The object of this study was to determine the extent to which a Black female adolescent in KwaZulu and Natal is orientated with respect to the vocational world. The study was approached from a psychopedagogic perspective. Existing literature was studied. When the problem was stated it became apparent that several factors interact to bring about a situation in which the Black female adolescent school leaver with no experience as a worker and no particular skills to sell in the labour market faces problems. Exploratory media were used on individual basis to determine the adolescent's present pedagogic situation which has a direct bearing on her vocational orientation. Exploratory media were also used to determine the adolescent's actualized potentials and also to determine her present orientation. After the insertion of exploratory media the reports of the vocational orientation investigations were written. Twenty case studies were conducted with standard ten pupils from eight schools. One case study is written in detail. Three other reports appear in a summarized form. The other remaining reports are given in a tabular form. Vocational orientation of the Black female adolescents in KwaZulu and Natal was found to be affected by socio-economic, political and cultural factors. Recommendations for the establishment of properly organized vocational guidances services in Black schools, introduction of career education at all levels and informing the general public about career education were made.
The role of a principal in secondary community schools in Kwa-Zulu with particular reference to educational and instructional leadership
(1986) Ngcongo, Rejoice Gloria Phumelele; Thembela, A.J.
What this research is about, is contained in the title. It is thus essential to analyse concepts in the title in order to establish a common understanding of the study.
The role of philosophy in the establishment of a framework of values for educational practice in a pluralist South African society
(1987) Mncwabe, Patrick Mandla; Luthuli, P.C.
One of the great issues of the present time in the Republic of South Africa is the problem of all members of the school-going population securing equal educational opportunities. All pupils basically have the freedom to learn. However, pupils cannot reach their full development when denied equal educational opportunities. Educationt positively acknowledges both the communal factors and the diversity of religious and cultural life-styles and languages of the inhabitants. These diversities in the different cultural groups in South Africa are presently receiving structural prominence. The problem, however, justly raised is whether sufficient prominence is being given to commonalities. Very little binding exists between f the heterogenous cultural groups in the R.S.A. Serious polarisation exists and this is apparent in many fields including education. In education in particular this alienation, distrust and anomalous behaviour is examplified by disruption of school programmes in many ways. The question of how education may fulfil a more constructive binding function in such a heterogenous divided society was therefore a problem necessitating problem solving research. The aim of the study was therefore to discover educationally acceptable values of promoting undestanding for, and empathy towards one another among R.S.A. cultural groups. To seek communal factors in the establishment of identity and individual cultural identity and, finally, to seek the achievement and maintainance of common high standards of educational provision in respect of schools, and other educational institutions, and support services.
The educational role of a Black working mother
(1987) Mlondo, Nomusa Mavis; Luthuli, P.C.; Cemane, K.B.
Working outside the home exposes a woman to experiences and views common to herself and her family. The kind of job she does and her satisfaction with it, as well as her family's attitude towards her work affects the way she performs her roles as a wife and as a mother. Very few Black working mothers derive pleasure from their occupations. Their working conditions and renumeration are not consistent with effective mothering in the sense that the period of interaction with the child is minimised, the quality of mother-child interaction is affected and low wages do not allow for satisfactory child care arrangements. This study revealed that since the quality of mother child relationship during the formative phase determines the child's philosophy of life and his educability in later life^ Black working mothers can ill afford to be effective primary educators. Inadequate ante-natal and pcst-natal care deprives the infant of general alertness that a psychologically prepared mother would elicit from him. Delegating motherhood to caregivers does not compensate for maternal deprivation because they change most of the time providing the child with different values and exposing him to a shaky framework of authority structure. Each of the caregivers does not stay with the child long enough to understand and monitor his total development. Maternal nurturance builds feelings of security, love esteem and confidence which facilitates the child's venturing into new situations. A mother offers a comfortable and reassuring backdrop in his educational endeavours. Besides being a feedback mechanism for the child.^ She is a source of reference and she offers a reliable supportive guidance.
The teaching of Zulu as a first language with special reference to the spoken language, the written language and grammar in KwaZulu Junior Secondary Schools
(1987) Sidaki, Gugulethu Millicent Patricia; Duminy, P.A.; Thembela, A.J.
The purpose of this dissertation is to look into the teaching of Zulu as a first language at Junior Secondary school level with special reference to the spoken and written language and grammar. It appears as though the teaching of Zulu in Junior Secondary schools is not as effective as it should be, the examination results are not as good as could be expected. This study opened with an orientation to the problem. Findings from literature, interviews and questionnaires were related to the theory discussed in chapter two on the teaching of a language. The spoken language lays the foundation of all language teaching and learning, it increases the pupils' vocabulary, it helps children arrange their ideas logically, and makes children appreciate the beauty of speaking their own language. The literature studied revealed that children are stimulated to explore and elaborate their own thoughts through writing. Writing enables the teacher to provide different learning styles and needs. This research revealed that a number of teachers of Zulu are not adequately qualified to teach the subject. Teachers do not receive adequate in-service education on the subject and the syllabi are not prescriptive enough to give teachers the necessary guidance. These factors contribute, to some extent to the fact that the teaching of the subject is not receiving the attention it deserves. From the analysis of data on the field study conducted in this research it was found that: 1. The classes are very big so a limited number of pupils are involved in class discussions and it becomes difficult to give a lot of written work. Very few children are afforded a chance to practise the language in class. 2. The highest academic qualification of the majority of teachers that teach Zulu is the matriculation examination, so it is unlikely that these teachers can teach the language efficiently and competently. 3. Children are made to write a few compositions, opportunities for 'free writing' are not many. Very little is done to help children talk on topics of immediate interest and to communicate in as many situations as possible. These findings led us to recommend that: 1. Teachers should, from time to time, resort to group work so as to solve the problem of big classes. If a class is divided into small groups and works as such groups all the children should have the opportunity to practise the language. 2. The teachers' academic qualifications should be high. Teachers should have done at least two courses in Zulu to be able to teach effectively at Junior Secondary school level. 3. The pupils should be provided with the opportunity of developing a wide range of speech. Teachers must ensure that children are put into the position that they can express their emotions and observations in writing in an accurate and convincing manner.
The school curriculum and its relevance to black societal pressures
(1987) Cemane, Kenny Benedict.; Luthuli, P.C.
The study on "The School Curriculum and its Relevance to Black Societal Pressures" is in the field of Philosophy of Education. Some educators may not see how relevant this study is to Philosophy of Education as they maintain that language analysis should be the primary role with which philosophy of education should be concerned. Their contention is that deliberate education should be more precise and scientific, and analysis offers one way for doing this. According to them many educational problems are largely language problems. If these can be solved then education problems may' then be solved. To this view JI Reid in Archambault (1972) replies that analysis is a legitimate part of philosophical analysis - a part only, and a culture wholly devoted to analysis would be decadent. He argues that if analysis loses the sense of the whole it ceases to be an intelligent analysis. This conviction is made clear in the assertion that:- "analysis without synthesis is blind, or at least pointless or -feckless." (p. 24) Philosophy of education should be understood as the use of philosophical instruments. the application of philosophical methods. to questions of education. as well as the relation to education of the relevant results of philosophical thinking. A philosophy of education will be a more worked out. systematic philosophical treatment of those aspects of educational theory that are susceptible to philosophical treatment. Philosophy of education is conceived of by Kneller (1972) as seeking to understand education in its entirety. interpreting it by means of concepts which shall guide choice of educational - ends and policies. Philosophy of education/ "education depends on formal philosophy to the extent that problems in education are of' a general philosophical character~i Criticism of educational Policies or suggestion of new ones cannot be gotten into prior to such general philosophical questions -as: 'the nature of the good life to which education should lead; the nature of man himself. because it is man who is being educated; . the nature of society. since education is a social endeavour; the nature of ultimate reality. that all knowledge seeks to, penetrate . Kneller (1972) maintains that. nothing contributes more to. continuous.• patient and careful reflection "than. the treatment of' an educational problem in its metaphysical dimensions. - Philosophers of education draw on established branches of philosophy and bring them together in ways that' 'are relevant to educational issues. In the same tone the importance of philosophy in determining curriculum trends and decisions-has. been expressed by Hopkins who is quoted by Doll~ (l982: p, 25) as maintaining that:" "There is rarely a moment in a school day when a teacher is not- confronted. with occasions . where philosophy is a vital part of action. An inventory of situations where philosophy was not used in curriculum and teaching would lead to a pile of chaff thrown out of educative experiences." This thesis is founded on Oakeshott’s concept of education as A specific human engagement. This notion is important because it should be recognized. that the neonate does not grow and develop by reacting to the environment like a biological organism, He must be welcomed. be led. 'be brought up. by an adult. and be initiated into the world to be helped to participate in it .. This adult t has a goal of which he is forever conscious. 'A human being is the sojourner in a world of meanings not things.' I t is .a. world of occurrences in some manner recognised. identified. 'understood and -responded to in terms of this understanding. It is a world of sentiments and beliefs. 'I t includes artifacts that 'are expressions which 'have meanings and require to be 'understood in order to be used and enjoyed. Laok of this_ understanding presupposes being a -stranger to the human condition. Human conduct subscribes to . procedures composed of rules and rule-like considerations. to which "human beings should" subscribe if there" is ~something they want to say or do. In Oakeshott's words (1972: p.18-19): "Being human is recognizing oneself to be related to others in virtue of participation in multiple understood relationships and.. in the enjoyment of understood historic languages of feelings. sentiments, imaginings. 'fancies desires. recognitions. moral ~and religious beliefs. intellectual and practical enterprises, customs. conventions, procedures-and . . practices, canons. maxims and principles of conduct. rules which denote obligations and offices which specify duties," Education •then is important for a human neonate because of his human condition that demands that he be. initiated. into an inheritance of human •achievements of understanding, conviction, belief. and attitude.This inheritance is composed of states > of .mind that may be entered into only in an education endeavor. To - be human. involves engaging in Activities, knowing and being aware of what one is doing and why. Initiation into this condition can only be in an engagement in which the child learns to understand.. Education is not a transfer 'of the wisdom of earlier '. generations to the ,child. ',nor "is' the .child to be Adept.. adept at mimicking current adult performances .. Education does ~not involve internalizing a whole gamut. of. ready-made ideas. images. sentiments. beliefs. anxieties, aspirations and .expectations of adults. It demands "acquiring the abilities of looking. listening. thinking, feeling, imagining. believing. understanding, deciding. choosing and wishing. The~ child should develop the ability of throwing. back upon the world his own version of a human: being-in-conduct, which is both a self disclosure and a self-enactment. Educational engagement between the adult and child . rests on the belief of the worth of what is to be conveyed to the child.• The only essential medium through which this spectrum. of knowledge can be transmitted to a child is the curriculum. Such a curriculum, if it must be-effective, should bear the background of a child. The adult must be an active interventionist in the 'education activity. He must explain, instruct as well as guide and stimulate the child positively. What children are taught is to be seen worthy by them. To foster' this, it must be of such a kind that it can by degrees be made their own. Instead of remaining an alien school matter. it must become deeply• formative of, children’s ways of thinking, feeling, and acting. To accomplish this objective the teacher must find the right balance between pressure and permissiveness, between. freedom and authority • between' self-expression and submission' to , disciplines. This help-enables the ,child to find the best in himself in terms of what society thinks to be the best in their culture.
A socio-pedagogic description of factors that influence scholastic achievement of secondary school pupils in KwaNdebele
(1988) Masilela, Piet Jabulani; Nxumalo, O.E.H.M.
The investigator had noted that performance of pupils, especially in standard 10, had not expectations despite the application of measures supervision, inspection, guidance, in-service circulars and distance training of teachers. Secondary risen to such as training, It became clear to the researcher that factors within society in relation to achievement of secondary school pupils should be researched so as to form a basis on which measures at guidance, pupil assistance, instruction, teaching and supervision can be carried out.
An investigation into the relevence and effectiveness of the Primary Teachers' Diploma (PTD) music syllabi
(1989) Dumisa, Thabisa Percival Lwandle; Thembela, A.J.; New, L.J.
This dissertation sets out to investigate the relevance and the effectiveness of the Primary Teachers' Diploma (PTD) Music Syllabi. The Main focus is the KwaZulu and Natal Colleges of Education that offer PTD. Chapter 1 outlines the background to the research study, and discusses the role played by Music in both rural and urban Black communities. This chapter also summarises the musical needs of black communities. Chapter 2 reviews the literature that deals with the teaching of Music in schools. This literature is then compared and contrasted with the prescribed Music syllabi of the South African Black schools and colleges. Chapter 3 describes and discusses the interviews, questionnaires and observation (Triangulation) that are used to investigate the relevance and effectiveness of the PTD Music Syllabi. Chapter 4 presented the findings that are concluded in chapter 5. The prescribed PTD Music syllabi are found to be generally relevant but ineffective. The ineffectiveness is attributed to factors such as poor musical background of music students, inadequately trained music teachers, amount of allocated time, and a shortage of music equipment. The researcher recommends that Music teachers should be in-serviced and be helped to improve their music knowledge and qualifications. A balance is to be brought about between the allocated amount of work and time. Secondary schools are to try and offer Music as a subject.
An inquiry into the possible causes of Standard 10 examination malpractices : a socio-pedagogic perspective
(1989) Sibisi, Lindiwe Pamela; Nxumalo, O.E.H.M.
The aim of the study was to find out what the causes of standard 10 examination malpractices were. Standard 10 pupils, teachers, and principals were consulted and interviewed for this purpose. In this study two research methods were used; namely literature review and an empirical investigation. Literature was reviewed on the researched problem. Ndlovu (1983) maintains that some teachers are not in class during their teaching periods because they are in the staffroom or are not at school. Thus pupils involve themselves in examination malpractices in order to pass. The findings of this study were further backed up by Thembela (1982) who is of the opinion that copying is not prevented in some of the centres. In fact in some cases invigilators allow and encourage pupils to copy. There were three distinct samples to which questionnaires were administered. The questionnaire consisted of structured as well as the unstructured items for validity and reliability. The research was conducted among 300 pupils, 90 teachers and 11 principals. The researcher has preferred to use the questionnaire because it is more convenient and economical. By using a questionnaire one can have a lot of respondents without a lot of expense in time and effort. It covers a lot of people within a short space of time. The bigger the number of respondents the greater is the validity in the results. Each respondent receives the same set of questions which are phrased in the same way. The questionnaires are supposed to give a more comparable data. It took the researcher about 1 hour to get pupils, teachers and principals to complete the questionnaire. The researcher analysed data manually. Percentages were mainly used to analyse the pupils1, teachers1 and principals* responses. From the results it was found that standard 10 examination malpractices were caused by absenteeism of both teachers and pupils, lack of teaching equipment, laziness of both teachers and pupils, incompletion . of the syllabus, ^-.■stayg.ways.,-"; teachers-who are engaged in extra mural studies "-lack of prescribed books, and teachers who are not dedicated to their work. The following, hypotheses were formulated: (1) Stayaways, laziness and irresponsibility affect serious teaching and learning at school, leading in turn to the buying of stolen examination papers. (2) Tight security in the department prevents leakage. (3) If malpractices are suspected the department withholds results. (4) Some irresponsible members of^ the community sell stolen examination papers to pupils. The above hypotheses were proved valid in the analysis and interpretation of data. The findings of this study are recommended for further research.
The influence of indigenous African education in attitudes towards authority - with special reference to the Zulus
(1989) Sibisi, Israel Sydney Zwelinjani; Luthuli, P.C.
The area of concern in this study is the impact of indigenous African education in attitudes towards authority. Questions this study seeks to answer are: 1. Why was there respect for authority in African society before the influence of other cultures? 2. Why did attitudes towards authority change in African society after the influence of Western culture? 3. What can be done to improve the situation? Society is in a dilemma. The study tries to investigate the degree of deterioration of order and discipline in African society as a result of negative attitudes towards authority. The youth have gained the upper hand with the old (adults) and parents relegated to the background as they are accused of accepting the status quo. Political organisations have found a fertile milieu in the school arena and pupils are extremely politicised as never before. The school situation in some areas is chaotic with unrest being the order of the day. This situation is aggravated by the apartheid system of South Africa where the Africans are the disadvantaged group politically, educationally and economically. A literature review and interviews will be of great assistance in the investigation. This study falls within the scope of philosophy of education since it aims at revealing underlying causes of changes in attitudes towards authority as a result of indigenous as well as Western education.
A study of the need for pre-schools in Umlazi
(1989) Sibisi, Ruby Mirriam; Nxumalo, O.E.H.M.
The inadequacy of pre-schools in the Umlazi area poses a big problem for teachers and parents in the community. The writer being involved with a large number of schools, felt that the work of the teacher, especially in Sub-A, would be much easier if most of the children attended pre-schools before entering formal classes. A pre-scholar gets to primary school wide awake with a lot of experiences which contribute a great deal to primary school education. Since the researcher is convinced about the need of more pre-schools at Umlazi, an investigation on the study was done. Firstly, it was to find out about the performance of pre-scholars from the teachers concerned, in the lower primary schools. Secondly, the study had to involve parents in finding out whether they were in favour of pre-schools and what the reasons were. Thirdly, an observation was made of the existing few pre-schools, and the personnel were interviewed and response recorded in this study. One hundred and fifty (150) teachers were used as a sample. These were Sub-A, S.S.B., Standard 1 and Standard 2 teachers. Another population of 100 parents comprising various careers or professions was used. Two types of questionnaires were administered, one to the teachers and the other to the parents to determine the need and effects of pre-school education on children. Five pre-schools were personally observed. Principals and teachers were verbally interviewed. Data was collected and analysed manually by the researcher. The analysis of the results reflected that, over 50% of teachers stated that a pre-scholar was easily taught in class, and would prefer admitting more of such children. Most parents were eager to send their children who were under 5 years to pre-school, but these institutions were very few. They recommended that, the number of these be increased and be spread out in the Umlazi area for every child to be admitted in a nearby pre-school. The principals of the existing pre-schools stated that they were working under difficult conditions. There was overcrowding of children, the problem of unqualified teachers, and very low salary scales. The present situation could only improve if the government or the Department of Education and Culture (Kwa-Zulu) would register and subsidise the institutions. Finally, this investigation proved that there is a need for pre-schools in the Umlazi area. A number of suggestions are given with the hope that, if implemented, the Umlazi community will benefit thereby.
The investigation of some socio-educational factors contributing to high failure rate in matric in KwaZulu
(1990) Khathi, Lamulani Joseph; Nxumalo, O.E.H.M.
This study looks into the problem of failure in Matric in Black schools in KwaZulu. Some researchers have focused on causes for academic failure before. Some of these researchers are: Souper, (1976); Bryant, (1978); Havinghurst, (1979); Donald, (1980); Simons, (1980). Failure is rarely, if ever, attributable to one simple cause. There are likely to be a multiplicity of interrelated causes. Some' of these causes are : family disorganisation; family size and education; poor study facilities at home and teacher-pupil ratio. Failure at school may imply that one may fail in life. Society believes that school subjects are the means of i equipping pupils with the knowledge of understanding certain socio-economic and political demands. School subjects, it is believed, reveal the r, ealities that they should know in their society. It is through these school subjects that the child will know how to live comfortable with other people (Social Studies); how to look after his/her body, (Physiology and Hygiene); how other organisms are important in her/his life, (Biology/ Ecology; (Geography) .
The child's ability to form a proper balance between a pedagogic freedom and pedagogic authority constitutes an authentic pedagogic task for the pre-primary school education
(1990) Ndlovu, Themba Panwell.; Luthuli, P.C.
Education is one of the most important human activities of all nations all over the world. Adults, that is, parents, teachers and adult members of the society educate young children in order to assist and guide them to become proper adults. Pre-primary school education has become the necessity for pre-school children of every community. Good early education guarantees good and proper foundation for later life for a child. But poor early education, or lack of early education for the child, results in various educational problems, such as the inability to be a proper person. The pre-primary school educators have the important educational task to perform in this regard. The child must be assisted and guided by his educators to be able to form a proper balance between freedom and authority in education situations. This will enable him to be a free, responsible and self-determined person. The researcher of this study wanted to establish the educational proficiency of the pre-primary school educators. The essential concepts which are connected with this study were defined clearly. Method of research included the researcher's personal observations in pre-primary school education situations. It also comprised of the completion of questionnaires by the pre-primary school educators. There is debate about the views of freedom and authority in education situations. Some educationists favour freedom and dislike authority. Other educationists support the use of even strict authority. They favour the abolition of freedom in education situations. A real education situation is one where a proper balance between pedagogic freedom and pedagogic authority is maintained. Freedom in education should be understood as a pedagogic category. It must be viewed on the fact that the open child enters into the open world. The child must be assisted to be at liberty to exercise the freedom of choice within an education situation. Educators need to provide educational opportunities which are full of freedom of choice for children to actualize their responsible freedom and self-determination. Authority in education must be elevated to a level where it essentially becomes a pedagogic category. With an authority a child is guided by an educator to acquire norms and values of a society. The pedagogic authority guarantees security for the child and it also ensures him to be independent morally. Educators should be able to differentiate between the pedagogic authority on one hand, and force, punishment and suppression, on the other hand. Empirical investigation helped to establish the authenticity of the problem in education. The major hypothesis was: "THE CHILD'S ABILITY TO FORM A PROPER BALANCE BETWEEN A PEDAGOGIC FREEDOM AND PEDAGOGIC AUTHORITY CONSTITUTES AN AUTHENTIC PEDAGOGIC TASK FOR THE PRE-PRIMARY SCHOOL EDUCATOR." The child cannot actualise his responsible freedom and moral self-determination without the educator's educational support and assistance. Therefore, personal observations of the pre-primary school education situations were considered by the researcher to be essential components of research. Questionnaires had also been constructed and supplied to pre-primary school educators- Results were presented, analysed and evaluated by the researcher. Something emerged during the observations and completing of questionnaires. The educators emphasized the need for co-operation between them and parents in pre-primary school education. Educators indicated a strong desire to obtain professional training in their educational task so-as to execute it effectively and successfully. General review of the entire study, relevant conclusions, recommendations and educational implications were made. The need for more research was pinpointed. A general summary of the entire study was made.

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