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This paper describes the effects of apartheid on higher education in South Africa and formulates strategies to restructure post-apartheid higher education for the greatest educational development for all South Africans. It explains that South Africa's apartheid system deliberately structured education to provide a well-funded system for whites at direct expense to other groups. These inequalities were further entrenched through a "Christian National Education" ideology which permeated curriculum and the cultures of learning. Inequalities have produced various degrees of educational disadvantage. Many institutions currently want to enroll more and more black students but in the process confront the consequences of apartheid education and so experience a tension between growth and diversity and maintaining quality education. The first step in response is to develop a strategy for educational development priorities for institutions that classifies institutions between two polar types. Classification then allows institutions to select appropriate educational development initiatives which usually take the form of either academic support for students or academic development for faculty. A series of core access initiatives, educational effectiveness approaches, and resource deployment strategies are listed and described. (Contains 22 references.) (JB)

The Iziko museums in Cape Town, South Africa in collaboration with the International Museums Studies Programme at the University of Bergen, Norway, have jointly developed a Web-based concept that combines oral storytelling with new technology to connect schools in the South and North. Awaiting funding at the time of publication, this project was scheduled to be trail tested later in 2002. African storytelling traditions support communal ownership of stories and involve multiple forms of expression: mime, dance, music, as well as verbal narrative. The South African project considers how the Internet can be utilized to support and enhance these forms of storytelling with authors in the South and North. This paper considers parameters of community involvement in widely differing socio-economic contexts. Township involvement includes extending storytelling workshops at community centers to the Web. Focusing on technology transfer, the paper also considers the relationship between central museums developed within the apartheid system with newly established community centers on the periphery of urban centers. It reviews the need for changes to established museums in the post-apartheid period with a particular emphasis on incorporating black history and contemporary oral history into social and cultural museums, both physical and Web-based, in South Africa. (Author/MES)

The history of language in South Africa is characterized by linguistic inequality, European domination and imperialist ideology, suppression and denigration of indigenous languages through non-recognition, and entangled interrelationships among education, race, language, and identity. Official policy enforced mono- or bilingualism through the use of European languages, yet multilingualism was the norm for millions of South Africans. This paper reviews the historical context of language issues in South Africa, highlighting the developments in that history that attest to the degree of European domination and marginalization of nonwhites. It presents an overview of the Constitutional provisions that accorded language and education rights to all South Africans and focuses on the key issues that emerged in the early 1990s at the close of the apartheid era. The paper concludes by considering current and future issues, illustrated by insights from research in South African schools that underscores not only progress made as but also the fact that real transformation in terms of linguistic equality is only in its early stages. (Contains 18 references.) (SM)

This paper reviews postapartheid educational policy between the 1994 and 1999 elections. Its objective is to interrogate the different concerns, approaches, and implications of the various policies that have been formulated to fundamentally transform the legacy of the apartheid system. Five principal concerns are discussed: (1) the historical legacy of apartheid education; (2) equity and justice; (3) democracy and participation; (4) economy and globalization; and (5) efficiency, quality, and effectiveness. The paper examines existing critical analyses of educational policy development and highlights what critics point out as the process of educational compromise and the narrowing of the policy agenda. Researchers have reported a growing skepticism regarding educational policy development in South Africa. While some hail the new policies, others worry about deep conceptual flaws, implied political betrayals, and empty principles. However, all of these accounts only provide partial explanatory frameworks for understanding educational change. By adopting a metapolicy approach to educational policy development, the paper considers the various influences that have shaped, and continue to shape, educational policy discourses. (Contains 91 references and 22 endnotes.) (DFR)

The South African educational system has experienced many significant changes in the past 5 years which are intended to facilitate paradigm shifts in terms of ownership of schools, equity, wider access, more mobility, and modernization. New legislation and policy frameworks propose numerous strategic recommendations. It was against this backdrop of new legislation and policy formation, the concept of effective schools, and the need for capacity building of institutions and individuals, that the Delta Foundation's Centres of Learning Project was born. The Project was designed to develop a replicable framework for the development of centers of learning through building governance, management, and administration capacity of leadership of school communities. After discussing the concept of effective schools, this paper describes the vision, mission, and objectives of the Centres of Learning Project, discusses project sponsors and project management, and explains the research and development process used in the project. It then describes the leadership training program and discusses the consolidation and practical implementation of the leadership training. Finally, the paper describes program evaluation and lessons learned. The proposed model for the development of centers of learning includes: scientific needs assessment; a training program on personal effectiveness and leadership skills; a followup workshop; a regular feedback session; a continuous monitoring of progress; and a replication of the process to other schools. (SM)

Education in South Africa has mirrored the inequality and socio-political upheaval that has marked that country's history since the official establishment of apartheid in 1948. This paper provides a brief summary of some of the main issues impacting education in South Africa, a description of Fish Hoek Middle School just south of Capetown, an outline of some key middle schooling practices at the school, a discussion of the role of the school in promoting educational continuity in its community, and concluding remarks on current issues and future directions for the school. The paper begins with a look at apartheid's impact on education and the challenges faced in reconstituting the country's educational system and curriculum. Fish Hoek Middle School is described in terms of its developmentally appropriate nature, its mission, interdisciplinary team-teaching organization, guidance program, and exploratory mini-course program. The paper continues with a look at the school's role as a bridge between traditional elementary and secondary education, and concludes with a discussion of remaining problems in the areas of teachers' professional development and the country's centralized external examination system. Contains 10 references. (EV)

The issue of history, specifically history textbooks, has been at the center of South Africa's educational reform debates for years. One of the consequences of South Africa's delayed curricular reform is the continued use of apartheid-era history textbooks, which, among other things, deny European colonization and conquest and claim that whites and blacks arrived in uninhabited South Africa simultaneously. This study comparatively analyzes the content of old and new South African textbooks, emphasizing master symbols, number of pages devoted to certain historical events, and ideological implications of asserted facts. It also includes interviews with teachers at an all-white Afrikaans-language school, private and public integrated schools, and two public all-black schools. Students, professors, publishers, government officials, and journalists are also consulted. This paper explains that new textbooks have attempted to challenge the old apartheid narratives, highlighting migrations of blacks as well as whites. The most significant difference is in the treatment of separate development policy. Very little within these new history texts is written in Afrikaans. Though these new texts are a dramatic step forward, they are not available in many schools nationwide, highlighting the necessity of a more fundamental change in the curriculum. (Contains 24 references.) (SM)

At the beginning of the 1990s, education in South Africa was in turmoil and experienced a major crisis. Adding to the crisis were problems such as major inequalities in South African society where the majority of people were marginalized and forced to live in a disenfranchised society. Educational change was required to provide equity in terms of educational provision and to promote a more balanced view of South African society. The newly democratic African National Congress government has striven to root out apartheid education and to create a new vision of empowered citizens for South Africa. Against this background, outcomes-based education (OBE) was chosen in 1997 as the most likely educational model to address the crisis in South African education; the most likely system to operate at all educational levels; and the most likely model to address the issue of quality (and inequality) in South African education. This approach or model was chosen not only to emancipate learners and teachers from a content-based mode of operation, but also to respond to international trends in educational development. In March 1997 the Education Minister announced in the British parliament the launch of Curriculum 2005. Has the introduction of outcomes-based education really transformed South African education and empowered the marginalized and disenfranchised post-apartheid South African society? The paper provides background on outcomes-based education, considers the issue of quality in education, and discusses OBE, quality, and reform in South African education. It suggests a way to implement Curriculum 2005. (BT)

This paper discusses educational policies of teacher education in South Africa. The predominant theory of the Afrikaner ruling elite, Christian National Education, and its teaching style, Fundamental Pedagogics, structures schools on an authoritarian, paternalistic framework that perpetuates apartheid. Because teacher education was controlled through departments of education for each ethnic group, all of which were under the government control, the twin purposes of separation and inequality were successfully implemented from the passage of the Bantu Education Act in 1953 until the student protests that began with the Soweto uprising in 1976. As opposed to the Afrikaner universities, the English language universities began to look for ways to contribute towards changing the way initial teacher education was conducted, and towards opportunities for alternative forms of inservice teacher training (INSET). The Soweto uprising significantly accelerated the entry of private agencies into the field of INSET. Four types of nongovernmental INSET programs emerged: (1) those undertaken by universities, always with a research component; (2) those operating under the management of independent organizations set up especially for the purpose; (3) those run by bodies with wider interests for which INSET was but one activity; and (4) INSET agencies that have grown out of local community actions. The development of Peoples' Education and the action research programs developed in some of the universities are described. The most characteristic feature of the action research initiatives in the South African context has been their clear commitment to linking the political and the educational in a concerted effort to stimulate educational and social transformation. (DK)

This paper describes the status of library services in Natal, South Africa. Fragmented services dominate the area, with public, urban, and school libraries existing in complete autonomy from each other and ambivalent about each other's existence. Within school libraries, provision of services varies widely and reflects the wider apartheid structure of privilege that is racially defined. This difference is found in all elements of a school library service--materials, staff, accommodation, organization, and funding. Provincial libraries, purportedly open now to all citizens of the province, have not provided equal access for blacks, and some town councils have invoked a variety of measures as a means to exclude black users. Urban libraries and provincial libraries both are organized around central libraries which coordinate services in branches and other service points, and provide all training, materials, and funding through their central administration. This structure has contributed to limiting access to library services for many citizens. A number of arguments are presented which support improved distribution of library funds and services to the schools and to public libraries. There is hope that library services will become more coordinated and more equitably distributed. The University of Natal's Durban School Library conference established a historic collaborative group, dedicated to annual meetings to discuss and enhance education and media issues. (Contains 13 references.) (SWC)

It has been accepted that reading has a pertinent influence on the reader, especially the young reader. In a multi-cultural society, a child learns about himself and the different people around him from books. In this way, the child learns to know and appreciate his own culture and that of other children, and a healthy understanding between children near and far can be established; this should also be the case in South Africa. Until the 1970's most children's books in the Afrikaans language have depicted the social order of the time, in which blacks played a subordinate role. Since then, change has gradually taken place, and books have been published in which black and white children live, play, and appreciate each other in a normal way. A positive multi-cultural attitude in children's literature can contribute, especially in South Africa, to a social change if it corresponds with other reforms toward a more humane and just society. This paper presents a brief history of the founding of South Africa, followed by a description of the many cultures and a list of the twelve indigenous languages. The development of Afrikaans children's books is traced; and problems of current Afrikaans book publishing are detailed, including the limited number of readers, high price per copy, and limited expensive color illustrations. (ALF)

South Africa is in a state of transition. In viewing the struggle between apartheid's defenders and its opponents, social scientists can make the valuable contribution of projecting alternative scenarios of change as it relates to the way in which state institutions intersect with society. This paper is part of a larger study of South Africa that examined the relationship between state policy and social science influences and contending theories of political change and control. Contemporary themes in South African politics are briefly outlined, and the importance of newly introduced political and administrative structures is emphasized. It is a major thesis of the paper that the impact of these new structures, supported by social science theory, may both contribute to the dismantling of apartheid and define the developmental strategies adopted by a majority rule government. The paper suggests that there have been four separate social science ideologies that have defined the policy debate in South Africa since 1948: (1) modernization theory; (2) dependency theory; (3) corporatism; and (4) the concept of internal colonialism as exemplified by South Africa's "homelands" system. Each of these is discussed with a particular focus on how the specific theory has been used to promote and attack racially based political structures and public policy in South Africa. (DB)

Post-apartheid South Africa has been struggling with the question of how to restructure its institutions of higher education to both foster an equitable society and contribute to economic and technological development. Proponents of community colleges in the United States suggest that these institutions may best meet South Africa's needs. Community colleges or similar institutions have developed across the world and, despite differences in governance and mission, face similar challenges related to articulation with the indigenous educational system, quality control, and developing a mix of programs to meet both local and general needs. Changes in South Africa have made the nation ripe for educational reform, but the country's economic growth depends upon an educated workforce and the elimination of social barriers. The national Commission of Higher Education, formed in 1995, is seeking a centrally controlled governance system for the nation's higher education. Community colleges, however, are intended to be locally-steered institutions, responding to the market over state regulation and enjoying considerable autonomy. While community colleges may be able to provide the skills training needed by South Africa and help redress social inequities, care must be taken that they do not become additional tools for separating the countries ethnic groups. Community colleges should maintain high standards for both black and white students and operate under agreed-upon goals. Contains 40 references. (HAA)

Athol Fugard, a white South African playwright/actor/director of international renown, has worked toward the establishment of an integrated, multiracial theater not associated with the white South African establishment. In his plays, Fugard has made racism and the ravaging effects of racial tension come alive as he presents aspects of these problems on a personal level. Fugard studied anthropology and philosophy in college, hitchhiked through Africa, and worked on a tramp steamer before marrying an actress and beginning his first theater company in 1956. "Master Harold...and the Boys" was premiered at Yale Repertory Theater in 1982--it was banned for performance in South Africa as being too inflammatory. The play, containing autobiographical elements, explores the relationship between Hally, a white 17-year-old whose mother owns a teashop, and Sam and Willie, black men in their forties who work in the shop. As the play nears its climax, Hally demands that Sam call him "Master Harold," highlighting the fact that relationships between Whites and Blacks in South Africa are those between master and servant. "My Children! My Africa!" was produced in 1989 and deals with an older black teacher who hopes that violence can be avoided and change brought about by working within the system. Fugard's theater presents the universal themes of friendship, family, and the need for intimacy in a South African context. His plays offer examples of interracial relationships in which the individuals find common ground. (Contains 18 references.) (NKA)

The purpose of this document is to help South African educational institutions adjust to a post-apartheid era, in which linguistic diversity is promoted and celebrated, by clarifying the emerging processes of language policy formulation and implementation. The new government decided against issuing a grand blueprint for a new national language policy. Instead, it decided to encourage a democratic and participatory process to explore the issue. Papers in the book are as follows. Section 1, "General Introduction," includes: "Process and Participation, Not Blueprints" (David Brown). Section 2, "The Legal Framework-the Constitution and Language in Education," includes: "The Constitution and the Bill of Rights: Their Implications for Language Education" (Matthew Chaskalson); and "The Legal Role of the Provinces in Language Policy and Education" (Brendan Barry). Section 3, "The Nature of Language Policy and Process: the Pan South African Language Board and the National Department of Education," includes: "Functions of the Pan South African Language Board" (Khethiwe Marais); and "Language Education Policy and the National Education Department" (Neville Alexander). Section 4, "Language Policy and Practice at School Level," includes: "The ELTIC [English Language Teaching Information Centre] Project" (Dodds Pule); "Researching the Language Context for Language Policy Decisions at School Level" (Sarah Slabbert); "Language Education and the Policy Process in KwaZulu-Natal" (Mervyn Ogle); and "Language as a Subject" (David Gough). Section 5, "Language Policy and the Publishing Industry," includes: "What Will Books Look Like? How Will We Teach? A Practical Look at Language Policies" (Kate McCallum). Two appendices are included: "Extracts from the South African Constitution" and "Extracts of Language Clauses in Provincial Education Legislation." (KFT)

This report resulted from a national workshop held September 5-6, 1995, near Johannesburg, South Africa. The theme of the workshop, "Reflections on Conflict and Peace," was chosen to echo the nature and purpose of the workshop. The major papers presented include: (1) "Conflict and Peace Research Methodology" (Louise Nieuwmeijer); (2) "Research Capacity Building among Practitioners" (Jannie Malan); (3) "Forging a New Bureaucracy: Guidelines for Research on Conflict Resolution" (Fanie Cloete); (4) "African Methods of Resolving Disputes" (Jannie Malan); (5) "Mediation of Family Conflict" (Hugo van der Merwe); (6) "Resolving Conflict in Communities in South Africa" (Gavin Bradshaw); (7) "Violence and Conflict" (Jabulani Mabasu); (8) "A New Approach to National and Regional Security" (Laurie Nathan); (9) "Security and Peace" (Mark Shaw); (10) "The South African Police Service in Transition: Attitudes, Perceptions, and Values of Police Personnel in an Eastern Cape Community" (Rob Midgley; Geoff Wood); (11) "Conflict in Education" (Rejoice Ncgongo); (12) "Conflict and Empowerment of the Youth" (Johan Olivier); (13) "Development and Conflict" (Theledi Sebulela); (14) "Labour Conflict" (Renee du Toit); (15) "Conflict, Co-operation, and Change in South Africa" (Peter Cunningham); and (16) "Conclusion: The Realities and Challenges of Conflict and Peace Research" (Louise Nieuwmeijer; Anita Burger). (EH)