HED4805
Assignment 4 2025
(Answer Guide) -
Due 22 August 2025
QUESTIONS WITH 100%
VERIFIED AND
CERTIFIED ANSWERS.
,1|Page
HED4805 Assignment 4 2025 (Answer Guide) - Due 22 August 2025
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2025
Contents
Question 1 .................................................................................................................................................. 2
“People’s education for people’s power” is a phrase that is often deliberately
misrepresented for political reasons. Analyse this statement in the light of the struggle
for equality during apartheid. ........................................................................................................... 2
Question 2 .................................................................................................................................................. 4
Evaluate the role played by the Eiselen Commission in the introduction of the Bantu
Education Act of 1953, which can be viewed as the blueprint for apartheid education. .. 4
Question 3 .................................................................................................................................................. 7
“… [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) .................................................................................. 7
1. Highlight the key issues that define Timbuktu as a learning centre. (10) ........................ 7
2. Suggest solutions to the challenges faced by the Harambee school system. (15) ....... 8
Question 4 ................................................................................................................................................ 10
Analyse the challenges of Education for Self-Reliance. (25 marks) .................................... 10
References ............................................................................................................................................... 14
, 2|Page
Question 1
“People’s education for people’s power” is a phrase that is often deliberately
misrepresented for political reasons. Analyse this statement in the light of the
struggle for equality during apartheid.
The phrase “People’s education for people’s power” emerged during the 1980s as a
rallying cry for resistance against the oppressive apartheid education system in South
Africa. The apartheid government deliberately used education as a tool to maintain
racial inequality and to entrench white supremacy. In contrast, people’s education was a
call by liberation movements and communities for a transformative, inclusive, and
democratic education system that would empower the oppressed and dismantle
apartheid structures. However, this concept has frequently been misrepresented or
misunderstood for political gain, both during the apartheid era and in the post-apartheid
context.
During apartheid, the Bantu Education system introduced in 1953 institutionalised racial
segregation in education and aimed to prepare black South Africans only for roles as
labourers and servants within a white-dominated society. The content and quality of
education provided to black learners were deliberately inferior. According to the
Freedom Charter (1955), a foundational document for anti-apartheid movements, "the
doors of learning and culture shall be opened," signifying the demand for an equitable
education system that promoted critical thinking, liberation, and self-empowerment
(Vally & Spreen, 2006).
The notion of “People’s education for people’s power” emerged as a counter to the
apartheid state's control of the curriculum and pedagogy. It was rooted in the belief that
education should be a liberating force rather than a tool of oppression. It was based on
principles such as community involvement, democratic participation, relevance to
students’ lives, and the fostering of critical consciousness. This approach was
influenced by Paulo Freire’s concept of critical pedagogy, which argued that education
Assignment 4 2025
(Answer Guide) -
Due 22 August 2025
QUESTIONS WITH 100%
VERIFIED AND
CERTIFIED ANSWERS.
,1|Page
HED4805 Assignment 4 2025 (Answer Guide) - Due 22 August 2025
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2025
Contents
Question 1 .................................................................................................................................................. 2
“People’s education for people’s power” is a phrase that is often deliberately
misrepresented for political reasons. Analyse this statement in the light of the struggle
for equality during apartheid. ........................................................................................................... 2
Question 2 .................................................................................................................................................. 4
Evaluate the role played by the Eiselen Commission in the introduction of the Bantu
Education Act of 1953, which can be viewed as the blueprint for apartheid education. .. 4
Question 3 .................................................................................................................................................. 7
“… [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) .................................................................................. 7
1. Highlight the key issues that define Timbuktu as a learning centre. (10) ........................ 7
2. Suggest solutions to the challenges faced by the Harambee school system. (15) ....... 8
Question 4 ................................................................................................................................................ 10
Analyse the challenges of Education for Self-Reliance. (25 marks) .................................... 10
References ............................................................................................................................................... 14
, 2|Page
Question 1
“People’s education for people’s power” is a phrase that is often deliberately
misrepresented for political reasons. Analyse this statement in the light of the
struggle for equality during apartheid.
The phrase “People’s education for people’s power” emerged during the 1980s as a
rallying cry for resistance against the oppressive apartheid education system in South
Africa. The apartheid government deliberately used education as a tool to maintain
racial inequality and to entrench white supremacy. In contrast, people’s education was a
call by liberation movements and communities for a transformative, inclusive, and
democratic education system that would empower the oppressed and dismantle
apartheid structures. However, this concept has frequently been misrepresented or
misunderstood for political gain, both during the apartheid era and in the post-apartheid
context.
During apartheid, the Bantu Education system introduced in 1953 institutionalised racial
segregation in education and aimed to prepare black South Africans only for roles as
labourers and servants within a white-dominated society. The content and quality of
education provided to black learners were deliberately inferior. According to the
Freedom Charter (1955), a foundational document for anti-apartheid movements, "the
doors of learning and culture shall be opened," signifying the demand for an equitable
education system that promoted critical thinking, liberation, and self-empowerment
(Vally & Spreen, 2006).
The notion of “People’s education for people’s power” emerged as a counter to the
apartheid state's control of the curriculum and pedagogy. It was rooted in the belief that
education should be a liberating force rather than a tool of oppression. It was based on
principles such as community involvement, democratic participation, relevance to
students’ lives, and the fostering of critical consciousness. This approach was
influenced by Paulo Freire’s concept of critical pedagogy, which argued that education
