EHE 4621 - the summary entails every particular aspect pertaining the history of education PDF

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SCHOOL OF EDUCATIONPGCE. COURSEWORK STUDY GUIDEHISTORY OF EDUCATION (EHE4621 )ORGANISATIONAL COMPONENTWORDS OF WELCOMEA hearty welcome to the module (HISTORY OF EDUCATION: EHE 2 621 ), which focuses at introduction and the development of early education in and after 1652, i. after the arrival of the...

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SCHOOL OF EDUCATION

PGCE. COURSE WORK STUDY GUIDE HISTORY OF EDUCATION (EHE 4621)

ORGANISATIONAL COMPONENT

WORDS OF WELCOME

A hearty welcome to the module (HISTORY OF EDUCATION: EHE 2621), which focuses at introduction and the development of early education in and after 1652, i.e. after the arrival of the Dutch in 1652 in South Africa. The module will place emphasis on education and cultural influences of the then education to social life.

Remember that preparation of the final portfolio examination should be an on-going process that starts with reading and understanding the study material and continues throughout the entire study time, including the contact time you spend on this module.

MODULE OVERVIEW History of education introduces how education was developed since the arrival of the Dutch in 1652 in South Africa. History as some scholars say is the study of human past. The past has left many traces, including traditions, folk tales, works of art, archeological objects, books and other written materials. It is important for students to understand that education in its broadest sense refers to the ways in which people learn skills and gain knowledge and understanding about the world and about themselves. In this module, we will need to understand that education in South Africa was introduced long before the arrival of the Dutch. Even though some claim that it was introduced after the arrival of the Dutch. Africans had their informal education as it is discussed in some of the paragraphs of the module. The module will deal with: 2

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The period of education development from 1652-1899s;

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How the first schools were developed and administered;

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The development of primary and secondary school;

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The multiculturalism of the Colony; and

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Contribution of religious groups in education development

Module objectives 

The module is designed to equip students with knowledge of the development of education from 1652-1899s.

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To access the students to how education and curricular differentiation were designed.

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To provide an opportunity to know how schools were historically administered.

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To explore all areas which have assisted the learners in improving their cognitive skills.

Core competencies This module sets out to assist students to understand: 

General historical background of education;

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Factors which promoted the practice of separate schools;

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First schools;

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Church schools; and

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Development of pre-primary schools, primary and secondary schools;

Learning outcomes 

Students are expected to understand the development of education from inception of formal education;

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Students should understand the development of pre-primary, primary and secondary schools;

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They are expected to know how the first schools were administered; and

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Students should know which ordinances were used to make use of medium of instruction.

Module organization and key themes Students will be expected to demonstrate their basic understanding of history of education in South Africa since the arrival of Jan van Riebeeck and the Huguenots in 1652. At the end of each lecture students will analyse what they have learnt in the lecture. They should also be able to explain to one another what they have understood in class about each and every discussed topic.

Historical background 

This is the period 1652-1899.

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The first public schools, church schools.

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Medium of instruction per four provinces.

ASSESSMENT Project One project will be written. At this level of education students will be expected to visit library to get literature on History of Education. When writing assignments, students will be expected to observe referencing rules. Examples of referencing rules are: An alphabetical ordered list of

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references cited in the assignment should be included in conceptual memos and cooperative learning written work at the end of the papers. Entries in the list of references should be alphabetized by the last name of the author or editor. Citations to references should be designated throughout the text by enclosing the authors' names and year of the reference in parentheses. Example: Several studies (Hooks, 1998; Mashau, 2001) support this conclusion. Citations to the source of a direct quotation should be brief, and must give a page number or numbers. Example: Collins has said, " the social construction of Black Feminist Thought is …” (Collins, 2000:3). Example of bibliographical citation for a book: Wing, A.K. & Carvalho, E. 1998. Black S.A. Women: Toward Equal Rights. New York: New York University Press. Example of a citation for a journal: Feminist educational leadership: Locating the concepts in practice[1], by Jane Strachan. Gender and Education. September 1999, Vol.11, Iss. 3, pp. 309-323. QUESTION 1 In not less than three pages clearly discuss the mission fulfilled by religious institutions (Christian Mission Education and Muslim Education) to education setup in South Africa and how this influenced the current education system of the country. [50 marks] Question 2 Carefully discuss the introduction of British Education system in the Cape Colony under the following three subthemes: i)

Education under established policy: the inherent problems (10)

ii)

The extension established policy: church clerk schools and the monitor system (20) 5

iii)

Anglicization policy: the English school (20)

[ 50 marks]

Test No test to be written for this module Year mark No year mark to gauge the students’ examination entry status. Assessment Students will be assessed in the following manner: 

Portfolio work :

100%

PRESCRIBED BOOK: Booyse, J.J.; le Roux, C.S; Wolhuter, C.C. 2011. A history of schooling in South Africa. Pretoria: Van Schaik. OTHER REQUIRED COURSE READING MATERIALS:  Behr, A.L. 1984. New perspectives in South African education: a review of education in South Africa (1652-1984). Pretoria: Butterworths.  Brubacher, J.S. 1966. History of the problems of education. New York: McGraw-Hill.  HSRC. 1988. Report on the main committee of the HSRC provision of education in the Republic of South Africa.  Puperti, R.M. 1975. The education system in Southern Africa. Pretoria: Van Schaik.  Van Schaik, O.J. 1988. The education system: Theory and practice. Alkedrant: Ikanto.

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 Van Zyl, A. 1997. A historical overview of South African education. (In Lemmer, E.M. & Badenhorst, D.C. (eds) 1997. Introduction to education for South African teachers). Cape Town: Juta.

GENERAL COURSE REQUIREMENTS Commitment to learning & professional development: The most general requirement of this course is a commitment to learning and professional development (and to teaching others) about how education was developed, and where it is currently. This requires openness to ideas; a willingness to read, to think, and to listen, and the courage to formulate and present answers to challenging problems.

Come to class prepared: In order to benefit from the class, it is expected that students come to class prepared by thoughtfully completing assigned readings or cases, and guide questions when provided. Read the syllabus so that you are aware of the day's topic. Prepare readings and other assignments thoroughly and thoughtfully before class. Think about how they relate to your own experience. Note key points, personal insights, questions and be prepared to raise them in class. It is advisable that each student brings 1 page of notes, summarizing their class preparation. This will also aid you in keeping a record of your study activities. It will not be possible to get ready for class at the last minute or to easily make-up material from classes missed. Commitment to Cooperative Team Learning: It is expected that you are available for time to meet in a small group with other students outside of class on a regular basis for the cooperative learning project and possibly other class assignments. Teams are used to enable some of the class learning for the following reasons: 1. Much of the workplace (including schools) is now organized around teamwork; and

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2. Studies show individuals learn more when they study material in groups. Individual Presentation of Assignments: Students will be required to write assignments before writing the final project SOCIAL CONTRACT ISSUES  Grading fairness: In order to insure grading fairness, I would like to ask your cooperation in the following ways: o Place only your student no. on all written work turned in. In this way, the objectivity of the grading process is enhanced. o Adhere to deadlines for submitting graded work. That is, personally turn in your work on the day and time it is assigned to the assignment folder. In the interest of fairness to students who worked to meet a deadline, late work will not be accepted. If you anticipate problems with the computer (now taking over the number one position in the lexicon of excuses for late work) or copying, do it earlier. In summary, class members are encouraged to plan their time accordingly. o Write up a short note if you would like an assignment re-evaluated because you think you deserve a higher mark. Written or oral feedback on your request will occur after I have read your response. Please do not ask me about re-evaluating your assignment during class time, until I have had a chance to thoughtfully review your written request. While I do not want to dissuade you altogether from seeking to have your work re-marked, I just want you to keep things in perspective and save class time for the planned learning of the day. 

Respect class members: Have respect for each other (one person speaks at a time). Recognize that all viewpoints are valid (even if they are not your own or those of the majority.) Give others a chance to speak up if you have already had an opportunity to give your view.

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Attendance: Please do not be habitually late, leave early, or miss class periodically, as your absence is disruptive to the learning of others. If you will miss a class, please notify

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me at least in advance of the class by phone or in writing. If you know that you will need to miss two classes or more this semester, you may want to think about taking this module in another term. Please try to schedule interviews or feedbacks outside of class time. Make up time for examinations or assignments will not be given. Since this class only meets once in a week, attendance is very important. 

Academic integrity. See the Univen policy on "Integrity of Scholarship and Grades. (i.e., academic dishonesty).

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Preparation and learning processes: The philosophy of this course is that we learn from each other. Therefore, individual preparation is vital. Unless otherwise indicated, reading and assignments listed in the syllabus should be completed by the class for which they are assigned. You may be called on to summarize the readings; and to share your wisdom and experience related to the topic being discussed. If you are unable to prepare for a particular class, please let me know so I won't call on you inadvertently. In order for the class discussion to be an effective tool, it is important that a wide crosssection of students participate.

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Recommendations for Success:

o Do not fall behind. It is tough to catch up in any module. o Read summary materials and the prescribed book reading guide. o Work on the study questions with a partner or two. However, do not be a free rider in your study group, because someone will not be there during the exam to answer questions for you. o Please see me if you are having problems and don't wait until the end of the term. Class Processes The main ways in which we will learn is as follows:  Discussion and analysis of other authors of history of education besides the reader.  Significant group work involving self-managing cooperative teams. 9

 Individual out of class reading, class preparation, and personal synthesis of course materials for the individual presentation.

Guest Lecturers: Other specialists will be invited to talk about specific themes and share their expertise with us if time permits. Course schedule: This syllabus is an outline (which will likely change) of the material to be covered. I may add (or delete) readings. You are responsible for keeping informed of changes in the syllabus, paper and project due dates and examination dates.

1. EUROPEAN FOUNDATIONS SHAPING SCHOOLING IN SOUTH AFRICA: EARLY DUTCH AND BRITISH COLONIAL INFLUENCE AT THE CAPE

1.1 INTRODUCTION  History of education (pedagogic) is a historical-systematic field which examines, interprets and describes the structural relatedness of the education phenomenon or educational reality as a historical premise (in its situatedness in the past and in time) with the aim of illuminating the present and providing guidelines for the future.  History uncovers the conditions, possibilities and boundaries of education as well as the presuppositions which form the basis for its meaningful disclosure. It should be understood that everything which has become and which may grow and change possesses validity from a historical point of view.  History of education introduces how education was developed since the arrival of the Dutch in 1652 in South Africa.  History, as some scholars say, is the study of human past. 10

 The past has left many traces, including traditions, folk tales, works of art, archeological objects, books and other written materials.  It is important for people to understand that education in its broadest sense refers to the ways in which people learn skills and gain knowledge and understanding about the world and about themselves.  In this module, we will need to understand that education in South Africa was introduced long before the arrival of the Dutch. Even though some claim that it was introduced after the arrival of the Dutch.  Studying history should not entail that we are trapped in the past, and it does not mean that we are trapped in the present. History should give us energy to move (forward) to the future.

1.2 HISTORICAL CONTEXT  The education for youth is universal human phenomenon regardless of whether it occurs in an informal setting or institutionalized.  Several events, as evidenced in the country’s recorded history, influenced the process of providing education.  Firstly, there was the colonization of the Cape region, which was already home to the Khoikhoi (who were predominantly pastoralists) and the San (who were hunter gatherers) by non-indigenous people.  Europeans from various countries settled in the region, importing slaves from northern Africa and the East (mainly from Madagascar, Mozambique, Batavia, Malaysia, Indonesia and India) to facilitate the process.  This resulted in the introduction of new customs, ideas and religion, and the need to provide the community with a local education.  Secondly, the Cape Colony changed Governorship several times. It was governed by the Dutch East Indian Company (DEIC) (1652-1795); the British, to whom the Cape had been 11

ceded for ‘safe keeping’ during the French occupation of the Netherlands (1795-1803); and the Batavian Republic that had been established in the Netherlands upon restoration of peace (1803-1806).  Then there were events such as the expansion into the interior of the country by freeholder farmers and settlers, the arrival of missionaries, the rise of a community of people of mixed blood and the conquest of Bantu chiefdoms. These occurrences modified and extended patterns of organized social living, including the provision of education.  An additional factor to be considered is that the effects of these events were experienced differently by the various cultural and racial groups.  During the course of time society became divided along racial lines into white, black, coloured and Indian people. These four groups were not only demarcated by ethnic makeup but also occupied different positions in society.

1.3 COLONIST SETTLEMENT, CULTURAL SENTIMENT AND INTERGROUP RELATIONS 1.3.1 Colonist settlement  Europeans knew the Cape as on numerous occasions they sailed past and at times embarked along the coast on their way to and fro the East Indies, the decision to establish a permanent settlement was only taken in the mid-17th century.  The terms of the DEIC settlement were clearly outlined: Commander Jan van Riebeeck was to establish a refreshment station. The DEIC was a private commercial undertaking whose purpose was to make profit. There was no intention to colonise the region since this would require financial and administrative outlay. Dutch statesmen were aware of how much DEIC could contribute to the power of the Republic of the United Netherlands and establishment of the settlement at the Cape was fully sanctioned by the government. DEIC employees were bound to absolute loyalty to the company and their liberty was restricted in many spheres.  In time even those who secured ‘freedom’ from the company and became vrijburgher or ‘free citizens’ remained in the rule of the company and were economically subservient to

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company interests. Produce from their farms were sold at tariffs set by the company and private enterprise was not allowed. These individuals were the first European colonizers since they were allowed to move beyond settlement confines.  The achievement of the goals of the Cape settlement envisaged by the DEIC required amount of manpower which could not be met by 100 men. Local people were not to be enslaved, and more over indigenous people were not willing to supply their labour. 1.3.2 Cultural sentiment  Slaves were brought to the Cape by: DEIC sponsored voyage from the Cape obtaining slaves from Madagascar, Mozambique and East Africa; DEIC return fleets that brought slaves from the East Indies, Batavia and Ceylon; and foreign ships and foreign slavers who sold slaves from Madagascar, Mozambique and East Africa on their way to the Americas.  Convicts from Asia and Indonesia were also sent to serve out their sentences at the Cape and they too counted among slave population.  The ethnic diversity of the slaves meant linguistic diversity and a lingua Franca emerged.  Some slaves used creolized Portuguese and others conversed in the form of Dutch that evolved into Afrikaans.  A communal identity based on their traditional languages and cultures was rapidly eroded.  The Dutch settlers came from devout Protestant roots and their religion was pivotal to their existence.  Through slavery and convict labour, an Islamic community was introduced to the Cape in the 17th century. The Islamic religion spread not only through the transplanting of Musilms from Indonesia to the colony, but also from internal proselytisation among inhabitants at the Cape.  Unlike the Christian clergy, the Musilms imams identified with the black population and performed marriages and funerals that the slaves could not obtain from the Christian churches. By the turn of 19th century there was such flourishing of Musilm community in Cape Town that included slaves and free black people, they petitioned to authorities for permission to build mosque. 13

1.3.3 Intergroup relations  Miscegenation or mixing of races occurred. In 1671 it was reported that three-quarter of the children born to the Company slave women were of mixed parentag...