SAE3701
ASSIGNMENT 3 2025
UNIQUE NO.
DUE DATE: APRIL 2025
, SAE3701
Assignment 3 2025
Unique No.
Due Date: April 2025
South African Education System
INTRODUCTION
The South African education system has a long history of being influenced by racial
segregation and inequality, a legacy rooted in the Apartheid era. Balfour (p.2) highlights
that the structure of the education system was designed along race categories, which
systematically disadvantaged Black South Africans. Tables 1.1.1 and 1.1.2 on page 3
illustrate the stark differences in resource allocation and educational opportunities
between racial groups in 1994. Mission educators had varied views on what Black
students should learn, often focusing on vocational training rather than academic
advancement. Despite progress since the end of Apartheid, significant challenges
remain in achieving equitable, high-quality education for all. This essay will discuss
access to education, quality, equity and inclusion, policy reforms, and the dynamic role
of teacher unions in the democratic era.
1. Access to Education
In 1994, access to education in South Africa was heavily influenced by racial
segregation policies. Black South Africans were provided with inferior educational
facilities and resources compared to their White counterparts. The Bantu Education Act
of 1953 institutionalized this disparity, ensuring that Black students were only trained for
menial labor roles (Christie, 1991). Tables 1.1.1 and 1.1.2 demonstrate that per capita
expenditure on White students was significantly higher than on Black students, leading
to vast differences in infrastructure, teacher qualifications, and learning materials.
ASSIGNMENT 3 2025
UNIQUE NO.
DUE DATE: APRIL 2025
, SAE3701
Assignment 3 2025
Unique No.
Due Date: April 2025
South African Education System
INTRODUCTION
The South African education system has a long history of being influenced by racial
segregation and inequality, a legacy rooted in the Apartheid era. Balfour (p.2) highlights
that the structure of the education system was designed along race categories, which
systematically disadvantaged Black South Africans. Tables 1.1.1 and 1.1.2 on page 3
illustrate the stark differences in resource allocation and educational opportunities
between racial groups in 1994. Mission educators had varied views on what Black
students should learn, often focusing on vocational training rather than academic
advancement. Despite progress since the end of Apartheid, significant challenges
remain in achieving equitable, high-quality education for all. This essay will discuss
access to education, quality, equity and inclusion, policy reforms, and the dynamic role
of teacher unions in the democratic era.
1. Access to Education
In 1994, access to education in South Africa was heavily influenced by racial
segregation policies. Black South Africans were provided with inferior educational
facilities and resources compared to their White counterparts. The Bantu Education Act
of 1953 institutionalized this disparity, ensuring that Black students were only trained for
menial labor roles (Christie, 1991). Tables 1.1.1 and 1.1.2 demonstrate that per capita
expenditure on White students was significantly higher than on Black students, leading
to vast differences in infrastructure, teacher qualifications, and learning materials.
