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

Abstract

Chapter 1 looks into the following issues: Problem of research - The problem of research is: • How does the school system for Blacks in the RSA provide for the different abilities, aptitudes and interests of the pupils? The sub-problems of research are: What is the theory of differentiation in the school system for Blacks in the RSA? • How did the school system for Blacks provide for differentiation up to 1979? • What provision for differentiation is made at present in the pre-primary, primary, secondary and tertiary education for Blacks? Aim of research - The purpose of this study is to ascertain through research how the school system for Blacks in the RSA provides for different abilities, aptitudes and interests. The sub-aims of research are: • to describe the theory of differentiation in the school system for Blacks; • to describe how the school system for Blacks catered for differentiation up to 1979; and • to ascertain and evaluate the provision of differentiation for Blacks at present in pre-primary, primary, secondary and tertiary education. Methods of research - The following methods of research were used: literature study and interviews. Demarcation of the field of study - This study is confined to the school system for Blacks 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 Blacks 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 • anthropological grounds for differentiation and differentiated schools, and • types of differentiation. The availability of differentiation in pre-primary and primary education for Blacks at present in the RSA is discussed in Chapter 3. The following are the main issues: • Types of pre-primary and primary schools • Curricula for pre-primary and primary education • Special education Chapter 4 of this study will look into the availability of differentiation in secondary and tertiary education. The following are the main issues: Secondary education - • Phases • Curriculum for secondary education • Vocational education • Special education • School of industry and reform schools Tertiary education which embraces: - • Colleges of education • Technikons • Universities Chapter 5 summarises all ideas discussed in the afore chapters. Findings and recommendations are made.