SAE3701/101/0/2020

Tutorial Letter 101/0/2020

South African Education System

SAE3701
Year module

Department of Educational Foundations

IMPORTANT INFORMATION:

This tutorial letter contains important information

about your module.

BARCODE

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CONTENTS

Page

1 INTRODUCTION ....................................................................................................... 3
2 PURPOSE AND OUTCOMES ................................................................................... 4
2.1 Purpose. ................................................................................................................... 4
2.2 Outcomes ................................................................................................................. 4
3 LECTURER(S) AND CONTACT DETAILS ............................................................... 5
3.1 Lecturer(s) ............................................................................................................... 5
3.2 Department .............................................................................................................. 5
3.3 University ................................................................................................................. 6
4 RESOURCES............................................................................................................ 6
4.1 Prescribed readings ................................................................................................ 6
4.2 Recommended books ............................................................................................. 6
4.3 Electronic reserves (e-Reserves) ........................................................................... 7
4.4 Library services and resources information ......................................................... 7
5 STUDENT SUPPORT SERVICES ............................................................................ 8
6 STUDY PLAN ........................................................................................................... 8
7. PRACTICAL WORK AND WORK-INTEGRATED LEARNING ................................. 9
8. ASSESSMENT.......................................................................................................... 9
8.1 Assessment criteria ................................................................................................ 9
8.2 Assessment plan ................................................................................................... 10
8.3 Unique assignment numbers................................................................................ 10
8.4 Assignment due dates .......................................................................................... 10
8.4.1 The closing dates for the submission of the assignments................................. 10
8.5 Instructions for submitting assignments............................................................. 10
8.6 The assignments ................................................................................................... 11
8.7 Other assessment methods .................................................................................. 26
8.8 The examination .................................................................................................... 26
9. FREQUENTLY ASKED QUESTIONS ..................................................................... 27
10. IN CLOSING ........................................................................................................... 28

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Dear Student

As part of this tutorial letter, we wish to inform you that Unisa has implemented a
transformation charter based on five pillars and eight dimensions. In response to this
charter, we have also placed curriculum transformation high on the agenda. For your
information, curriculum transformation includes the following pillars: student-centred
scholarship, the pedagogical renewal of teaching and assessment practices, the
scholarship of teaching and learning, and the infusion of African epistemologies and
philosophies. These pillars and their principles will be integrated at both the
programme and module levels, as a phased-in approach. You will notice the
implementation thereof in your modules, and we encourage you to fully embrace these
changes during your studies at Unisa.

1 INTRODUCTION

1.1 Welcome

Welcome to the module, South African Education System (SAE3701) We hope you
will find the content of the module both interesting and rewarding.

Although we are an ODeL institution, this does not mean that we regard you as a mere
computerised number. On the contrary, each one of you is an individual learner with
ideals, dreams and expectations, and you are important to us. We understand the
problems of being a part-time student who has additional obligations besides your
studies. We, therefore, want to assist you academically, encourage you personally and
minimise the challenges you may face along the way.

Please also note that the key to success in an open distance e-learning (ODeL)
environment is to start studying early in the semester as a semester is short, working
through your study material as soon as possible and to commit to completing the
assignments properly and on time.

This tutorial letter (101) contains important information about the scheme of work and
assignments for this module. In addition, the assessment standards, instructions for
the completion and submission of assignments, the prescribed study material and all
other resources also form part of this tutorial letter. We have also included general and
administrative information about this module. Read it carefully and keep it at hand
when working through the study material, doing the assignments, preparing for the
examination and addressing queries to your lecturers.

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Once submissions of Assignments 02 and 03 have closed, you will receive Tutorial
Letter 201 with revision information for all assignments and examination preparation.
We repeat, you should read all tutorial letters you receive in the course of the semester
immediately and carefully, as they always contain important and sometimes urgent
information.

We hope you will enjoy this module and wish you the best of luck!

Your lecturer
Dr Marian Baker

2 PURPOSE AND OUTCOMES

2.1 Purpose: The SAE3701 module provides a historical context to the current
education system. It follows a historical trajectory across precolonial, colonial
(or Mission education), apartheid education and the new education
dispensation in the 1990s to the present. In addition, it focuses on the role of
the current educator as an ethical, reflective professional.

2.2 Outcomes

LEARNING OUTCOMES
After completing this module, you should be able to

 explain the content and context of historical developments in South African

education
 provide historical background for the current South African education system
 examine your own position as a future teacher within a historical context
 engage with the debates around post-1994 challenges in South African
education
 explain in detail how the post-1994 South African system underwent change
 discuss the notion of teacher professionalism
 explain post-1994 teacher-related policies and their impact on teacher practice
 identify and explain concerns around values in education and the demand for
quality and effective education
 examine critically your position as a teacher through self-reflection and self-
management
As a learner, it is your responsibility to:

 read and understand the contents of your study guide and tutorial letters
 apply the main ideas to the educational and social problems in your specific
context and in the global sphere
 understand and explain the main concepts in the study guide.

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We hope that you will ultimately be able to:

 reflect critically on your own teaching practice
 reflect critically on contemporary issues in education and society
 explain how to solve problems in teaching and education

3 LECTURER(S) AND CONTACT DETAILS

3.1 Lecturer(s)

You may e-mail us, phone us or make an appointment to see us. We cannot
overemphasise the importance of scheduling an appointment to meet lecturers. Some
students travel long distances to UNISA in Pretoria without making an appointment
and are disappointed when they learn upon arrival that the lecturer is overseas
attending a conference or at a workshop for the entire day or at a meeting elsewhere.
Scheduling an appointment is the professional way of going about your business.

The primary lecturer for this module is:

Dr Marian Baker
Department of Educational Foundations
PO Box 392
UNISA
Pretoria
0003
E-mail: ebakerm@unisa.ac.za

Take note that letters addressed to lecturers may not be enclosed in your
assignments. Letters should be sent by e-mail. You may also contact us on the
myUnisa’s Discussion forum.

3.2 Department

You can contact the secretary responsible for EDRHODG in the Department of
Educational Foundations.

Mrs D Tjikana
Office Number 6-82
AJH van der Walt Building
Tel: 012 429 6009
E-mail: ndaladn1@unisa.ac.za

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3.3 University

You should direct telephonic enquiries about administrative matters to the relevant
department. Please refer to the brochure Study @ Unisa which you should have
received with your study material. This brochure explains how to contact the
University (e.g., whom you can write to regarding different enquiries, important
telephone and fax numbers, addresses and details of the times certain facilities
are open).

Always have your student number at hand when you contact the university.

Take note that all administrative enquiries should be directed to:

 Fax (RSA only): 012 429 4150
 Fax (international): +27 12 429 415
 E-mail: study-info@unisa.ac.za

4 RESOURCES

The Despatch Department should supply you with the following study material for this
module:

 Tutorial Letter 101/3/2020. This tutorial letter contains the assignments for the
module.
 Tutorial Letter 201/2020 which you will receive after the due date of Assignment
02 and which contains feedback on assignments and examination guidelines.

Remember that you can also view and download the study guides and tutorial
letters for your modules on the University’s online campus, myUnisa, at
http://my.unisa.ac.za. Do not wait months after registration for a postal package with
the study material. To get an early start, log on to myUnisa and look for your module.
In the left-hand menu, open the window for “Official Study Material” and start - THE
SOONER, THE BETTER.

Go to the myUnisa web page for this module and look under “Resources”.

4.1 Prescribed readings

There is no text book. All readings are on e-Reserves

4.2 Recommended books

To broaden your knowledge, it is recommended to read the following sources:

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Jay, JK & Johnson, KL. 2002. Capturing complexity: a typology of reflective practice
for teacher education. Teaching and Teacher Education, 18(2002):73–85.

Mayeza, E. 2017. Girls don’t play soccer: children policing gender on the playground
in a township primary school in South Africa. Gender and Education, 29(4):476-494,
https://doi.org/10.1080/09540253.2016.1187262
Nieftogodien, N. 2014. The Soweto uprising. Johannesburg: Jacana Media.
Worden, N. 1994. The making of modern South Africa. London: Blackwell.

4.3 Electronic reserves (e-Reserves)

E-reserves SAE3701

Balfour, R. 2015. Education in a new South Africa, crisis and change. Cambridge:
Cambridge University Press.
Christie, P. 1991. The right to learn. Johannesburg: Sached Press.
Christie, P. 2008. Opening the doors of learning. Cape Town: Heinemann.

Hofer, B. 2017. ‘Shaping the Epistemology of Teacher Practice Through Reflection

and Reflexivity’, Educational Psychologist, 52 (4), 299-306.
Hoffman, N, Sayed, Y & Badroodien, A. 2016. Different rules for different teachers:
teachers' views of professionalism and accountability in a bifurcated educated
system. Journal of Education, 65:123-153.

Hyslop, J. 1999. The classroom struggle: policy and resistance in South Africa, 1940
– 1990. Durban: University of Natal Press.
Moloi, T. 2011. Bodibeng High School: black consciousness philosophy and students’
demonstration, 1940s – 1976. South African Historical Journal, 63(1):102-126.

E-reserves can be downloaded from the Library catalogue. More information is

available at http://libguides.unisa.ac.za/request/request

4.4 Library services and resources information

For brief information, go to www.unisa.ac.za/brochures/studies

For detailed information, go to http://www.unisa.ac.za/library. For research support
and services of personal librarians, click on "Research support".

The library has compiled a number of library guides on the following:

 Finding recommended reading in the print collection and e-reserves –

http://libguides.unisa.ac.za/request/undergrad
 Requesting material – http://libguides.unisa.ac.za/request/request

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 Postgraduate information services – http://libguides.unisa.ac.za/request/postgrad

 Finding, obtaining and using library resources and tools to assist in doing research
– http://libguides.unisa.ac.za/Research_Skills
 How to contact the library/finding us on social media/frequently asked questions –
http://libguides.unisa.ac.za/ask

5 STUDENT SUPPORT SERVICES

For information on the various student support systems and services available at
UNISA (e.g., student counselling, tutorial classes and language support), consult the
brochure Study @ Unisa.

6 STUDY PLAN

The brochure Study @ Unisa contains valuable information about where to begin with
your studies.

We suggest that you look at the due dates of assignments and compile a study plan
for each module accordingly. Use the following as a guideline for planning your
EDRHODG studies:

STUDY PLAN

Time Period Activity

 Familiarise yourself with the study material by studying
January-March 2020 Tutorial Letter 101 and reading through the study guide.

 Complete the compulsory orientation assignment

(Assignment 01) (compulsory) and submit it on or
before 30 March 2020

 Study the requirements for Assignment 02

April-June 2020 (compulsory).
 Do additional reading for Assignment 02. Remember to
frequently participate in the Discussion forum on myUnisa.
 Complete Assignment 02 (compulsory) and submit it on
or before 1 June 2020. No extension of time is granted.

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 Study the requirements for Assignment 03

July - September 2020 (compulsory).
 Do additional reading for Assignment 03. Remember to
frequently participate in the Discussion forum on myUnisa.
 Complete Assignment 03 (compulsory) and submit it on
or before 20 August 2020. No extension of time is
granted.
 Study Tutorial Letter 201 with examination guidelines and
the feedback on the assignments.
 Make a thorough study of all the relevant work explained
and discussed in this module. Prepare mind maps and
start studying with purpose for the examination.
 Remember to participate in the Discussion forum on
myUnisa.

 Check your examination date.

October – November  Keep on preparing for the examination.
2020  Write the examination with confidence.

7. PRACTICAL WORK AND WORK-INTEGRATED LEARNING

No practical work is required for this module.

8. ASSESSMENT

For general information about and the requirements for assignments, see the brochure
Study @ Unisa.

8.1 Assessment criteria

You can deduce the assessment criteria from the module outcomes. Keep the
following outcomes in mind when you prepare for the examination:
 Explain the concepts in the context of education.
 Explain the connection between concepts.
 Describe and apply the steps in problem-solving.
 Formulate a problem statement for a research proposal.
 Argue a point.
 Explain the difference between value and factual statements.
 Explain and apply the research process.

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8.2 Assessment plan

Assignment 01 for both semesters should be answered on a mark-reading sheet you

will receive with your study material. Study the brochure Study @ Unisa for information
on how to complete a mark-reading sheet. This assignment is marked on a specific
date by a computer and thus NO EXTENSION OF TIME can be granted. Clearly mark
your answers using an HB pencil. Ensure that you also fill in on the mark-reading sheet
the number of the assignment (01 in this instance), as well as the unique number of
the assignment. You have to study the contents of your study guide in detail to be able
to answer the assignment questions, which are designed to test your overall
knowledge.

8.3 Unique assignment numbers

Assignment unique numbers

Assignment 01 685587

Assignment 02 649298

Assignment 03 555869

8.4 Assignment due dates

8.4.1 The closing dates for the submission of the assignments

Assignment submission dates

Assignment 01 30 March 2020

Assignment 02 1 June 2020

Assignment 03 20 August 2020

8.5 Instructions for submitting assignments

You may submit written assignments and assignments done on mark-reading sheets
by mail or electronically via myUnisa. ASSIGNMENTS MAY NOT BE SUBMITTED
BY FAX OR E-MAIL. Remember to allocate exactly the same number to an
assignment as the one provided in the tutorial letter: 01, 02, 03 and so on. For
example, if Assignment 02 is the first assignment that you submit for the year, you
must still number it 02 and not 01.

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PLEASE NOTE: Although postal submission is one of the valid options for
submitting assignments, take note that the postal service can sometimes be
hampered by strikes which will delay the delivery of your assignment. Your
mailed assignment may miss the deadline by arriving at Unisa long after you
have mailed it. Therefore, we encourage you to submit your written assignment
online via myUnisa which is always reliable. But take care to submit your
assignment on time. Remember, the portal closes on the due date and your
submission will not be accepted. Before you press the send button of your
computer, make sure that you have provided the correct information on your
cover page and that the content of your work is relevant.

To submit your assignment via myUnisa:

 Go to myUnisa.
 Log in with your student number and password.
 Select the module.
 Click on “Assignments” in the left-hand menu on your screen.
 Click on the assignment number you want to submit.
 Follow the instructions on the screen.
 Submit a PDF document.

For detailed information on assignments, please consult Study @ Unisa. Assignments

submitted by land mail should be addressed to:

Assignment Section
PO Box 392
UNISA
Pretoria
0003

8.6 The assignments

ASSIGNMENT 01 – (MULTIPLE CHOICE ORIENTATION ASSIGNMENT -

COMPULSORY)

Submission: 30 March 2020

Unique number : ... 685587

READ THE INSTRUCTIONS FOR THE USE OF THE OPTICAL MARK-READING

SHEET

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Revise the study guide for this module and answer the following questions. Select the
correct or most suitable option and fill in the number on the optical mark-reading sheet.

Question 1

20 Multiple Choice Questions (Compulsory)

1. Before formal schools, ‘indigenous education’ in precolonial societies

was intertwined with:
a) social life
b) state schools
c) a process which prepared people to live effectively in their environment
d) the middle -class, urban family

1. a and c
2. a and d
3. b and c
4. b and d

2. Education in precolonial communities involved:

a) Oral history
b) Skills to adapt to the environment
c) The industrial sector
d) Morality

1. a, b and c
2. c and d
3. a, b and d
4. b, c and d

3. The process of socialisation in precolonial societies began within the

context of … .
a) the modern school
b) the family
c) university
d) the cultural context

1. a and c
2. b and c
3. d
4. b and d

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4 Colonisation in South Africa entails …

a) a large political body or country conquers and rules over territories
which are outside of its own country’s borders
b) the independence of colonised peoples
c) ideological control through, for example, schooling
d) a lack of opposition from colonised people

1. a and d
2. a and c
3. a and d
4. b and d

5. Mission schools were established in South Africa … .

a) before colonisation
b) after colonisation
c) only in rural areas
d) only in urban areas

1. a
2. b
3. d
4. c

6 The missionaries saw education as a way of achieving their aims by:

a) Establishing free and equal education for boys and girls
b) Criticising segregation
c) Converting people to Christianity
d) Establishing formal schools and curricula

1. a and d
2. c and d
3. a and b
4. b and d

7 A criticism of mission education was that it … .

a) taught gender specific subjects e.g. domestic skills for girls
b) did not teach practical skills such as carpentry
c) was often segregated along lines of colour
d) was too urban

1. a and c
2. b and d
3. a and b
4. c and d

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8. Bantu Education was introduced by the Nationalist Party:

a) Before mission schools
b) After the Bantu Education Act closed down mission schools in 1953
c) To introduce unsegregated, equal education
d) In precolonial times

1. c and d
2. a, c and d
3. b
4. a and d

9. Bantu Education provided:

a) Mass, state schooling
b) A curriculum established by the state
c) Segregated schooling along the lines of colour
d) An equal system of schooling for all

1. a, b and d
2. b. c and d
3. a, b and c
4. b and d

10. One of the aims of Bantu Education was to … .

a) provide tertiary education for all students
b) abolish racist ideology
c) produce highly skilled workers
d) produce a semi-skilled labour force

1. a
2. d
3. c
4. b

11. The 1976 Student Revolt was triggered by:

a) The introduction of Afrikaans as a school subject
b) The expansion of school buildings in Soweto
c) The introduction of Afrikaans as a medium of instruction in schools
d) Urbanisation

1. a and b
2. a, b and c
3. c
4. a

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12. The Black Conscious Movement emphasised:

a) The assertion of black cultural liberation
b) The psychological liberation from notions of inferiority
c) The ineffectiveness of resistance
d) The unity of Black, Indian and Coloured people

1. a, b, c and d
2. a, b and c
3. a, b and d
4. b, c and d

13. Moloi argues that the role of some teachers during the 1976 Revolt was:
a) Insignificant
b) To politicise learners
c) To challenge authoritarian behaviour in schools
d) Negative

1. a and b
2. b and d
3. c and d
4. b and c

14. Moloi argues after the 1976 Revolt:

a) Students were more politically radical
b) Students challenged the status quo
c) The school matric pass rate dropped
d) Students became submissive

1. a, b and d
2. a, b and c
3. a and b
4. c and d

15. After 1994 in South Africa:

a) The apartheid system continued
b) The apartheid system was dismantled
c) A new democratic dispensation was introduced
d) Mission schools were closed down

1. b
2. a
3. b and c
4. d

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16. In Balfour (2016) the Bill of Rights stated that everyone has:
a) The right to a basic education
b) Has the right to use the language of their choice
c) Enjoy their culture
d) Practice their religion

1. a, b and c
2. d
3. b, c and d
4. a, b, c and d

17. The South African Schools Act of 1996 allows:

a) Schools to govern themselves
b) Governing bodies to levy school fees
c) Schools to ignore the South African constitution
d) Corporal punishment

1. b and c
2. c and d
3. a and b
4. a and d

18. Enrolment in Grade R (a pre-school year) from 2003 - 2011:

a) Doubled
b) Decreased
c) Increased for girls only
d) Increased for boys only

1. b
2. a
3. d
4. b

19. The Policy on Inclusive Education:

a) Indicated that children with special needs will be supported in schools
b) Established schools only for learners with impairments
c) Excluded learners with special needs from ‘mainstream’ schools
d) Ensured all children are welcome in all schools are a specialised type
of school

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1. a and d
2. b and c
3. b and d
4. a and b

20. According to Balfour, the education system in the current South Africa:
a) Remains divided along social class lines
b) Has the co-existence of wealthy middle- class schools and poorer,
Working class schools
c) Is fair and equal
d) Is identical to apartheid schooling

1. b and d
2. a and b
3. c
4. d

ASSIGNMENT 02 (Paragraph type questions. COMPULSORY)

Submission date: 1 June 2020

Unique number: 649298

Assignment 2
This assignment covers the historical context of South African Education and
ranges from pre-colonial to post-apartheid education.
Sources: Study guide, Christie (1996), Hyslop (1999), Moloi 2011), Balfour (2016).
The following assignment comprises 5 short answer and paragraph type
questions.
(20 marks x 5= 100)

Question 1
1. What aspects of social life did pre-colonial education embrace? (5)

2. Discuss the main aspects of socialisation in pre-colonial societies. Who were

the primary agents of socialisation? What were children taught? (5)

3. Draw out the distinction (the differences) between formal and informal
learning in the pre-colonial context. (5)

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4. How did colonisation and missionary education change precolonial societies?

(5)
[20]
Question 2
1. Missionary education expanded during the 19th and 20th centuries (until 1953/4)
mainly due to British and European missionaries. What was taught in schools
in the 19th Century? (5)

2. What criticisms of mission education does Christie put forward? Discuss the
validity of her criticisms. (5)

3. Hyslop (1999) argues that the apartheid state in the 1950s “…created a much
larger education system than had ever existed before.” (Hyslop: 1999: 52)
Explain what type of education the Nationalist Party (NP) introduced through
the Bantu Education Act of 1953. (5)

4. Hyslop (1999) argues that the quality of Bantu Education was poor. Discuss the
major criticisms of Bantu Education. (5)
[20]
Question 3
1. Who initiated the 1976 Student Revolt and why? (5)

2. Discuss why the issue of Afrikaans was so contentious (seen as a problem) in

Bantu Education schools in the 1970s. (5)

3. In his case study of a school in Bodibeng, Moloi discusses the aftermath of the
1976 Revolt. Discuss TWO of the results of the 1976 Revolt. Comment on
whether you think his conclusions are fair. (5)

4. Discuss TWO major changes guaranteed in the “new” South African

Constitution Africa after the demise of apartheid in 1994. Briefly explain why
they were necessary changes. (5)
[20]

Question 4
1. Summarise in your own words the four primary ‘rights’ from the Bill of Rights
that South African citizens have in relation to education. (5)

2. Discuss TWO of the powers granted to schools by the South African Schools
Act of 1996. Discuss the criticisms that have been raised in relation to these
powers. (6)

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3. Why have there been significant increases in pre-Grade R and Grade R

enrolments in the Early Childhood Development (ECD) sector? (4)

4. Balfour (2016) examines the decline in the numbers of state schools and
proposes reasons for this phenomenon. Discuss briefly the reasons for this
decline. (5)
[20]

Question 5
1. What is meant by an ‘inclusive learning system’ in current South African
schools? (5)

2. “Access to, and success, in education [in 2014] continued to be configured

along racial lines...” (Balfour, page 19). Discuss this statement drawing out
reasons why racial inequalities still exist in South African schools. (6)
3. According to Balfour what major factors affect dropout rates in South African
schools? (5)
4. South Africa has one of the lowest educational performance rankings in the
world. Explain what is meant by the notion of ‘performance’. (4)
[20]
TOTAL: [100]

ASSIGNMENT 03 (Paragraph type questions. COMPULSORY)

Submission date: 20 August 2020

Unique number: 555869

Assignment 3:
This assignment covers changes in the post- apartheid South African educational
system; notions of what it means to be a professional teacher; the ethical teacher; the
teacher as reflective practitioner and teachers in an unequal society.
Sources: Study guide, Balfour (2016), Christie (2008), Hofer (2017), Hoffman et al
(2016)
The assignment comprises 1 x 20 multiple-choice questions (20 marks) and 4 short
answer and paragraph type questions (20 marks x 4)
20 marks x 5 = 100

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Question 1
Multiple-choice questions
1. According to Balfour:
a) the teaching profession in South Africa remains embattled because of
the effects of apartheid system
b) teachers should only work in private schools
c) teachers deserve bonuses
d) there was a poor quality of teacher professional development during
apartheid

1 c and d
2. a and b
3. a and d
4. b and c

2. The province in South Africa with the largest number of ordinary state
schools is:
a) Limpopo
b) Gauteng
c) Western Cape
d) Eastern Cape

1. d
2. b
3. c
4. a

3. Balfour suggests that:

a) There are high levels of participation in schooling in primary schools
b) There are high levels of participation in high schools (senior schools)
c) Learners are not interested in going to school
d) There is an approximately 10% decrease in participation in high schools

1. b
2. c
3. a and d
4. c and d

4. Access to no-fee and low-fee schools between 1994 and 2014 has:
a) Decreased
b) Increased
c) Stayed the same
d) Become expensive

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1. b
2. c
3. d
4. a

5. The first curriculum in South Africa was Outcomes Based Education

(OBE) which was based on the principles of … .
a) co-operation
b) critical thinking
c) social responsibility
d) active learner participation

1. a and b
2. c and d
3. a. b and c
4. a, b, c and d

6. According to Jansen (In Balfour, 2016) South African teachers:

a) Repressed
b) Are not being held accountable for what is happening in schools
c) Are frequently absent
d) Show high levels of commitment

1. a and d
2. b and c
3. c and d
4. a and b

7. According to Christie (2008):

a) inequalities in access to schools are increasing on a global scale
b) those without access to communication technologies could be excluded
from global action
c) inequalities in South Africa are linked to global trends
d) Inequalities in education have been abolished

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1. a, b and d
2. b, c and d
3. a, b and c
4. a, c and d

8. ‘Fortified’ schools are those that … .

a) are in gated communities
b) serve richer communities
c) have the resources to employ specialist teachers
d) can fulfil the demands of an academic curriculum

1. a and d
2. b, c and d
3. b, c and d
4. b and d

9. Schools that are “exposed sites”:

a) Serve poorer communities
b) Have learners who often struggle to achieve academically
c) Have a lack of resources
d) Are well funded

1. a, b and c
2. a, and c
3. c and d
4. b, c and d

10. For teachers an ethics of intellectual rigour includes:

a) Being informed and aware
b) Habits of mind and heart that strive for intellectual rigour
c) Dealing with complex issues
b) Questioning certainties

1. a, b and c
2. b and c
3. b, c and d
4. a, b, c and d

11. An ethics of civility includes:

a) How best to live in a shared public realm
b) Being polite to others in a private realm only
c) Acknowledging and engaging with other standpoints
d) Winning an argument

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1. a and c
2. b and c
3. b and d
4. c and d

12. Education for an ethics of civility is not about ‘politicising’ teachers.

Instead, it includes:
a) Simple multiculturism
b) Becoming familiar with the rights and responsibilities of democracy
c) Active citizenship
d) A focus on socioeconomic inequalities

1. a and b
2. a and c
3. a, b and c
4. b, c and d

13. An ethics of care embraces:

a) What it is to be human
b) A universally shared human nature
c) Engagement with others
d) Individualism

1. a and c
2. b and d
3. a and d
4. a and b

14. Levinas argues that … .

a) We should shatter indifference to suffering
b) We recognise a human face before we know and understand each other
c) We should not care about other people
d) There is an ethical responsibility to care for others

1. b and c
2. a, b and c
3. a, b and d
4. b and c

15. According to Dewey reflective thinking entails:

a) a suspension of judgment
b) being critical of others
c) a willingness to overcome mental inertia and entertain doubt
d) an openness to ideas

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1. a and b
2. a and c
3. a, b and d
4. a, c and d

16. Schon suggests that reflection:

a) helps professionals to forge new actions
b) to ignore advice
c) to improve their practice
d) to think deeply about what they do

1. a, b
2. a, b and c
3. a, c and d
4. d

17. Schon suggests reflective practice in relation to teachers leads to:

a) Questioning the organizational knowledge structure e.g. assessment
b) Not developing new strategies
c) Constructing and experimenting with new categories of understanding
d) Not valuing reflective thinking

1. a and b
2. b and c
3. a and d
4. a and c

18. A bifurcated education system … .

a) is like a tree
b) is when there are two curriculum perspectives
c) is not equal in terms of resources
d) has schools for “haves” and “have nots”

1. c and d
2. a and b
3. a and d
4. b and c

19. Hoffman et al (2016) propose that teachers in no fee schools:

a) Face the greatest institutional burdens
b) Are unprofessional
c) Are the “haves”
d) Are generally black women

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1. a and b
2. b and c
3. a and d
4. a and c

20. Teachers in no-fee schools tend to focus on:

a) Pedagogical knowledge
b) Pastoral care-work
c) Job prestige
d) Salaries

1. a
2. c
3. d
4. b

Question 2
1. What is meant by ‘accountability’ in the teaching profession? (5)

2. Balfour (1996) suggests that the development of teacher professionality has

been a persistent cause problem in South African schools. Discuss is meant by
a teacher ‘culture of professionality’. (5)

3. Discuss the major features of the former Outcomes Based Education (OBE)
curriculum. (5)
4. Draw out the major differences between outcomes Based Education (OBE) and
the current Curriculum and Assessment Policy Statement (CAPs). (5)
[20]
Question 3
1. What are the major differences between ‘fortified’ schools and schools that are
‘exposed sites’? (5)

2. Why is it important to teach systematically and with intellectual rigour? Provide

an example of how South African education can develop “habits of mind (and
heart) that strive for intellectual rigour”. (6)

3. What is meant by an ‘ethics of civility’? (4)

4. Levinas argues that being human is based on the ethical responsibility to care
for others. In your own words, discuss what he means by recognizing ‘the face
of the other’. (5)
[20]

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Question 4
1. Provide TWO examples of how teachers can become more attuned to taking
responsibility for caring for others and acknowledging the different faces in
her/his classroom? (4)

2. Briefly summarise the concept of “reflective thinking”. (4)

3. Explain why reflective thinking is useful for professionals like teachers. Provide
TWO examples of how teachers can use reflective thinking in the classroom.(8)
4. Why is it useful to entertain doubt as a professional teacher? (4)
[20]

Question 5
1. Explain what is meant by a bifurcated education system. Provide an example
illustrating bifurcation in relation to the South African educational system. (5)

2. Briefly draw out the differences between democratic and managerialist forms
of professionalism. (4)

3. Explain how and why gender plays a role in teacher professionalism in South
Africa. (5)

4. According to Hoffman (2016) who has borne the brunt of educational

inequalities in South Africa? Use the data in the Hoffman (2016) article to back
up your discussion. (6)
[20]
TOTAL: [100]

8.7 Other assessment methods

N/A

8.8 The examination

In order to prepare for the examination, you should submit all the assignments. You
will be admitted to the examination if you submitted Assignment 01 before or on the
due date. You will receive a tutorial letter that will explain the format of the paper and
set out what material you have to study for examination purposes.

The duration of the examination is two hours and the question paper counts for 100
marks. Your year mark counts 20% and your examination mark contributes 80%
towards your final mark. Therefore, the final results are weighted in favour of the

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examination, which is critical to your success in this module. To prepare for the
examination, you have to study the study guide and tutorial letters thoroughly.

This is a new course, so NO previous examination papers are available.

Take note that the examination questions will be similar to the questions of the
activities in your study guide. Please study Study @ Unisa for general examination
guidelines and examination preparation guidelines.

9. FREQUENTLY ASKED QUESTIONS

The brochure Study @ Unisa is an A to Z of the most relevant information.

Frequently asked questions in this module are the following:

Question: May I have more time to complete my assignment?

Answer: It is not possible to extend the due date by more than a week. If your
circumstances compel you to hand in the essay-type assignments late,
you have to ask for permission to do so before the due date. No
extensions are granted for multiple-choice question assignments.

Question: What if I do not have internet access?

Answer: You can access the internet at all UNISA regional offices.

Question: When will the group discussions be presented?

Answer: No group discussion classes at this stage.

Question: Will I gain admission to the examination if I submit only Assignment

02?
Answer: No. Examination admission is based on the submission of Assignment
01.

Question: Does both assignments contribute to my year mark?

Answer: Yes.

Question: What do I have to study for the examination?

Answer: See the TL 201 for examination guidelines.

Important e-mail addresses that you might need are the following:
 info@unisa.ac.za for general enquiries
 study-info@unisa.ac.za for application and registration-related enquiries
(prospective and registered students)
 assign@unisa.ac.za for assignment enquiries
 exams@unisa.ac.za for examination enquiries

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 despatch@unisa.ac.za for study material enquiries

 finan@unisa.ac.za for student account enquiries
 gaudeamus@unisa.ac.za for graduation enquiries
 myUnisaHelp@unisa.ac.za for assistance with myUnisa
 myLifeHelp@unisa.ac.za for assistance with myLife e-mail accounts

10. IN CLOSING

Please feel free to contact your lecturer for academic guidance and support. You can
also participate on the myUnisa Discussion forum should you encounter any major
challenges or feel the need to discuss any matters related to SAE3701. We hope that
you will enjoy this module and wish you the best of luck with your studies!

Best regards
Dr Marian Baker

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