CON TEN T S
CHAPTER ONE PAGE
A BRIEF HISTORY OF TEACHER ASSOCIATIONS IN SOUTH
AFRICA AND ABROAD 1
1.1
Introduction 1
1.2
The Development of Teachers' Associations in
England 2
1.
2.1 Introduction 2
1.2.2
The Establishment of the National Union
of Teachers 2
1.2.3
Aims and objectives of the National
Union of Teachers 2
1.3
The Development of Teachers' Associations in the
United States of America 3
1.3.1
Introduction 3
1.3.2
Local Professional Organisations 3
1.3.3
State Professional Organisations .3
1.3.4
Aims and objectives of the Professional
organisations 4
1.3.5
The Unionization of Teachers in the
United States 4
1.4
Teachers' Associations:in the Republic of South
Africa 5
(iv)
1.4.1
Introduction 5
PAGE
1.4.2 Development of Teacher Associations
in South Afr ica 5
1.4.2.1 Teacher Associations in the White
Cormrunity 5
1.4.2.2 Teacher Associations in the ColOured
Camrunity 6
1.4.2.3 The Development of Teachers' Associations in the African Community 8
1.5
Conclusion 10
OW'TER 'N)
A BRIEF HISTORY OF INDIAN EDUCATION IN SOUTII AFRICA \.JITHIN
TIlE BROAD CONTEXT OF EDUCATION IN SOUTH AFRICA 11
2.1
Arrival of Indians in South Africa (1860) 11
2.1.1
Origins and Nature of the Indian Community 11
2.1.1.1
Introduction 11
2.1.1.2
Request for Indian Laboor'" 12
2.1.1.3
Arrival of Indians 13
2.2
Education for Indians 13
2.2.1
The beginnings of education for the
Indian child (1860-1878) 15
2.2.2
Christian Missionary endeavours in
Education 16
(v)
PAGE
2.3
The Evolution of the Indian Education System 17
2 . 4 Conclusion 21
CHAPTER TIIREE
A HISTORY OF TIIE FORERUNNERS OF TIlE TEACHERS ASSOCIATION
OF sourn AFRICA 23
3.1
Introduction 23
3.2
Forerunners of TASA 23
3.2.1
Early Organisations and Committees 23
3.3
Formation and Founding of the Natal Indian
Teachers' Society 23
3.3.1
Immediate aims and objectives of the
Natal Indian Teachers' Society 27
3.4
The Constitution of the Natal Indian Teachers'
Society and its successors 29
3.4.1
The Name of the Society 29
3.4.2
The Coat of Arms of the Society . 29
· 3.5
The Aims and objectives of the Society according
to its constitution 30
3.6
Membership 31
3.7
Natal Teachers' Union 32
3.8
The Transvaal Indian Teachers' Association 36
3.9
South African Indian Teachers' Association (SAlTA) 38
(vi)
PAGE
3.9.1
Take-over of Education by the State1966
38
3.9.2
An historic meeting 38
3.9.3
Opposition to take-over 39
3.9.4
The need for a National Organisation 41
3.9.5
Change ~f .Name of Natal Indian Teachers'
Society to So~th African Indian TeaGhers'
Association -SAlTA 42
3.10
Conclusion 43
CHAPTER FOUR
THE ORGANISATIONAL STRUCTURE OF THE TEACHERS ASSOCIATION OF
44
SOUTH AFRICA
4.1
Change in Name of the South African Indian Teachers'
Association (SAlTA) to the Teachers Association
of South Africa (TASA) and its organisation 44
4.2
Objects of the Association 45
4.3
Coat of Arms 47
. 4.4
Management of TASA: Canposition aDd Function 48
,
4.4.1
Introduction 48
4.4.2
The Officers of the Society 49
4.4.3
Election of Officers 49
4.4.4
President Emeritus 50
4.4.5
The National Council 50
4.4.6
The General Purposes Committee 51
4.4.7
Co-ordinating Council for Professional
Matters 52
(vii)
PAGE
4.5
The Branches of the Association 53
4.5.1
Origin of the Branch System 53
4.5.2
More Branches established 54
4.5.3
Activities of the Branches 56
4.6
The Regional Councils 56
4.6.1
Activities of the Regional Councils . 57
4.7
Administration: Personnel and Office 57
4.7.1
The Appointment of a Full-time Secretary 57
4.7.2
Acquisition of Office Premises 59
4.7.3
Extension of office staff 59
4.8
Membership 60
4.9
Associate membership 62
4.10
Fellowship of Retired Teachers 62
4.11
Finance 63
4.11.1
Subscriptions 64
4.11.2
Budget Estimates: 1984/85 68
4.11.3
Tax Savings 69 '
4.12
Conclusion 70
CHAPTER FIVE
TIlE TEACHERS ASSOCIATION OF SOUTH AFRICA -ITS SERVICE
1D ITS MEMBERS, EDUCATION AND TIlE COMMUNITY 71
5.1 Introduction 71.
(viii)
PAGE
5.2
Sub-committees and activities of the Natal
Indian Teachers' Society and its successors 71
5.2.1
The Statistics Branch 71
5.2.2
Literary and Educational Branch 72
5.2.3
Provident Fund 72
5.2.4
Boy Scouts and Girl Guides 73
5.2.5
The Ladies'Auxiliary 74
5.2.6
St John's Ambulance First Aid Committee 75
5.2.7
Coronation Celebration Sub-Committee 76
5.2.8
Carnegie Trust Fund and Circulating Non-
European Library 76
5.2.9
School Accommodation 78
5.2.10
Natal Indian Schools'Building Trust 83
5.2.11
Arts and Crafts Exhibitions 87
5.2.12
Nursing 89
5.2.13
School sports and athletics 90
5.2.14
Red Cross Society 91
5.2.15
Music Festivals 92
5.2.16
Teachers' Vacation Course' a~ Sastri
College -1931 93
5.2.17
Workers'Continuation Classes 94
5.2.18
Emergency Measures during the War 94
5.2.19
Teachers' Centre and NITS Investments, Ltd. 95
5.2.20
Death Benefit Fund 100
(ix)
PAGE
5.2.21
Medical Aid Scheme 101
5.2.22
Bursaries and Scholarships 103
5.2.23
A socio-econcrnic study of Indian teachers
in South Africa 105
5.2.24
Economic Services for Teachers 107
5.2.25
Research Bureau 107
5.2.26
Diamond Jubilee Committee 109
·5.2.27
Miscellaneous Cornnittees 111
5.2
. Conclusion III
CHAPTER SIX
THE ACTIVITIES OF TIIE TEACHERS ASSOCIATION OF sourn AFRICA 112
6.1
Branches and their activities 112
6.1.1
Introduction 112
6.1.2
Pietermaritzburg Music Festival and
Excursions 112
6.1.
3 Branch Activities -1967 113
I
6.1.4
Stanger Branch 113
6.1.
5 Clairwood -Two Decades in Retrospect 114
6.1.6
Port Shepstone to the Fore 114
6.1.
7 Pietermaritzburg's Golden Jubilee -1979 115
6.1.8
Stanger Branch gives urgent Service 116
6.1.
9 Activities of the Branches in 1981/1982 116
6.1.9.1
Cape Peninsula 116
(x)
6.1.9.2 He1bedacht
6.1.9.3 Durban Central
6.1.9.4 Stanger Branch
6.1.10 Activities for 1983/1984
6.1.10.1 Chatsworth
6.1.10.2 Sydenham
6.1.10.3 We1bedacht
6.1.10.4 Phoenix
6.1.10.5 Ladysmith
6.1.11 Conclusion
6.2 Subject Societies of the Teachers Association of South Africa
6.2.1 Introduction
6.2.2 Co-ordinating Council of Subject Societies
6.2.2.1 The Tenth Anniversary of the Coordinating Council for Professional Matters
6.2.3 Activities of the Subject Societies
f
6.2.3.1 English Society
6.2.3.2 Winter School
6.2.3.3 Science Society
6.2.3.4 Geography Society
6.2.3.5 History Society
PAGE 117 117 117 118 118 118 118 118 119 119
119
119
120
121 122 122 124 125 126 126
(xi)
PAGE
6.2.3.6
Mathematics Society 127
6.2.4
Activities of the Co-ordinating Council 127
6.2.5
Conclusion 128
6.3
Conferences 129
6.3.1
Introduction 129
6.3.2
Aims and objectives 129
6.3.3
Format and Organisation 129
6.3.4
Annual General Meetings 131
6.3.5
Conference Motions and Resolutions 131
6.3.6
Highlights of some of the Annual
Conferences 131
6.3.6.1
The Sixth Annual Conference (1931) 131
6.3.6.2
The Twenty-third Annual Conference
(1949) 133
6.3.6.3
The Twenty-fourth Annual Conference
(1950) 134
6.3.6.4
The Thirty-third Annual Conference
(1959) 134
6.3.6.5
The Forty-first Annual Co~erence (1967) 134
6.3.6.6
The Fiftieth Annual Conference (1976) 136
6.3.6.7
The Fifty-ninth Annual Conference(1984) 138
6.3.6.8
Diamond Jubilee Conference -1985 139
6.3.7
Conclusion 140
(xii)
PAGE
CHAPTER SEVEN
THE TEACHERS ASSOCIATION OF SOU'I1I AFRICA AND ITS
RELATIONSHIP WITH THECONIROLLING--AU'I1IORITIES 147
7.1
Introduction 147
7.2
The role of the Agents-General in the Develop;:
lent of Indian Education in South Africa 147
7.3
Interviews with the Superintendents of Education
and Officers of the Natal Provincial Administration 149
7.4
Interviews with the Director of Indian Education 150
7.4.1
7.4.2
7.4.3 Post Structure and Joint Transfer/
Post and Salary Structure: 15 August 1984 151 Under-qualified teachers: 6 February 1985 152 Promotions List: 7 May 1985 152
7.5
Responses of the Director to 1984 Conference
Resolutions 152
7.5.1
Computer Laboratory Facilities 153
7.5.2
Facilities in Primary Schools 153
7.5.3 Supervision Programne ! 153
>
7.5.4
Responsibility of the Director vis-avis
the day-to-day Administration of
Education 154
7.5.5
Accouchement Leave 154
7.5.6
Specialist Sports Coaches 154
(xiii)
PAGE
7.5.7
Voluntary Retirement at Age 55
154
7.6 Representation on Committees established by the
Authorities
155
7.7 Relationship with the Inspectorate of the
Department of Education and Culture
155
..
7.8 Meetings with Cabinet Ministers and Representatives
of the Government
156
7.9 Teachers'
Council
159
7.10 TASA and the former South African Indian Council
and the present House of Delegates in the Tricameral
Parliament
159
7.10.1
Relationship with the South African
Indian Council
160
7.10.2
Relationship with the House of Delegates
163
7.10.3
Conclusion
165
CHAPTER EIGHT
THE TEACHERS ASSOCIATION OF SOU11l AFRICA AND
ITS CONCERN
FOR TEACHER WELFARE
166
8.1
Introduction
166
8.2 Salaries
166
8.3 Merit Assessment of Teachers
169
8.4 Conditions of Service for Teachers
171
(xiv)
PAGE
8.5
Promotions 173
8.6
Protection of Interests of Individual Members 179
8.6.1
The Dr A D Lazarus Inquiry 180
8.6.2
The Collusion Case 180
8.'6.3
Other cases of Member Welfare 182
8.
7 Conclusion 182
Q-lAPTER NINE ·
TIrE TEACHERS ASSOCIATION OF SOl.JTI1 AFRICA AND ITS INVOLVEMENT
WIlli TIrE COMMUNITY AND OTHER TEACHER ORGANISATIONS 183
9.1
Introduction 183
9.2
Co-operation with Community-based Organisations
and the Community 183
9.3
Building of Schools 185
9.4
'Save Sastri College Campaign' 186
9.5
Pupil Boycott of Classes 187
9.6
Representation on Community-based Organisations 188
, I
9.7
Role of the Community in Education ' 189
9.8
Financial Assistance to Community Organisations
and the Community 189
9.8.1
The Clairwood/Stanger Floods 190
9.8.2
Camrunity Chest 190
9.8.3
Stanger Branch gives urgent service 190
9.8.4
KwaZulu Drought Relief Fund 191
(xv)
9.8.5
9.8.6
9.8.7
PAGE
Black Schools Development Programme 191 Durban Indian Child and Family Welfare Society Appeal 191 Conclusion 192
9.9 The Teachers Association of South Africa and
Teacher Unity
192
9.9.1
Introduction
192
9.9.2
Contact and Co-operation with National
Organisations
192
9.9.3
Independent Teachers'
Centre inaugurated
by the Transvaal Teachers'
Association
194
9.9.4
Co-operation and Contact at International
Level
195
9.10 Conclusion
197
CHAPTER TEN
CONCLUSIONS, EVALUATION,
RECOMMENDATIONS
198
t
10.1 Introduction
198
10.2 The Role of the Teachers Association of South
Africa in the Development of Indian Education
in South Africa
198
10.2.1
Phases of development of the Teachers
Association of South Africa
198
(xvi)
PAGE
10.2.2
Protection of interests of the members
of the Teachers Association of South
Africa 201
10.2.3
Protection and Expansion of Education 202
10.3
Areas requiring the attention of the Teachers
Association of South Africa 203
10.3.1
Salaries 204
10.3.2
Medical Aid Fund 204
10.3.3
System of Promotions 204
10.3.4
Merit Assessment of Teachers 204
10.3.5
.Role of the Circuit Inspectors and
Subject Advisers 205
10.3.6
Prescription in education 205
10.3.7
Administration of the Teachers Association of South Africa 206
10.3.8
Control of Branch and Regional Activities 20610.4
Conclusion 207
References 209
Bibliography 263
Surnuary 270
Opsomming 274