HBEDECS - South African Education in Context (HBEDECS)
Institution
University Of South Africa (Unisa)
Complete examination prep for HBEDECS. Used textbook, feedback tutorials from lecturers, and cross-referenced all the Multiple choice questions of assignment 1 of 2018 with the last SEVEN examination papers and aligned it with the scope given by the lecturers.
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MCQs for both secti...
HBEDECS - South African Education in Context (HBEDECS)
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STUDY NOTES
This is my summary of the given scope for
HBEDECS. MCQs – compiled using assignment
1 for 2018 and about 7 old examination
papers. The rest of the information comes
directly from tutorial letters, my feedback on
FIGURING IT OUT relevant assignments and the text book
HBEDECS
,Contents
QUESTION 1 .................................................................................................................................................................... 2
Comparative Education – MCQ compilation ............................................................................................................... 2
History of SA Education – MCQ Compilation ............................................................................................................ 19
QUESTION 2 .................................................................................................................................................................. 33
CIE EXAMINATION GUIDELINES ................................................................................................................................ 33
Question 2 A ............................................................................................................................................................. 35
Chapter 1 .............................................................................................................................................................. 35
Tutorial Letter 102/2018 ....................................................................................................................................... 36
Chapter 2 .............................................................................................................................................................. 36
Chapter 6 .............................................................................................................................................................. 39
Question 2B .............................................................................................................................................................. 41
Chapter 4 .............................................................................................................................................................. 41
Question 2C .............................................................................................................................................................. 43
Chapter 11 ............................................................................................................................................................ 43
QUESTION 3 .................................................................................................................................................................. 44
HISTORY EXAMINATION GUIDELINES........................................................................................................................ 44
Question 3A .......................................................................................................................................................... 44
Questions 3B and 3C ............................................................................................................................................. 44
Let us summarise: ................................................................................................................................................. 44
Question 3A .............................................................................................................................................................. 45
Chapter 2 .............................................................................................................................................................. 45
Question 3 A and B – 8 Essays .................................................................................................................................. 49
Informal education during precolonial period – music & dance ........................................................................... 49
Eight (8) characteristics of Precolonial vs. Education today .................................................................................. 49
Muslim Education at the Cape 1658-1841 ............................................................................................................ 50
Mission societies in Cape and Natal 1807-1899 .................................................................................................... 50
Evaluate the role of Brebner in OVS ..................................................................................................................... 51
The emergence of separate education system for coloureds 1918 – 1930 .......................................................... 52
“People’s education for people’s power” different interpretations ..................................................................... 52
Main criticisms of Black Education as per Eiselen Commission 1951 How would problems be solved? ............... 53
1
,QUESTION 1
Questions 1 – 20 focuses on the CIE part of this module.
Questions 21 – 40 focuses on the History part of this module
Prologue
Chapter 7
Chapter 8
Epilogue
Comparative Education – MCQ compilation
Source Nr Question Answer
A Key feature of qualitative research in Comparative Education is
that…
[1] It could fall into one of four categories, namely descriptive research.
Correlational research, casual-comparative research or experimental
research
MJ16 13 [2] Results are presented in a narrative and represent the perspectives of
MJ18 13 those who are studied – the data are often in the form of recorded texts. 2
[3] the overall purpose is to explain, and thus to predict the relationship
between objects and events
[4] large-scale studies, involving a large sample of representatives are
frequently carried out by teams of researchers and agencies such as
UNESCO
A key feature of quantitative research in Comparative Education is
that
[1] data are presented in terms of numbers
MJ16 12 [2] the overall purpose is to understand the life of individuals or groups
MJ18 12 from their own perspectives 1
[3] it could fall into four categories, namely phenomenological research,
case study research, ethnological research or grouped theory
[4] data gathered by means of interviews are in the form of recorded text
A significant part of the tradition of comparative education has been
to…
[1] Emulate best education practices unchanged
[2] describe, define, analyse, interpret and compare education practices
JF18 3
as they have developed in the modern world 2
[3] develop research capacity
[4] develop a benchmark education system valid for all countries
[5] develop a universal education policy
According to Bray and Thomas (1995) the units of
analysis/comparison…
[1] could be presented in a cube for classifying comparative education by
level and type
1MJ17 6
[2] could be on a geographical locational level 5
[3] could be non-locational demographic groups
[4] could be aspects of education and society
[5] All of the above
Although the prescribed book is a relatively recent publication, as a
comparative educationist ...
[1] one still need to keep abreast of further developments in education
ASS18 2 [2] one should study popular magazines such as Time and Newsweek
[3] one should read newspapers such as The Mail and Guardian
5
[4] one should listen to local radio broadcasts and television programmes
[5] All of the above
2
, An important aspect of research in Comparative Education…
[1] is that this type of research is the exclusive domain of experts and
academics only but not for policy makers
[2] is reflective practice whereby teachers and other practitioners in the
MJ16 9
MJ18 7
field of education investigate their own practice in order to improve it
[3] is that there is no difference in ‘comparing’ as a daily activity and
2
comparative educational research
[4] is that parents who are looking for suitable schools for their children
may compare schools for affordability and access
Applying theoretical knowledge requires that …
[1] a specific problem must be formulated
[2] the specific aims of the research must be derived from your problem
ASS18 9 statement
[3] the methods you have chosen must be described briefly
5
[4] a logical and systematic exposition must be given
[5] All of the above
Approaches to research in Comparative Education could be:
[1] Positivist/interpretative, interventionist, experimental/naturalistic
ASS18 24
1MJ17 8
[2] Case studies or surveys
[3] Quantitative or qualitative or mixed method
4
[4] All of the above
Approaches to research in Comparative Education:
[1] there are a large variety of approaches and paradigms identifiable in
education research
[2] broadly speaking, two main approaches can be identified, namely
quantitative and qualitative approaches
MJ16 11
MJ18 11
[3] the selection of an approach depends on the intent or purpose of the
research
5
[4] The convergence of quantitative and qualitative approaches is
increasingly being acknowledged by researchers who opt for a mixed
method design.
[5] All of the above
At provincial level the South African education system is governed
by:
ASS18 30 [1] The Department of Basic Education
1MJ17
JF17
15
20
[2] The provincial department of education, the MEC and the HOD
[3] District offices, SGB and the school management team
2
[4] All of the above
[5] None of the above
At provincial level the South African education system is governed
by:
[1] The Department of Education
MJ17 14 [2] The principals and their SMT
[3] The school’s administrative teams
4
[4] The provincial department of education, the MEC and the HOD
[5] None of the above
Comparative Education as a science has developed form travellers’
tales, or stories of far-off countries to…
[1] generalisations and speculations about the universal best practice in
education
1MJ17 5
[2] the scientific study of science and technology
JF18
JF16
7
5
[3] a desire to establish a universally valid science of education that would 3
enable explanations and predictions
[4] a science which is interested only in large-scale quantitative
investigations and the use of numerical data
[5] All of the above
3
, Comparative Education focuses primarily on
[1] Comparisons of different practices in education in different countries,
regions and periods of history
1MJ17 1
JF16 1
[2] Research methods and approaches
[3] School effectiveness research
1
[4] Inclusive education
[5] Sociology of education
Comparative Education focuses primarily on
[1] Comparisons of different practices in education in different countries,
regions and periods of history
JF17 1
JF18 2
[2] The concept ‘education system’
[3] National education policies
5
[4] Schooling
[5] All of the above
Comparative education has developed
[1] From traveller’s tales to informing national systems of education
[2] From using a historical perspective to exploring national character or
identity as a means of appreciating and understanding the significance of
ASS18 18
MJ17 7
a national system
[3] Towards a universally valid science of education in the service of
4
progress
[4] All of the above
[5] None of the above
Comparative education is …
[1] a discipline of education
[2] a discipline with a special focus on the education system
[3] a loosely bounded field which is held together by a fundamental belief
ASS18 11
that education can be improved 5
[4] a discipline which focuses on the relationship between school and
society
[5] All of the above
Comparative education perspectives and enquiries have from their
inception been clothed in debates about whether:
[1] they are mere travellers’ tales
JF17 2
JF18 1
[2] They constitute a separate field of study
[3] They are a research method that will contribute to generating
4
universally scientific knowledge about education
[4] All of the above
Comparative education research…
[1] is similar to and as simple as making a comparison between cell
phones before deciding what to buy
1MJ17 2 [2] is the same as everyday comparisons between schools in order to
JF18
JF16
4
2
select the best school for a learner
[3] goes beyond juxtaposing educational phenomena and the presentation
3
of similarities and differences to include a normative position as well
[4] has as its prime purpose the uncritical borrowing of best practices to
improve our own education system
Comparative education:
[1] Is a field in which structural functionalism is the guiding paradigm
ASS18 13 [2] Is a field in which Marxist theory is the only dogma
MJ17 2 [3] Is a diverse field which most commonly addresses questions about 3
schooling and school/society relations
[4] Is a field in which there is no place for case studies
4
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