Abstract
In recent years many white-dominated organizations have attempted to encourage the development of black potential through special black advancement programmes. The concept of black advancement is contrasted with Africanization, the aim of which would be that blacks should plan and administer education programmes. Often black advancement programmes are based on a systems approach in which needs are identified, objectives set and regular tests administered. It Is assumed that when objectives have been met, the participant is in a position to compete equally with his white counterpart. Often, however, subsequent performance has been disappointing, particularly to sponsors. In this article an approach of cognitive socialization is proposed which takes the student beyond the objectives set and encourages an outcome of quality. The research on which this article is based was undertaken at the University of the Witwatersrand with students in the Undergraduate Cadet Scheme who planned a career in commerce.
Highlights
In recent years South African organiz.ations have put considerable energy and investment into black advancement programmes designed to fill educational and cultural gaps
A common procedure in the past has been for educationists to design black advancement programmes following a systems model in which certain objectives are to be met by the participants
It was hoped in this way to promote deep level understanding and that quality learning would ensue
Summary
In recent years South African organiz.ations have put considerable energy and investment into black advancement programmes designed to fill educational and cultural gaps. Examples of deficits include poor English, lack of understanding of crucial issues, difficulty in verbalizing ideas, reluctance to ask questions, and a desire to please the questioner when answering questions (Human, 1984:113) Such examples lead to the commonly accepted white view that blacks are handicapped at present, deficiencies can relatively be made up through programmes in language, communication and confidence building. The latter might favour new educational structures and policies planned and administered by blacks to represent their more humanistic and communal world-view (Manganyi, 1981; Mphahlele, 1981a and 1981b) rather than the competitive approach of English-speaking technological society. This is followed by a description of how the systems model was implemented in the UCS, an assessment of its strengths and weaknesses and later substitution by a model of cognitive socialization
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