SAE3701 Exam Prep
SAE3701 Exam Preparation
Assignment 01 - 2020
1. Before formal schools, ‘indigenous education’ in precolonial societies wat
intertwined with:
• social life
• a process which prepared people to live effectively in their environment
(SG: pg. 7)
2. Education in precolonial communities involved:
• oral history
• skills to adapt to the environment
• morality
(SG: pg. 7)
3. The process of socialisation in precolonial societies began within the context
of:
• the family
• the cultural context
(SG: pg. 8)
4. Colonisation in South Africa entails …
• a large political body or country conquers and rules over territories which are
outside of its own country’s borders.
• ideological control through, for example, schooling
(SG: pg. 2)
5. Mission schools were established in South Africa ….
• after colonisation
6. The missionaries saw education as a way of achieving their aims by:
• converting people to Christianity
• Establishing formal schools and curricula
(Church and Education: pg. 71)
7. A criticism of mission education was that it ….
• taught gender specific subject e.g. domestic skills for girls
• was often segregated along lines of colour
(Church and Education: pg. 83)
8. Bantu Education was introduced by the Nationalist Party:
• After the Bantu Education Act closes down mission schools in 1953.
9. Bantu Education provided:
• Mass, state schooling
• A curriculum established by the state
• Segregated schooling along the lines of colour
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,SAE3701 Exam Prep
10. One of the aims of Bantu Education was to …
• produce a semi-skilled labour force
11. The 1976 Revolt was triggered by:
• The introduction of Afrikaans as a medium of instruction in schools
(Student Revolt pg. 10)
12. The Black Conscious Movement emphasised:
• The assertion of black cultural liberation
• The psychological liberation from notions of inferiority
• The unity of Black, Indian and Coloured people
13. Moloi argues that the role of some teachers during the 1976 Revolt was:
• To politicise learners
• To challenge authoritarian behaviour in schools
(Bodibeng pg. 117)
14. Moloi argues after the 1976 Revolt:
• Students were more politically radical
• Students challenged the status quo
• The school matric pass rate dropped
(Bodibeng pg. 123)
15. After 1994 in South Africa:
• The apartheid system continues
• A new democratic dispensation was introduced
16. In Balfour (2016) the Bill of Rights stated that everyone has:
• The right to a basic education
• Has the right to use the language of their choice
• Enjoy their culture
• Practice their religion
(Balfour pg. 4-5)
17. The South African Schools Act of 1996 allows:
• Schools to govern themselves
• Governing bodies to levy school fees
(Balfour pg. 6)
18. Enrolment in Grade R (a pre-school year) from 2003 – 2022”
• Doubled
(Balfour pg. 7)
19. The Policy on Inclusive Education:
• Indicated that children with special needs will be supported in schools
• Ensured all children are welcome in all schools are a specialised type of
school
(Balfour pg. 15)
20. According to Balfour, the education system in the current South Africa:
• Remains divided along social class lines
• Has the co-existence of wealthy middle-class schools and poorer, working
class schools
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, SAE3701 Exam Prep
Assignment 02 - 2020
1. What aspects of social life did pre-colonial education embrace? (5)
Pre-colonial education embraced the following:
• character building
• development of physical aptitudes, as well as
• the acquisition of moral qualities that are a vital part of adulthood.
• preparation of responsibilities in the adult world
• developing skills that are necessary to survive in a changing environment
Pre-colonial education taught people about the whole spectrum of human existence in
various communities.
(SAE3701 – South African Education System Study guide: pg. 7)
2. Discuss the main aspects of socialisation in pre-colonial societies. Who were
the primary agents of socialisation? What were children taught? (5)
The education of the African before the Europeans arrived, is described as an education that
prepares one for their own responsibilities as an adult in their home, village and tribe, by
Scanlon.
Socialization has the following main aspects:
• the acquisition of cultural norms
• values and beliefs
• rules for interacting with others
The primary agents of socialisation were the family, as the family has the vital function of
shaping a child’s attitudes and behaviour
The children were taught to think, act and feel appropriately.
(SAE3701 – South African Education System Study guide: pg. 8)
3. Draw out the distinction (the differences) between formal and informal learning
in the pre-colonial context. (5)
Indigenous people’s education was passed on in two ways, i.e. informally by parents and
elders within the society through a socialisation process, as well as formally through initiation
rites or apprenticeship.
Informal education refers to the “lifelong process by which every person acquires and
accumulates knowledge, skills, attitude and insights from daily experiences and exposure to
the environment. Informal education is also characterised by the contact individuals have
with different environmental influences that result from day-to-day learning.
In the informal education mode, formal characteristics associated with specific rites of
passage in formal organisation (i.e. initiation ritual) might exist.
However, formal education, can be defines as the “institutionalised, chronologically graded
and hierarchically structured educational systems.” This type of education did unfortunately
not exist in the pre-colonial era.
(SAE3701 – South African Education System Study guide: pg. 8)
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SAE3701 Exam Preparation
Assignment 01 - 2020
1. Before formal schools, ‘indigenous education’ in precolonial societies wat
intertwined with:
• social life
• a process which prepared people to live effectively in their environment
(SG: pg. 7)
2. Education in precolonial communities involved:
• oral history
• skills to adapt to the environment
• morality
(SG: pg. 7)
3. The process of socialisation in precolonial societies began within the context
of:
• the family
• the cultural context
(SG: pg. 8)
4. Colonisation in South Africa entails …
• a large political body or country conquers and rules over territories which are
outside of its own country’s borders.
• ideological control through, for example, schooling
(SG: pg. 2)
5. Mission schools were established in South Africa ….
• after colonisation
6. The missionaries saw education as a way of achieving their aims by:
• converting people to Christianity
• Establishing formal schools and curricula
(Church and Education: pg. 71)
7. A criticism of mission education was that it ….
• taught gender specific subject e.g. domestic skills for girls
• was often segregated along lines of colour
(Church and Education: pg. 83)
8. Bantu Education was introduced by the Nationalist Party:
• After the Bantu Education Act closes down mission schools in 1953.
9. Bantu Education provided:
• Mass, state schooling
• A curriculum established by the state
• Segregated schooling along the lines of colour
1|Page
,SAE3701 Exam Prep
10. One of the aims of Bantu Education was to …
• produce a semi-skilled labour force
11. The 1976 Revolt was triggered by:
• The introduction of Afrikaans as a medium of instruction in schools
(Student Revolt pg. 10)
12. The Black Conscious Movement emphasised:
• The assertion of black cultural liberation
• The psychological liberation from notions of inferiority
• The unity of Black, Indian and Coloured people
13. Moloi argues that the role of some teachers during the 1976 Revolt was:
• To politicise learners
• To challenge authoritarian behaviour in schools
(Bodibeng pg. 117)
14. Moloi argues after the 1976 Revolt:
• Students were more politically radical
• Students challenged the status quo
• The school matric pass rate dropped
(Bodibeng pg. 123)
15. After 1994 in South Africa:
• The apartheid system continues
• A new democratic dispensation was introduced
16. In Balfour (2016) the Bill of Rights stated that everyone has:
• The right to a basic education
• Has the right to use the language of their choice
• Enjoy their culture
• Practice their religion
(Balfour pg. 4-5)
17. The South African Schools Act of 1996 allows:
• Schools to govern themselves
• Governing bodies to levy school fees
(Balfour pg. 6)
18. Enrolment in Grade R (a pre-school year) from 2003 – 2022”
• Doubled
(Balfour pg. 7)
19. The Policy on Inclusive Education:
• Indicated that children with special needs will be supported in schools
• Ensured all children are welcome in all schools are a specialised type of
school
(Balfour pg. 15)
20. According to Balfour, the education system in the current South Africa:
• Remains divided along social class lines
• Has the co-existence of wealthy middle-class schools and poorer, working
class schools
2|Page
, SAE3701 Exam Prep
Assignment 02 - 2020
1. What aspects of social life did pre-colonial education embrace? (5)
Pre-colonial education embraced the following:
• character building
• development of physical aptitudes, as well as
• the acquisition of moral qualities that are a vital part of adulthood.
• preparation of responsibilities in the adult world
• developing skills that are necessary to survive in a changing environment
Pre-colonial education taught people about the whole spectrum of human existence in
various communities.
(SAE3701 – South African Education System Study guide: pg. 7)
2. Discuss the main aspects of socialisation in pre-colonial societies. Who were
the primary agents of socialisation? What were children taught? (5)
The education of the African before the Europeans arrived, is described as an education that
prepares one for their own responsibilities as an adult in their home, village and tribe, by
Scanlon.
Socialization has the following main aspects:
• the acquisition of cultural norms
• values and beliefs
• rules for interacting with others
The primary agents of socialisation were the family, as the family has the vital function of
shaping a child’s attitudes and behaviour
The children were taught to think, act and feel appropriately.
(SAE3701 – South African Education System Study guide: pg. 8)
3. Draw out the distinction (the differences) between formal and informal learning
in the pre-colonial context. (5)
Indigenous people’s education was passed on in two ways, i.e. informally by parents and
elders within the society through a socialisation process, as well as formally through initiation
rites or apprenticeship.
Informal education refers to the “lifelong process by which every person acquires and
accumulates knowledge, skills, attitude and insights from daily experiences and exposure to
the environment. Informal education is also characterised by the contact individuals have
with different environmental influences that result from day-to-day learning.
In the informal education mode, formal characteristics associated with specific rites of
passage in formal organisation (i.e. initiation ritual) might exist.
However, formal education, can be defines as the “institutionalised, chronologically graded
and hierarchically structured educational systems.” This type of education did unfortunately
not exist in the pre-colonial era.
(SAE3701 – South African Education System Study guide: pg. 8)
3|Page
