, HED4810 ASSIGNMENT 3 2026 ANSWERS - DUE DATE: 15 SEPTEMBER 2026
Ubuntu, Individual Rewards and Inclusive Education in South African Schools
Introduction
The relationship between educational values, learner motivation and inclusion remains an
important area of debate within the South African education system. South Africa's
constitutional commitment to equality, dignity and social justice requires schools to create
learning environments in which all learners are recognised as valuable members of the
educational community. However, traditional educational practices, including the use of
individual rewards for academic achievement, sporting excellence and good behaviour, may
sometimes reinforce competition and individualism rather than cooperation and collective
development. In this context, Akabor and Phasha's argument regarding the role of Ubuntu in
education raises important questions about whether individual rewards are compatible with
the principles of inclusive education.
Ubuntu is broadly understood as an African philosophy emphasising interconnectedness,
mutual care, human dignity and the idea that an individual's identity is realised through
relationships with others. The commonly expressed principle umuntu ngumuntu ngabantu,
meaning that a person becomes a person through other people, illustrates the importance of
community and collective responsibility within Ubuntu philosophy (Mbiti, 1969; Letseka,
2012). Within education, Ubuntu can therefore provide an ethical framework that challenges
practices based exclusively on individual competition and personal achievement.
This discussion examines Akabor and Phasha's argument concerning Ubuntu and individual
rewards in South African schools. It considers Ubuntu as an alternative philosophical
foundation for inclusive education while also critically questioning whether the complete
abolition of individual rewards would necessarily promote inclusion. The discussion
ultimately argues that although excessive individual competition may undermine cooperation
and belonging, inclusive education does not necessarily require the complete elimination of
Ubuntu, Individual Rewards and Inclusive Education in South African Schools
Introduction
The relationship between educational values, learner motivation and inclusion remains an
important area of debate within the South African education system. South Africa's
constitutional commitment to equality, dignity and social justice requires schools to create
learning environments in which all learners are recognised as valuable members of the
educational community. However, traditional educational practices, including the use of
individual rewards for academic achievement, sporting excellence and good behaviour, may
sometimes reinforce competition and individualism rather than cooperation and collective
development. In this context, Akabor and Phasha's argument regarding the role of Ubuntu in
education raises important questions about whether individual rewards are compatible with
the principles of inclusive education.
Ubuntu is broadly understood as an African philosophy emphasising interconnectedness,
mutual care, human dignity and the idea that an individual's identity is realised through
relationships with others. The commonly expressed principle umuntu ngumuntu ngabantu,
meaning that a person becomes a person through other people, illustrates the importance of
community and collective responsibility within Ubuntu philosophy (Mbiti, 1969; Letseka,
2012). Within education, Ubuntu can therefore provide an ethical framework that challenges
practices based exclusively on individual competition and personal achievement.
This discussion examines Akabor and Phasha's argument concerning Ubuntu and individual
rewards in South African schools. It considers Ubuntu as an alternative philosophical
foundation for inclusive education while also critically questioning whether the complete
abolition of individual rewards would necessarily promote inclusion. The discussion
ultimately argues that although excessive individual competition may undermine cooperation
and belonging, inclusive education does not necessarily require the complete elimination of
