Differentiation in the school system for the Coloured in the Republic of South Africa

Abstract

Chapter 1 looks into the following issues: * Problem of research: How does the school system for Coloureds in the RSA provide for the different abilities, aptitudes and interests of the pupils? The sub-problems of the research are: What is the theory of differentiation in the school system for coloureds in the RSA? How did the school system for Coloureds provide for differentiation up to 1963? What provision for differentiation is made at pre-primary, primary, and secondary phases in Coloureds in the RSA. * Aim of research The purpose of this study is to ascertain through research how the school system for Coloureds in the RSA provides for different abilities, aptitudes and interests of the pupils. The sub-aims of research are: - to describe the theory of differentiation in the school system for Coloureds; - to describe how the school system for Coloureds catered for differentiation up to 1963, and; - to ascertain and evaluate the provision of differentiation for Coloureds at present in pre-primary, primary, and secondary education. * Methods of research: The following methods of research were used: literature study interviews and scientific formulation of findings. * Demarcation of the field of study: This study is confined to the school system for Coloureds in the RSA. The national and independent states have been excluded. The theoretical basis for differentiation and the historical perspectives on the school system for Coloureds in the RSA have been discussed in Chapter 2 as well as the theoretical model for evaluation of differentiation. * The definition as well as the components of an education system are given in this chapter. The theoretical basis for differentiation includes: - views on differentiated education and differentiated teaching; - the meaning of educational planning for differentiated education; - techniques for differentiation; - anthropological grounds for differentiation and differentiated schools; - types of differentiation; - historical background of differentiation in the schools for Coloureds. The availability of differentiation in pre-primary and primary education for Coloureds at present in the RSA is discussed in Chapter 3. The following are the main issues: - Types of pre-primary and primary schools; - Control and organisation of education for Coloureds in RSA; - Curricula for pre-primary and primary education for Coloureds; - Number of students; - Examination and standards; - School guidance; Chapter 4 of this study will look into the availability of differentiation in secondary schools for Coloureds in the RSA. The following are the main issues: * Types of Secondary Schools * Phases * Curriculum for secondary education * Special education * Schools of industry and reform schools * Training of agriculture * Artisans * Seamen Chapter 5 summarises all issues discussed and after these findings and recommendations are made.