Major educational events in South Africa during the period 1900-1994 | ||| 1980Open Schools as a Reform MovementConclusionReference s1900-1910Christian National EducationIn In 1901, a group called Vriendekring was formed and established a group of private schools. Its main mission was to ensure that Dutch traditions, language, religion and history were taught in schools. It was a fairly advanced group which had its own jury and its own examiners. In 1907, when General Smuts became Minister of National Education, the CNE schools received a real boost. The standard of education was high and could be considered very close to public school standards. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essayIt was created to formulate a comprehensive education policy for South Africa. The CNE committee included men representing the Dutch churches, the teaching profession, the Afrikaner University and Afrikaans cultural leaders. Educational policies and laws in South Africa have been influenced by the policies of the NEC. After years of preparation, a pamphlet summarizing the principles of the CNE was published in February 1948. Before the end of that year, the National Party was in power and able to begin implementing its educational policies. Politicians were allowed to burn down farms, they called it scorched earth. 1920-1930 In 1922, new laws were passed that established funding for African education at all levels, with additional funding to come from Africans themselves. The result is continuous under the financing of the Missionaries. The Board of Education was abolished and a sub-department of Native Education was established under the Superintendent of Education. Two hundred missionaries were brought from England to teach in British concentration camps, followed by hundreds from Canada, New Zealand and Australia. It was at this time that Soweto was established as a separate district for Africans only. Missionaries from the old Transvaal administered, controlled and financed their schools. As long as these missionaries financed their black education schools, the state did not interfere in the curriculum policies and administration of the schools. The old Transvaal government had a policy of allowing missionary societies to continue their efforts, provided they did not interfere with the education of white settlers. This clearly indicates that the former government used many methods to ensure the success of its policies and actions. The missionaries taught in their European style and also taught their learners manual labor and work, which one would believe was a challenge for the learners to adapt to the new teachers, the new use of language and style and manage the work. 1950- 1960 Missionary schools The Church has always played an important role in education in South Africa and particularly in the education of blacks. Before 1953, mission schools provided almost all education available to blacks. Missionaries were the main teachers of black people in South Africa before Bantu education forced them to close schools. However, without the missionary schools, black people would not have received any education. Missionary schools trained many people. THEMissionaries also came from Europe, with their own goal in mind. Most of the time, missionaries taught basic reading and writing as well as Christian doctrines. It was easier for literate people to absorb religious ideas by reading the Bible and singing hymns. Basic education has become an important means of conversion. At the same time, manual labor and practical training also formed an important part of missionary education. The most important mission schools generally taught a European-style curriculum, but also included industrial training and manual work in the curriculum. Missionary education played its role in creating new social groups, workers and elites. This policy focuses on issues of Christianity, religion and education. Not everyone is Christian, so this is unfair to many learners who were not Christians, as they would only be treated as a minority and inferior. Bantu Education Act 1953. It is said that “Bantu education” should be brought under the control of the government and should be used. rebuild and extend “Bantu culture”. Based on cultural differences, people should be separated in education and other areas of life. Bantu education also contributed to the formation of reserves, in order to facilitate and encourage the evolution of a progressive, modern and self-respecting Bantu order of life. As the Eiselen Commission says, “schools must take due account of the fact that outside of school hours the young Bantu child develops and lives in a Bantu community.” Many missionary schools were closed after Bantu education. The Bantu Education Act stipulated that African education should be under government control. 1968-1978 Steve Biko and black consciousness After leaving school, Steve Biko studied at the Natal Medical School in 1966. While there he helped establish the South African Students' Organization (SASO) in 1968. His political activities led to his expulsion from university, but he continued to campaign against apartheid. Biko was a good speaker and wrote well. His organization became more popular and led to several arrests by police. From 1973 he was banned from doing a number of things, such as traveling without police consent and publishing his work. During these arrests, the police never charged him. In 1977, Biko died. Biko wanted black people to regain their self-confidence, to give themselves the benefit of the doubt, because there was absolutely nothing wrong with them. He wanted his siblings to love each other as people. Soweto Uprisings Black youth in general held more extremist views against apartheid and were more willing to protest than their parents. These are the people particularly influenced by Steve Biko's ideas on black consciousness. They were ready to confront the government and defend their rights. In 1976, the government decided that black people would receive half their education in Afrikaans. Children in black schools were unhappy about learning in a language they considered the “language of the oppressor.” They saw it as another way of trying to control them. They had been influenced by people like Biko, who told them that they should love themselves as black people and love their own language and culture. Schoolchildren began to refuse to take their exams. On June 16, 20,000 schoolchildren and students demonstrated and when they came face to face with the police, they were shot at. Two have

Essay / Major educational events in South Africa during the period 1900-1994 | ||| 1980Open Schools as a Reform MovementConclusionReference s1900-1910Christian National EducationIn In 1901, a group called Vriendekring was formed and established a group of private schools. Its main mission was to ensure that Dutch traditions, language, religion and history were taught in schools. It was a fairly advanced group which had its own jury and its own examiners. In 1907, when General Smuts became Minister of National Education, the CNE schools received a real boost. The standard of education was high and could be considered very close to public school standards. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essayIt was created to formulate a comprehensive education policy for South Africa. The CNE committee included men representing the Dutch churches, the teaching profession, the Afrikaner University and Afrikaans cultural leaders. Educational policies and laws in South Africa have been influenced by the policies of the NEC. After years of preparation, a pamphlet summarizing the principles of the CNE was published in February 1948. Before the end of that year, the National Party was in power and able to begin implementing its educational policies. Politicians were allowed to burn down farms, they called it scorched earth. 1920-1930 In 1922, new laws were passed that established funding for African education at all levels, with additional funding to come from Africans themselves. The result is continuous under the financing of the Missionaries. The Board of Education was abolished and a sub-department of Native Education was established under the Superintendent of Education. Two hundred missionaries were brought from England to teach in British concentration camps, followed by hundreds from Canada, New Zealand and Australia. It was at this time that Soweto was established as a separate district for Africans only. Missionaries from the old Transvaal administered, controlled and financed their schools. As long as these missionaries financed their black education schools, the state did not interfere in the curriculum policies and administration of the schools. The old Transvaal government had a policy of allowing missionary societies to continue their efforts, provided they did not interfere with the education of white settlers. This clearly indicates that the former government used many methods to ensure the success of its policies and actions. The missionaries taught in their European style and also taught their learners manual labor and work, which one would believe was a challenge for the learners to adapt to the new teachers, the new use of language and style and manage the work. 1950- 1960 Missionary schools The Church has always played an important role in education in South Africa and particularly in the education of blacks. Before 1953, mission schools provided almost all education available to blacks. Missionaries were the main teachers of black people in South Africa before Bantu education forced them to close schools. However, without the missionary schools, black people would not have received any education. Missionary schools trained many people. THEMissionaries also came from Europe, with their own goal in mind. Most of the time, missionaries taught basic reading and writing as well as Christian doctrines. It was easier for literate people to absorb religious ideas by reading the Bible and singing hymns. Basic education has become an important means of conversion. At the same time, manual labor and practical training also formed an important part of missionary education. The most important mission schools generally taught a European-style curriculum, but also included industrial training and manual work in the curriculum. Missionary education played its role in creating new social groups, workers and elites. This policy focuses on issues of Christianity, religion and education. Not everyone is Christian, so this is unfair to many learners who were not Christians, as they would only be treated as a minority and inferior. Bantu Education Act 1953. It is said that “Bantu education” should be brought under the control of the government and should be used. rebuild and extend “Bantu culture”. Based on cultural differences, people should be separated in education and other areas of life. Bantu education also contributed to the formation of reserves, in order to facilitate and encourage the evolution of a progressive, modern and self-respecting Bantu order of life. As the Eiselen Commission says, “schools must take due account of the fact that outside of school hours the young Bantu child develops and lives in a Bantu community.” Many missionary schools were closed after Bantu education. The Bantu Education Act stipulated that African education should be under government control. 1968-1978 Steve Biko and black consciousness After leaving school, Steve Biko studied at the Natal Medical School in 1966. While there he helped establish the South African Students' Organization (SASO) in 1968. His political activities led to his expulsion from university, but he continued to campaign against apartheid. Biko was a good speaker and wrote well. His organization became more popular and led to several arrests by police. From 1973 he was banned from doing a number of things, such as traveling without police consent and publishing his work. During these arrests, the police never charged him. In 1977, Biko died. Biko wanted black people to regain their self-confidence, to give themselves the benefit of the doubt, because there was absolutely nothing wrong with them. He wanted his siblings to love each other as people. Soweto Uprisings Black youth in general held more extremist views against apartheid and were more willing to protest than their parents. These are the people particularly influenced by Steve Biko's ideas on black consciousness. They were ready to confront the government and defend their rights. In 1976, the government decided that black people would receive half their education in Afrikaans. Children in black schools were unhappy about learning in a language they considered the “language of the oppressor.” They saw it as another way of trying to control them. They had been influenced by people like Biko, who told them that they should love themselves as black people and love their own language and culture. Schoolchildren began to refuse to take their exams. On June 16, 20,000 schoolchildren and students demonstrated and when they came face to face with the police, they were shot at. Two have

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