SAE3701 - THE SOUTH AFRICAN EDUCATION SYSTEM (SAE3701)
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SAE3701 EXAM PACK 2024
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Course
SAE3701 - THE SOUTH AFRICAN EDUCATION SYSTEM (SAE3701)
Institution
University Of South Africa (Unisa)
Book
Education in a New South Africa
SAE3701 Latest exam pack questions and answers and summarized notes for exam preparation. Updated for 2024 exams . For assistance Whats-App.0.6.7..1.7.1..1.7.3.9 . All the best on your exams!!
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SAE3701 - THE SOUTH AFRICAN EDUCATION SYSTEM (SAE3701)
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SAE3701
EXAM PACK
FOR ASSISTANCE WITH THIS MODULE +27 67 171 1739
, SAE3701 OCT 2022
SAE3701 COLLABORATION PAPER 1 OCTOBER 2022 PAPER PRACTICE (CONTAINS SOME REPEATS)
1. Missionaries believed that women should not be involved in ...
a) Politics
b) Violence
c) Education
d) Science
2. What was the impact of Black consciousness philosophy on students in
Bodibeng?
a) It prompted the students to begin to question the national political status
quo and, later, to challenge the school’s authorities.
b) There was increased access to suburban areas by black middle class.
c) By squeezing large numbers of older pupils into the under-resourced
school system, the state generated an environment for rebellion to grow.
d) Some students were trained to be carpenters, blacksmiths, Mansons
joiners and wagon builders
3. Inclusive education is based on the … that ensures all children are welcome in
schools.
a) Strategy
b) Policy
c) Strength
d) Principle
4. Which of the following is NOT a reason for the decline in the number of state
schools?
a) Increased in political and economic awareness
b) Improved economic mobility of the black middle class
c) Increased access to suburban areas by the black middle class
d) Increased demand for better-quality schools and education
5. Which of the following describes a bifurcated education system?
a) Is not the equal in terms of resources and has schools for “haves” and
“have-nots”?
b) Is like a tree and is when there are two curriculum perspectives.
c) Is like a tree and has schools for “haves” and “have-nots”.
d) It is when there are two curriculum perspectives and is not equal in terms
of resources.
, SAE3701 OCT 2022
6. The fusing of the syllabus and politics by teachers at Bantu high(Bodibeng)
came to an end in the 1950s. What was the reason for this?
a) Teachers got tired of teaching two syllabus at the same time.
b) Teachers wanted to first educate parents politically to help their children.
c) The nationalist party government tightened the rope on African political
resistance during this period.
d) Trade unions put stop to it.
7. Which of the following is not Nationalist party’s response to the urban crisis?
a) The national party permitted major expansion in the urban housing and
education.
b) It followed a pragmatic policy in relation to urban employers’ utilisation of
black labour.
c) It deviated it’s formal commitment to migrate labour and the relegation
blacks and unskilled work in the urban areas.
d) Eighty percent of black taxation was allocated to the schools.
8. Why was the concepts of “full-serviced and inclusive education” schools
introduced?
a) To allow ordinary schools and special schools to share resources
b) To show how ordinary schools can transform themselves to become
inclusive centres of care and support
c) To reduce the budget required for special schools
d) To eliminate the myth that children with special needs belong to special
schools only
9. The Curro schools are all …
a) Jewish schools.
b) Christian schools.
c) Protestant schools.
d) Non-believer schools.
10. Why is it beneficial for professionals like teachers to use reflective thinking?
a) It can help a teacher to reflect on a method that does not work so he or
she can change it.
b) It can help teachers to notice children with problems
c) Teachers can get better qualified.
d) Reflection can uplift teachers to a higher status.
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