SAE3701 ASSIGNMENT 2.

SAE3701 ASSIGNMENT NO 2 STUDEN NO Page 1 of 6 QUESTION 1 1. Aspects of Social life precolonial education embraced  Building of physical aptitude  Develop skills significantly to survive in a developing environment  Character building  Moral qualities  Prepare for responsibilities in an adult life. 2. Main aspects of socialisation in pre-colonial societies Main  Rules of interaction with others  Values and beliefs  Acquisition of cultural norms Primary agents of socialisation  Family What were children taught?  Hot to think, act and feel appropriately 3. Formal and informal learning in the pre-colonial context Formal  Transmitted through initiation rites.  Defined as the institutionalised, chronologically graded and hierarchically structured  Characteristics may be the initiation ritual. Informal  Transmitted through parents  Defined as the lifelong process to which everyone acquires and accumulate skills, knowledge and insights from daily experiences.  Characteristics refer to the contact individuals have with a variety of environmental influences. 4. Colonisation and missionary education change precolonial societies  African kingdoms were defeated by white conquest  Authority structure then changed  More blacks were drawn into wage labour  People’s attitudes towards education changed  Created new social groups. This study source was downloaded by from CourseH on :33:09 GMT -06:00 SAE3701 ASSIGNMENT NO 2 STUDEN NO Page 2 of 6 QUESTION 2 1. What was taught in schools in the 19th century  Work discipline  Christian doctrine  Catechists and teaches how to organise their services.  How to spread their Gospel  Manual work and practical training. 2. Validity of criticisms  Racism and subordination – mission schools were segregated on lines of colour. White Black people were doing things separately.  Industrial and manual education – the missionaries belief in the value of hard work. Industrial training that was included in the curriculum was not of high enough standard to prepare people to take up skilled jobs in different sorts of economy.  Critics say that separation, Christian values, humanity, pity, discipline and different levels of school helped to prepare black people to accept a subordinate position in the society.  Sexism and woman’s subordination – brought together the place of woman in society. Critics’ belief that woman was only trained for domesticity and they were not part of the economy as they had the right to be. Higher levels of education were aimed at men not women. 3. The type of education the National Party introduced through the Bantu Education Act of 1953 The NP wanted to create the minimal conditions of social reproduction within the urban areas. Therefore, the NP permitted major expansion in urban housing and Education. Bantu Education policy stabilised the educational system. The policy attempted to establish a new hegemony to assist forces to work for the government. They created new sources of resentment in the education system.  Government insisted on primary education  Taught a policy of job reservation to generate shortage of skilled labour.  Created mass education that turned students in to powerful social forces with a common identity.