Browsing by Author "Backman, Frederick Gedye"

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    The development of coloured education with special reference to compulsory education, teacher training and school accommodation
    (Stellenbosch : Stellenbosch University, 1991) Backman, Frederick Gedye; Heese, C. P.; Nell, W. L.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: This dissertation is a study of the development of Coloured education with special reference to compulsory education, teacher training and school accommodation. Although the original intention was not the establishment of separate schools, public schools established in 1822 and the mission schools eventuated into schools for Whites on the one hand and Coloureds on the other. By 1912 the separation of pupils along colour lines was complete, and in 1964 Coloured education was transferred to a separate department, the Department of Coloured Affairs. Reasons necessitating transfer were given as follows: -the needs of Coloured education would receive appropriate attention: and -Coloured people would ultimately gain control over their own education. Development had to take place within historical patterns of authority. In practice, however, it was impossible to adhere to this principle. After initial reservations, White officials accepted this and became part of the new developments. The Department developed all phases of education, including primary, technical and university education on the basis of equality with Whites. The syllabuses and curricula were based on national core syllabuses and curricula. By 1984, Coloureds effectively were in complete control of their education. Initially Coloured education was financed by a system known as financing by objectives. At present education is financed by means of a formula which is used by all education departments. However, by multiplying the formula with an "a" factor, an attempt was made to narrow the gap between the different departments. In 1905 legal provision was made for the introduction of compulsory school attendance for all White children within certain defined age groups, living within a radius of three miles of a school. As far as Coloureds were concerned, unsuccessful attempts were made in 1945 to introduce compulsory school attendance. As from 1968 it became compulsory for all pupils enrolled to attend school regularly during the year of enrolment. Then in 1974 progressive compulsory school attendance was introduced for all children within defined age groups, living within five kilometers of a state school. In 1964 the Department was faced with the following problems with regard to teacher training: -each province formulated its own training courses; -teachers were, by and large, inadequately qualified; and -the supply of teachers was insufficient for the needs. Firstly, the problem of different courses was solved by phasing in the Cape Province's courses into the other provinces and later with the introduction of new courses. Secondly, the post-Standard 8 courses were phased out and only post-Senior Certificate courses were offered. Part-time and correspondence courses were introduced to enable teachers to improve their qualifications without withdrawing from active teaching. Thirdly, the shortage of teachers was solved by giving married women permanent status, by introducing equal pay for equal work and by embarking on campaigns for recruitment of teachers. Coloured education always experienced an accommodation shortage as a result of rapid growth in enrolments and the under-utilisation of funds. Double-shift classes were introduced and various methods of building construction were used to provide additional accommodation within a short space of time. Double-shift classes were later phased out with the introduction of temporary classrooms and the application of scientific methods of planning. Development over the years was towards equality. Achieving equality is a long-term development. It not only involves the school, but also concerns the quality of life of the community. With still about eighty per cent of the Coloured population being classified as under-developed, the road ahead is a long one.