Planning an educational system for Bophuthatswana

Abstract

At the beginning of this scientific inquiry the aim, methods of investigation, the difference between the planning of education and the planning of an educational system, the problems, explanation of the terms used in a title, the geographical position of Bophuthatswana, demarcation of the field of study and the structure of the dissertation were outlined. In the second chapter the history of education of the Tswanas has been traced. During the literature study it became abundantly clear that prior to the arrival of the missionaries the Tswanas already had some form of education. The relevance of that education can hardly be over-emphasized because it was based on the ground motif of the Tswanas. The theories of educational system planning are discussed in chapter 3. The contribution of both the South African and Overseas educational system planning theories has been dealt with. These theories were chosen to give the researcher sufficient background on the criteria for planning. The exposition of the present system of education in Bophuthatswana is given in chapter 4. The system of Bophuthatswana education has also been evaluated in terms of Stone's and Ruperti's educational system planning theories. The investigation revealed a number of deficiencies in the educational system in question, inter alia: the fact that this system of education is not based on the nation's ground motif, inefficient school pattern, the absence of some of the important auxiliary services such as a Bureau of Research and External Examinations. In chapter 5 reforms in the educational system of Bophuthatswana are suggested. The following have among others, been recommended for inclusion in the present system of education of Bophuthatswana: * regional control of education; * a planning section; and * a Bureau of Research. The phasing out of the middle school has also been suggested. The final chapter summarises all the issues raised in the other chapters and from this summary flow recommendations. Recommendations were, among others, made in respect of the following: - the school pattern; - teacher education; - medium of instruction; and - research in education.