,HED4806 Assignment 4 2025 ;100 % TRUSTED
workings, Expert Solved, Explanations and
Solutions.
MULTIPLE CHOICE,ASSURED EXCELLENCE
SECTION A The extract below is taken from chapter 9 of the
prescribed book: Seroto, J, Davids, MN & Wolhuter, C. 2020.
Decolonising education in the Global South. Cape Town:
Pearson. Given the slow pace of structural change in the Indian
economy, described in an earlier section, the pursuit of this
education has created the following outcomes: A relatively
small section of the population completed schooling and
different levels of higher education (and they benefitted from
the employment in the service sector after India opened up its
economy). Most Indian people did not complete schooling and
ended up in less productive agriculture or unskilled work. There
was no major focus on mass education in India during the first
four decades after its independence (Balakrishnan, 2010). Given
the nature of the economy, there was a weak link between
education and industrial development. Even when students
pursued technical education, the focus was more on the higher
end of such technical education and post-school certificate
courses on vocational education did not get adequate support
from people and governments. Questions: Discuss the following
topics regarding education in India: (Is starting from point 2 and
not 1 deliberate? It might confuse some of the students) 2.
,What was the difference in the aims and objectives of
education in India both during the colonial period and after
independence? (10) 3. Discuss the debate about the nature of
formal education in India. (10) 4. Do you think India made the
right decision when it rejected the basic-schooling approach
proposed by Mahatma Gandhi? (10) 5. How did the slow
structural change in the Indian economy affect Indian
education? (10) 6. Discuss the challenges in the Indian
education system by referring to their implications for Indian
citizens from less affluent backgrounds. (10) Subtotal: [50]
SECTION B The extract below is taken from chapter 10 of the
prescribed book: Seroto, J, Davids, MN & Wolhuter, C. 2020.
Decolonising education in the Global South. Cape Town:
Pearson. None of the existing education systems in the world
operates outside a country’s ideological framework. Education
in Tanzania has largely been guided by the ideology of Ujamaa
na Kujitegemea (Socialism and Self-Reliance). Within this
ideological framework, education was designed to support
efforts aimed to build an egalitarian society epitomised by
relevance, equality, and equity. For many years Tanzanians have
understood and viewed education as an indispensable tool for
liberation (Nyerere, 1974). Although education is a factor for
social, economic, political, scientific, and technological
liberation, it is also a clear indicator of a nation’s development
achievement. Indeed, education and development are
, inseparable. After all, central to any form of education in any
society is its power to liberate and develop its recipients and
people. As Ndunguru puts it: ‘[I]f education in Tanzania and,
indeed, in other parts of Africa is to mean anything, it must aim
at equipping children with the knowledge, skills and attitudes
for tackling … societal problems.’ (Ndunguru,1976:75). The
Education for Self-Reliance (ESR), an offshoot of the Arusha
Declaration that ushered in the ideology of socialism and self-
reliance, articulates clearly such an education. The ESR was a
radical education policy-cum-philosophy designed to decolonise
education meant for Tanzanians. Questions: 1. Essentially, the
ESR policy paper published in March 1967 was the education
version of Ujamaa na Kujitegemea. It was a radical education
reform in Tanzania. Describe the ESR policy’s criticism of
colonial education. (10) 2. Discuss the challenges of the
education-for-self-reliance policy. (10) 3. Elaborate on the
development of non-formal education in Tanzania and explain
why it was introduced. (10) Subtotal: [30] SECTION C The
extract below is taken from chapter 14 of the prescribed book:
Seroto, J, Davids, MN & Wolhuter, C. 2020. Decolonising
education in the Global South. Cape Town: Pearson. As
language and culture are intractably intertwined, so are
curriculum and language (Nguyen, 2017). Language in a
curriculum has a dual character: it is both a means of
communication and the carrier of culture (Wa Thiong’o,
workings, Expert Solved, Explanations and
Solutions.
MULTIPLE CHOICE,ASSURED EXCELLENCE
SECTION A The extract below is taken from chapter 9 of the
prescribed book: Seroto, J, Davids, MN & Wolhuter, C. 2020.
Decolonising education in the Global South. Cape Town:
Pearson. Given the slow pace of structural change in the Indian
economy, described in an earlier section, the pursuit of this
education has created the following outcomes: A relatively
small section of the population completed schooling and
different levels of higher education (and they benefitted from
the employment in the service sector after India opened up its
economy). Most Indian people did not complete schooling and
ended up in less productive agriculture or unskilled work. There
was no major focus on mass education in India during the first
four decades after its independence (Balakrishnan, 2010). Given
the nature of the economy, there was a weak link between
education and industrial development. Even when students
pursued technical education, the focus was more on the higher
end of such technical education and post-school certificate
courses on vocational education did not get adequate support
from people and governments. Questions: Discuss the following
topics regarding education in India: (Is starting from point 2 and
not 1 deliberate? It might confuse some of the students) 2.
,What was the difference in the aims and objectives of
education in India both during the colonial period and after
independence? (10) 3. Discuss the debate about the nature of
formal education in India. (10) 4. Do you think India made the
right decision when it rejected the basic-schooling approach
proposed by Mahatma Gandhi? (10) 5. How did the slow
structural change in the Indian economy affect Indian
education? (10) 6. Discuss the challenges in the Indian
education system by referring to their implications for Indian
citizens from less affluent backgrounds. (10) Subtotal: [50]
SECTION B The extract below is taken from chapter 10 of the
prescribed book: Seroto, J, Davids, MN & Wolhuter, C. 2020.
Decolonising education in the Global South. Cape Town:
Pearson. None of the existing education systems in the world
operates outside a country’s ideological framework. Education
in Tanzania has largely been guided by the ideology of Ujamaa
na Kujitegemea (Socialism and Self-Reliance). Within this
ideological framework, education was designed to support
efforts aimed to build an egalitarian society epitomised by
relevance, equality, and equity. For many years Tanzanians have
understood and viewed education as an indispensable tool for
liberation (Nyerere, 1974). Although education is a factor for
social, economic, political, scientific, and technological
liberation, it is also a clear indicator of a nation’s development
achievement. Indeed, education and development are
, inseparable. After all, central to any form of education in any
society is its power to liberate and develop its recipients and
people. As Ndunguru puts it: ‘[I]f education in Tanzania and,
indeed, in other parts of Africa is to mean anything, it must aim
at equipping children with the knowledge, skills and attitudes
for tackling … societal problems.’ (Ndunguru,1976:75). The
Education for Self-Reliance (ESR), an offshoot of the Arusha
Declaration that ushered in the ideology of socialism and self-
reliance, articulates clearly such an education. The ESR was a
radical education policy-cum-philosophy designed to decolonise
education meant for Tanzanians. Questions: 1. Essentially, the
ESR policy paper published in March 1967 was the education
version of Ujamaa na Kujitegemea. It was a radical education
reform in Tanzania. Describe the ESR policy’s criticism of
colonial education. (10) 2. Discuss the challenges of the
education-for-self-reliance policy. (10) 3. Elaborate on the
development of non-formal education in Tanzania and explain
why it was introduced. (10) Subtotal: [30] SECTION C The
extract below is taken from chapter 14 of the prescribed book:
Seroto, J, Davids, MN & Wolhuter, C. 2020. Decolonising
education in the Global South. Cape Town: Pearson. As
language and culture are intractably intertwined, so are
curriculum and language (Nguyen, 2017). Language in a
curriculum has a dual character: it is both a means of
communication and the carrier of culture (Wa Thiong’o,
