INC4801 Assignment 4 (DETAILED ANSWERS) 2023 (820764) - DUE 18 October 2023.

INC4801 Assignment 4 (DETAILED ANSWERS) 2023 (820764) - DUE 18 October 2023.100% CORRECT questions, answers, workings and explanations.Question 1 Read the statement of commitment below and then answer the question that follows. Republic of South Africa National Statement of Commitment We, the Government of South Africa represented by the Ministries of Basic Education and Higher Education and Training together with national stakeholders in the education [sector], following the country’s national consultations herewith commit at the Transformation Education Summit 2022: 1. Prioritise the recovery of learning losses in early learning (ECD), basic education, special needs education, higher education, technical and vocational education and training, adult basic education and training and skills development by 2023 through the implementation of a national education recovery plan and the allocation of resources towards this commitment. 2. Develop a national plan of action based on the insights obtained through the national consultations with due consideration of existing national plans and policies to accelerate the achievement of the national and international goals and commitments set out in the National Development Plan: Vision 2030 (NDP), Agenda 2063 and Sustainable Development Goals to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all South Africans. This shall include the education and training system as defined in the National Development Plan: Vision 2030 (NDP) and include early childhood development (early learning), basic education, special needs education, higher education, technical and vocational education and training, adult basic education and training and skills development. 3. Children, young people and adults are supported and have access to quality and inclusive education. In this regard, quality education is defined against practical benchmarks that [aim] to transform education in the country to ensure that 2030 targets are met as well as educational approaches and pedagogies to facilitate knowledge and skills needed for a changing world and the associated world of work in the 21st century. 4. Foundational literacy and numeracy skills are essential for learning, and important for lifelong learning that is imperative in enhancing the country’s human capital; and should be embedded in early childhood development programmes and the foundation phase of basic education (Grades R to 3) through active play-based pedagogies. 5. Education outcomes for literacy, science, technology, engineering, the arts, mathematics and life skills [require] an integrated approach starting in early childhood development and continuing [seamlessly] throughout basic education system into postschool education and training system supported by appropriately qualified education workforce, curricula and learning programmes. 6. Recognise that inclusive and quality education and training are influenced by factors and challenges beyond the pedagogical approaches and learning programme, inside and outside the early childhood development programmes/school/post-school education and training (PSET) institutions to be addressed in an appropriate, intersectoral and sensitive manner. [Measures to address] these programmes need to be implemented and monitored against existing and/or adjusted policies to ensure safety, non-discrimination, prevention of violence (general and gender-based violence), prevention and managing of drug and alcohol abuse, impacting on children/young people and educators. Issues like health, nutrition, diversity, ability, care and support and life skills need to be integrated across the education and training system. 7. Comprehensive sexuality education, inclusive of sexual and reproductive health rights, needs to start early in early childhood development programmes and continue throughout basic education and post-school education and training (PSET) in an ageappropriate manner as to provide children and young people with the required knowledge to make informed decisions. 8. Ensuring the continuation of education and training in the case of a disaster/emergency (including emergency preparedness, modalities of learning in early childhood development, basic education and post-school education and training, psychosocial support for children/students, educators, lecturers, training facilitators, infra-structure, budgets, amongst others). 9. Children, young people and adults living with disabilities have the right to education and training and have equal access to early childhood development, basic education, technical and vocational education and training, higher education and skills development, and where such educational opportunities do not meet their specific needs, are supported and have access to special education and learning opportunities that will afford them their right to education and training. Provision for children, young people and adults with severe to profound intellectual disabilities [needs] to be addressed at system level, inclusive of financial and human resources. For realisation of potential for learners with disabilities, we need to ensure digital infrastructure for all educational institutions to enable effective learning. 10. Fit-for-purpose education programmes through appropriate and accessible modalities to be provided for children in difficult circumstances and/or at risk to be excluded from education and training such as children/young people living and working on the streets, refugee children/youth, undocumented persons, severely disabled children, young people in detention/prison, amongst others, [who] cannot be accommodated due to multiple contributing factors in mainstream schools or education programmes (such as ABET), as to ensure that their right to basic education is afforded. 11. Build on the adaptions made in education when dealing with the COVID-19 pandemic such as virtual classrooms solution for teaching and learning, broadcasting (TV and Radio), online content and support resources, use of social media platforms and online platforms as a transformative impetus in the country’s education and training system. 12. Give priority to ensure that the education workforce has the required knowledge, skills and qualifications to provide quality and inclusive early childhood development programmes, basic education, special needs education, technical and vocational education and training, higher education and skills development; and effectively utilises the transformative power of education in the 21st century. Educators to be able and supported in the use of hybrid models of education including in-person and e-learning through digital platforms. This [is] to be supported by a Human Resource Development Strategy and its Implementation Plan to ensure that education workforce meets the demands of quality and inclusive education as well as the skills and knowledge needed in transforming education in the country; as well as conditions of service of educators, including remuneration, [which] needs to be market related and match their qualifications, experience, performance, position and specialised skills and knowledge. 13. Continue to give priority to the professional recognition and professionalisation of the education workforce in early childhood development, basic education, special needs education and post-school education and training based on minimum standards in terms of proficiency (qualifications, knowledge and skills) and professional conduct, and required to be registered with the South African Council for Educators (SACE) or other professional Councils as appropriate for educators in the post-school education and training (PSET) sector. Continued proficiency through continuing professional teacher development (CPTD) should be a requirement imbedded in professional recognition and registration. 14. All educators need to have … basic training on the inclusion of all children/students in learning environment (including disability, gender, diversity, sexual orientation, special educational needs, similar) as part of their pre-service training as well as [postqualification] continuing professional teacher development (CPTD). Educators working with children/young people with special education needs such as those with severe to profound intellectual disabilities need to have the appropriate knowledge and skills and be accredited through South African Council for Educators (SACE) that they are proficient in providing education to these children/young people. 15. Post-school education and training (PSET) focusses on the skills, research and innovation capacity that the country needs and responds to the world of work that includes gainful employment as well as enhanced entrepreneurship. 16. … [Transversal] skills such as critical thinking, creative thinking, communicating, and collaborating, information and technology literacy, flexibility, inter-personal and social skills that are important for adaptation, success and resilience as to be prepared for an uncertain future need to be embedded in the curricula for early childhood development, basic education, special needs education and post-school education and training. 17. Learning and skills for life and the world of work should be integral to education and training, while ensuring that adolescents and young people have opportunities by offering life skills through multiple pathways; the education and training of persons with disabilities, including skills training is supportive of their employment with support from the industry; and that inclusive and quality Adult Basic Education and Training (ABET) follows inclusive and active pedagogical approaches, and is fully incorporated in the education and training system’s transformation for the 21st century. 18. Sustainable development (linked to all 17 SDGs) is integrated in a practical manner in all education curricula [to] facilitate knowledge and skills to address challenges such as environmental and climate change, poverty, inequality, war and others. 19. Close the digital divide in terms of access to data/internet for educational purposes by ensuring that free, high-quality access is available to all through regulation and adequate resourcing. 20. Embed the use of technology, internet, digital skills in educational learning programmes through transformative and active pedagogical approaches that will prepare and enable children, young people and adults to engage with and respond to the opportunities and challenges of the 21st century and the 4th Industrial Revolution. 21. Create an enabling environment for digital learning and transformation of education through a review of national policies and plans as to adapt and integrate digital learning and transformation of education in the 21st century, and e-Education is fully integrated into schools and post-school education and training (PSET) institutions by 2030 with high quality. 22. Public funding allocated to education should be sufficient to ensure that children, young people and adults’ right to inclusive and quality education is realized and that all have opportunities and access to early childhood development, basic education, special needs education, higher education, technical and vocational education and training, adult basic education and training and skills development. 23. Accountability for the allocation and expenditure of the education budgets against clear norms and benchmarks for funding in education and training should be implemented continuously and transparently with an emphasis on accountability to the nation and the world. Source: 1.1 Comment on the South African government’s commitments as presented at the Transforming Education Summit that was hosted by the United Nations in New York in September 2022. Focus specifically on commitments 2, 3, 6, 9, 10, 12, 14 and 17 in your comment. You may use these commitments as subheadings in your answer. Substantiate your answer with clear, practical examples and by referring to current policies and practices. 5 x 8 = (40) Question 2 Read the extract from an article below and answer the questions that follow. Stakeholders seek inclusive African-centred education reforms in Nigeria Charles Ogwo – June 23, 2023 Stakeholders in the education sector have made clarion calls for inclusive African-centred education reforms in Nigeria in order to achieve the needed equity, excellence and social transformation that is dignifying to the people. Chizoba Imoka-Ubochioma, director of Unveiling Africa Foundation, and the convener of the ‘Re-Rooting in African History’ (RIAH) education summit themed “African-centred education: A path to equity, excellence and transformation” held recently, explained that the event is a long-time journey to liberating Nigerians in particular and Africa in general on how they teach their children. “The summit was conceived in response to the absence of African-centred perceptive, history and ways of knowing how we are educators in the African continent including Nigeria. This summit is kind of an ice-breaker to what we see as a long-time journey towards shifting our education system from its current Eurocentric positioning to a different place where our knowledge system, ways of seeing the world, and our history [are] centred in how we teach our children.” In addition, she said: “We are not talking of just history as a subject that children learn but we are saying history is something everybody should know and it has implications for all subjects. Every subject has a root somewhere, and fortunately, Africa is the cradle of humanity in everything including knowledge systems, but all of this knowledge about who we are, our contribution to the world, and how we do things has been expunged from our education system.” Imoka-Ubochioma reiterated that the country inherited an education system that is not designed for its people and that it is one of the legacies of the colonial masters. She urged the government to force all public servants to use local languages as a way of promoting cultural values. Folawe Omikunle, chief executive officer of Teach for Nigeria (TFN), and a co-convener of the summit said the RIAH event doubles as an alumni summit for TFN graduates. Omikunle disclosed that there is a great need for citizens to rub their minds and reflect on how to decolonise the education system in the country. She pointed out the need for Nigerian children to access quality education that dignifies them as human beings, and unlock them to discover their potential by rerooting them in African history irrespective of their tribe, gender or religion. And to achieve the re-rooting goal, she maintained that children should be taught in a language they understand in a way that respects their culture and dignifies their persons. “Language is such an important piece of education, a lot of research has shown the power, impact and effect of having one’s own local language as a mode of instruction in teaching in schools.” Source: 2.1 Explain the purpose of the Re-rooting in African History (RIAH) Education Summit. Write a paragraph in your own words. (5) 2.2 Using the knowledge of African philosophies you have gained in this module, identify five specific issues that are raised in the article. (5) 2.2.2 Discuss how you would implement the principles of African philosophies to address the issues identified in 2.2.1. Suggest two practical solutions for each issue. (10) Question 3 Read the article below and then answer the questions that follow. Students with disability struggling to receive inclusion education by Brett Henebery 06 Feb 2023 In NSW, the overwhelming majority of students with disability (86%) learn in mainstream classrooms, while Schools for Specific Purposes (SSPs) educate around 3% of students with disability. To ensure the state’s schools remain inclusive for children with a disability, the NSW Government began implementing its new Inclusive Education Policy from Term 3, 2022. However, a new investigative paper purports to have exposed “the depths of exclusion, frustrating complaints processes and the impacts of systemic disadvantage on both students and schools” within the state’s education system. The paper ‘Falling behind: A need for inclusive education’, which was produced collaboratively between Family Advocacy and Disability Advocacy NSW, found students with disability are often excluded from classroom activities due to low funding, staff and resource shortages and lack of capacity, while other schools lacked expertise, knowledge or skills to provide inclusive education. The core issues inhibiting inclusive education include some schools refusing to provide adjustments without providing a clear reason and a lack of accountability in the complaints process. The report noted how families and students experience “a lack of due process” and feel that the outcome is “disproportionally geared in favour of the education system”. Other inhibitors include schools ‘babysitting’ students with disability rather than educating them, unfair suspensions and forced part-time attendance, and gaps in service systems where families are left to fill in the holes. ‘The current system is not fit for purpose’ Leanne Varga, Systemic Advocate at Family Advocacy, said while the new inclusive education policy has good intentions to attempt to address the issues laid out in the new investigative paper, good intentions are not enough. “The current education system is not fit for purpose as it continues to segregate more than 26,000 students and requires an overhaul so that students with disability are included meaningfully in schools,” Varga told The Educator. To properly address the issues raised in the new paper, in the lead-up to the NSW election, Family Advocacy's campaign has called on the NSW government to commit to an ‘Inclusive Education Roadmap’ with a long-term vision that will strengthen the system’s capability including supporting teachers so students with disability can access and participate on the same basis as other students. The organisation is also calling on the government to establish an ‘Invest in a Work Transition Pilot Project’ to improve the transition of young people with disability from education to employment. INC4801 ASSIGNMENT 04 8 ‘We just need to find the right approach’ Beyond NSW, there are signs that the push to provide an inclusive education in schools faces an uphill battle. New research from Griffith University’s Associate Professor Stuart Woodcock reveals less than 50% of Brisbane secondary teachers believe in an inclusive classroom. In the survey of 12 Brisbane high schools and 182 teachers, results revealed just 47% of all teachers believed inclusive classrooms were an effective way to teach all students. That figure rose to 60% for beginner to intermediate* teachers (*less than 10 years’ experience) but fell to 37.5% for experienced (10 plus years’ experience) teachers. “Inclusivity in high school is possible, we just need to find the right approach,” Professor Woodcock said. “Our research is focussed on finding out how we do inclusive education better in a primary and high school setting so that we get the best [out] of diverse classrooms for all students.” As part of an international study with Monash University, the researchers from Griffith University identified inclusive schools in different Australian states and had a roundtable discussion with the principals to see how they are making their schools inclusive. “We’re interested to find out what their approach is. What we need to understand is, which schools are inclusive? What are they doing? and What is working?” Professor Woodcock said. “We plan to speak to parents, students, teachers, principals, and the community. Inclusive education is a collective proposition, it's important to include multiple perspectives in the study.” Giving kids a sense of belonging is key Varga said that moving forward in 2023, school leaders can ensure all children feel welcomed and have a sense of belonging by creating an inclusive culture at a whole-of-school level. “This means creating an inclusive culture of putting inclusive values into action and producing inclusive policies that value diversity,” she said. “Principals also need to make sure their school makes changes to meet the needs of students with a disability. Principals should also support teachers to learn about evolving inclusive practices such as having the Universal Design for Learning embedded in the classroom.” Principals should also be promoting good collaboration within the school’s community and using helpful resources that already exist, said Varga. “Some of these include Conversations for Collaboration, a student-centred approach to parent/educator collaborative engagement, co-designed by NSW educators and parents of students with disability,” she said. “Good parent/school relations can also be prompted by encouraging a P & C Inclusion Subcommittee where parents can identify common issues and collaborate to improve their local school.” Source: 3.1 Identify ten issues in the article that inhibit inclusive education for students with disabilities in NSW, Australia. (10) 3.2 Explain how you would use the whole-school approach to improve the situation in NSW schools. Provide one clear and practical solution for each of the ten issues you identified in 3.1. (10) Question 4 Read the extract from a Human Rights Watch report below and answer the questions that follow. Children’s Rights Between 2021 and mid-2022, 400,000 to 500,000 children dropped out of school in South Africa, bringing the total number of out of school children to 750,000, according to the United Nations Children’s Fund (UNICEF). Teenage pregnancy was identified as one of the reasons why children drop out of school in the country. Over half-a-million children with disabilities are excluded from education. On September 21, the South African Constitutional Court declared the Copyright Act unconstitutional because it did not include exceptions that would allow for the reproduction and adaptation of literary materials to meet the needs of persons who had a visual or print disability. In November 2021, South Africa adopted the Policy on Prevention and Management of Learner Pregnancy in Schools, which recognizes students' right to continue in school during and after their pregnancy. Approximately 33 percent of girls do not return to school after falling pregnant. Since January, schools are compelled to report pregnancies under the age of 16, the age of consent, and as such any sexual activity below that age is statutory rape. Source: 4.1 4.1.1 Discuss measures that the government could employ to implement inclusive education and to improve the situation of the 750 000 children who are out of school in South Africa. Give at least five measures, together with practical examples, in your answer. (10) 4.1.2 Discuss what role other stakeholders, for example, community organisations and business organisations could play in improving the situation of the 750 000 children who are out of school in South Africa. Give at least five possible solutions, together with practical examples, in your answer. (10)