Administering education in Namibia: the colonial period to the present
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Windhoek
Namibia Scientific Soc.
1994
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXXIV, 454 S. Kt. |
| ISBN: | 9991670211 |
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| adam_text |
Administering
Education in Namibia:
the colonial period
to the present
Cynthia Cohen
Namibia Scientific Society
Windhoek
CONTENTS
Acknowledgements xvii
Foreword xix
Acronyms and abbreviations xxii
Tables xxvi
Maps xxx
Nomenclature xxxi
SECTIONICONTEXTUALISINGTHESTUDY1
1 INTRODUCTION 3
General background 3
Statement of the problem 4
Study objectives and relevance 5
Methodology and sources 7
Limitations of the study 8
The statistical data 8
Political change 9
Outline 11
Notes 14
2 EDUCATIONAL ADMINISTRATION AS A VEHICLE
FOR EDUCATIONAL REFORM 15
Introduction 15
Educational administration as a field of study 16
What is educational administration? 17
The demands on educational administration in
developing countries 18
The activities of educational administrators 20
Who are the administrators? 21
What skills do education administrators need? 22
How can training help improve educational
administration? 24
How has training failed to improve
administration? 26
Proposals for training programmes 28
Conclusion 31
VII
Notes 33
3 THE HLSTORICAL/POLITICAL FRAMEWORK 35
Introduction 35
The first colonial phase: 1884-1915 35
German rule 35
White settlement 37
The establishment of reserves 38
Black resistance 38
The end of German rule 39
The second colonial phase: 1920 - 1990 40
Consolidation of South African rule: 1920s
and 1930s 40
Early abuses of power 40
Intensification of incorporation: 1940-1969 42
The United Nations 42
Outcome on South West Africa of the
South African National Party victory 43
Breaching the mandate 44
United Nations action 47
Further black resistance 48
The transitional period: 1970-1989 49
Concerted international action 49
External influences on events 50
Attempts at internal settlement 51
The role of the Western Contact Group 52
Removing apartheid laws 53
Increased pressure on South Africa 54
Events leading to independence 55
Conclusion 57
Notes 58
SECTION II FORMAL EDUCATION IN NAMIBIA:
1884-1969 59
4 EDUCATION DURING THE GERMAN OCCUPATION: 1884
-1915 61
Introduction 61
The role of the missions in providing
education 62
vin
Missionary education for blacks and
coloureds 63
The education of the black population 64
The Rhenish Mission 64
The Finnish Mission 65
The Catholic Church 65
The education of the coloured
population 66
Critique of missionary education for blacks
and coloureds 67
Employment opportunities for blacks and
coloureds 68
The government's role in the education of blacks
and coloureds 69
White education 70
The control of white schools 72
Overview of white education 73
Education and job opportunities for the
indigenous peoples in German East Africa 74
Conclusion 79
Notes 80
5 EDUCATION UNDER SOUTH AFRICAN RULE:
1915-1969 82
Introduction 82
Legislative developments in education: 1915 - 1926 83
First moves towards government control 83
The Education Proclamation of 1921 83
The 1923 Education Conference 84
The Education Proclamation of 1926 85
Educational provision: 1915-1940 86
Black education 86
Coloured education 87
White education 88
Teacher and technical training 88
Events in South Africa: the late 1940s and early
1950s 90
The Eiselen Commission of 1949 90
IX
The Bantu Education Act of 1953 91
Education in South West Africa: the 1950s 91
The administration of education 91
Black education 92
Coloured education 94
White education 94
School inspection 94
The implementation of Bantu Education 95
The 1958 Commission of Enquiry into
Non-European education 95
Comparison of black, coloured and white
education 98
Black education 98
Coloured education 101
Summary 103
White education 103
The entrenchment of Bantu Education:
the 1960s 104
The Education Ordinance of 1962 104
The Odendaal Commission of 1962 -1963 106
The administrative structure of education 107
Educational advantages between the ethnic
groups compared 108
Administrative changes in educational control 112
Conclusion 113
Notes 115
SECTION III THE ROAD TO INDEPENDENCE:
EDUCATIONAL DEVELOPMENTS IN THE 1970S
AND 1980S 119
6 THE 1970s 121
Introduction 121
The administrative structure 122
Educational issues 128
Changes to the system: an overview 128
Teachers 134
Teacher availability 135
Teacher qualifications 136
Teacher training provision 138
Teacher salary differentials and entry
requirements 139
Technical and vocational training 140
The role of the multinationals in education 142
Adult education 144
University training 145
Human resource supply and employment
trends 147
Conclusion 151
Notes 153
7 TRENDS IN FORMAL EDUCATIONAL PROVISION: THE
1980s 156
Introduction 156
Formal education provision 157
Developments in primary and secondary
education 157
The role of the private sector 161
The teaching force 162
Teacher availability 162
Teacher qualifications 165
Teacher training provision 171
Teacher training institutions and the
Academy for Tertiary Education 171
Recent changes at the Academy 178
Teacher supply 180
Central Government support for teacher
training 182
The role of the private sector and other
organisations in assisting teacher trainees 183
Conclusion 187
Notes 189
SECTION IV EDUCATIONAL ADMINISTRATION:
THE FINAL DECADE OF SOUTH AFRICAN RULE 193
8 AN EVER-EXPANDING EDUCATION BUREAUCRACY 1 9 5
Introduction 195
X I
Governmental structure 196
Legislative developments affecting the educational
administrative structure 198
Overview of the educational system 201
Educational expenditure 202
The Department of National Education: organisa-
tional structure, staffing, and training, 1988 205
Structure of the DNE 205
Staffing 206
Racism in job allocation 207
Sexism in job allocation 208
Training 209
Training at head office and the Academy 210
Administrative training within schools 213
Critique of training 214
The ten ethnic Directorates of Education and
Culture 216
Structure and staffing 216
Ethnic tendencies in staffing patterns 219
Staff potential 221
Overview 223
Training 224
Critique of training 228
Conclusion 228
Notes 230
SECTION V PREPARING FOR INDEPENDENCE:
TRAINING PROGRAMMES IN AFRICA
AND ABROAD 233
9 INTERNATIONAL ASSISTANCE TO POST-SECONDARY
EDUCATION TRAINING (1): GOVERNMENTAL AND
NON-GOVERNMENTAL ORGANISATIONS AND
INSTITUTIONS 2 3 5
Introduction 235
Limitations to the data 237
Swapo's role in educational provision at school
level 239
xn
Swapo's teacher training programmes and their
output 241
The Inset Programme 242
The Integrated Teacher Training Programme
(ITTP) 242
The United Kingdom Teacher Training
Programme for Namibian Teachers of
English 243
Namibians studying in the United Kingdom 245
The Commonwealth Secretariat's Fellowship and
Training Programme 250
Training assistance from the United States 252
Namibians studying in Canada 254
West German support to Namibians 254
Namibians and the Nordic countries 256
Finland 256
Sweden 257
Denmark 257
Norway 258
Summary ' • 258
Notes 260
10 INTERNATIONAL ASSISTANCE TO POST^SECONDARY
EDUCATION TRAINING (2): UNITED NATIONS
PROGRAMMES 2 6 4
Introduction 264
United Nations-assisted training programmes 265
The United Nations Fund for Namibia 265
The Nationhood Programme 266
Projects under the Nationhood
Programme 267
Training in education 267
Public administration and public
enterprise management 273
United Nations Institute for Namibia 275
Diploma in Management and Development
Studies 277
xni
Teacher Training/Upgrading
Programme 284
Educational, social and relief assistance 286
The United Nations Educational and Training
Programme for Southern Africa (UNETPSA) 290
Training in educational administration: the Inter-
national Institute for Educational Planning 292
The Namibian Extension Unit (NEU) 294
Overview of the United Nations training
programmes 296
Conclusion 297
Notes 299
SECTION VI THE ZIMBABWEAN EXPERIENCE:
EDUCATION AND EDUCATIONAL
ADMINISTRATION 303
11 ZIMBABWEAN EDUCATION AND ITS ADMINISTRATION
DURING COLONIAL RULE 3 0 5
Introduction 305
The legacy of colonial education 306
The development of a dual system of
education 306
Theearlyyears 306
The 1940s to 1979 307
Tertiary education 312
The teaching force 313
The education structure: organisation, staffing,
and training patterns 317
Organisation 317
Staffing 318
Training in administration 321
Human resources weighed against administrative
needs 323
The internal skills'supply 323
The external skills'supply 326
Overview 328
Conclusion 329
Notes 330
xiv
12 POST-INDEPENDENCE EDUCATIONAL
ADMINISTRATION IN ZIMBABWE 3 3 5
Introduction 335
The educational structure 336
Head office 336
The Regional Offices 336
Staffing policies and patterns 339
Righting the colonial wrongs 339
Trends within the Ministry of Education
and Culture during the first year of
independence 341
Professional staff composition 343
The teaching force: source of new civil servants 346
Expatriate policy 347
The outcome of change 349
Staff training 352
The need to train 352
The types of training offered 353
Specialised technical and professional
training 354
Rural development-oriented training 355
Administrative and managerial training 355
Zimbabwe Institute of Public Administra-
tion and Management (ZIPAM) 357
A critique of training 357
Conclusion 360
Notes 362
SECTION VII NAMIBIA: ASSESSMENTS AND
POST-INDEPENDENCE DEVELOPMENTS 367
13 ADMINISTRATION IN NAMIBIA — WHERE TO NOW? 3 6 9
Introduction and rationale 369
Research findings 370
Educational administration in Namibia 370
Educational administrators 372
Namibians trained abroad 375
Implications of the research findings 376
Insights from Zimbabwe 378
xv
Namibia's white civil servants and the issue -
of independence ':/ •: 381
Post-independence structural and staffing trends
in educational administration 385
The educational administrative structure 385
Staffing 387
Potential problems 389
Expatriates 392
Directions for further action and research 393
The Office of the Prime Minister 393
Research into training needs 396
Educational administration training 397
Training trainers 397
Country-specific and relevant course
materials 398
Conclusion 399
Notes 400
Appendix A: Ethnic distribution of posts within
the Department of National Education,
Notes 405
Appendix B: Ethnic distribution of posts within the
ten directorates, 1988 406
Notes 409
Select Bibliography 411
Selected Index 441
xvi |
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| spellingShingle | Cohen, Cynthia Price Administering education in Namibia the colonial period to the present Geschichte Education and state Namibia History School management and organization Namibia History Bildungsverwaltung (DE-588)4145493-5 gnd Bildungswesen (DE-588)4006681-2 gnd Bildungspolitik (DE-588)4006667-8 gnd Geschichte (DE-588)4020517-4 gnd |
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| title | Administering education in Namibia the colonial period to the present |
| title_auth | Administering education in Namibia the colonial period to the present |
| title_exact_search | Administering education in Namibia the colonial period to the present |
| title_full | Administering education in Namibia the colonial period to the present Cynthia Cohen |
| title_fullStr | Administering education in Namibia the colonial period to the present Cynthia Cohen |
| title_full_unstemmed | Administering education in Namibia the colonial period to the present Cynthia Cohen |
| title_short | Administering education in Namibia |
| title_sort | administering education in namibia the colonial period to the present |
| title_sub | the colonial period to the present |
| topic | Geschichte Education and state Namibia History School management and organization Namibia History Bildungsverwaltung (DE-588)4145493-5 gnd Bildungswesen (DE-588)4006681-2 gnd Bildungspolitik (DE-588)4006667-8 gnd Geschichte (DE-588)4020517-4 gnd |
| topic_facet | Geschichte Education and state Namibia History School management and organization Namibia History Bildungsverwaltung Bildungswesen Bildungspolitik Namibia |
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