Aborigine schools

, 37, 52

Academic and professional training

, 31

Academic subjects

, 96–97, 98

Adapted education

, 62

in black schools

, 92

Advisory Council on Teacher Training

, 116

African colleges

, 131–134

African curricular development

, 84

African education

, 75–76

African Education: A Study of Educational Policy and Practice in British Tropical Africa (1953)

, 107–108

African, Indian and coloured teachers, colleges for

, 114

African language

, 97–98

African National Congress

, 107

African pre-capitalist societies

, 30

African Primary Schools, teachers for

, 109–114

African pupil teachers

, 39

African schools, massification and teacher provision for

, 124–127

African secessionism

, 49

African taxation

, 124–125

revenues

, 108

Afrikaans cultural movement

, 61–62

Afrikaans-speaking white institution

, 55

Afrikaner domination

, 107

Afrikaner nationalism

, 50

Afrikaner nationalist project

, 55

Afrikaner Republics

, 28

mission schools in OFS and ZAR

, 46–47

Orange Free State

, 45

Zuid Afrikaansche Republiek (ZAR)

, 46

All African Convention (AAC) roots

, 135

Anglo-Zulu War

, 29

Anti-assimilationist

, 30

Anti-Indian legislation of 1924

, 64

Apartheid and teacher preparation

African, Indian and coloured teachers, colleges for

, 114

African Primary Schools, teachers for

, 109–114

and Bantu education

, 107

establishment

, 109

practice teaching

, 110

universities, preparation in

, 116–119

White Secondary Schools, teachers for

, 114–116

Apprenticeship

, 32–33, 45

Art of teaching

, 19–20, 54

Assistant missionary

, 24

Athlone College of Education

, 156

Bantu Education Act

, 91, 110–111, 112–113

Bantu Education system

, 108, 109, 115, 144–145

Bantustan reports

, 142–145

Bantustan teacher preparation

, 149

Bechet College of Education

, 156

BEd course

, 115–116, 154–155, 163

Berlin Mission Society

, 58

Black education system

, 141

Black labour

, 61

Black teachers

, 61, 62, 63, 64–65

Boland College of Education

, 156

Border Department − Aborigine schools

, 34–35

British annexation of Natal

, 40

British colonial liberalism

, 130

British social engineering

, 30

Bureaucratic efficiency

, 107–108

Buthelezi Commission

, 142–143

Cape colony

education implications

, 23–25

pupil-teacher system

, 36–38

schooling and teaching

, 33–36

tiered teacher certificates

, 38–39

training in colleges and higher education institutions

, 39–40

Cape Dutch Reformed Church (DRC)

, 46–47

Cape Education Department

, 112, 124, 143

Cape Education Gazette

, 91, 93

Cape mission schools

, 20

Cape Province

, 65–70

Cape School Board Act (1905)

, 49

Cape Town College of Education

, 51

Capitalism

, 28–29

Certificated teachers

, 76

Certificates in use in 1920

, 80, 81

Certification Council for Teachers’ Training

, 141–142

Christian National Education (CNE)

, 50, 64–65

policy

, 107

Christian National vision of schooling

, 55

Church

Cape Dutch Reformed Church (DRC)

, 46–47

dominance of

, 20–22

English Church

, 46–47

Methodist Church

, 51

Citizenship rights for Africans

, 107

Class and elite formation

, 142

elite manqué, creation

, 145–148

CNE. See Christian National Education (CNE)

Co-educational institutions

, 94

Colleges

Adams College

, 44–45

African colleges

, 131–134

African, Indian and coloured teachers

, 114

Athlone College of Education

, 156

Bechet College of Education

, 156

Boland College of Education

, 156

Cape Town College of Education

, 51

closure

, 156–157

Edgewood College of Education in Natal

, 157

English-speaking

, 130

Further Education and Training (FET) colleges

, 155–156

Gill College

, 45

Giyani College of Education

, 144–145

Grahamstown College

, 39

Grey College

, 45, 46

Hewat College of Education in Cape Town

, 157–158

Huguenot College

, 32–33

Indian and coloured colleges

, 134–138

institutional provision and teacher preparation

, 76–79

college system expansion

, 76–77

tensions

, 78–79

white and black teachers production

, 77–78

Johannesburg College of Education

, 55, 156

Matriculation Examination of the South African Native College

, 70

ML Sultan Technical College

, 126–127

Natal Training College

, 42

New York Teachers’ College model

, 63

Normal College

, 32–33, 36–37, 70, 71–72

Pax Training College

, 110–111

Pietermaritzburg-based Natal Technical College

, 126–127

preparation

, 133

Pretoria College

, 70

Pretoria Normal College

, 56–57, 132

pupil-teacher and normal college systems

, 30–33

Rand College of Education

, 156

Sallie Davies College of Education

, 156

Sastri College

, 64

South African College

, 40

South African College of Learning (SACOL)

, 155

South African College of Teacher Education (SACTE)

, 155

South African Native College

, 70

St Aidans Training College

, 41

stand-alone

, 72

state-controlled Training Colleges

, 113

Technical College in Pietermaritzburg

, 126–127

training in

, 39–40

Transvaal College of Education (TCE)

, 136–137

university-college conflict

, 154

Victoria College

, 71

Wesley College of Education

, 156

White Colleges

, 128–131, 148

White English-speaking colleges

, 130

Zonnebloem College

, 64

Colonial and mission education

, 19

Colonial and non-colonial educational literature

, 107–108

Colonial beliefs and practices

, 36

Colonial forces

, 29

Colonialism

, 20, 27

Colonists and slaves, schooling

, 19

Coloured teachers

, 64, 67, 126–127

colleges for

, 114

Coloured teachers-in-training

, 88

Commission of Education

, 50

Commission on Native Education

, 66

Commissions of Inquiry

, 122–123

Committee on Teacher Education Policy (COTEP)

, 162

Compulsory schooling

, 19–20

Continuing Professional Development System

, 161

COTEP. See Committee on Teacher Education Policy (COTEP)

Cultural differences

, 107

Curriculum and pedagogy

higher primary teachers’ certificates

, 101–102

lower primary teachers’ certificates

, 97–101

teachers as professionals and community change agents

, 93–96

Curriculum change

, 161–164

Curriculum Committee

, 69

Darwinism

, 27

De Lange Report (1979 − 1981)

, 139–142

Democratic participation

, 107–108

Demonstration lessons

, 91

“Developing country”

, 142–143

Developmentalist colonial discourses

, 107–108

Developmentalist discourses

, 121

Direct transplanting

, 19–20

Discrimination

, 88–89

Double-digit inflation

, 156–157

Dual system of professional training

, 31–32

Dutch colony in South Africa

, 22

Dutch East India Company (DEIC)

, 19–20

rule

, 19

Edgewood College of Education in Natal

, 123–124, 157

Educated natives

, 41

Education

diplomas

, 126

leadership

, 36

officials

, 62

1865 Education Act

, 34–35, 37

Education Administration Commission

, 62

Educational independence

, 50

Education and Training Policy Framework

, 158

Education Labour Relations Council

, 157–158, 160

Education Renewal Strategy of 1991

, 160

Elementary Science and Physiology

, 98

Elementary Teachers’ Certificate

, 37–38

Elite manqué, creation

, 145–148

English Church

, 46–47

English historiography

, 31

English monitorial school

, 32

English-speaking colleges

, 130

English-speaking ethnic/national character

, 50

English-speaking liberalism

, 55–56

English-speaking universities

, 118

English-speaking white teachers

, 64–65

English workers, enfranchisement

, 30

Equality

, 107–108

‘Equal Pay for Equal Work’

, 64–65

Ethical religious approach

, 129

Ethnic citizenships

, 142

Ethnicized political identities

, 149

Eurafrican Training Centre and Practising School

, 57

Evangelist-teacher

, 32–33

Extension of Universities Act

, 117–118, 139–140

Extra-curricular activities

, 92

Extra-mural activities

, 134

Farming communities

, 61

Female Industrial School

, 36

Female supervisors (Jeanes teachers)

, 82

Feminisation

, 68

of teaching

, 31

Financial meltdown

, 159

First- and second-class schools

, 33–34

First Class Certificates

, 53, 55

Formal schooling

, 12, 19

Fourth Class Teachers’ certificate

, 54

Free Evangelical Swiss

, 46–47

‘Free’ labour for farmers

, 23

Free State’s Herzog Act (1907)

, 49

‘Fundamental Pedagogics’

, 119, 127, 129, 142–143, 158

Funding

, 175

practical subjects

, 99

Funza Lushaka bursary programme

, 159–160

Further Education and Training (FET) colleges

, 155–156

GEAR. See Growth, Employment and Redistribution Strategy (GEAR)

Genadendal Training Institution

, 24

Gender-differentiated form

, 97

Gendered expectations

, 125–126

Gender inequalities

, 121

Giyani College of Education

, 144–145

Government Teachers’ Certificate

, 41

Grahamstown Training School

, 51–52

Great Orange River

, 24

Great Trek

, 23

Growth, Employment and Redistribution Strategy (GEAR)

, 156–157

Hampton and Tuskegee model of adapted education

, 62, 63

‘Hegemonic or consensus ideology’

, 49

Heidelberg catechism

, 22

Hermannsburg Mission Society

, 23–24

Hewat College of Education in Cape Town

, 157–158

‘High’ apartheid, 1959 − 1976

African schools, massification and teacher provision for

, 124–127

authoritarian curricula and control

, 127–138

white teachers preparation

, 122–124

See also Apartheid and teacher preparation

Higher Education Act

, 156–157

Higher education and white teachers

, 40

Higher Education Policy Act

, 156

Higher normal school

, 32

Higher primary course

, 78

Higher primary teachers’ certificates

, 101–102

Historical legacies

, 167–174

apartheid

, 170–172

inter-war years

, 168–170

post-apartheid challenge

, 172–174

Housecraft Teachers’ Course

, 99

Human Sciences Research Council

, 160–161

Human Sciences Research Council Commission of Inquiry

, 139

Ideology of segregation

, 30

ILO-UNESCO Recommendation on the Status of Teachers

, 159, 175

Imperial and colonial contexts

, 27

Importation

, 27

Indian and coloured colleges

control, negotiation and resistance

, 134–138

Indian Education Acts

, 122

Indian Immigrant School Board

, 40

Indian teachers

, 126–127

colleges for

, 114

Individualism

, 130

Individual rights

, 107–108

Industrial and agricultural education for Africans

, 62

Industrial capital

, 30

Industrialisation

, 30, 49

and urbanisation

, 108

Industrialism

, 61

Inequality

, 61

Inflation

, 124–125

Informal curriculum

, 92

Informal teaching

, 19

In-service education

, 124, 147

Institute of Education

, 62

Integrated degrees

, 145

Integrated Strategic Plan for Teacher Education and Development

, 161

Intellectual education

, 85

Interdepartmental Committee on Native Education of 1935 − 1936

, 76

International and local economic climate

, 149

Internationalisation

, 27, 62

in education

, 62

Interpersonal relationships

, 129

Interpreters and motor-drivers

, 75–76

Italian bookkeeping

, 22

Johannesburg College of Education

, 55, 131, 156

JSTC. See Junior Secondary Teachers’ Certificate (JSTC)

Junior and Senior Indian Teachers’ Certificate

, 41

Junior Certificate (JC)

, 125

examination

, 78

Junior Secondary Course

, 126

Junior Secondary Teachers’ Certificate (JSTC)

, 125, 145–146

Junior Third Class examinations

, 68

Juvenile Mixed School

, 36

Kindergarten Certificate

, 52–53

Languages and academic subjects

, 97

‘Late’ apartheid phase (1976 − 1990)

, 121

Liberalism

, 30

Liberal segregationists

, 62

Literacy and numeracy

, 162

Local-class hierarchies

, 34

London Missionary and Wesleyan missionary societies

, 46–47

London Missionary Society (LMS)

, 23–24

in Vryburg

, 52

Lower Primary Teachers’ Certificate (LPTC)

, 80, 97–101

Lower Secondary School Certificate

, 80

LPTC. See Lower Primary Teachers’ Certificate (LPTC)

Madrassah

, 21–22

Manual training

, 96–97, 98, 100

Married teachers employment

, 115

Mass primary schooling

, 113–114

Matriculation Examination of the South African Native College

, 70

Methodist Church

, 51

Middle Class Certificate

, 39

Military training

, 97

Ministerial Committee on Teacher Education

, 158–159, 162

Mission-controlled institutions

, 73

Mission schools

, 24

college courses

, 102

industrial education and the pupil-teacher system

, 42–45

ML Sultan Technical College

, 126–127

Monitors

, 24

‘Mr Teq’

, 163

Natal

African Teachers’ Union

, 94

coastal belt

, 23

colonial forces

, 29

mission schools, industrial education and the pupil-teacher system

, 42–45

pupil-teacher system and model schools

, 41–42

schooling and teaching

, 40–41

Natal Education Commission

, 54

Natal Education Department

, 148

Natal Indian Congress (NIC)

, 64

Natal Indian Teachers’ Society (NITS)

, 64

Natal Native Teachers’ Union

, 63–64

Natal Native Trust

, 29

National Advisory Education Council

, 123

National Bureau of Educational and Social Research

, 61–62

National Congress’s Education and Training Policy Framework

, 156–157

National Education Commission

, 142

National Education Crisis Committee (NECC)

, 139–140

National Education Policy Act

, 122, 123

National Education Policy Amendment Act

, 123

National Education Policy Investigation (NEPI)

, 146, 155

National Education Union of South Africa (NEUSA)

, 133

National Institute for Curriculum and Professional Development

, 161

National insurrection

, 139, 148

Nationalist Party

, 61

National Party

, 107

National Professional Diploma of Education (NPDE)

, 160–161

National Teacher Education and Development Committee

, 161

National Teacher Education Audit

, 155, 157–158

Nation-wide insurrection

, 149

Native Affairs Commission

, 75–76

Native Educational System

, 35

Native Infant School Teachers’ (NIST) Course

, 101

Native mission schools

, 33

Native Primary Higher Certificate

, 78

Native Primary School: Handbook of Suggestions

, 93

Native teachers

, 75–76

Native Territories

, 38–39

‘Nazi-like regimentation’

, 113–114

Neo-Calvinist inspiration

, 107

New Education Fellowship

, 86

New Education movement

, 62

New York Teachers’ College model

, 63

Nineteenth-century South Africa

economy and society shaping educational developments

, 28–30

pupil-teacher and normal college systems

, 30–33

pupil-teacher system

, 33–47

Non-European Unity Movement (NEUM)

, 134

Non-racial sports movement

, 135

Normal College

, 27, 32–33, 55, 70, 71–72

Official languages

, 61–62

Opleidingskollege Suid-Kaapland (OKSK)

, 65–66

Orange Free State (OFS)

, 29, 54–55, 64–65

Orange River Colony

, 58

Organic unity

, 20

‘Overloaded’ academic curriculum

, 99

Parliamentary grants

, 30–31

Parsimoniousness

, 75–76

Pass rates, Elementary Teachers’ examinations

, 38–39

Paternalism

, 30

Pax Training College

, 110–111

Pedagogy. See Curriculum and pedagogy

Pestalozzian teaching method

, 32

Phelps Stokes Education Fund

, 62

Physical exercises, curriculum

, 97

Pietermaritzburg-based Natal Technical College

, 126–127

Pietermartizburg College of Education

, 70–71

Policy Framework for Teacher Education and Development

, 159–160

Population Registration Act of 1950

, 109

Postgraduate Certificate in Education (PGCE) programmes

, 159

Post-Standard X teachers’ certificate

, 146

Poverty and policy, teacher training

, 77–78

Practice teaching

, 110, 127

Practice-teaching lessons

, 91

Practising Schools

, 52

Pre-capitalist Khoisan societies

, 28–29

Pre-service education

, 175

Pretoria Normal College

, 56–57, 132

Primary Teachers’ Certificate (PTC)

, 126, 129–130, 143

Primary Teachers’ Diploma (PTD)

, 145–146

Private ownership

, 29

Professional subjects

, 71–72, 98, 101

Professional training

, 86, 96–97

Promotion of Bantu Self-government Act

, 113–114

Provincial Native Education Commission

, 68–69, 73

Pseudo-European Mission school teachers

, 79

PTC. See Primary Teachers’ Certificate (PTC)

PTD. See Primary Teachers’ Diploma (PTD)

Pupil-teacher system

, 31, 36–38, 50, 65–66

Afrikaner Republics

, 45–47

Cape colony

, 33–40

decline of

Cape Province

, 65–70

teachers’ associations

, 63–65

Transvaal, Orange Free State and Natal

, 70–71

Universities

, 71–72

and model schools

, 41–42

Natal

, 40–45

and normal college systems

, 30–33

Pupil-teacher Training Centres for Africans

, 57–58

Qualified teachers

, 65

Race and ethnicity

, 27

Racial and ethnic divisions

, 121

Racial cooperation

, 62

Racial discrimination

, 63–64

Racial divisions and differences

, 141–142

Racially-constituted social order

, 75

Rand College of Education

, 156

Recommended readers and textbooks

, 94

Residence life

, 134

Resistance

, 132–133

Resources and under-staffing

, 99

RhodesMustFall#

, 163

Rural Teachers’ Diploma

, 85

Salaries

and motivation

, 79–80

scales

, 75, 113

Sallie Davies College of Education

, 156

Scheme of training

, 99

Schmidt, George

, 22

Schooling

and patriarchy

, 30

and teacher training

, 61

and teaching, Natal

, 40–41

Secondary Class Certificate

, 66–67

Secondary Class Certificate Examination

, 65–66

Secondary Teachers’ Diploma (STD)

, 125, 145–146

Second-class black elite

, 82–83

Segregation

, 29, 61

strengthening

higher primary teachers’ certificates

, 101–102

lower primary teachers’ certificates

, 97–101

teachers as professionals and community change agents

, 93–96

Segregationism

, 61

Segregationist policies

, 61

Self-assessment tests and design

, 161

‘Self-governing’ territory

, 121

Sex-segregated education

, 36

Slave Compensation and Bible and School Commission

, 37

Social and intellectual precarity and marginalisation

, 174–175

Social-class relationship

, 35–36

Social conflict

, 61

Social constructs

, 128

Social Darwinism

, 30

Society of Young Africa (SOYA)

, 134

South African College of Learning (SACOL)

, 155

South African College of Teacher Education (SACTE)

, 155

South African Council of Education

, 161

South African Council of Educators’ Code of Ethics

, 162

South African Democratic Teachers’ Union (SADTU)

, 130

South African economy and society

, 20

South Africanism

, 55–56, 61

‘South Africanist’

, 107

South African Missionary Society

, 23–24

South African Native Affairs Commission (SANAC)

, 49

South African Republic

, 64–65

South African Teachers’ Association (SATA)

, 62

South African War

, 30, 53–55

Staatsmeisjiesskool

, 46

Staatsmodelskool

, 46, 54–55

Stand-alone colleges

, 72

State-controlled schooling

, 19–20

State-controlled Training Colleges

, 113

STD. See Secondary Teachers’ Diploma (STD)

Structural adjustment

, 149

Students, personal development

, 130

Student-teachers’ tuition

, 65, 75

Swiss missionaries

, 144–145

System, dismantling and reconfiguring

colleges of education into higher education, closure and incorporation

, 155–158

curriculum change

, 161–164

decolonization’ of curricula

, 154

global languages

, 154–155

intellectual and social development

, 154

policymakers

, 154–155

teacher education policy

, 153, 154

teacher supply and demand

, 158–161

technical and vocational teacher preparation

, 154–155

university-college conflict

, 154

T2 Certificate

, 39, 49–50

students

, 71–72

Teachers

, 22

associations

, 63–65

education policy

, 153, 154, 156

educator qualifications

, 146–147

mobilisation

, 148

as professionals and community change agents

, 93–96

and teaching

, 24

Training Departments for Africans

, 67–68

unification of

, 63–64

Teachers’ associations, pupil-teacher system

, 63–65

Teachers’ Centres and Professional Learning Communities

, 161

Teachers’ College model

, 63

Teachers-in-training at satellite schools

, 95

Teachers’ League of South Africa (TLSA)

, 57–58, 64

Teachers provision

in Cape colony

, 50–53

in Natal

, 53–54

in Transvaal and Orange River Colony

, 54–58

Teaching conceptions

, 84

Teaching method

, 54

Teaching profession and certification

, 79–82

Technical College in Pietermaritzburg

, 126–127

The Junior Secondary Teachers’ Course

, 143–144

Theory of Education and General Method

, 143

Third Class Certificate

, 38, 52, 55, 85

Third Class Certificated teachers

, 51, 65–66, 67

Tiered teacher certificates

, 38–39

Tiger Kloof

, 52

Time-tabling

, 134

Tool subjects

, 112

Training Centres in Durban

, 53

Training in colleges and higher education institutions

, 39–40

Transkeian Taylor Report

, 144

Transkeian territories

, 66

Transnational ‘links

, 27

Transplantation

, 27

Transvaal College of Education (TCE)

, 136–137

Transvaal Education Department

, 83–84

Transvaal Native Primary Lower Certificate

, 110

Transvaal Native Teachers’ Association

, 63–64

Transvaal, Orange Free State and Natal

, 70–71

Transvaal’s School Board Act (1907)

, 49

Tri-cameral Parliament

, 139

Unattractiveness

, 88–89

Uncertificated teachers

, 76

Undenominational public schools

, 36

Under-qualified teachers

, 141

Under-staffing

, 77–78

Unemployment rates

, 156–157

Unequal financing and teacher preparation

, 75–76

Unification of teachers

, 63–64

Uniform educational will

, 86

United Democratic Front

, 131

Universities

, 71–72

black students enroled, courses in

, 118

colleges and

, 83–89

relationships with

, 83

University-based teacher educators

, 163

University-college conflict

, 154

University Education Diploma (UED)

, 125

University Enrolments 1957 − 1958

, 117

University of London

, 62

University of Port Elizabeth

, 143

Unmarried female missionary teachers

, 43

Unresponsive head office

, 34

Unworkability

, 75–76

Upgrade teacher qualifications

, 160

Urbanisation

, 30

Vacation courses

, 100

Values

, 107–108

Vereenigde Oostindische Compagnie (VOC)

, 19–20

Verwoerdian discourse

, 109

Violence of slavery

, 20–21

Voluntary religious societies

, 31

Voluntary societies

, 19–20

Wellington Training School

, 51–52

Wesleyan Missionary Society

, 23–24

Wesleyan Training School

, 67

Wesley College of Education

, 156

White certificated teachers

, 79–80

White colleges

cultures of complicity and compliance

, 128–131

desegregation

, 148

White education

, 20

White English-speaking colleges

, 130

White schools, expansion and development

, 61–62

White Secondary Schools, teachers for

, 114–116

White teachers’ association

, 62

White teachers preparation

university cooperation in

, 122–124

White trusteeship

, 107

Working-class schooling, feminisation

, 37

World capitalist system

, 20

ZAR. See Zuid Afrikaansche Republiek (ZAR)

Zonnebloem Training Department

, 67

Zuid Afrikaansche Republiek (ZAR)

, 29, 54–55

Zuid Afrikaanse Onderwysers Unie

, 64–65

Zulu population

, 40

Cape classification

, 40

Zulu resistance

, 29