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Tong Magni

Trade Union Education training and development institute

  • Authors: COSATU
  • Date: 1995
  • Subjects: COSATU
  • Language: English
  • Type: text
  • Identifier: http://hdl.handle.net/10962/118706 , vital:34660
  • Description: There is acceptance within Cosatu that a Trade Union Education Institute should be urgently set up to assist in the building of Cosatu and affiliate capacity and skills in our new situation. It is recognised that there is a need for a more systematic.ongoing,professional education and development service winch such an Institute could provide. However, the form,status, control programme of this Institute is not yet agreed upon. Cosatu is in danger of losing control of this project,as other bodies set up and acquire funds to train trade unionists.
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  • Date Issued: 1995

Two articles focusing on participatory approaches

  • Authors: Biggs, Stephen D
  • Date: 1995
  • Subjects: Agricultural innovations , Rural development -- Evaluation , Agricultural extension work -- Research , Agriculture -- Technology transfer -- Evaluation , Agricultural extension work -- Evaluation
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/75076 , vital:30371 , 10250468
  • Description: In recent years there has been a growing literature that advocates various forms of participatory development. This is illustrated by the promotion of approaches/tools such as participatory rural appraisal (PRA), participatory technology development (PTD), and participatory process projects 1 These "new" approaches are fast taking on the form of a new generalised orthodoxy for solving development problems. It would seem from the perspective of some of the promoters of this orthodoxy that the problem of development is no longer one of not having the right approaches and methods, but one of getting recalcitrant policy makers, bureaucrats, academics to appreciate and adopt these new methods and techniques. My concerns with this new advocacy are that: i It does not relate to experience; ii It does not address issues of power structure and control over information and other resources in multiple and complex arenas of science and technology (S&T); iii By placing major emphasis on management approaches and tools, the new orthodoxy is cutting itself off from a critical reflective understanding of the deeper determinants of technical and social change. Unfortunately, I suspect that if this new orthodoxy does not develop a more critical reflective view of itself then, like previous dominant orthodoxies, it will soon have to develop a range of "escape hatches" to explain why these participatory approaches are not giving the results that their advocates promise. , AVOCADO series; v 06/95
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  • Date Issued: 1995

Using the topic "Water management in Umtata" to promote the use of an environmental approach in the teaching of geography

  • Authors: Nduna, Joyce Nothemba
  • Date: 1995
  • Subjects: Geography -- Study and teaching -- Environmental aspects Water -- Management -- Study and teaching -- Environmental aspects Environmental education -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1819 , http://hdl.handle.net/10962/d1003705
  • Description: This study first offers a critique of some conventional approaches to environmental education and geography. The critique is followed by an analysis of current learning theories which underpin environmental and geographical thinking. On the basis of this analysis an environmental approach to the teaching of geography is identified. Within the broad theoretical context provided by debates on the importance of environmental education for the solution of environmental problems, the study promotes student teachers' understanding of an environmental approach in the teaching of geography at Transkei College of Education. Water management, a section of the geography syllabus, is selected to illustrate the process and implementation of such an approach in geography. The educational effectiveness of an environmental approach with regard to the students' conceptual understanding of water management is evaluated. The study as a whole is set within the general literature of environmental education, and particularly that of education for the environment.
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  • Date Issued: 1995

William Plomer's and Sol Plaatje's South Africa: art as vision and reality

  • Authors: Ogu, Memoye Abijah
  • Date: 1995
  • Subjects: Plaatje, Sol. T. (Solomon Tshekisho), 1876-1932. Mhudi , Plomer, William, 1903-1973. Turbott Wolfe , Race in literature
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:2239 , http://hdl.handle.net/10962/d1002282 , Plaatje, Sol. T. (Solomon Tshekisho), 1876-1932. Mhudi , Plomer, William, 1903-1973. Turbott Wolfe , Race in literature
  • Description: This thesis essays a comparative study of William Plomer's Turbott Wolfe (1925) and Sol Plaatje's Mhudi (1930). Although writing from very different subject positions within the social order of the time, Plomer and Plaatje embody in their novels a strikingly similar vision of a South Africa free of racial barriers. Plaatje's version of South African history in Mhudi deconstructs colonial binarism by dramatizing not only conflict and difference but also co-operation and commonality. Holding the past up as a mirror to the present, it protests against racial injustice while implying the continuing possibility of reconciliation. Plomer reacts angrily to white hypocrisy and insists on the rights and humanity of his African characters, in the name of imperatives both moral and political. He seeks additional sanction for these by situating the South African race questioning the context of a Western world slowly awakening to the consequences of modernity. During a time of political turbulence, both writers speak out boldly and confidently against the rising dominance of segregationist ideology. The imminent inception of full democracy in South Africa has reanimated the relevance of these writers' vision of a non- racial social order. If one of the challenges facing the South African literary historian 'today is the reconstruction of a truly national literary tradition, then Mhudi and Turbott Wolfe would appear to be key works in such an enterprise. As different as Plaatje's epic myth-making is from Plomer's modernist irony, both novels contrive to speak with a new voice: a national voice which expresses the aspirations of all South Africa's people. They are, moreover, novels whose survival seems guaranteed as much by their aesthetic qualities as by their ideological orientation. The novels are examined against the backgrounds of South African society and colonial literary production. They are seen as milestones in the development of a liberal South African literary tradition. By breaking with the dominant oppositional mode, whether that of "white writing" or an emergent "writing black", Plomer and Plaatje exemplify a literature at once socially relevant and possessed of a prophetic vision that remains of significance in South Africa today.
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  • Date Issued: 1995

WISC-R coding incidental recall, digit span and supraspan test performance in children aged 6 and 7

  • Authors: Avis, Cheryl Esme
  • Date: 1995
  • Subjects: Wechsler Intelligence Scale for Children
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:3155 , http://hdl.handle.net/10962/d1007506 , Wechsler Intelligence Scale for Children
  • Description: The primary aim of this study was to develop age-related normative data for the WISC-R Digits Forward, Digits Backward, Digits Difference, Digit Supraspan, and Coding Incidental Recall (Immediate and 30' Delayed) tests for a non-clinical population of South African school children aged 6 and 7. The effects of sex, English versus Xhosa language, and white versus black race groups, were additional investigations. Subjects were randomly selected from three English speaking Grahamstown schools; level of education ranged from pre-school to Sub Standard B; English speaking subjects included predominantly white children, with a small proportion of coloured, Chinese and Indian children; Xhosa speaking children were all black. Interim normative data on all tests across two age groups (6 and 7) are presented, and are considered reliable and diagnostically useful in clinical neuropsychological assessment. There were no significant effects for age, sex, English versus Xhosa language or white versus black race groups, on any of the tests with the exception of Digits Backward which yielded marginally lower scores for black Subjects. Although the mean IQ estimate based on the Draw-A-Person test was equivalent across age, sex, English versus Xhosa language and white versus black race groups, an intelligence rating of subjects by teachers revealed that black subjects were evaluated significantly lower than white subjects. This suggests the presence of prejudicial racial attitudes amongst educators in these predominantly English speaking white schools.
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  • Date Issued: 1995
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