, HED4810 ASSIGNMENT 03 ANSWERS AND GUIDELINES
DUE DATE: 15 SEPTEMBER 2026
Ubuntu, Individual Rewards and Inclusive Education in South African Schools
Introduction
Education is not only concerned with the transmission of knowledge and the
achievement of good academic results. It also plays an important role in shaping
learners' values, relationships and understanding of their responsibilities towards other
people. In the South African context, these considerations are particularly important
because the education system is expected to promote equality, dignity, participation
and social justice. The practice of rewarding individual learners for exceptional academic,
sporting or behavioural performance therefore deserves careful consideration. While
individual awards can encourage learners to work hard, they may also encourage
competition and create distinctions between those who are recognised and those who
are overlooked. This concern is relevant to the argument presented by Akabor and
Phasha concerning the relationship between Ubuntu, individual achievement and
education.
Ubuntu represents an African understanding of humanity that places considerable
importance on relationships, interdependence and communal well-being. The principle
commonly expressed as umuntu ngumuntu ngabantu conveys the idea that a person's
humanity is closely connected to other people (Mbiti, 1969; Letseka, 2012). Applying this
philosophy to education requires schools to look beyond individual performance and
consider how learners contribute to one another and to the wider school community.
This discussion therefore examines Akabor and Phasha's argument, considers Ubuntu as
DUE DATE: 15 SEPTEMBER 2026
Ubuntu, Individual Rewards and Inclusive Education in South African Schools
Introduction
Education is not only concerned with the transmission of knowledge and the
achievement of good academic results. It also plays an important role in shaping
learners' values, relationships and understanding of their responsibilities towards other
people. In the South African context, these considerations are particularly important
because the education system is expected to promote equality, dignity, participation
and social justice. The practice of rewarding individual learners for exceptional academic,
sporting or behavioural performance therefore deserves careful consideration. While
individual awards can encourage learners to work hard, they may also encourage
competition and create distinctions between those who are recognised and those who
are overlooked. This concern is relevant to the argument presented by Akabor and
Phasha concerning the relationship between Ubuntu, individual achievement and
education.
Ubuntu represents an African understanding of humanity that places considerable
importance on relationships, interdependence and communal well-being. The principle
commonly expressed as umuntu ngumuntu ngabantu conveys the idea that a person's
humanity is closely connected to other people (Mbiti, 1969; Letseka, 2012). Applying this
philosophy to education requires schools to look beyond individual performance and
consider how learners contribute to one another and to the wider school community.
This discussion therefore examines Akabor and Phasha's argument, considers Ubuntu as
