1.

Indigenous education involved preparing people for:

a. Their responsibilities as adults at home
b. Their role in the village and tribe
c. Employment in the formal sector
d. Leadership in the community

1. a, b and d
2. a and b
3. b, c and d
4. c 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. Missionaries contributed towards:

a. Breaking down African culture
b. Imposing Western culture
c. Imposing work patterns
d. Closing of Bantu education schools

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

4. 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

5. Merchants and manufacturers used moral or Christian arguments to justify …

a. promoting their business.
b. employing black people.
c. taking over Africa and other parts of the world.
d. distributing their commodities.

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

6. The historians point out that besides education, many black people came to the mission
schools for:
a. Baptism
b. Religious purposes
c. Work or to seek refuge from difficulties in their communities
d. Food parcels

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

7. Mission education was criticized for its industrial and manual education because it …
a. was intended to train people to take up jobs of different sorts in the economy.
b. was not of a high enough standard to prepare people to take up skilled work.
c. was just training people to have the ‘right attitude’ to work.
d. trained women for domesticity – as wives, mothers or servants.
1. a, b and c
2. b, c and d
3. a, c and d
4. c and d

8. The aim of Bantu Education of bringing urban African youth into few years of basic schooling
was to help it with:
a. Creating a suitable work force
b. Social control
c. Fighting crime
d. Reducing political militancy

1. a, b and d
2. b, c and d
3. a, c and d
4. a, b and c
9. The aim of Verwoerd in his 1953 speech to call for black participation in educational
administration was to …
a. create an impression that co-responsible for controlling their education.
b. force them to finance their children’s education.
c. create segregated education.
d. improve the quality of education.

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

10. South African Students’ Organisation (SASO) spearheaded Black Consciousness, which
stressed …
a. the need for blacks to reject liberal white tutelage.
b. psychological liberation from notions of inferiority.
c. unity of all blacks including coloureds and Indians.
d. the need to accept western culture.

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

11. The promotion of the use of Afrikaans in schools was seen by the extreme right wing of the
National Party as …
a. a symbol of national self-assertion.
b. a test of government commitment to Afrikaner identity.
c. an alignment with the Anglophone business.
d. undermining the need of the labour market.

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

12. The report published by National Education Evaluation and Development Unit (NEEDU) found
that learning time is being lost due to …
a. long school holidays.
b. the late coming of learners.
c. abuse of leave by teachers.
d. daily school disruptions.

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

13. The major criticism of Curriculum 2005 was that …

a. it western curriculum.
b. it was incommensurate with teachers’ existing knowledge.
c. it required resources that were non-existent in most schools.
d. it promoted segregation of learners.

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

14. To counter the growing sense of confusion and discord about the content and levels
appropriate to the learning areas, CAPS spelt out:
a. What teachers should teach and assess?
b. How lesson plans should be prepared?
c. How teaching should take place?
d. The promotion criteria for learners.

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

15. Despite its criticisms the original intention of OBE is that it was designed to develop …
a. mass education.
b. mass participation.
c. self-directed learning.
d. semi-skilled labour force.

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

16. 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

17. South Africa’s development policies in the first 10 years of democracy …

a. were a continuation of the apartheid legacy.
b. drastically changed the socio-economic status of people.
c. did not reduce poverty and inequality as hoped.
d. brought economic freedom.

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

18. 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.
1. a and c
2. b and c
3. b and d
4. c and d

19. 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

20. 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

1. Pre-colonial education was based on …

a. oral tradition, culture and lore.
b. ballads and songs.
c. Chats.
d. literary works.

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

2. The education of indigenous people was partly transmitted “Formally” through …

a. the socialization processes.
b. initiation rites.
c. apprenticeship/craftsmen.
d. stories.

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

3. Mission education is said to be aligned to merchants and traders because …

a. it promoted their merchandise.
b. it stocked and distributed their goods to black people.
c. it promoted ideas and practices that fitted in with the ideas and practices of the merchants.
d. it supplies cheap labour to the merchants and traders.

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

4. Some of the educational activities at mission school included …

a. basic reading, writing and Christian doctrine.
b. manual work and practical training.
c. teacher training for a small group of people.
d. preparing boys to be fitting husbands for the native clergy and catechists.

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

5. Schooling throughout the world was seen by the dominant social group as …
a. a tool for mass liberation.
b. a privilege for the elite.
c. a response to the need for social control over the working-class youth.
d. a means of promoting equality.

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

6. 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

7. According to Moloi the political influence infused on the students by teachers prompted them
to …
a. begin to question the national political status quo.
b. challenge the school’s authorities.
c. adhere to school rules and authority.
d. perform better academically.

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

8. In 1973 the Bodibeng branch of South African Student Movement (SASM) organized a boycott
against the visit to Kroonstad by Mangosuthu Gatsha Buthelezi because …
a. Buthelezi was a leader of the Zulus.
b. Buthelezi did not support SASM activities.
c. Buthelezi was seen as a sellout, because of his pro-Bantustan position.
d. Buthelezi wanted to advise them to stop the resistance to Bantu Education.

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

9. 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

10. 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.
1. a and d
2. b and c
3. b and d
4. a and b
11. OBE was criticised because …
a. the language of OBE was alien and new to most teachers in the system.
b. the roll-out of OBE through country-wide workshops was problematic.
c. trainers did not account for the various levels of language awareness of English as a lingua franca in
their training.
d. it was replaced by National Curriculum and Assessment Policy Statement (CAPS).

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

12. The successive curriculum reforms indicate that CAPS has …

a. moved away from group to individual work.

b. decreased flexibility and creativity of the teacher.
c. proved to be less suitable to replace OBE.
d. reinstituted annual national testing for Grades 3, 6 and 9.
1. a, b and c
2. b, c and d
3. a, b and d
4. a, c and d

13. ‘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 and c
3. b, c and d
4. b and d
14. An ethics of intellectual rigour challenges students and teachers to …
a. build practices of learning and enquiry as habits and dispositions.
b. always strive to be informed and aware.
c. weigh up evidence and argument.
d. engage with difficult and complex issues and emotions.

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

15. An ethics of civility …

a. is an individual endeavor.
b. entails engaging in a shared public life.
c. involves develop habits of mind.
d. encourages students to use their minds well.

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

16. In terms of education the ethics of care means …

a. deep reflection about living with others.
b. valuing and nurturing a concern for a common humanness.
c. the care of one another.
d. individualistic thinking.

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

17. According to Hargreaves the claim for teacher professionalism was at its highest
during the …
a. pre-professional age.
b. autonomous professional age.
c. collegial professional age.
d. post-professional age.

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

18. In post-colonial context, teacher professionalism involved …

a. issues of knowledge.
b. autonomy and service.
c. issues of unequal access to resources.
d. the exercise of political rights.

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

19. The history of teacher professionalism in South Africa is …

a. raced.
b. classed.
c. gendered.
d. materialised.

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

20. 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

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

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

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
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
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
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

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

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

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

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

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

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
1. Briefly illustrate the various aspects which oral history focused on when
teaching children, men and women about morality.
(5)
It focused on teaching women, men and children about morality, religion, philosophy,
wisdom, geography, history, politics and the entire spectrum of human existence in
the various communities.
2. Draw out the distinction between formal and informal learning in the precolonial
context.
(5)
 The word ‘informal’ refers to the way children (and adults) learnt in
precolonial society.
 There were no formal schools with classrooms and timetables
 People learnt work skills and life skills from experience
 This differs from formal schooling which has an emphasis on literacy
and abstract text book learning
 Skills were transmitted by older members of the community, from the
Family
 So there were not ‘trained’ teachers as we know them today
 People learnt through oral testimony (by word of mouth).
 Oral histories were an important means of transmitting social skills and
morality.
 Oral histories were transmitted from one generation to the next through
the medium of histories, stories, and songs.
3. How would you explain the social activities in which song and dance
played a significant role for the pre-colonial societies? (5)
 Indigenous music equipped young generations with knowledge about past and
present events and traditions
 Song and dance were often regarded as living records of past and present
events and traditions
 It was through music and dance that social norms, traditions and beliefs of a
community were depicted
 Music and dance also played a role in marriages, funerals, initiation
ceremonies, religious practices and rituals
 People have sung and danced to express joy or sadness to reinforce cultural
beliefs and values.
4. Mention FIVE of the main activities which were carried out at mission
schools. (5)
 Basic reading, writing (literacy)
 The Christian doctrine;
 Manual work and practical training – mission education stressed the value of
hard work and work discipline;
 Some boys were trained to be carpenters, blacksmiths, masons.
 There were gender divisions: girls often learnt needlework and cooking.
 Some learners were trained as catechists and teachers to organize services,
spread the Gospel among their people and teach basic education in mission
schools;
 Some mission schools provided teacher training for a small group of people
e.g. Lovedale and Healdtown
1. Briefly discuss each of the following THREE aspects for which mission
education was often criticised:
1.1 Industrial and manual education (4)
 A lack of equipment, facilities and expertise.
 Opposition on the part of some missionaries
 The fact that the colonial government had not given the aid it promised
 Opposition on the part of Africans
 Opposition on the part of white settlers who often did not want blacks to
receive too much education
1.2 Racism and subordination (4)
 Mission education was rooted in Christian values and taught attitudes like
patience, humility, piety, discipline and the value of hard work;
 Critics argue that these values helped to prepare black people to accept a
subordinate position in society;
 Again critics argue that low levels of schooling and missionary values
prepared people for subordinate roles in society and in the workforce
1.3Sexism and women’s subordination (4)
 Missionaries believed that women should be trained for domesticity – as
wives, mothers or servants.
 They should not be directly involved in economic production or in politics
 Missionary education was open to men an women but higher levels of
education – for catechists and teachers – were aimed mainly at men
 While men were being educated to play a fuller role, at least in the church,
the same did not apply to women
2 Describe the THREE factors that constrained the National Party (NP) of
the 50s from providing adequate finance for black education.
(6)
 Its own racist base and ideology generated strong political pressure
against expenditure on black education;
 Employers were unwilling to pay, through taxes, for social services for
their employees;
 The South African economy was less robust than in either the preceding
or the subsequent decades
3 What was the reason given by State officials for advocating four years of
schooling for black children?
(2)
Verwoerd made it clear it was wrong to utilize expensive teaching staff to supervise
large classes of bored children while thousands who are entitled to some measure of
primary education are kept out of school. It was claimed that the new system would
cut costs and double the enrolment of pupils in the sub standards by shortening the
number of hours of attendance to three hours a day. The pupils in the morning
session would keep the seats warm for those who attended school in the afternoon.
[20]
QUESTION 3
1. Discuss why the issue of Afrikaans was so contentious in Bantu
Education schools in the
1970s? (5)
 So Afrikaans was linked to segregation and inequality by learners
 The 50/50 policy was changed. Previously 50% of subjects to be taught in
Afrikaans and 50% in English
 But in general the medium of instruction in Secondary Schools was mostly in
English prior to 1976
 The change in policy of Afrikaans as a medium of instruction for certain key
subjects such as Mathematics angered teachers and learners because it
compromised teaching and learning
 It was difficult for learners to study subjects such as Mathematics in Afrikaans
because it was not their mother tongue
 Most learners preferred the medium of instruction to be in English
2. Briefly discuss how the new South Africa is said to continue to
perpetuate class privilege?
(4)
 Schooling tends to perpetuate inequalities of poverty, class, race, gender and
religion
 The most effective way for schooling to do this is to act as if these injustices
did not exist by treating everyone the same
 If the teaching and assessment methods of schools treat everyone as equal,
they automatically produce unequal results which perpetuate inequalities.
 If schools are left as they are, they will certainly perpetuate inequalities under
the guise of equal treatment and meritocracy.
3. Indicate the special purpose which will be served by the remodelling of
the existing special schools.
(4)
 To provide quality specialised teaching and support to learners.
 To convert these schools into resource centres capable of providing outreach
services to ordinary schools.
 Improving quality education and support in special schools and special school
resource centres
 Quality curriculum delivery in schools for learners with virtual impairment
Any relevant answer was credited.
4. Indicate the reasons advanced by Jansen as why South Africa continues
to be ranked among the lowest in international education achievement?
(5)
 The institutionalisation of low standards and low expectations in the school
system
 The problem is not the low standards, but the fact that they are accepted.
 30% should not be regarded as a pass mark
 South Africa is the only country in the world where Grades 10 to 12 are
automatically promoted after failing a year.
 The school system needs to put a message that encourages learners to aim
high in terms of academic achievement.
 The resolution of the crisis does not require more resources, but a more
efficient use of existing resources.
5. List two challenges reported by the National Education Infrastructure
Management System (NEIMS) report that are still faced by some of the schools
in South Africa.
Toilets, electricity, electronic connectivity (internet), adequate classrooms, security
(fencing burglar guards etc)
Any relevant answer was credited
[20]
QUESTION 4
1. List and discuss any two of the powers granted to schools by the South
African Schools Act of 1996.
(6)
 It allowed schools to govern themselves;
 It gave schools power to determine the admission, language policy and
maximum class sizes;
2. Discuss three points raised during the critique of Outcomes Based
Education (OBE) (6)
 It was argued that the OBE policy was symbolic.
 It did not engage with actual classroom conditions, and was bound to fail.
 The terminology used suggests that it was not well conceived theoretically.
 The curriculum documents provided outcome statements, but not specified
content or pedagogy.
 The framework was complex and full of difficult terminology, but gave no
real guidance on what to teach, or how.
 Public statements and documentation talked about changes in pedagogy
and assessment but gave no real guidance on either aspect.
 Teachers were provided with short and inadequate in-service courses in
preparation for a completely different classroom practice
 The curriculum failed to include elements of redress in the curriculum.
Any relevant answer was credited
3. In your own words, indicate the challenges placed by the ethics of
intellectual rigour on teachers and learners regarding the teaching and
learning process (5)
 Teachers often face the challenge of effectively engaging and catering for
students of all abilities.
 In any given year level, there can be a five to six year difference between the
most advanced and the least advanced.
 This requires teachers to build the intellectual rigour of all students using a
range of strategies
 intellectual rigour includes all students even those who exceed the expected
level.
 Education needs to develop the mind and the heart, meaning intellectual and
emotional aspects.
Any relevant answer was credited.
4. Distinguish between the ethics of intellectual rigour and ethics of
civility. (3)
Intellectual rigour is clarity in thinking and an ability to think carefully and deeply
when faced with new content or concepts. Ethics of civility defines morally accepted
behavior towards fellow human beings. It includes respecting others, avoiding harm,
building trust, reducing] stress among others. In its essence, ethics of civility
constitute the heart of morality.
[20]
QUESTION 5
1. Indicate the two ways through which education of indigenous people
was transmitted. (4)
 Informally by parents and elders in society through a socialisation process
 Formally through initiation rites or apprenticeship/craftsmen
2. What aspects of social life did pre-colonial education embrace?
(5)
 It embraced character building
 Development of physical aptitude (for example hunting and basketry)
 The acquisition of moral qualities that are an integral part of adulthood.
 It also embraced the transmission of knowledge through oral
testimonies which taught wisdom, religion and politics
 It was a means in which people learnt to live successfully and
effectively in their social and natural environments
3. Besides missionaries being the main teachers of blacks in South Africa,
what were the other three aims as they went about their work?
(6)
 To establish themselves and their work
 To convert people to Christianity
 To further the aims of the colonial government which were:
i) to establish and maintain peace
ii) to diffuse civilisation and Christianity
iii) to establish society on the basis of individual property and personal
industry.
4. Mention three types of graduates who were produced by mission
schools. (3)
 People with basic literacy
 Workers, artisans and tradespeople
 An elite with higher levels of education
5. Indicate one of the different views held by mission educators on what
black students should learn at secondary and teacher training schools.
(2)
 Some missionaries felt that there should be no discrimination on the education
of both blacks and whites – they should all learn Latin and Greek;
 Some missionaries wanted and adapted curriculum for black students –
preparing black students for local society;
 Some missionaries viewed blacks as inferior, thus they should not have too
much academic education – they should be trained as labourers.
1. Draw out the major differences between Outcomes Based Education
(OBE) and the current Curriculum and Assessment Policy Statement.
(5)
 OBE had a new approach to learning focused on co-operation, integrated
assessment, specialized vocabulary.
 Expected well -resourced schools and for teachers to create own resources.
 This was difficult in under- resourced schools and for under qualified teachers.
 CAPs more emphasis on content, text books.
 CAPs spelt out how and what teachers should teach, how they should
assess, how to set out lesson pl]ns. So CAPs much more prescriptive.
 To some extent took power away from the teachers to devise their own
lessons and materials.
 English introduced by CAPs as a subject in the early grades.
2. According to Balfour, what major factors affect dropout rates in South
African schools. (5)
 Girls less prone to drop out than boys.
 Boys’ drop out rate within the first 10 years of schooling remains high.
 So gender a factor.
 Racial inequalities still exist because drop- out rates still high which means
many black learners are going into unskilled work.
 So race a factor.
 Socio-economic factors too. An economic slow down results in higher dropout
rates.
3. Balfour (2016) examines the decline in the numbers of state schools
and proposes reasons for this phenomenon. Briefly discuss the reasons for
this decline. (5)
- The decline in numbers in state schools: apartheid legislation such as the
Group Areas Act was revoked so parents had more options where to send
their children.
- Those who could afford it could send their children to former Model C schools.
Between 1995 and 2014 the number of private schools has increased.
- More children attending these schools than during apartheid.
- Over 20 years in Gauteng 250 public schools have closed down.
- This means some learners have to travel further than before to access a
school.
4. Discuss why the issue of Afrikaans was so contentious (seen as a
problem) in Bantu Education schools in the 1970s.
(5)
- So Afrikaans was linked to segregation and inequality by learners
- The 50/50 policy was changed. Previously 50% of subjects to be taught
in Afrikaans and 50% in English
- But in general the medium of instruction in Secondary Schools was
mostly in English prior to 1976
- The change in policy of Afrikaans as a medium of instruction for
certain key subjects such as Mathematics angered teachers and
learners because it compromised teaching and learning
- It was difficult for learners to study subjects such as Mathematics in
Afrikaans because it was not their mother tongue
- Most learners preferred the medium of instruction to be in English
[20]
1. State education policy of 1955 to 1962 was forged under the pressure
of urban crisis. Briefly discuss the four ways through which the state dealt
with this crisis. (8)
 Permitted major expansion in urban housing and education;
 Followed a pragmatic policy in relation to urban employers’ utilization of
black labour;
 Deviated from its formal commitment to migrant labour and the relegation
of blacks to unskilled work in the urban areas;
 Tried to destroy popular and working-class political resistance, crushing
the ANC, PAC and trade unions in the early 60s;
2. Discuss the National Party’s (NP’S) response to Urban crisis that
threatened the social order in fundamental ways.
(8)
This was an open question meant to test individual understanding
EXAMPLE
▪ The Nationalist Party was bent on absolute control of power.
▪ This need drove them to attempt irrational decisions like wanting to
uproot black people back to rural areas.
▪ This would have resulted in them running short of the manual labour
they needed for the mushrooming factories
▪ The planned social and political control could only work for a limited
period before black people revolted against it
▪ The National Party failed to see that no amount of planning could force
black people to live under the inhumane treatment of apartheid
Any relevant answer was credited
3. School boards and committees were used to play an ideological role.
Give the main reason why Verwoerd called for black participation in the in
educational administration of their children
(4)
 It allowed the government to incur very low cost itself in its effort to reform the
school system
 Eighty percent of black taxation was allocated to the schools
 This did not provide enough resources for the number of students that were in
school.
 Less was being spent per student, and budgets for things like school food
services were cut.
[20]
QUESTION 4
1 Indicate how the democratic learner-centred education system was
regarded as being counterintuitive (8)
 It was counterintuitive to teachers’ previous teaching methods and training
 It was counter to teachers’ own experience
 Counter to teachers’ cultural upbringing
 Counter to principal-teacher management styles
 Counter to learner home environment
 Counter to society’s expectations
 It can be difficult for people living in patriarchal, traditional societies to
meaningfully engage in democratic education if it does not fit with local
ways of understanding learning and relationships
3 Indicate the validity of the statement “The legacy of apartheid spending in
township schools remain alive and well” by pointing at the two reasons
supporting this statement. (4)
 These schools are already staffed by teachers who, though minimally
qualified, are not necessarily as well-qualified as their counterparts in
suburban middle-class schools
 The lower economic catchment areas (typically township, but also rural
poor areas) have fewer resources to draw upon in terms of school fees or
other forms of income to be derived from the local communities.
4 What are the key areas which were included in the strategy for
Inclusive Education?
(6)
 Inclusive education is based on the policy that ensures all children are
welcomed in schools.
 So, children with special needs and disabilities should be provided for in
ordinary and special schools
 All children with special needs should be supported and developed regardless
of their background, culture, gender, race and disabilities
 Ordinary schools can transform themselves to become inclusive and provide
support to learners with special needs
 Existing special schools to be strengthened
 Pedagogy strengthened for children with visual impairments
 SA sign language was introduced
 Curriculum required greater differentiation to achieve this.
4. Indicate the benefit brought about by the introduction of the National
School Nutrition Programme. (2)
 The programme keeps the children full and healthy
 It alleviates some of the financial pressure that parents/guardians
experience
 Instead of spending all their income on food, they can use it to improve
their child’s life in other ways such as leisure activities or new clothes
 It also create jobs, in that unskilled members of the community are
employed to cook the food in schools.
Any relevant answer was credited
[20]
QUESTION 5
1. Discuss the major features of the former Outcomes Based Education
(OBE) curriculum.
(5)
 OBE espoused:
 Equal education
 Democratic education
 Learner- centred approaches to teaching
 Communication competence
 Collaboration
 Self -directed learning
 Focus on development and progress was not accompanied by commensurate
teacher training and education policy reform
 New curriculum meant teachers had to change their methodologies and
teaching strategies.
 Had to learn new terminology and a new OBE ‘language’.
 Emphasis on learners’ construction of knowledge (as opposed to rote
learning)
 Teachers had to be competent, qualified, and dedicated
2. Indicate the key issues raised by Boehm in support of learner-centred
education. (6)
 Learner-centred attitudes can be regarded as an important prerequisite for
life-long learning in an ever changing world of work.
 This is supportive of the ability to adjust to new job requirements.
 Current jobs too require more self-initiative and flexibility from employees so
that the ability to learn is as important as the readiness and motivation to take
initiative.
3. Discuss the various aspects of the commitment to the ethics intellectual
rigour. (6)
 Means a continuing willingness to recognize that human knowledge is
essential, and its perspectives are limited – without surrendering to an
irresponsible relativism where anything counts as knowledge;
 Entails continually pushing the boundaries of what we know, questioning the
certainties, and exploring different worlds of experience;
 Entails building on existing scholarship, correcting ourselves when we make
mistakes, and working to conceptualise possible futures;
4. Indicate the aspects that are suggested by an ethics of civility as
necessary for building and maintaining a shared public realm.
(3)
 Is building and maintaining the conditions for participation in public affair;
 It entails engaging in a shared public life;
 It requires us to ‘think in the presence of others and to acknowledge that there
are standpoints other than one’s own in a public realm
Question 1
1. What aspects of social life did pre-colonial education embrace? (5)
• It embraced character building.
• Development of physical aptitude (for example hunting and basketry).
• The acquisition of moral qualities that are an integral part of adulthood.
• It also embraced the transmission of knowledge through oral testimonies which taught wisdom, religion
and politics.
• It was a means in which people learnt to live successfully and effectively in their social and natural
environments.

2. Discuss the main aspects of socialisation in pre-colonial societies. Who were the primary
agents of socialisation? What were children taught? (5)
• Socialisation took place within the context of the extended family.
• Socialisation included shaping the child’s behaviour and attitudes.
• Socialisation included:
• The transmission and acquisition of cultural norms
• Children were taught:
• values and beliefs
• rules for interacting with others
• gender roles in society
• a grasp of social status and social stratification

3. Draw out the distinction (the differences) between formal and informal learning in the pre-
colonial context. (5)
• The word ‘informal’ refers to the way children (and adults) learnt in precolonial society.
• There were no formal schools with classrooms and timetables.
• People learnt work skills and life skills from experience.
• This differs from formal schooling which has an emphasis on literacy and abstract textbook learning.
• Skills were transmitted by older members of the community, from the family
• So, there were not ‘trained’ teachers as we know them today.
• People learnt through oral testimony (by word of mouth).
• Oral histories were an important means of transmitting social skills and morality.
• Oral histories were transmitted from one generation to the next through the medium of histories,
stories, and songs.

4. How did colonisation and missionary education change precolonial societies? (5)
• Colonialism attempted to undermine traditional, indigenous/autochthonous social structures.
• This was done through conquest and ideological control.

• There was an emphasis on Christianity which undermined existing beliefs amongst indigenous
peoples.
• • Schooling and literacy were encouraged: these were provided by missionaries and church
schools.
• • Literacy was considered important so that children could read the Bible.
• • Mission schools often provided a workforce for capitalist, colonial society (See Christie).
• • Any comparison between pre-colonialism and colonialism should be awarded a mark.
[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)
• Basic reading, writing (literacy)
• The Christian doctrine;
• Manual work and practical training – mission education stressed the value of hard work and work
discipline;
• Some boys were trained to be carpenters, blacksmiths, masons.
• There were gender divisions: girls often learnt needlework and cooking.
• Some learners were trained as catechists and teachers to organize services, spread the Gospel
among their people and teach basic education in mission schools;
• Some mission schools provided teacher training for a small group of people e.g. Lovedale and
Healdtown

2. What criticisms of mission education does Christie put forward? Discuss the validity of her
criticisms. (5)
• It has been argued by Christie that Mission schools’ taught discipline and the value of hard work which
meant that social class positions were often reproduced (e.g. working-class children went into working
class positions in the economy).

• Critics argue that these values helped to prepare black people to accept a subordinate position
in society by accepting rather than questioning colonization. See Christie.
• • Although some mission schools were racially mixed there were segregationist practices in the
schools, especially in the boarding schools.
• • Critics argue that low levels of schooling were the norm. Learners often went to primary school
only and had 2 to 3 years of schooling.
• • Missionary values prepared people for subordinate roles in society and in the workforce. Some
schools’ taught skills which were useful in the workplace such as wagon making and needlework, but
these skills tended to maintain social class differentiation. Few learners became professionals.
• • Many black learners went on to become members of the working class rather than attaining the
‘higher’ status of the middle class.

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)

• The Nationalist Party did away with/banned the Mission school system.
• Instead they introduced mass, state schooling.
• Thus, schooling was no longer in the hands of the church but fell under the state.
• The Mission schools reached relatively small numbers of leaners. The Bantu Education Act
expanded the numbers of learners in schools.
• Bantu Education was segregated: that is there were different schools for Black, Coloured,
Indian and White learners.
• Hence Bantu education schools reflected the Group Areas Act.
• The Nationalist Party state determined how schools were financed.

4. Hyslop (1999) argues that the quality of Bantu Education was poor. Discuss the major
criticisms of Bantu Education. (5)
• Schooling was segregated along racial lines.
• State funding for Bantu Education was inadequate and unequal along racial lines.

•         

  

• School buildings and classrooms were often badly constructed.
• • Classrooms were poorly resourced and not maintained.
• • There were double sessions: teachers often taught one session in the morning and another in
the afternoon. This undermined the quality of teaching and learning.
• • Teachers were not always sufficiently trained. [20]
Question 3
1. Who initiated the 1976 Student Revolt and why? (5)
• The 1976 Student Revolt was initiated by learners/students at schools in Soweto- hence it is
sometimes called the Soweto Revolt.
• The Revolt quickly spread across the country.
• The use of Afrikaans as a medium of instruction in Secondary Schools was the trigger/spark for the
Revolt.
• Subjects such as Mathematics and History were taught in Afrikaans
• The Black Consciousness Movement was a political influence on students and teachers.
• Schools were inadequately resourced.
• The economy was weaker than in the 1960s and so there was social and economic insecurity.
• Large numbers in classrooms generated dissatisfaction with overcrowding
• And provided the conditions for revolt.

2. Discuss why the issue of Afrikaans was so contentious (seen as a problem) in Bantu
Education schools in the 1970s. (5)
• Afrikaans was associated with the Nationalist Party and apartheid.
• So Afrikaans was linked to segregation and inequality by learners.
• The 50/50 policy was changed. Previously 50% of subjects to be taught in Afrikaans and 50% in
English.
• But in general, the medium of instruction in Secondary Schools was mostly in English prior to 1976.

• The change in policy of Afrikaans as a medium of instruction for certain key subjects such as
Mathematics angered teachers and learners because it compromised teaching and learning.
• • It was difficult for learners to study subjects such as Mathematics in Afrikaans because it was
not their mother tongue.
• • Most learners preferred the medium of instruction to be in English.
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)
• Moloi argues that students were radicalized.
• Before 1976 there was a period of relative quiescence (quiet and inconsistent political engagement).
• After 1976 There was active engagement in politics and political discussion.
• Behavior of learners/students changed from submissive to defiant and political
• This resulted in a lack of discipline.
• This affected the schools pass rate which went down and never recovered (from 78.9 % in 1977 to
39.7 % in 2008).
• Teachers also became ill disciplined.
Possible discussion points:
• • During apartheid there was a moral obligation to be resistant and defiant towards the status quo
and the state.
• • There was influential political pressure though e.g. Black Consciousness to reject the Bantu
Education system.
• • The decrease in the pass rate could have been attributed to a number of factors not just the
1976 Revolt.
• • These factors reflected continuing segregation and inequalities in the educational system.

4. Discuss TWO major changes guaranteed in the “new” South African Constitution after the
demise of apartheid in 1994. Briefly explain why they were necessary changes. (5)
• Access to education was proposed as a basic human right.

•      

• Schools were to be transformed to become more equal in relation to funding allocation.
• • Principles of non -racism, non- sexism and equal opportunity were espoused.
• • The above changes were necessary so that racialised, segregated apartheid education was
done away with.
• • It also led to the demise of the previous ‘Bantustan’ homeland education system
[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)

Rights:
• • Everyone has the right to a basic education.
• • A right to further education depending on accessibility.
• • A right to be taught in the language of their choice if practicable.
• • Right to establish independent educational institutions. If the latter do not discriminate in terms
of race, are registered with the state, maintain standards.
• • Religious rights are enshrined. Provide an additional mark for a well-written response to the
max of 5 marks.

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)
• The Act allows schools to govern themselves; it defines types of schools (public and private) and gives
power to schools to determine admissions, language policy and maximum class size. 3 marks
• The criticisms are that there can be cultural and even ethnic exclusion through language or religion
(e.g. when one religion is privileged over another). Schools can levy fees which means the more
wealthy schools can employ more teachers and maintain smaller classrooms,
• Poor schools are disadvantaged because they are often non fee -paying schools and rely on the Govt
subsidy.

3. Why have there been significant increases in pre-Grade R and Grade R enrolments in the
Early Childhood Development (ECD) sector? (4)
• Enrolment in Grade R has more than doubled from 300000 to 705000 between 2003 and 2011. Pre-
Grade R and Grade R means parents can enroll their children into ECD centres throughout the country.
The largest number of ECD sites is in Gauteng (stats available in Balfour)
• There is a growing awareness of the quality of education and the importance of Early Childhood
Development in all SA communities including those previously disadvantaged by apartheid.

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)
• The decline in numbers in state schools: apartheid legislation such as the Group Areas Act was
revoked so parents had more options where to send their children.
• Those who could afford it could send their children to former Model C schools. Between 1995 and
2014 the number of private schools has increased.
• More children attending these schools than during apartheid.
• Over 20 years in Gauteng 250 public schools have closed down.
• This means some learners have to travel further than before to access a school.
• 2500 schools closed down nationally.
• Due in part to a more mobile middle class in areas such as Soweto. More children going to suburban
schools.
• Social class stratification still remains an issue.

Question 5
1. What is meant by an ‘inclusive learning system’ in current South African schools? (5)
• Inclusive education is based on the policy that ensures all children are welcomed in schools.
• So, children with special needs and disabilities should be proved for in ordinary and special schools.
• All children with special needs should be supported and developed regardless of their background,
culture, gender, race and disabilities.
• Ordinary schools can transform themselves to become inclusive and provides support to learners with
special eds.
• Existing special schools to be strengthened.
• Pedagogy strengthened for children with visual impairments.
• SA sign language introduced.
• Curriculum required greater differentiation to achieve this.

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)
• Discuss: so, some position/argument required in the response.
• Access to and success in education still configured along racial lines.
• Whites still the group most likely to complete their schooling
• Followed by Indians and Asian Groups.
• Intra-black inequality has increased too. Middle class black children have an advantage over working
class black learners.
• Subjects such as Science. Mathematics and Languages are skewed along class lines. Learners going
to well -resourced schools are advantaged.
• Learners often chose less demanding exam subjects. E.g. Fewer students taking Mathematics and
more taking Maths Literacy. Implications for going into the professions.

3. According to Balfour what major factors affect dropout rates in South African schools? (5)
• Girls less prone to drop out than boys.
• Boys’ dropout rate within the first 10 years of schooling remains high.
• So, gender a factor.
• Racial inequalities still exist because drop- out rates still high which means many black learners are
going into unskilled work.
• So, race a factor.
• Socio-ecomonic factors too. An economic slowdown results in higher drop-out rates.

4. South Africa has one of the lowest educational performance rankings in the world.
Explain what is meant by the notion of ‘performance’. (4) • Performance means:
• How learners rank in certain international and national tests e,g, mathematical tests.
• How competently they read for comprehension.
• Performance also includes pass rates.
• In 2014, South Africa ranked as second last in the world in mathematics and science.
• Low international rankings in ICT.
• Low international rankings on literacy.
1. What is meant by ‘accountability’ in the teaching profession? (5)
• Accountability means being answerable to somebody or to an institution like a school.
• You need to follow rules and regulations and be reliable.
• You cannot do as you please.
• An example: high teacher absenteeism means that teachers do not think they are accountable to the
schooling system.
Any reasonable example 2 marks.
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)
• Professionality means being trained in a profession or behaving in an appropriate manner in that
profession.
• Ethical behaviour linked to professionalism
• Interference in schools from unions leads to a lack of accountability (Jansen, p 23)
• Schools need rhythm and organization, however, because of absenteeism this is often lacking.

Appropriate example should be given 2 marks.

3. Discuss the major features of the former Outcomes Based Education (OBE) curriculum. (5)

OBE espoused:
• • Equal education
• • Democratic education
• • Learner- centred approaches to teaching
• • Communication competence
• • Collaboration
• • Self -directed learning
• • Focus on development and progress was not accompanied by commensurate teacher training
and education policy reform
• • New curriculum meant teachers had to change their methodologies and teaching strategies.
• • Had to learn new terminology and a new OBE ‘language’.
• • Emphasis on learners construction of knowledge (as opposed to rote learning)
• • Teachers had to be competent, qualified, and dedicated.

4. Draw out the major differences between outcomes Based Education (OBE) and the current
Curriculum and Assessment Policy Statement (CAPs). (5)
• • OBE had a new approach to learning focused on co-operation, integrated assessment,
specialized vocabulary.
• • Expected well -resourced schools and for teachers to create own resources.
• • This was difficult in under- resourced schools and for under qualified teachers.
• • CAPs more emphasis on content, textbooks.
• • CAPs spelt out how and what teachers should teach, how they should assess, how to set out
lesson plans. So, CAPs much more prescriptive.
• • To some extent took power away from the teachers to devise their own lessons and materials.
• • English introduced by CAPs as a subject in the early grades.

Question 3
1. What are the major differences between ‘fortified’ schools and schools that are ‘exposed
sites’? (5)
• They differ/branch out in different ways:
• These are international patterns
• Fortified schools:
• Are better resources
• Have wealthier parents
• Have a strong professional cohort of teachers.
• They are fortified to meet the demands of the curriculum.
• Exposed sites:
• Are less resourced
• Students struggle academically
• Do not provide learners with knowledge and skills to participate in the global world.
• Exposed sites are often schools in impoverished communities

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)
• Education needs to develop the mind and the heart meaning intellectual and emotional aspects.
• Strive to have good habits of enquiry
• Be informed and aware\weigh up evidence and arguments
• Engage with difficult and complex issues
• Develop own views
• An acknowledgment that human knowledge is partial/often biased.
• Pushing boundaries,
• Lined to reflexive thinking.
• Understand why it has been difficult to reduce educational inequalities.

Any reasonable example 2 marks.

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

• Prepare learners for participation in public life and community life.
• Public realm to be built and maintained.
• Participation if public life central to democracy.
• Need to nurture/look after ‘civility’.
• It is not ‘natural’.

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)
Levinas:
• • Being human entails having an ethical responsibility to care for others
• • We have the capacity to recognize the face of the ‘other’ human being
• • We need to take responsibility for this recognition
• • We cannot be indifferent the ‘other’
• • This responsibility should not come with judgment or expecting something in return
• • If we refuse to acknowledge the face of the other, we are not being human. Any
• • reasonable example. Xenophobia will be a good one. Or gender prejudice. 2 marks.

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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)

This was an open-ended question. Examples that reflected the concept of caring and the face of others
as discussed in the Christie article was credited. Possible answers include caring of vulnerable children
(e.g. with physical challenges). Or recognizing the human face of foreigners. This would include issues
of xenophobia.

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

• Reflexive thinking entails thinking about your beliefs and practices (in this case as a teacher)
• These practices/ideas could be changed for the better.
• So, one’s analysis of a situation should be of a critical nature.
• Professional ‘limitations’ should be acted upon and changed
• Reflection- in -action is an important concept and reflects the ability to reflect on how one does things.
• This could lead to a critique of the institution or system one is working in.

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)
• Responses at markers’ discretion.
• The above points are relevant: thinking in action: if a lesson does not work then why? How can you
change it to make it work?
• Critical appraisal of one’s practices as a teacher. Are one’s disciplinary methods too harsh? How can
they be changed and improved?
• So, 2 marks for the accurate identification of the key concepts (2). Three marks each for the 2
examples pertinent to teachers/teaching/schools. (6)
4. Why is it useful to entertain doubt as a professional teacher? (4)
• • Doubt can mean you do not take things for granted as a teacher.
• • You need to doubt something to change it and forge new actions.
• • Do not assume everything is ‘right’ in your classroom.

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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)
• Bifurcated is used in relation to branches of a tree which fork.
• It means that schooling in South Africa branches out in two different directions.
• There are schools for haves and schools for have nots.
• SA schools are not equal in resources.

• • Some schools have greater institutional burdens such as lack of resources.

2. Briefly draw out the differences between democratic and managerialist forms of
professionalism. (4)
• Democratic views of governance of schools: greater value attached of teacher agency and autonomy
• Horizontal view: includes learners, parents in management of school
• Enables teachers’ creativity
• Managerialist: less emphasis on teacher autonomy/independence
• Vertical, top- down management
• Vertical accountability to the state or corporate management.
• Education is standardised and efficient.

3. Explain how and why gender plays a role in teacher professionalism in South Africa. (5)
• Gender plays a role in teacher professionalism because generally black women work in no fee schools
• They are often perceived as having a lower status.
• Male teachers (who are often principals and HODs) are seen as more professional. See Hoffman p
128.
• Women are often stereotyped in to ‘pastoral’ roles.
• Teaching often seen as patriarchal in social relations as well as the positioning of men as more
powerful in schools.
• Women are sometimes treated unequally in the system.
• 48% of black women have degrees as opposed to 65% of other teachers.