,SAE3701 Assignment 3 (COMPLETE ANSWERS)
2025 - DUE April 2025; 100% TRUSTED Complete,
trusted solutions and explanations.
MULTIPLE CHOICE,ASSURED EXCELLENCE
What does Balfour (page 2) mean when he writes: the structure
of the education system was designed along race categories?
Look at tables 1.1.1 and 1.1.2 on p. 3. These will help you
formulate your response in relation to the racial inequalities
that existed in South Africa in 1994. Discuss the different views
held by the mission educators on what black students should
learn at secondary and teacher training institutions Examine the
progress and challenges of education in post-Apartheid South
Africa. Discuss your answer under the following sub-headings:
INTRODUCTION (150 WORDS) 1. Access to Education (300
WORDS) 2. Quality of Education (300 WORDS) 3. Equity and
Inclusion (300 WORDS) 4. Policy Reforms and Implementation .
Briefly discuss the impact of Black Consciousness philosophy
and other political influences infused by teachers, such as
Matsepe, had on students in Bodibeng. . The Dynamic Role of
Teacher Unions in the Democratic Era: A Close Examination of
Recent Strikes in South Africa -Introduction (150 WORDS) -
Issues Leading to Teacher Strikes (200 WORDS) -Positive and
Negative Effects of Teacher Union Activities (300 WORDS) -
Conclusion (200 WORDS) -Bibliography AED3701 PDU3701
PED3701 CDE3701 INC3701 FMT3701 FLT3701 FPT3701
LSK3701 ESC3701 CUS3701 Tutor
, INTRODUCTION
The structure of the education system in South Africa before
1994 was fundamentally shaped by racial segregation, as
highlighted by Balfour. Education was designed along race
categories, ensuring that white learners received superior
resources and opportunities while black learners were
subjected to substandard schooling. This inequitable structure
was entrenched through policies such as the Bantu Education
Act, which deliberately limited black students' academic and
professional prospects. Tables 1.1.1 and 1.1.2 on page 3 of
Balfour's text further illustrate these disparities, showing
significant differences in funding, infrastructure, and teacher
qualifications across racial lines. Mission educators held
differing views on what black students should learn—some
advocated for vocational training to maintain a labor force for
white industries, while others pushed for academic
advancement to challenge systemic oppression. This essay
examines the progress and challenges of education in post-
Apartheid South Africa under key themes such as access,
quality, equity, and policy reforms.
1. Access to Education
Post-1994, the South African government prioritized increasing
access to education for all racial groups. Policies such as the
South African Schools Act (1996) sought to democratize
2025 - DUE April 2025; 100% TRUSTED Complete,
trusted solutions and explanations.
MULTIPLE CHOICE,ASSURED EXCELLENCE
What does Balfour (page 2) mean when he writes: the structure
of the education system was designed along race categories?
Look at tables 1.1.1 and 1.1.2 on p. 3. These will help you
formulate your response in relation to the racial inequalities
that existed in South Africa in 1994. Discuss the different views
held by the mission educators on what black students should
learn at secondary and teacher training institutions Examine the
progress and challenges of education in post-Apartheid South
Africa. Discuss your answer under the following sub-headings:
INTRODUCTION (150 WORDS) 1. Access to Education (300
WORDS) 2. Quality of Education (300 WORDS) 3. Equity and
Inclusion (300 WORDS) 4. Policy Reforms and Implementation .
Briefly discuss the impact of Black Consciousness philosophy
and other political influences infused by teachers, such as
Matsepe, had on students in Bodibeng. . The Dynamic Role of
Teacher Unions in the Democratic Era: A Close Examination of
Recent Strikes in South Africa -Introduction (150 WORDS) -
Issues Leading to Teacher Strikes (200 WORDS) -Positive and
Negative Effects of Teacher Union Activities (300 WORDS) -
Conclusion (200 WORDS) -Bibliography AED3701 PDU3701
PED3701 CDE3701 INC3701 FMT3701 FLT3701 FPT3701
LSK3701 ESC3701 CUS3701 Tutor
, INTRODUCTION
The structure of the education system in South Africa before
1994 was fundamentally shaped by racial segregation, as
highlighted by Balfour. Education was designed along race
categories, ensuring that white learners received superior
resources and opportunities while black learners were
subjected to substandard schooling. This inequitable structure
was entrenched through policies such as the Bantu Education
Act, which deliberately limited black students' academic and
professional prospects. Tables 1.1.1 and 1.1.2 on page 3 of
Balfour's text further illustrate these disparities, showing
significant differences in funding, infrastructure, and teacher
qualifications across racial lines. Mission educators held
differing views on what black students should learn—some
advocated for vocational training to maintain a labor force for
white industries, while others pushed for academic
advancement to challenge systemic oppression. This essay
examines the progress and challenges of education in post-
Apartheid South Africa under key themes such as access,
quality, equity, and policy reforms.
1. Access to Education
Post-1994, the South African government prioritized increasing
access to education for all racial groups. Policies such as the
South African Schools Act (1996) sought to democratize
