SAE3701 ASSIGNMENT NO 2 STUDEN NO 59127139 Page 1 of 6 QUESTION 1 1. Aspects of Social life precolonial education embraced Building of physical
... [Show More] aptitude Develop skills significantly to survive in a developing environment Character building Moral qualities Prepare for responsibilities in an adult life. 2. Main aspects of socialisation in pre-colonial societies Main Rules of interaction with others Values and beliefs Acquisition of cultural norms Primary agents of socialisation Family What were children taught? Hot to think, act and feel appropriately 3. Formal and informal learning in the pre-colonial context Formal Transmitted through initiation rites. Defined as the institutionalised, chronologically graded and hierarchically structured Characteristics may be the initiation ritual. Informal Transmitted through parents Defined as the lifelong process to which everyone acquires and accumulate skills, knowledge and insights from daily experiences. Characteristics refer to the contact individuals have with a variety of environmental influences. 4. Colonisation and missionary education change precolonial societies African kingdoms were defeated by white conquest Authority structure then changed More blacks were drawn into wage labour People’s attitudes towards education changed Created new social groups. This study source was downloaded by 100000849816735 from CourseHero.com on 03-18-2023 17:20:03 GMT -05:00 https://www.coursehero.com/file/68212832/SAE3701-ASSIGNMENT-2pdf/ contact; royfields212@gmail.com SAE3701 ASSIGNMENT NO 2 STUDEN NO 59127139 Page 2 of 6 QUESTION 2 1. What was taught in schools in the 19th century Work discipline Christian doctrine Catechists and teaches how to organise their services. How to spread their Gospel Manual work and practical training. 2. Validity of criticisms Racism and subordination – mission schools were segregated on lines of colour. White Black people were doing things separately. Industrial and manual education – the missionaries belief in the value of hard work. Industrial training that was included in the curriculum was not of high enough standard to prepare people to take up skilled jobs in different sorts of economy. Critics say that separation, Christian values, humanity, pity, discipline and different levels of school helped to prepare black people to accept a subordinate position in the society. Sexism and woman’s subordination – brought together the place of woman in society. Critics’ belief that woman was only trained for domesticity and they were not part of the economy as they had the right to be. Higher levels of education were aimed at men not women. 3. The type of education the National Party introduced through the Bantu Education Act of 1953 The NP wanted to create the minimal conditions of social reproduction within the urban areas. Therefore, the NP permitted major expansion in urban housing and Education. Bantu Education policy stabilised the educational system. The policy attempted to establish a new hegemony to assist forces to work for the government. They created new sources of resentment in the education system. Government insisted on primary education Taught a policy of job reservation to generate shortage of skilled labour. Created mass education that turned students in to powerful social forces with a common identity. This study source was downloaded by 100000849816735 from CourseHero.com on 03-18-2023 17:20:03 GMT -05:00 https://www.coursehero.com/file/68212832/SAE3701-ASSIGNMENT-2pdf/ SAE3701 ASSIGNMENT NO 2 STUDEN NO 59127139 Page 3 of 6 4. Major criticisms of Bantu Education Poor teaching training Double sessions for teachers Overcrowded classrooms Education was built on a shallow foundation Provision of adequate finance for black education. This study source was downloaded by 100000849816735 from CourseHero.com on 03-18-2023 17:20:03 GMT -05:00 https://www.coursehero.com/file/68212832/SAE3701-ASSIGNMENT-2pdf/ SAE3701 ASSIGNMENT NO 2 STUDEN NO 59127139 Page 4 of 6 QUESTION 3 1. Who initiated the 1976 Student Revolt and why? It was initiated by SOWETO students. Students could not rely on mediation through township elites to resolve their problems, therefore they had to make a plan. The students were frustrated about the single political focus on the intransigence of Afrikaans. 2. Why the issue of Afrikaans was so contentious in Bantu Education schools in the 1976s Teachers were forced to teach in a language they are not proficient with. Only few people understood Afrikaans. The policy cut across the need of students to prepare to sell their labour-power on the labour-market dominated by English-speaking concerns. African teachers were never taught through Afrikaans medium and could therefore not teach children. Teachers found it difficult to express themselves 3. Two of the results of the 1976 Revolt Change in the behaviour of the students from submissive and apolitical to defiant and political, first, radicalised some of the students; they began seriously to question the status quo in the school and in their town. Had negative impact on the excellent educational standards instituted over the years at Bodibeng. It has encouraged the lack of discipline and affected the school’s pass rate. 4. Two major changes guaranteed in the new South African Constitution Africa after the demise of apartheid in 1994 In the constitution, access to education was framed as a basic human right, and by implications, access to the support services and infrastructure to enable such access was either to be put in place anew, or restructured to serve a unitary education system. The constitution guarantees that South Africans will not only enjoy equity of access to quality services, but all the developments. This study source was downloaded by 100000849816735 from CourseHero.com on 03-18-2023 17:20:03 GMT -05:00 https://www.coursehero.com/file/68212832/SAE3701-ASSIGNMENT-2pdf/ SAE3701 ASSIGNMENT NO 2 STUDEN NO 59127139 Page 5 of 6 QUESTION 4 1. Four primary rights from Bill of Rights Everyone has right to an environment that not harmful to health. Everyone has the right to Basic education Children have the right to be protected from work that places their education at risk. Everyone has the right to further education. 2. Two powers granted to schools by the South African Schools Act of 1996 To provide for a uniform system for the organisation, governance and funding of schools; to amend and repeal certain laws relating to schools; and to provide for matters connected therewith. The powers of schools were meant to provide a degree of autonomy in the system, and recognised that a degree of differentiation given the plethora of official languages, religious and other beliefs should be seen as part of the diversity to be celebrated in South Africa. 3. Significant increases in pre-Grade R and Grade R enrolment in ECD sector 4. Balfour (2016) examines the decline in the numbers of state schools and proposes reasons for this phenomenon. The growth of private schools in this period cannot be said to bear a direct relation to this phenomenon, but it certainly does indirectly. In other words, as economic mobility has improved for the black middle class in particular, so access to suburban areas and thus also suburban schools has become possible. Invariably this has meant that the supply for children to township and rural schools has decreased, while the demand for better-quality schools and education has increased. This study source was downloaded by 100000849816735 from CourseHero.com on 03-18-2023 17:20:03 GMT -05:00 https://www.coursehero.com/file/68212832/SAE3701-ASSIGNMENT-2pdf/ SAE3701 ASSIGNMENT NO 2 STUDEN NO 59127139 Page 6 of 6 QUESTION 5 1. Inclusive learning system It means the commitment to enable and ensure that all children are welcomed in all schools. It indicates that children with special needs would be supported and developed regardless of their background, race, gender or disabilities. The introduction of the convention on the Rights of a person with disabilities, ratified by South Africa in 2007, commits government to ensuring the introduction of an inclusive Education system at all levels and making reasonable accommodation available to all children and youth disabilities. This term was introduced in school to show how ordinary schools can transform themselves to become inclusive centre of care and support. 2. “Access to, and success, in education [in 2014] continued to be configured along racial lines…” Most of the white schools have better resources to use than ordinary Black Schools. And this makes the quality of their education to be better than Black schools. The minority white population was consistently able to achieve more and better Education. At the same time though, qualitative distinction mattered. For the majority of the population, particularly African, the quality of Education attained varied across parental background. 3. Major factor affects dropout rates in South African Schools Due to poor success rate and bad grades, many students choose to dropout. Pupils choose less demanding exam subjects and are to cope with challenging subjects. They opt to leave school instead of working to improve their skills. 4. The notion “performance” The notion of “performance” refers to the marks or grades the learners achieve in their exam subjects. Assessment and exams are given to determine these marks or grades. The higher the mark, the higher the performance. REFERENCES SAE3701 E-reserves 1. Balfour, R. 2015. Education in a new South Africa, crisis and change. Cambridge: Cambridge University Press. 2. Christie, P. 1991. The right to learn. Johannesburg: Sached Press 3. Hyslop, J. 1999. The classroom struggle: policy and resistance in South Africa, 1940 – 1990. Durban: University of Natal Press. 4. Moloi, T. 2011. Bodibeng High School: black consciousness philosophy and students’ demonstration, 1940s – 1976. South African Historical Journal, 63(1):102-126. This study source was downloaded by 100000849816735 from CourseHero.com on 03-18-2023 17:20:03 GMT -05:00 https://www.coursehero.com/file/68212832/SAE3701-ASSIGNMENT-2pdf/ Powered by TCPDF (www.tcpdf.org) [Show Less]