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The department sought to equip black students with the abilities needed to function as low-skilled workers. Abstract thinking and subjects deemed to be of no use to manual laborers (such as mathematics and science) were neglected. Teaching an apartheid-friendly version of
Christian values to students
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to fund a portion of black education. One of the hallmarks of Bantu education was a disparity between the quality of education available to different ethnic groups. Black education received one-tenth of the resources allocated to white education; throughout apartheid, black children were educated in
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Many missionary societies provided education to black schoolchildren. These schools were partially funded by the national government but operated with some autonomy. Racial segregation was not a defining feature of missionary education. The Bantu
Education Act consolidated educational apartheid and
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In 1994, after South Africa's first multiracial elections, the department ceased to operate. All of its functions were absorbed by several government departments. Though the post-apartheid government has committed itself to providing quality schooling to students of all races, education in South
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forced mission schools to implement strict racial segregation in order to qualify for financial assistance. Many mission schools refused to co-operate with the
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classes with teacher-pupil ratios of 1:56. Dilapidated school buildings, a lack of textbooks, and poor teacher training were problems that the department was never able (or willing) to address.
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levied solely on black South
Africans was collected to pay for Bantu education. In 1972, the government started using general taxes collected from
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Hartshorne, K. B. Crisis and
Challenge : Black Education 1910-1990. Cape Town: New York: Oxford University Press, 1992.
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Kallaway, Peter. Apartheid and
Education : The Education of Black South Africans. Johannesburg: Ravan Press, 1984.
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in education tended to be implemented in a haphazard and uneven manner. The purpose of the act was to consolidate
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was also prioritized. In educational materials, black culture was portrayed as primitive, rural, and unchanging.
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