Opvoedkundige implikasies van die segregasiebeleid in Suid–Afrika in die periode 1950–1984 vir die onderwys aan swartes

Abstract

The research reported in this paper is concentrated on the following question: What were the educational implications of the segregation policy of the National Party for the education of Blacks during the period 1950-1984? The goal of this research was to determine the pedagogical implications of the segregation policy of the National Party for the education of Blacks during the period in question. This report consists of the following chapters: * Introduction, statement of the problem, the objectives of the research and methodology. * Differentiation in education according to the basic religious principle and the culture as determinants of the National Party's segregation policy. * Context and background of the National Party's segregation policy in the education of Blacks during the period 1950-1984. * Reaction against the provision of separate education. * Findings, conclusions and recommendations. It was found that a clear connection exists between basic religious principles, culture and education. Differentiation according to basic Christian religious principles and culture was a prominent feature of the National Party's segregation policy.

It was also found that the terms people, race and nation were often confused in the literature and statements of the policy. The segregation policy has a long history. Segregation seems to have already existed since 1652, although in unstructured form. The foundations of the National Party's segregation policy and its policy of educational segregation were already laid well before 1950. From 1950 onwards, segregation became official government policy and was legalized. Although the government started to exfoliate the segregation policy from 1967 onwards, this did not implicate a change in policy. The segregation policy had various pedagogical implications regarding the following educational matters: educational financing, teachers' salaries, curriculum, the numbers of pupils, free and compulsory education, examination results, teachers, the teacher-pupil-ratio, parental involvement, educational aims, night schools, medium of instruction, facilities, control, the provision of textbooks, appliances and furniture and separate universities. The segregation policy also had far-reaching effects on the personal lives of the pupils. Reaction against the policy of educational segregation also had harmful effects on education for Blacks. It was concluded that the National Party's segregation policy definitely had certain pedagogical implications for the education of Blacks, especially in the period 1950-1984; it gave negative connotations to education for Blacks and it resulted in quantitative and qualitative differences between the

educational matters mentioned above regarding the different population groups. On the basis of the findings and conclusions it was recommended that the pedagogical implications of the segregation policy for the education of Blacks should be investigated more closely, especially the various facets thereof. Facets that should come under scrutiny are: educational financing, salary discrepancies, curriculae, vocational education, examinations, teachers' qualifications, educational aims, medium of instruction, educational facilities, universities and the complaints of reactionary groups.