pressure wasneededtospeedtheproceBs ofchangeinSouthAfrica, theycalled uponinternational bankstorefusetorolloverloanstoSouthAfrica. Ata meeting heldinWashington, D.C.,on17May1989,adelegation composed ofthe Reverends AllanBoesakandBeyers NaudeandArchbishop Desmond Tutumadeastro~q appealforsanctions osthemostmeaningful instrument forbrinqinq about negotiations. Themeeting wassponsored bytheUnitedStates anti-~~~ organization Transafrica andwashostedbySenators Edward Kennedy andPaulSimon andCongressmen RonaldDellums andHarold Wolpe. UrgingtheUnitedStatestotake theleadintheinternational campaign toisolate theregime, thethreereligious leaders calledfortargeted sanctions, notably astricter application offinancial sanctions andtheimposition ofsanctions inkeyareasoftheSouthAfrican economy, namely,oil,coalandgold,aswellasabanonairlinks. They subsequently heldameeting withPresident George Bush,theywerethefirstSouth Africans tomeetwiththenewPresident. 73. Despit~ theexistence ofasustained attack onyouthorganizations since1984, recentactions byyouthandstudents demonstrAte thattheirorgonizations have partlysurvived theeffects oftheemergency. Aslowprocess ofreorganization, primarily inunderground conditions, isnowunderway.Inlinewithageneral political trend,theanti-A9.~tbeid youthandstudent organizations areengaged in effortR tostrengthen theirpOlitical constituency byreaching outtoyouthsin churches, sports, andtownship clubsandsuchotherdiverse bodies. Finding common qroundforpoliti~al action seemstobethemajorpurpose oftheseefforts. 74.Thecontinuing crisisinap.atlJlll.!.Q education wasacatalyst forrenewed student activity. Official SOlutions tothecrisisareelusive, asevident ina recentstatement inParliament byMr.deKlerk,indicating thattheexpenditure allocated toeducation willbereduced. Ratherthanseekihg toabolish the inequalities oftheracially segregated educational system, Mr.deKlerkseemedto acknowledge thefailure ofthelO-year planonracially segregated education that hadbeenconceived in1986. -19--75.InJanuary 1989,hundreds ofSowetostudents disrupted clas~~s toprotest against thelackoffacilities atcommunity sc-hools. InApril]989,hundreds of students inschools throughout theWestern Ca~ebeganaboycott oJ~lasses overthe appointment, without consultation withtheelected community leaueru, oCwhite headmasters toreplace blackprincipals attownship schools. Pl'U'911t.-tflfwher­ student associations, elected bythecommunities toco-ordinat" het.ween themand schoolofficials, '4ewasarbitrary andpolitically motJvated thauuthorities I decision toappoint individuals whocanenforce vigorously Official regulations, in partic:ul,u theestablishment ofschool managerlent commit.tees. JIIMt.\V1969, students inSowetoschools organized protests against the shortn~'EI I)fteDchera nnel otherrelated school problems. Authorities bannedmeetings byst,uclentG And teachers todiscuss thecrisis. About6,000students boycotted classes inschools intheTransvaal andtheWestern CapeinJune1989top~otest mistreatment by education officials. 76.InMay1989,thecrisisofeducation inSouth Afrit~l;ul blockcollages CMlflto theforeground attheUniversity oftheNorth(Turfloop). Policepersecution of students le<.1toanurCjJentappealtotheinternational cOlmnunity !lytheSouth African National Students Congress andtheNational UnionofSouthAfrican Students. Bothorganizations calledforanendtothemilitary occupation ofthe campus andtothecontinuing deaththreats against activist students. Thirteen thousand students fromtheuniversities ofNatal,Witwalersrand, Rhodes, Stellenbosch andCapeTownsignedsolidarity statements insuppoJ"t. oCt.heTurCloop students. 4.8./Cespitethewithdrawal ofthetroops fromthecampus, c1f1t.tmtlon nnd intimidation ofstudents continues. On18August 1989,theUnive~slty management closedtheUniversity indefinitely. TheNational UnionofSouthAfrican Studenta andotherorganizations called upontheUniversity authorities tuendthe
**Analysis**
The text appears to be discussing the political and social situation in South Africa, specifically focusing on the struggle for change and the actions of various organizations and individuals to bring about negotiations and sanctions against the apartheid regime. The text also mentions the crisis in education, including protests and boycotts by students. While there are some mentions of international involvement and economic sanctions, the primary focus is on the internal political and social struggles in South Africa.

**Category**
Education, Humanitarian aid and relief