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Farming systems research is an approach to agricultural development in which farmers join scientists in mutual, interdisciplinary problem solving activities on farmers' lands, In that context,· extension education, a nonformal mode developed in the agricultural setting, plays a central and vital role in the dissemination of information and the diffusion of innovations. The farming systems research and extension strategy has been at work in Lesotho since 1979 as a fully integrated policy in the Research Division of the Ministry of agriculture and Marketing. Funded by the United States Agency for International Development, faculty members of Washington State University have worked as advisors and colleagues with national officers and members of farming communities in carrying out appropriate activities; Extension education programmes have been conducted among· a number of clienteles since 1981, addressing such areas of need as rural organization, village leadership, extension methods, and technical agriculture from a variety of fields and at several levels of instruction. Members of organized farmer contact groups as participants and diffusors, village chiefs and headpersons, and government extension workers and subject matter specialists were three key target groups for extension education programmes. This study concentrated on a threefold task. First, it undertook to review and substantiate the role and dynamics of extension education in agricultural development, in general and as reflected in farming systems research activities in Lesotho, Second, it sought to assess the impacts of extension education programmes in the above context in terms of changes in knowledge, attitudes, skills, aspirations (KASA), agricultural practices and, where possible, end results, using a reflective appraisal of programmes (RAP) methodology to ascertain those outcomes. Third, it expected to formulate conclusions and advance recommendations for the improvement of future such programmes

As a study in the field of Comparative Education, the research deals with the patterns of provision of non-formal education which evolved as they developed in South Africa and the United Kingdom, influenced by historical factors. The problem of the relationship between non-formal education, formal education and the private sector is approached from the angle of identifying the relationships between the various providers of nfe, the legal and financial framework in which it is found, and the real centres of initiative and policy. It is postulated that government to a large extent directs the relationship through selective policy statements, legislation and finance. The study is restricted to proficiency non-formal education, that which can be classified as pre-vocational, job-entry and continuous retraining, particularly in the urbanised sector. In the theoretical analysis of non-formal education it was found that non-formal education is in general intended for education that is integral and direct. It was seen that traditionally non-formal education seems to be associated with stasis and negatively with differentiation. As differentiation in a society increases, the incidence, duration and frequency of formal education increases. Education tends to be mostly reactive rather than pro-active and the more complex a society is, the more extensive schooling becomes. Increased symbolization in a society expands the formalization of schooling and in almost all historical instances the emergence of the State as amode of political organisation has led to formalization of education. It was found that the relationship between formal education and non-formal education could be complementary (where non-formal education extends formal education), supplementary (where non-formal education is an application of formal education), replacement education (where non-formal education replaces formal education) or incorporating (where formal and non-formal education are incorporated in on, Human Sciences Research Council

Afrikaans: 'n Doeltreffende onderwysstelsel is een van die belangrikste bydraende faktore tot volgeheue ontwikkeling van 'n land. Omdat onderwys 'n duur onderneming is, moet voortdurende pogings aangewend word om dit so doeltreffend moontlik te maak. Beplande ontwikkeling van 'n land moet dus ook die beplanning van 'n doeltreffende onderwysstelsel insluit. Hierdie studie het dit ten doelom inligting oor die onderwyssituasie in Bophuthatswana te verskaf en breë riglyne neer te lê wat as grondslag vir toekomstige onderwysstelselbeplanning kan dien. Die onderwys van die Batswana het vanaf die eerste sendingpoging aan die begin van die 19de eeu in bykans 160 jaar gegroei tot 'n volwaardige eie onderwysstelses met eie wetgewende gesag en eie beheer deur 'n eie Departement van Onderwys. Teen 1973, met die aanname van die Bophuthatswana-wet op Onderwys deur die Bophuthatswana Wetgewende Vergadering, is onderwys reeds aan 314 601 leerlinge deur 5 415 onderwysers in 735 skole gegee. Teen 1977 ontvang 404 963 leerlinge verskillense Soorte onderwys - meer as 80 persent primêre onderwys en benewens sekondêre onderwys ook ambags, vak- en tegniese opleiding. 'n Begin is met gevorderde tegniese opleiding gemaak, terwyl onderwysersopleiding by 7 opleidingskolo verskaf word. Landbouopleiding word deur die Departement van Landbou van Bophuthatswana aan 'n landboukolleqe te Taung verskaf. Vir universiteitsenderwys is Bophuthatswana tans nog aangewese op inrigtings buite Bophuthatswana. Alle onderwysersopleiding en die grootste gedeelte van ander beroepsgerigte onderwys is onder staatsbeheer, terwyl ondersteunde gemeenskaskole eie meerderheid van die primêre en sekondêre leerlinge huisves. Die Departement van Onderwys oefen sentrale beheer oor die onderwys uit, terwyl gedesentraliseerde beheer vanuit 14 kringinspeksiekantore geskied. Skoolkomitees, onder toesig van kringinspekteurs, bestuur gemeenskapkole, en private skole word deur hul eienaars beheer en deur private bestuursliggame b

Afrikaans: Die doel van die ondersoek is om die aandeel van ds. J.C. du Plessis na te vors ten opsigte van die verkryging van ‘n nasionale beleid vir die onderwys van blankes in Suid-Afrika deur spesiaal te verwys na sy rol in die Interkerklike Komitee (I.K.K.) en die Oranje-Vrystaatse Onderwysersvereniging (O.V.S.O.V.). Ter aanvang word kortliks verwys na die begrip nasionale onderwysbeleid en Wet 39 van 1967. Beginsels wat meer toeligting ontvang is die Christelike, nasionale, moedertaal-, differensiasie- en ouermedeseggenskapbeginsel. Die ontstaan van die vervlegting van die samelewingsverbande, kerk en skool van die Afrikaner wat die grondslag vorm vir onderwysbemoeiing deur die kerk word ook inleidend bespreek. Daar word op gewys dat dié noue verband tussen kerk en skool dateer uit die Hérvorming en tydens die volksplanting aan die Kaap op die onderwys alhier oorgedra is. Enkele wysgerige beginsels, te wete: die soewereiniteits- en vervlegtingsbegineels van gesagstrukture wat ten grondslag lê van die noue verband tussen die Afrikaner se kerk en skool en verklaar waarom die kerk en veral die N.G. Kerk, hom so indirek bemoei met die onderwys, geniet aandag. ‘n Voorbeeld van die kerk se bemoeienis met die onderwys is die stigting van die I.K.K. Hiervan was ds. Du Plesciis eers lid en later voorsitter. Van die O.V.S.O.V. wat heelwat later sy steun aan die I.K.K. toegesê het, het ds. Du Plessis na aftrede as predikant sekretaris geword. Na voltooiing van sy studies was ds. Du Plessis predikant op Jagersfontein en Bethlehem waar hy gou betrokke geraak het in onderwysaangeleenthede. Hierna word hy beroep na Beaufort-Wes in Kaapland waar hy sy segregrasieskema ten opsigte van Blanke en Kleurlingskole en koshuise deurvoer. Tydens hierdie periode red hy die Kaapse opvoedingskommissie van ontbinding en word die voorsitter daarvan. Ds. Ou Plessis word later die Kaapse verteenwoordiger op die I.C.N.U. van die F.A.K. en beywer hom vir C.N.O. As voorsitter van die Sinodale op

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