Browsing by Author "Gounden, Perumal Kistna."
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Item Educational management in Indian secondary schools in Natal.(1988) Dayaram, Manhurlal.; Gounden, Perumal Kistna.No abstract available.Item An evaluative analysis of educational administration in KwaZulu.(1991) Gabela, Raymoth Vika.; Gounden, Perumal Kistna.The study deals with administration of education in KwaZulu where the concern is for efficient and effective use of limited financial, human and material resources. The purpose of this evaluative analysis of educational administration is to determine the degrees of efficiency and effectiveness with which the system of education functions. Therefore, the aims of the study were the following: * To describe the KwaZulu educational system: its origin, character, socio-political context and constraints; * To identify the generic functions of educational administration on the basis of which criteria were formulated for evaluation; * To analyse educational administration in KwaZulu and to evaluate it by means of formulated criteria, and * To formulate recommendations regarding the improvement of educational administration in the area. The conceptual framework of the study derived from the development of administrative theories through time and their implication for, and impact on educational administration. This analysis enabled the investigator to extract criteria for evaluating administration of education in KwaZulu. The evaluative analysis had to be carried out in terms of the organisation of education from the school level to the head office. To deal adequately with the problem being examined, detailed discussion was given of the KwaZulu system of education and the broader context in which it functions. The population of the study comprised three categories of education officers, namely, school principals, circuit inspectors and selected administrators from the head office. The instruments for data collection were questionnaires for school principals and circuit inspectors and interviews for the head office administrators. The study identified the following problem areas: preparation for administrative roles, perceptions of work-related skills, work performance in terms of tasks, the process of administration and related problems, and collaboration among education officers as well as with interested parties. The analysis of data was both quantitative and qualitative. In the light of the findings of the study the investigator offered several recommendations.Item An investigation into the extent to which certain psychological and sociological factors influence academic achievement among first-year students in the Faculty of Education at the University of Durban- Westville.(1977) Gounden, Perumal Kistna.; Behr, Abraham Leslie.No abstract available.Item Non-formal education : assessment of need and development of a provision model.(1996) Mkhize, Mandla Gilton.; Gounden, Perumal Kistna.The present debates over strategies to construct a non-racial democratic education system for South Africa concur that non-formal education is an indispensable complement of formal education. Formal education alone is not enough to develop the human resources of marginalized Third World people, whose capacity to participate and perform has been wasted over the centuries. Massive deficits in literacy, numeracy, vocational and technical skills among adults, school-leavers and school drop-outs, are clear problems to be tackled by non-formal education. In South Africa, non-formal education, as a component of education and training, is of recent origin. Research in the field is very limited. It is necessary to undertake scientific studies regarding key issues like adults' educational needs, programmes, available facilities and funds, and staffing needs required to maximize non-formal education's contributions to human resources development. This research aims to identify crucial issues in the provision of creative and viable non-formal education; to locate existing non-formal education resources and forms of network; to identify immediate and long-term non-formal education needs; and to develop a provision model for non-formal education. The study is set against the background of the development of non-formal education in selected European countries, some developing countries, and selected African countries. Non-formal education models are identified and described in Chapters Two and Three. This research focuses on the provision of non-formal education in the Pietermaritzburg region, in particular non-formal education providers, programmes or courses, trainers/teachers, trainees/learners, students' needs and the training of adult educators. Each of the above-mentioned areas is reviewed with the aim of making comparisons with the industrialized European countries in order to detect common and divergent trends which could have implications for the alleviation of the present situation in South Africa. It is also intended to develop a provision model for non-formal education in South Africa. The study samples comprised 400 learners/trainees, 200 teachers/trainers, and 100 managers, officials and principals of non-formal education institutions in the greater Pietermaritzburg region. The instruments used for data collection were two questionnaires and an interview schedule. Participant observation was also used. The study established the following major needs in non-formal education in the greater Pietermaritzburg region: strong links with a national system of adult education; efficient training system of adult educators; strong state commitment to the provision of non-formal education; proper networking amongst non-formal education providers; adequate INSET courses for non-formal education providers and teachers/trainers; a satisfactory system of funding non-formal education and more non-formal education centres in rural areas. The findings and conclusions led to the development of a provision model for non-formal education. The model has five major sequential components: (1) Establishing non-formal education needs through research, networking, and adult education organizers, etc.; (2) Constructing appropriate curricula/ syllabuses/courses and evaluating them during and after implementation; (3) Selection of non-formal education students based on relevant criteria; (4) Provision of appropriate training through suitably qualified trainers/educators and aided by a variety of support services; and (5) Placement of trained personnel in employment and monitoring their progress in the work situation.Item Non-formal education in the Sydenham-Clare Estate area : a needs study.(1987) Hiraman, Karmachund.; Gounden, Perumal Kistna.No abstract available.Item The professional and academic upgrading of Black teachers in Natal and Kwa Zulu.(1989) Mkhize, Mandla Gilton.; Gounden, Perumal Kistna.No abstract available.Item Success, failure and drop-out at university : a comparative, longitudinal study with special reference to the University of Durban-Westville.(1983) Gounden, Perumal Kistna.; Maharaj, S. R.No abstract available.