A critical study of aspects of the political, constitutional, administrative and professional development of Indian teacher education in South Africa with particular reference to the period 1965 to 1984.

Abstract

This study deals with the administrative and curricular development of

Indian teacher education in South Africa for the period 1860 - 1984. It

is set against the background of developments in the education system

for Indians in this country. Historical and political events which

have a direct bearing on Indian education are touched upon merely

cursorily to give the reader the necessary background for a fuller

appreciation of the Indian community's struggle for education in the

country of their adoption.

The study is divided into three parts. Part one comprising the first

two chapters, provides a brief historical perspective of Indian education

from 1860 to 1965. Chapter One deals with a brief review of the coming

of the Indians to Natal and the origins and early development of education

for the Indians. Chapter Two carries on the historical review with the

emphasis on the early development of Indian teacher education.

Part Two comprising four chapters deals with aspects of Indian education

after it was transferred from provincial control to central State control

in 1966. The Indian Education Act of 1965 (No. 61 of 1965) is taken as

a point of departure.

Chapter Three begins with a very brief discussion of the principles

underlying the nationalisation of education in South Africa. The de

Lange Report and the Government's reaction to its recommendations are

considered against the new political dispensation. Chapter Four deals

with such aspects as control and administration, involvement of Indians

in the control of their education, school accommodation, growth in pupil

enrolment and the school curricula are examined to assess growth and

progress. Chapter Five is concerned with the control and administration

of Indian teacher education after nationalisation of Indian education.

Within the framework of this chapter recent developments such as

the recommendations of the Gericke Commission leading to the National

Education Policy Amendment Act (No. 75 of 1969) and the van Wyke de

Vries Commission's recommendations for a closer co-operation with

universities in respect of teacher education, are examined with a view

to tracing their influence on Indian teacher education. Chapter Six

attempts to examine demographic aspects which influence the demand for

and supply of teachers in Indian education.

Part Three comprising four chapters, examines contemporary issues and

perspectives in Indian teacher education. Chapters Seven and Eight

examine critically the teachers' courses at the Colleges of Education

and the University of Durban-Westville respectively. Chapter Nine

examines on a comparative basis structural changes and new developments

in methodological skills in teacher education. Finally, in Chapter

Ten proposals and recommendations are formulated with a view to

achieving a properly structured institutional arrangement such as the

college council and college senate to facilitate Indian teacher education.