ENG2601
October/November PORTFOLIO 2025
Unique number:
Due Date: 8 October 2025
2 ESSAYS PROVIDED
Preparing for a Data-Driven Education System: How Structure, Audience, Tone and
Style Work Together
The article titled How South Africa can prepare for a data-driven education system argues
that technology and data must be integrated into education policy in a responsible and
ethical way. Its main aim is to persuade education policymakers and decision-makers that
digital tools will only reduce inequality if they are introduced with proper planning,
governance, and a focus on ethics. The text uses a clear and logical structure that moves
from the problem of inequality in South African schools to the causes of poor
implementation, and finally to solutions based on data management and policy coordination.
Through its structure, tone, audience, and style, the article creates a balanced argument that
encourages collaboration rather than criticism.
The structure follows a logical and organised pattern that guides the reader from
understanding the challenge to considering practical steps for change.
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
2 ESSAYS PROVIDED
Preparing for a Data-Driven Education System: How Structure, Audience, Tone
and Style Work Together
The article titled How South Africa can prepare for a data-driven education system
argues that technology and data must be integrated into education policy in a
responsible and ethical way. Its main aim is to persuade education policymakers and
decision-makers that digital tools will only reduce inequality if they are introduced
with proper planning, governance, and a focus on ethics. The text uses a clear and
logical structure that moves from the problem of inequality in South African schools
to the causes of poor implementation, and finally to solutions based on data
management and policy coordination. Through its structure, tone, audience, and
style, the article creates a balanced argument that encourages collaboration rather
than criticism.
The structure follows a logical and organised pattern that guides the reader from
understanding the challenge to considering practical steps for change. The article
begins by introducing the deep inequality that defines South Africa’s education
system. It refers to the country’s school quintile system and shows how unequal
funding and resources affect learners’ access to technology and their academic
outcomes. By using an example that most South Africans recognise, the authors root
their argument in a familiar social reality. They remind readers that technology has
often been seen as a way to bridge educational gaps, pointing to the 2003 Draft
White Paper on e-Education and other earlier initiatives that promoted digital access
in schools. They also note how the COVID-19 pandemic exposed the weaknesses of
the system and made digital transformation urgent. This beginning helps readers
understand that the issue is not new but part of a long national struggle to use
technology as a tool for social progress.
The main body of the article is divided into sections that make it easy for readers to
follow complex ideas. It uses clear subtopics such as technology impact, data
management, and a holistic policy response. Each of these sections serves a
specific purpose in building the argument. In the section on technology impact, the
authors caution that distributing devices alone has limited effect on improving
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
October/November PORTFOLIO 2025
Unique number:
Due Date: 8 October 2025
2 ESSAYS PROVIDED
Preparing for a Data-Driven Education System: How Structure, Audience, Tone and
Style Work Together
The article titled How South Africa can prepare for a data-driven education system argues
that technology and data must be integrated into education policy in a responsible and
ethical way. Its main aim is to persuade education policymakers and decision-makers that
digital tools will only reduce inequality if they are introduced with proper planning,
governance, and a focus on ethics. The text uses a clear and logical structure that moves
from the problem of inequality in South African schools to the causes of poor
implementation, and finally to solutions based on data management and policy coordination.
Through its structure, tone, audience, and style, the article creates a balanced argument that
encourages collaboration rather than criticism.
The structure follows a logical and organised pattern that guides the reader from
understanding the challenge to considering practical steps for change.
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
2 ESSAYS PROVIDED
Preparing for a Data-Driven Education System: How Structure, Audience, Tone
and Style Work Together
The article titled How South Africa can prepare for a data-driven education system
argues that technology and data must be integrated into education policy in a
responsible and ethical way. Its main aim is to persuade education policymakers and
decision-makers that digital tools will only reduce inequality if they are introduced
with proper planning, governance, and a focus on ethics. The text uses a clear and
logical structure that moves from the problem of inequality in South African schools
to the causes of poor implementation, and finally to solutions based on data
management and policy coordination. Through its structure, tone, audience, and
style, the article creates a balanced argument that encourages collaboration rather
than criticism.
The structure follows a logical and organised pattern that guides the reader from
understanding the challenge to considering practical steps for change. The article
begins by introducing the deep inequality that defines South Africa’s education
system. It refers to the country’s school quintile system and shows how unequal
funding and resources affect learners’ access to technology and their academic
outcomes. By using an example that most South Africans recognise, the authors root
their argument in a familiar social reality. They remind readers that technology has
often been seen as a way to bridge educational gaps, pointing to the 2003 Draft
White Paper on e-Education and other earlier initiatives that promoted digital access
in schools. They also note how the COVID-19 pandemic exposed the weaknesses of
the system and made digital transformation urgent. This beginning helps readers
understand that the issue is not new but part of a long national struggle to use
technology as a tool for social progress.
The main body of the article is divided into sections that make it easy for readers to
follow complex ideas. It uses clear subtopics such as technology impact, data
management, and a holistic policy response. Each of these sections serves a
specific purpose in building the argument. In the section on technology impact, the
authors caution that distributing devices alone has limited effect on improving
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
