An Analysis of Educational Challenges in the New South Africa

Front Cover
University Press of America, 1997 - Education - 269 pages
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This book deals with current developments in black education in South Africa since the introduction of Bantu education in the beginning of the 1990s. During the period under discussion, improvements have been made in black education. These improvements are partly due to the significant political changes currently taking place in South Africa that are supposed to mark the end of apartheid. Despite these developments, much remains to be done in order to remedy the effects of Bantu education. In particular, providing quality education in black schools will require innovative solutions. Proper planning, developing new teaching strategies, establishing practical educational goals, and identifying and using available resources must be controlled and harnessed to a new social order. Collaboration and coordination of all professionals, particularly blacks, will be a necessity. The process of change requires black participation in finding solutions to their educational problems; this is one of the major challenges facing post-apartheid South Africa. It is evident that there are more challenges that the post-apartheid era will present. This book is aimed at providing tentative alternative solutions to black education.
 

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References are not current in relation to the article. A post Apartheid research using pre-democracy evidence as a current trend...E.g. "Regehr, 1979"

Contents

Educational Development For Black People In South Africa
1
12 Historical Overview
2
13 What Is Bantu Education?
5
14 Plan for Nonracial Education
9
15 Types of Schools Currently Available
13
16 The Present Structure of Education
15
17 Examinations
26
18 Teachers
34
65 Teaching Methods
124
66 Academic Freedom
127
67 Recommendations
128
68 Conclusion
133
Gender Issues In Education
135
72 Historical Background
136
73 Problems Faced By Black Women of South Africa
138
74 Rationale for Educating Women
140

Dropout Rates In Black Schools
49
21 Introduction
50
22 Prevalence
51
23 Potential Causes of Education Dropout Rates Among Blacks
52
24 Future Plans and Recommendations
57
25 Conclusion
61
Adult Education
65
32 Rationale for Adult Education
66
33 What Do Adults Need?
67
34 Workers Education
71
35 Conclusion
74
Special Education For Black South Africans
75
42 Developments in Special Education
76
43 Brief History of Special Education in South Africa
77
44 Prevalence of People With Disabilities
78
46 Early Childhood Special Education
81
Residential and Special Day Schools
82
48 Training of Special Education Personnel
85
49 Curriculum
89
410 The Method of Special Education
90
411 Unique Challenges of Special Education in South Africa
92
412 Future Trends
93
413 Conclusion
96
Language Policy In Postapartheid Education
99
52 Current Language Policy
102
54 Arguments Against the Use of English as a Medium of Instruction
105
55 Rationale for Preserving Vernacular Languages
107
56 Recommendations
111
57 Conclusion
116
Teaching And Learning In Black Universities
117
62 Historical Background
118
63 Administration and Staff Composition
120
64 Curriculum
121
A New Vision
141
76 Steps To Be Taken in Empowering Black Women
142
77 Conclusion
144
Aims Of Education
147
82 Curriculum Issues
150
83 Teaching Methods
153
84 Community Involvement
155
85 Teaching Diversity Issues in South Africa
157
86 Rationale for Teaching Diversity in Schools
158
87 Making Diversity a Learning Experience
159
88 Conclusion
162
Beyond Bantu Education Changes Challenges And Harsh Realities
165
92 Will a Unitary Education System Achieve Anything?
167
93 Conclusion
170
The Financing Of Education
173
102 Historical Background
174
103 Current Educational Funding
175
104 Summary
180
Africas Lessons For South Africa
183
112 The Case of Nigeria
185
113 The Case of Zimbabwe
192
114 The Case of Tanzania
199
115 Summary of the African Experience
202
116 Implications for South Africa
210
117 Legacies of Colonial Education
212
118 Conclusion
213
119 South Africa and the Future
216
Chronology
219
Clarification Of Terminology
223
Selected Bibliography
229
Index
251
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About the author (1997)

Zandile P. Nkabinde is completing graduate studies in the Department of Special Education at the University of Utah. A graduate of Harvard University, she also has experience as a high school teacher and a university lecturer.

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