ASSIGNMENT 03 (Paragraph type questions: COMPULSORY)
Question 1: Multiple-choice questions.
1. 1.
2. 2.
3. 3.
4. 1.
5. 2.
6. 3.
7. 1.
8. 3.
9. 3.
10. 1.
11. 1.
12. 3.
13. 3.
14. 2.
15. 2.
16. 2.
17. 1.
18. 2.
19. 1.
20. 1
1. The major differences between Outcomes Based education (OBE)
and the current Curriculum and Assessment Policy Statement.
OBE focussed on integrated assessments and co-operation. OBE required teachers
to be well-equiped and have their own resources.
Whereas, CAPS focuses more on how to teach, how to assess and how to make
lesson plans. CAPS also introduced English as a subject from early grades such as
grade R. CAPS focuses on contents and the use of textbooks.
2. Major factors affect dropout rates in South African schools.
According to Balfour (2016, p.19), boys are more prone to drop out of school than
girls. The rate of boys dropping out of school and achieving poor success rates
, within the first ten years are at a high level. Therefore, gender influences the dropout
rates in South African schools.
Furthermore, the economy is also slowing down and there is an increase in labour
unrest. Therefore, socio-economic factors affect when learners leave school. In
addition, learners not only drop out of school early but many learners who leave
school are unskilled. Thus, they are forced into unskilled labour.
Success in school is also related to race and social class (Balfour, 2016, p.19),
hence, due to racial discrimination in the schooling system learners leave school
before completion.
3. Decline in the numbers of state schools and reasons for this
phenomenon.
Economic mobility has improved for the middle class and this has caused learners to
gain access to more expensive private schools (Balfour, 2016, p.11). Hence, there
has been a demand for better quality education which has made the demand for
private schools higher. Hence, there are more learners attending these schools than
during Apartheid.
There has been an increase of private schools since 1995 and 2014 which has led to
the decline in demand for state schools. Furthermore, after 1995, the Group Areas
Act was revoked which enabled parents to place their children in schools which are
not only in their area (Balfour, 2016, p.11). Thus, children can now attend schools
which are not in their suburb of residence.
4. Discuss why the issue of Afrikaans was so contentious (seen as a
problem) in Bantu
Education schools in the 1970s.
Afrikaans was contentious because there was a fifty-fifty rule which required tests to
be done half in English and half in Afrikaans (Hyslop, 1999, p. 158). This could not
be done because majority of learners did not know Afrikaans. Furthermore, students
could not learn subjects such as mathematics in Afrikaans so Afrikaans being used
as a medium of teaching and learning prevented many learners from understanding
lessons.
Afrikaans was also used to nationalise black students in the culture of the Afrikaners
and their political beliefs. Thus, it was used as a symbol of national self-assertion, as
well as oppression. Afrikaans was also associated with Apartheid and was not the
preferred medium of instruction as teachers and learners preferred to teach and be
taught in English during the 1970s.
QUESTION 3
Question 1: Multiple-choice questions.
1. 1.
2. 2.
3. 3.
4. 1.
5. 2.
6. 3.
7. 1.
8. 3.
9. 3.
10. 1.
11. 1.
12. 3.
13. 3.
14. 2.
15. 2.
16. 2.
17. 1.
18. 2.
19. 1.
20. 1
1. The major differences between Outcomes Based education (OBE)
and the current Curriculum and Assessment Policy Statement.
OBE focussed on integrated assessments and co-operation. OBE required teachers
to be well-equiped and have their own resources.
Whereas, CAPS focuses more on how to teach, how to assess and how to make
lesson plans. CAPS also introduced English as a subject from early grades such as
grade R. CAPS focuses on contents and the use of textbooks.
2. Major factors affect dropout rates in South African schools.
According to Balfour (2016, p.19), boys are more prone to drop out of school than
girls. The rate of boys dropping out of school and achieving poor success rates
, within the first ten years are at a high level. Therefore, gender influences the dropout
rates in South African schools.
Furthermore, the economy is also slowing down and there is an increase in labour
unrest. Therefore, socio-economic factors affect when learners leave school. In
addition, learners not only drop out of school early but many learners who leave
school are unskilled. Thus, they are forced into unskilled labour.
Success in school is also related to race and social class (Balfour, 2016, p.19),
hence, due to racial discrimination in the schooling system learners leave school
before completion.
3. Decline in the numbers of state schools and reasons for this
phenomenon.
Economic mobility has improved for the middle class and this has caused learners to
gain access to more expensive private schools (Balfour, 2016, p.11). Hence, there
has been a demand for better quality education which has made the demand for
private schools higher. Hence, there are more learners attending these schools than
during Apartheid.
There has been an increase of private schools since 1995 and 2014 which has led to
the decline in demand for state schools. Furthermore, after 1995, the Group Areas
Act was revoked which enabled parents to place their children in schools which are
not only in their area (Balfour, 2016, p.11). Thus, children can now attend schools
which are not in their suburb of residence.
4. Discuss why the issue of Afrikaans was so contentious (seen as a
problem) in Bantu
Education schools in the 1970s.
Afrikaans was contentious because there was a fifty-fifty rule which required tests to
be done half in English and half in Afrikaans (Hyslop, 1999, p. 158). This could not
be done because majority of learners did not know Afrikaans. Furthermore, students
could not learn subjects such as mathematics in Afrikaans so Afrikaans being used
as a medium of teaching and learning prevented many learners from understanding
lessons.
Afrikaans was also used to nationalise black students in the culture of the Afrikaners
and their political beliefs. Thus, it was used as a symbol of national self-assertion, as
well as oppression. Afrikaans was also associated with Apartheid and was not the
preferred medium of instruction as teachers and learners preferred to teach and be
taught in English during the 1970s.
QUESTION 3
