SAE3701
ASSIGNMENT 3
UNIQUE NUMBER: 786561
STUDENT NUMBER: 63330377
16 JULY 2021
DECLARATION
I, KARIEN SNYMAN (Name & Surname)
Student number: 63330377
Module code: SAE3701
Hereby declare the following:
- I understand UNISA’S policy on plagiarism.
- This assignment is my original work produced by myself.
- I have duly acknowledged all other people’s work (both
electronic and print) through the proper reference techniques
as stipulated in this module.
- I have not copied work of others and handed it in as my own.
- I have also not made my work available to any fellow students
to submit as their own.
Signature: K. SNYMAN
Date: 2021-07-16
, Question 1:
1. 2
2. 3
3. 3
4. 1
5. 4
6. 3
7. 1
8. 3
9. 3
10. 1
11. 1
12. 3
13. 3
14. 2
15. 2
16. 1
17. 2
18. 1
19. 1
20. 1
Question 2:
1. Draw out the major differences between Outcomes Based education (OBE) and the
current Curriculum and Assessment Policy Statement. (5)
CAPS clearly states to teachers what they must teach, how they much teach and assess it
and exactly what lesson plans are supposed to look like, CAPS is also focussed on
textbooks and context. CAPS introduced English into earlier grades to prepare learners who
do not have English as their first language. OBE was focussed on co-operation, integrated
assessment and specialised vocabulary. OBE was learner centred and teachers were
expected to create their own resources, this was difficult for under-resourced schools and
unqualified teachers. Caps took power away from teachers to oversee their own lessons and
materials.
2. According to Balfour, what major factors affect dropout rates in South African
schools. (5)
• Gender is a factor: girls were less prone to dropout than boys, boys’ dropout rate has
stayed high throughout the past 10 years.
• Race is a factor: racial inequalities are still a problem because dropout rates remain high,
and many black learners are going into unskilled work.
• Socio economic factors: socio economic slowdowns result in a higher drop-out rate.
3. Balfour (2016) examines the decline in the numbers of state schools and proposes
reasons for this phenomenon. Briefly discuss the reasons for this decline. (5)
• Apartheid legislation such as the Group Areas Act was revoked so parents had more
options where to send their children.
• Those who could afford it could send their children to former Model C schools. Between
1995 and 2014 the number of private schools has increased.
• More children attending these schools than during apartheid.
• Over 20 years in Gauteng 250 public schools have closed down.
ASSIGNMENT 3
UNIQUE NUMBER: 786561
STUDENT NUMBER: 63330377
16 JULY 2021
DECLARATION
I, KARIEN SNYMAN (Name & Surname)
Student number: 63330377
Module code: SAE3701
Hereby declare the following:
- I understand UNISA’S policy on plagiarism.
- This assignment is my original work produced by myself.
- I have duly acknowledged all other people’s work (both
electronic and print) through the proper reference techniques
as stipulated in this module.
- I have not copied work of others and handed it in as my own.
- I have also not made my work available to any fellow students
to submit as their own.
Signature: K. SNYMAN
Date: 2021-07-16
, Question 1:
1. 2
2. 3
3. 3
4. 1
5. 4
6. 3
7. 1
8. 3
9. 3
10. 1
11. 1
12. 3
13. 3
14. 2
15. 2
16. 1
17. 2
18. 1
19. 1
20. 1
Question 2:
1. Draw out the major differences between Outcomes Based education (OBE) and the
current Curriculum and Assessment Policy Statement. (5)
CAPS clearly states to teachers what they must teach, how they much teach and assess it
and exactly what lesson plans are supposed to look like, CAPS is also focussed on
textbooks and context. CAPS introduced English into earlier grades to prepare learners who
do not have English as their first language. OBE was focussed on co-operation, integrated
assessment and specialised vocabulary. OBE was learner centred and teachers were
expected to create their own resources, this was difficult for under-resourced schools and
unqualified teachers. Caps took power away from teachers to oversee their own lessons and
materials.
2. According to Balfour, what major factors affect dropout rates in South African
schools. (5)
• Gender is a factor: girls were less prone to dropout than boys, boys’ dropout rate has
stayed high throughout the past 10 years.
• Race is a factor: racial inequalities are still a problem because dropout rates remain high,
and many black learners are going into unskilled work.
• Socio economic factors: socio economic slowdowns result in a higher drop-out rate.
3. Balfour (2016) examines the decline in the numbers of state schools and proposes
reasons for this phenomenon. Briefly discuss the reasons for this decline. (5)
• Apartheid legislation such as the Group Areas Act was revoked so parents had more
options where to send their children.
• Those who could afford it could send their children to former Model C schools. Between
1995 and 2014 the number of private schools has increased.
• More children attending these schools than during apartheid.
• Over 20 years in Gauteng 250 public schools have closed down.
