The contribution of the missionaries and the central government to education for the Batswana

Abstract

This study traces the historical development of education for the Batswana (in the former Bophuthatswana). It aims at evaluating and determining the outcome of the two-phased historical transitional era that characterises the history of education for the Batswana, by focussing on: * the transition of Black education under Missionary control to South African Government control; * the transition from South African Government control to the Bophuthatswana Government control. The four education commissions, namely the Eiselen (1949) and the De Lange (1981) of the South African Government and the Lekhela (1977) and Bodenstein (1985) of the Bophuthatswana Government respectively, are reported on. These commissions effectively brought the education of Blacks under the control of the state and essentially marginalised the important role played by the Missionaries in the education of Blacks in South Africa. The subsequent failure of the Missionaries as well as the state to bring about desired change and innovation in the education of Blacks in South Africa is signified by several events of protest including the 1976 uprisings. These failures led to the church communities reclaiming their place as significant role players in the education of Blacks in Southern Africa. The role played by the Catholic, Anglican and Methodist churches in bringing to an end racial segregation in education through the establishment of racially desegregated schools is also highlighted. The emergence of education for the Batswana as a separate entity through the Lekhela Commission (1977) did not necessarily constitute a significant departure from the Bantu

education ethos. The RSA Department of Education was still in charge of the secondary education curricula while the Bophuthatswana Education Department was in charge of the primary school phase. Some of the shortcomings of the Bophuthatswana education department are highlighted in this study. These include among others: * the lack of clearly identifiable innovative objectives and techniques, and * poor planning procedures. Notwithstanding the perceived shortcomings on the part of the Bophuthatswana Government to reform and innovate the Bantu Education system into the kind of education system that would meet the needs and aspirations of the Batswana nation, the following notable successes/achievements by the Batswana have been identified in this study: The innovative "Popagano" philosophy was embraced as the community committed itself to contribute meaningfully to the education of their children. The child centred primary education upgrading programme (PEUP) approach became a revolutionary perspective of teaching at primary school level. The establishment of the national university, the development of technical education and technicons are all indicative of the positive implementation and improvements envisaged by the Lekhela Commission. Furthermore, the introduction of Middle schools in the school system of Bophuthatswana is a unique feature in Southern Africa. The successful Missionary institution developments in the former Bophuthatswana were symbolic in the school structures as well as in the distinguished historical figures mentioned in this study. The aim of this historical research based its perspective on educational developments among the Batswana since the arrival of the Missionaries in the early eighteenth century. The changes and innovations that occurred during the establishment

of Bantu Education, Act No. 47 of 1953, as well as its implementation were highlighted in this study. The Bophuthatswana education infrastructure resulting from the Missionary influence, as well as from the RSA Department of Education (DET) influence were acknowledged.

The applicable methodology designed for the historical research have been defined and applied as part of the mini dissertation. These were as follows: Literature study; unstructured interviews; the problem-historic method, the descriptive methods and the comparative research method. This research was focussed on the Historical Education perspective. Thus, concepts related to the field of study have been defined as: Contribution of missionaries' education, central government, education for the Batswana in the RSA, Commissions of inquiry into black education, changes and innovations envisaging better system of education for the black South Africans. The research has been concluded with the following findings: Missionary education was the point of departure that had set the milestone for the civilization (christianization) of Blacks in South Africa. The South African government took the responsibility from the Missionaries with the concession of implementing the Bantu Education system in order to achieve the Western capitalist ideology, thus created the black homelands for the sake of segregation. All the education commissions of inquiry were elected by the government with the aim of innovating the Bantu education system. For that reason the Lekhela Education Commission envisaged emancipation from the apartheid system to the one that would achieve the aspirations of the Batswana as a developing nation. Subsequently, the latter commission gave birth to the education for "self-reliance" whereby the diversified school system and curricula were identified. Despite the Batswana unique "Popagano"

system, their reliance on the RSA' s Department of Education and Training could not be overlooked. In order to upgrade the standard of education for the Batswana the following aspects had to be considered for further research: Boosting the economy and budget for the educational structures, community involvement in curriculum development as well as the department of education's task of applying and recognising the students' rights in schools. This must be taken as a field of research, to improve the relationship between the students' body and the authorities.