SAE 3702 Assignment 2

Question 1 1.1 According to Leshoai oral history as used by pre-colonial societies for their education ‘was to teach the young generations about morality, religion, philosophy, wisdom, geography and absolute spectrum of human existence in the various communities (Department of Education 2019. P7). Essentially oral history encompassed everything that was to be taught to the younger generations to ensure their survival within the changing environment. It served as the basis of education and was utilised by order generations to pass on the values, traditions, and the group. 1.2 Formal learning • Formal learning was transmitted formally through initiation or apprenticeship craftsman. • Formal learning can be defined as instructional chronically graded and hierarchal structured educational system. • It took form in initiation results. Informal learning • Informal learning is a lifelong process by which every person acquires and accumulates knowledge, skills, attitude and insights form daily experiences and exposure to the environment. • Has contact with individual variety environment influences the results of day to day. 1.3 How would you explain the social activities in which song and dance played significant role? It was through music and dance that social norms traditions and beliefs of community were pre defied. Music and dance also played a vital role in marriages, funerals initiations ceremonies, religious practices, and ritual. All indigenous music is rhythm which engages all members of all groups to respond to the best social in social way. The co-existence of different and simultaneous, rhythm created a sense of community and highly interactive model of learning. 1.4 Five main activities carried out in mission schools. Basic reading and literate. It taught Christian doctrine. It taught manual work. Value a hard work and work discipline. People were trained to be corporates Blacksmith and mason. Question 2 1.1 Industrial and manual education It was argued that the industrial education was not of highly standard to prepare people to take up skilled work. Manual education was only trivial and had no educative value. 1.2 Racism and subordination Mission schools practised racial segregation during lunch students might have been sharing the dining hall, but they would be sitting in different tables. Even during sports learners were separated when playing. 1.3 Sexism and women subordination Basically, they believed women should be trained domestically as wives, mothers or servants. Women should not be directly involved in economic production or politics. Missionary education was open to men. 2. Describe 3 factors that constrained (NP) of the 50s from providing adequate finance for black education. Its own racist base and ideology generated strong political pressures against expenditure on black education. Employers were unwilling to pay through taxes for social services for their employees. The policy put enormous financial strain on resources of education system. 2.1 What was the reason given by state officials for advocating four years of schooling black children? State officials believed that four years of schooling was sufficient to provide basic literacy, some knowledge of English and Afrikaans, and basis for further education. Thus these first four years were deemed capable of providing a level of education appropriate to semi-skilled work. Question 3 1. Discuss the issue of Afrikaans was so contentious in Bantu Education schools in the 1976 Afrikaans was associated with the Nationalist Party and apartheid. So Afrikaans was linked with segregation and inequality by learners. The 50/50 policy was changed. Previously 50% of subjects to be taught in Afrikaans and 50% in English. But in general, the medium of instruction in Secondary School was mostly in English prior to 1976. The change in policy of Afrikaans as medium of instruction for certain subjects such as Mathematics angered teachers and learners because it compromised teaching and learning.