AFL2603 Assignment
1 Semester 2 2024
QUESTIONS WITH ANSWERS
,AFL2603 Assignment 1 Semester 2 2024
1.1 How did people in the olden days’ prior formal education, transfer
knowledge and skills to their children? Support your answers with relevant
examples. (15)
1.2 Folksongs and praise poems are always regarded as old fashioned and
outdated. Do you agree or disagree with this statement? Support your
answers with relevant examples. (10) /25/
1.1 Knowledge and Skills Transfer Prior to Formal Education (15
Marks)
Before the establishment of formal education systems, knowledge and
skills were passed down through generations using a variety of traditional
methods. These methods were deeply rooted in the culture, practices, and
everyday life of communities.
1. Oral Tradition: One of the most common methods was oral tradition.
Elders and knowledgeable community members would tell stories,
myths, and legends that carried moral lessons, historical knowledge,
and societal norms. For example, in African societies, griots were
respected storytellers who preserved the history of their people
through narratives and songs.
2. Apprenticeship: Skills were often taught through apprenticeship.
Children would learn a trade by working alongside a skilled adult,
usually a parent or a master craftsman. For example, a blacksmith’s
son would learn the art of blacksmithing by observing and assisting
, his father, gradually acquiring the necessary skills to practice the craft
independently.
3. Rites of Passage: Rites of passage were significant cultural
ceremonies that marked the transition from childhood to adulthood.
These ceremonies often involved the transmission of essential
survival skills, such as hunting, farming, and domestic
responsibilities. For instance, among the Maasai of East Africa,
young boys underwent a series of trials and teachings to become
warriors, learning essential skills for protection and sustenance of the
community.
4. Communal Living and Observation: In close-knit communities,
children learned by observing and participating in daily activities.
They would watch their parents and other community members
engage in farming, cooking, weaving, and other tasks, gradually
learning how to perform these activities themselves.
5. Cultural Artifacts and Symbolism: Knowledge was also embedded
in cultural artifacts and symbols, such as art, tools, and clothing. For
instance, the intricate patterns in Zulu beadwork convey social status,
marital status, and cultural identity, which are passed on to younger
generations as they learn the craft.
6. Songs and Dances: Songs, dances, and rituals were also integral to
teaching and preserving knowledge. In many cultures, songs were
used to teach children about history, social values, and customs. For
example, work songs in African-American communities not only
1 Semester 2 2024
QUESTIONS WITH ANSWERS
,AFL2603 Assignment 1 Semester 2 2024
1.1 How did people in the olden days’ prior formal education, transfer
knowledge and skills to their children? Support your answers with relevant
examples. (15)
1.2 Folksongs and praise poems are always regarded as old fashioned and
outdated. Do you agree or disagree with this statement? Support your
answers with relevant examples. (10) /25/
1.1 Knowledge and Skills Transfer Prior to Formal Education (15
Marks)
Before the establishment of formal education systems, knowledge and
skills were passed down through generations using a variety of traditional
methods. These methods were deeply rooted in the culture, practices, and
everyday life of communities.
1. Oral Tradition: One of the most common methods was oral tradition.
Elders and knowledgeable community members would tell stories,
myths, and legends that carried moral lessons, historical knowledge,
and societal norms. For example, in African societies, griots were
respected storytellers who preserved the history of their people
through narratives and songs.
2. Apprenticeship: Skills were often taught through apprenticeship.
Children would learn a trade by working alongside a skilled adult,
usually a parent or a master craftsman. For example, a blacksmith’s
son would learn the art of blacksmithing by observing and assisting
, his father, gradually acquiring the necessary skills to practice the craft
independently.
3. Rites of Passage: Rites of passage were significant cultural
ceremonies that marked the transition from childhood to adulthood.
These ceremonies often involved the transmission of essential
survival skills, such as hunting, farming, and domestic
responsibilities. For instance, among the Maasai of East Africa,
young boys underwent a series of trials and teachings to become
warriors, learning essential skills for protection and sustenance of the
community.
4. Communal Living and Observation: In close-knit communities,
children learned by observing and participating in daily activities.
They would watch their parents and other community members
engage in farming, cooking, weaving, and other tasks, gradually
learning how to perform these activities themselves.
5. Cultural Artifacts and Symbolism: Knowledge was also embedded
in cultural artifacts and symbols, such as art, tools, and clothing. For
instance, the intricate patterns in Zulu beadwork convey social status,
marital status, and cultural identity, which are passed on to younger
generations as they learn the craft.
6. Songs and Dances: Songs, dances, and rituals were also integral to
teaching and preserving knowledge. In many cultures, songs were
used to teach children about history, social values, and customs. For
example, work songs in African-American communities not only
