ENG2601
assignmen
October 2025 EXAM
UNIQUE CODE:
Detailed Solutions, References & Explanations
DUE DATE: 08 Oct 2025
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning,
comparison and reference purpose,
Not to duplicate, reproduce and/or misrepresent the
contents of this document as your own work,
Fully accept the consequences should you plagiarise
or misuse this document.
Disclaimer
Extreme care has been used to create this
document, however the contents are provided “as
is” without any representations or warranties,
express or implied. The author assumes no
liability as a result of reliance and use of the
contents of this document. This document is to
be used for comparison, research and reference
purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or
by any means.
, 0688120934
PREVIEW
Preparing for a Data-Driven Education System: How Structure, Audience, Tone
and Style Work Together
The article ―How South Africa can prepare for a data-driven education system‖ sets out
to persuade education stakeholders that technology and data policy must be planned
holistically and ethically if digital tools are to reduce – rather than reproduce – inequality.
It does so by moving from a problem statement rooted in South Africa’s schooling
context, through evidence-based cautions about technology, to a pragmatic roadmap
anchored in policy and governance. An analysis of the text’s structure, intended
audience, tone and style shows how these choices work together to advance the
writers’ purpose.
The structure follows a logical problem–cause–solution sequence that guides a non-
specialist reader through a complex policy space. The opening frames the problem:
deep systemic disparities between poor and better-resourced schools. The reference to
quintiles and the consequences for ―university admission and outcomes‖ grounds the
issue in familiar national terms while signalling stakes beyond basic education. The next
move is historical and policy-oriented. By recalling the 2003 Draft White Paper on e-
Education and subsequent initiatives, the article shows that technology has long been
positioned as a lever to ―leapfrog‖ access and capability, with the COVID-19 lockdowns
adding urgency. This two-step opening—diagnosis plus policy context—creates a
shared baseline from which the authors can evaluate the new focus on data and ―data-
driven tools.‖
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is”
without any representations or warranties, express or implied. The author assumes no liability as
a result of reliance and use of the contents of this document. This document is to be used for
comparison, research and reference purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or by any means.
assignmen
October 2025 EXAM
UNIQUE CODE:
Detailed Solutions, References & Explanations
DUE DATE: 08 Oct 2025
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning,
comparison and reference purpose,
Not to duplicate, reproduce and/or misrepresent the
contents of this document as your own work,
Fully accept the consequences should you plagiarise
or misuse this document.
Disclaimer
Extreme care has been used to create this
document, however the contents are provided “as
is” without any representations or warranties,
express or implied. The author assumes no
liability as a result of reliance and use of the
contents of this document. This document is to
be used for comparison, research and reference
purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or
by any means.
, 0688120934
PREVIEW
Preparing for a Data-Driven Education System: How Structure, Audience, Tone
and Style Work Together
The article ―How South Africa can prepare for a data-driven education system‖ sets out
to persuade education stakeholders that technology and data policy must be planned
holistically and ethically if digital tools are to reduce – rather than reproduce – inequality.
It does so by moving from a problem statement rooted in South Africa’s schooling
context, through evidence-based cautions about technology, to a pragmatic roadmap
anchored in policy and governance. An analysis of the text’s structure, intended
audience, tone and style shows how these choices work together to advance the
writers’ purpose.
The structure follows a logical problem–cause–solution sequence that guides a non-
specialist reader through a complex policy space. The opening frames the problem:
deep systemic disparities between poor and better-resourced schools. The reference to
quintiles and the consequences for ―university admission and outcomes‖ grounds the
issue in familiar national terms while signalling stakes beyond basic education. The next
move is historical and policy-oriented. By recalling the 2003 Draft White Paper on e-
Education and subsequent initiatives, the article shows that technology has long been
positioned as a lever to ―leapfrog‖ access and capability, with the COVID-19 lockdowns
adding urgency. This two-step opening—diagnosis plus policy context—creates a
shared baseline from which the authors can evaluate the new focus on data and ―data-
driven tools.‖
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is”
without any representations or warranties, express or implied. The author assumes no liability as
a result of reliance and use of the contents of this document. This document is to be used for
comparison, research and reference purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or by any means.
