SAE3701 – ASSIGNMENT 01
ASSIGNMENT 02
DUE DATE: 19 MAY 2022
MARKS: 100
, QUESTION 1:
1.1
The learning of the use of words and gestures to deliver messages in the most
eloquent manner was encouraged and praised by both the traditional leadership and
village elders. As stated by Emeagwali (2006) Africans in diverse sections of the
continent employed a vast variety of symbols and patterns for communicating
thoughts. It is vital to emphasize that the learning did not follow any complete and
official curriculum, which in most instances resulted in significant information and skills
becoming lost when the custodians of such knowledge and skills died or lost their
cognitive faculties, such as going mad. The African continent underwent its own sort
of teaching and learning before it was colonized and even before the advent of the
missionaries. The training systems of Africans such as the traditional schools did exist,
but most significantly, the family unit functioned as a vital framework for knowledge
supply and acquisition. It is clear that the learning that was introduced into African
communities became organized in such a way that people could not completely
identify with the continent's ideals. Colonial education fostered and encouraged
individualism, saw money acquisition as a measure of life success, conditioned those
who got it to resent those who did not, taught receivers to dislike physical labor, and
taught victims to embrace everything European as the ideal of greatness. Boateng
(2015) also asserts that education's traditional function of bridging the divide between
adults and young are progressively losing way to the formation of the so-called
creative person who is divorced from his or her heritage. Western education actively
opposed Africans' attempts to influence it and to recognize their contributions. As
Emeagwali (2006) notes, there are similarities between Egyptian mathematics and the
so-called discoveries that elevated Greek scientists such as Archimedes and
Pythagoras to celebrity status. African institutions did not teach written sources of
African history such as Hamadhari, Al Masudi, Al Bakri, Al Idrisi, Al Umari, and Al
Muhallabi. Significant African historical writings from the twelfth and thirteenth
centuries were similarly impacted.
1.2
It has been argued that mission schools taught the value of discipline and hard work
which meant that social class position were often reproduced;
o There were double sessions: teachers often taught one session in the morning
and another in the afternoon. This undermined the quality of teaching and
learning.
o Teachers were not fully trained.
o Learners in working class schools often into low paid, working class
employment.
o School buildings and classrooms were often badly constructed.
o Classrooms were poorly resourced and not maintained.
ASSIGNMENT 02
DUE DATE: 19 MAY 2022
MARKS: 100
, QUESTION 1:
1.1
The learning of the use of words and gestures to deliver messages in the most
eloquent manner was encouraged and praised by both the traditional leadership and
village elders. As stated by Emeagwali (2006) Africans in diverse sections of the
continent employed a vast variety of symbols and patterns for communicating
thoughts. It is vital to emphasize that the learning did not follow any complete and
official curriculum, which in most instances resulted in significant information and skills
becoming lost when the custodians of such knowledge and skills died or lost their
cognitive faculties, such as going mad. The African continent underwent its own sort
of teaching and learning before it was colonized and even before the advent of the
missionaries. The training systems of Africans such as the traditional schools did exist,
but most significantly, the family unit functioned as a vital framework for knowledge
supply and acquisition. It is clear that the learning that was introduced into African
communities became organized in such a way that people could not completely
identify with the continent's ideals. Colonial education fostered and encouraged
individualism, saw money acquisition as a measure of life success, conditioned those
who got it to resent those who did not, taught receivers to dislike physical labor, and
taught victims to embrace everything European as the ideal of greatness. Boateng
(2015) also asserts that education's traditional function of bridging the divide between
adults and young are progressively losing way to the formation of the so-called
creative person who is divorced from his or her heritage. Western education actively
opposed Africans' attempts to influence it and to recognize their contributions. As
Emeagwali (2006) notes, there are similarities between Egyptian mathematics and the
so-called discoveries that elevated Greek scientists such as Archimedes and
Pythagoras to celebrity status. African institutions did not teach written sources of
African history such as Hamadhari, Al Masudi, Al Bakri, Al Idrisi, Al Umari, and Al
Muhallabi. Significant African historical writings from the twelfth and thirteenth
centuries were similarly impacted.
1.2
It has been argued that mission schools taught the value of discipline and hard work
which meant that social class position were often reproduced;
o There were double sessions: teachers often taught one session in the morning
and another in the afternoon. This undermined the quality of teaching and
learning.
o Teachers were not fully trained.
o Learners in working class schools often into low paid, working class
employment.
o School buildings and classrooms were often badly constructed.
o Classrooms were poorly resourced and not maintained.
