| Summary: | The research reported in this paper is concentrated on the
following question: What were the educational implications of
the segregation policy of the National Party for the education
of Blacks during the period 1950-1984?
The goal of this research was to determine the pedagogical
implications of the segregation policy of the National Party for
the education of Blacks during the period in question.
This report consists of the following chapters:
* Introduction, statement of the problem, the objectives of
the research and methodology.
* Differentiation in education according to the basic religious
principle and the culture as determinants of the
National Party's segregation policy.
* Context and background of the National Party's segregation
policy in the education of Blacks during the period
1950-1984.
* Reaction against the provision of separate education.
* Findings, conclusions and recommendations.
It was found that a clear connection exists between
basic religious principles, culture and education.
Differentiation according to basic Christian religious
principles and culture was a prominent feature of the National
Party's segregation policy.
It was also found that the terms people, race and nation were
often confused in the literature and statements of the policy.
The segregation policy has a long history. Segregation seems to
have already existed since 1652, although in unstructured form.
The foundations of the National Party's segregation policy and
its policy of educational segregation were already laid well
before 1950. From 1950 onwards, segregation became official
government policy and was legalized. Although the government
started to exfoliate the segregation policy from 1967
onwards, this did not implicate a change in policy.
The segregation policy had various pedagogical implications
regarding the following educational matters: educational
financing, teachers' salaries, curriculum, the numbers of
pupils, free and compulsory education, examination results,
teachers, the teacher-pupil-ratio, parental involvement,
educational aims, night schools, medium of instruction,
facilities, control, the provision of textbooks, appliances
and furniture and separate universities. The segregation policy
also had far-reaching effects on the personal lives of the
pupils.
Reaction against the policy of educational segregation also
had harmful effects on education for Blacks.
It was concluded that the National Party's segregation policy
definitely had certain pedagogical implications for the
education of Blacks, especially in the period 1950-1984;
it gave negative connotations to education for Blacks and it
resulted in quantitative and qualitative differences between the
educational matters mentioned above regarding the different
population groups.
On the basis of the findings and conclusions it was recommended
that the pedagogical implications of the segregation policy for
the education of Blacks should be investigated more closely,
especially the various facets thereof. Facets that should come
under scrutiny are: educational financing, salary
discrepancies, curriculae, vocational education, examinations,
teachers' qualifications, educational aims, medium of
instruction, educational facilities, universities and the
complaints of reactionary groups. === Thesis (MEd)--PU vir CHO, 1992
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