Auswahl der wissenschaftlichen Literatur zum Thema „South Africa. Commission on Native Education“
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Zeitschriftenartikel zum Thema "South Africa. Commission on Native Education"
Paterson, Andrew. „“The Gospel Of Work Does Not Save Souls”: Conceptions Of Industrial And Agricultural Education For Africans In the Cape Colony, 1890–1930“. History of Education Quarterly 45, Nr. 3 (2005): 377–404. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00040.x.
Der volle Inhalt der QuelleKrige, Sue. „Segregation, science and commissions of enquiry: the contestation over native education policy in South Africa, 1930–36“. Journal of Southern African Studies 23, Nr. 3 (September 1997): 491–506. http://dx.doi.org/10.1080/03057079708708552.
Der volle Inhalt der QuelleMolatoli, H. M. „Teaching health care ethics in physiotherapy education : Proposal for South Africa“. South African Journal of Physiotherapy 55, Nr. 4 (30.11.1999): 7–10. http://dx.doi.org/10.4102/sajp.v55i4.574.
Der volle Inhalt der QuelleMabunda, Magezi, und Cindy Ramhurry. „An analysis of the effects of history in the Truth and Reconciliation Commission poetry“. South African Journal of Education 43, Nr. 4 (30.11.2023): 1–8. http://dx.doi.org/10.15700/saje.v43n4a2236.
Der volle Inhalt der QuelleGalgalo, Joseph D., und Esther Mombo. „Theological Education in Africa in the Post-1998 Lambeth Conference“. Journal of Anglican Studies 6, Nr. 1 (Juni 2008): 31–40. http://dx.doi.org/10.1177/1740355308091384.
Der volle Inhalt der QuelleCloete, Nico, und Johan Muller. „South African higher education reform: what comes after post-colonialism?“ European Review 6, Nr. 4 (Oktober 1998): 525–42. http://dx.doi.org/10.1017/s1062798700003653.
Der volle Inhalt der QuellePasachoff, Jay M. „Public Education in Developing Countries on the Occasions of Eclipses“. Transactions of the International Astronomical Union 24, Nr. 3 (2001): 101–6. http://dx.doi.org/10.1017/s0251107x00000493.
Der volle Inhalt der QuelleMasutha, Mukovhe. „Against the pedagogy of debt in South African higher education“. African Journal of Teacher Education 12, Nr. 2 (19.07.2023): 48–68. http://dx.doi.org/10.21083/ajote.v12i2.7519.
Der volle Inhalt der QuelleMoss, Viyusani, Hasan Dincer und Umit Hacioglu. „The Nature of the Creditor-Debtor Relationship in South Africa“. International Journal of Research in Business and Social Science (2147-4478) 2, Nr. 2 (03.01.2013): 47–57. http://dx.doi.org/10.20525/ijrbs.v2i2.67.
Der volle Inhalt der QuelleTrabold, Bryan. „Walking the Cliff’s Edge: The New Nation’s Rhetoric of Resistance in Apartheid South Africa“. College Composition & Communication 61, Nr. 2 (01.12.2009): W100—W124. http://dx.doi.org/10.58680/ccc20099481.
Der volle Inhalt der QuelleDissertationen zum Thema "South Africa. Commission on Native Education"
Ray, Giulia. „"Wiping the Slate Clean of What Has Never Been Written". The Sout African Truth and Reconciliation Commission, History Education and the Building of National Identity“. Thesis, Linköping University, Department of Thematic Studies, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2621.
Der volle Inhalt der QuelleDuring Apartheid, the history subject in South African national education and the use of history served as fuel both for apartheid as well as for counterhistoriography. Afterthe 1994 elections, the official debate used phrases like "reconciliation through truth" and "knowledge about the past" in order to"move on". The national institution the Truth and Reconciliation Commission advocated a shared understanding of the past for promoting reconciliation. Considering historiography’s earlier contested use, one might expect the history subject in post-apartheid national education would be emphasised as very important, serving as an important tool for the general shaping of South African identity.
Earlier research as well as my own study, has shown that this is not the case. From the viewpoint of history teachers in South African schools and through various documents on South African post-apartheid education, it seems that the major shift in South African education is the one to an outcome-based approach (OBE). The approach and the new Curriculum (C2005) seem, in fact, have minimised the history subject to the extent that it is no longer a subject in its own right. In addition, the new Curriculum does not list a specific content, which allows the individual teacher large freedom to teach as much or as little about the past as they like. Moreover, what have been emphasised are subjects like science and technology, as well as learning practical skills of "constitutional value". In addition, phrases like "the new patriotism" and "allegiance to the flag" seems to be a recent way to create and promote a shared South African identity.
Swartz, Moshe Edward. „African perspectives on the land question: The Native Laws Commission 1883“. University of the Western Cape, 1995. http://hdl.handle.net/11394/6335.
Der volle Inhalt der QuelleBoth Am-Xhosa and the European farmers, being pastoralists "the search for land and grass was (their) first principle", notes Walker (1928). When they met, they differed fundamentally on the "vital matter oflandholding" . So different were their perspectives, that Lekhehla (1955) suggested, as far as the treaties were concerned: "The Native Chiefs either did not understand the implications of the border treaties, or if they did, never intended to respect such treaties" (p.2 1). Hopper (1980) says the tension between the Europeans and the Africans on the land issue emanated from the fact that "Xhosa expansion" and "colonial expansion" processes were entirely different. While Am-Xhosa expanded in order to "preserve their political integrity" colonists were driven by an economic dynamic they expanded because land was necessary to accommodate growth (1980:261).
Fumba, Zamumzi Norman. „Development of a language policy in a rural school“. Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1007798.
Der volle Inhalt der QuelleMhlanga, Samkelisiwe Isabel. „Parental preferences regarding medium of instruction in primary schools in the Nongoma district of Kwazulu-Natal“. Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003569.
Der volle Inhalt der QuellePrinsloo, Dawn Lilian. „The right to mother tongue education a multi-disciplinary, normative perspective“. Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/365.
Der volle Inhalt der QuelleMawonga, Sisonke. „Bilingual teaching practices in South African higher education : making a case for terminology planning“. Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017894.
Der volle Inhalt der QuelleJackson, Gail. „A comparative case study of the strategies used by grade one teachers who teach through the medium of English“. Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007855.
Der volle Inhalt der QuelleGambushe, Wanga. „Implementation of multilingualism in South African higher education : exploring the use of isiXhosa in teaching and learning at Rhodes University“. Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017890.
Der volle Inhalt der QuelleRundle, Margaret. „Accommodation or confrontation? Some responses to the Eiselen commission report and the Bantu education act with special reference to the Methodist church of South Africa“. Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/19520.
Der volle Inhalt der QuelleNocanda, Mawethu Elvis. „The implementation of mother tongue instruction in a grade 6 natural science class“. Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1897.
Der volle Inhalt der QuelleThis mini-dissertation describes the difficulties faced by educators who teach Natural Science in Grade 6 using isiXhosa mother tongue instruction. The researcher has investigated how educators dealt with Natural Science terminology when they were teaching Grade 6. The sample consisted of 10 educators from 10 schools in Gugulethu who were teaching Grade 6 Natural Science. The researcher used a focus group interview of 10 educators from 10 schools in Gugulethu. The researcher unpacked the issues of teaching Natural Science in mother tongue instruction, as it was the policy of the Western Cape Education Department (WCED). The researcher looked at the measures put in place by the WCED to pilot schools, such as resources and training of the educators. As a researcher I looked broadly and compared educational policies in other neighbouring countries, such as Mozambique and Swaziland, to South Africa. In a purposive sample, one was likely to get the opinions of one’s target population, but one was also likely to overweight subgroups in one’s population that were more readily accessible. Researcher also consulted some literature such as that of Baker, Alexander, Brock-Utne etc. In conclusion, the researcher used exploratory studies for hypothesis generation, and by researchers interested in obtaining ideas of the range of responses on ideas that people had. However, in this study the researcher used the qualitative methods, with a focus group interview, to gather data on the implementation of mother tongue instruction in a Grade 6 Natural Science classes. The findings of the study seem to indicate that learners understand better if they are taught Natural Science in isiXhosa mother tongue. Therefore, recommendations pose a number of challenges to those committed in the implementation of mother tongue instruction in the Western Cape schools.
Bücher zum Thema "South Africa. Commission on Native Education"
Kathleen, Heugh, Siegrühn Amanda, Plüddemann Peter, Project for the Study of Alternative Education in South Africa. und National Language Project (South Africa), Hrsg. Multilingual education for South Africa. Johannesburg: Heinemann, 1995.
Den vollen Inhalt der Quelle findenBurton, D. R. The South African Native Affairs Commission, 1903-1905: An analysis and an evaluation. [s.l.]: typescript, 1985.
Den vollen Inhalt der Quelle finden1938-, Brock-Utne Birgit, Desai Zubeida und Qorro Martha A. S, Hrsg. Language of instruction in Tanzania and South Africa (LOITASA). Dar-es-Salaam: E & D Ltd., 2003.
Den vollen Inhalt der Quelle findenBrock-Utne, Birgit. Language policies and practices in Tanzania and South Africa: Problems and challenges. Dar es Salaam, Tanzania: HakiElimu, 2005.
Den vollen Inhalt der Quelle findenInternational Commission on Distance Education and Open Learning in South Africa. Open learning and distance education in South Africa: Report of an international commission, January-April, 1994. Manzini, Swaziland: Macmillan Boleswa, 1995.
Den vollen Inhalt der Quelle findenClose, Robin E. Literacy on the frontier: Native converts and the political development of indigenous communities in Upper Canada and South Africa, 1800-1840. Cambridge: Currents in World Christianity Project, 1996.
Den vollen Inhalt der Quelle findenDepot, Transvaal Archives. Archives of the Secretary for Native Affairs, 1900-1911 (SNA). [Pretoria, South Africa: State Archives Service, 1996.
Den vollen Inhalt der Quelle finden1955-, Dijk Lutz van, Hrsg. Between anger and hope: South Africa's youth and the Truth and Reconciliation Commission. Johannesburg: Witwatersrand University Press, 2001.
Den vollen Inhalt der Quelle findenCoetzee, L. Inventory of the archives of the Chief Native Commissioner, Northern Areas (1904-1986). [Pretoria: State Archives Service, 1994.
Den vollen Inhalt der Quelle findenOlivier, Z. Inventory of the archives of the Chief Native Affairs Commissioner, Western Areas (1927-1986). [Pretoria: State Archives Service, 1995.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "South Africa. Commission on Native Education"
Perham, Margery. „Native Policy in South Africa and the High Commission Territories“. In Colonial Sequence 1930 to 1949, 327–28. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003372875-49.
Der volle Inhalt der QuelleBeinart, William. „‘The Farmer as a Conservationist’: Sidney Rubidge at Wellwood, Graaff-Reinet, 1913–1952“. In The Rise of Conservation in South Africa, 304–31. Oxford University PressOxford, 2003. http://dx.doi.org/10.1093/oso/9780199261512.003.0010.
Der volle Inhalt der Quelle„South Africa: The Truth and Reconciliation Commission as a Model of Peace Education“. In Peace Education, 253–60. Psychology Press, 2005. http://dx.doi.org/10.4324/9781410612458-26.
Der volle Inhalt der Quelle„A Report of the Education Commission of the South African Institute of Race Relations (1979)“. In Education, Race, and Social Change in South Africa, 80–87. University of California Press, 2023. http://dx.doi.org/10.2307/jj.2430611.7.
Der volle Inhalt der QuelleNetshakhuma, Nkholedzeni Sidney. „Transformation of Historically Black Universities in South Africa to Provide Access to Information“. In Advances in Educational Marketing, Administration, and Leadership, 158–78. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8025-7.ch008.
Der volle Inhalt der QuelleWebb, Paul. „Towards Unifying Logic for the Pedagoy of Mathematics in South Africa“. In Theory and Practice: An Interface or A Great Divide?, 618–22. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.116.
Der volle Inhalt der Quelle„Elie Wiesel“. In Wrestling with God, herausgegeben von Steven T. Katz, Shlomo Biderman und Gershon Greenberg, 681–84. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195300147.003.0049.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "South Africa. Commission on Native Education"
Alves, Anabela C., Franz-Josef Kahlen, Shannon Flumerfelt und Anna Bella Siriban Manalang. „Comparing Engineering Education Systems Among USA, EU, Philippines and South Africa“. In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63254.
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