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SAE3701SOUTH AFRICAN EDUCATION SYSTEM
QUESTIONS AND ANSWERS
FOR FURTHER CLARIFICATION PLEASE
EMAIL ME AT
KEVINLUGWIRI98@GMAIL.COM
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Name: Manganyi NM
Student No. 58414940
Module: SAE3701
Assignment: 02
Due Date: 01 June 2020
Unique No. 649298
Question 1
1. What aspects of social life did pre-colonial education embrace?
Prior to the arrival of European settlers in the Cape Colony in 1652, formal and informal
educational practices through the transmission of indigenous knowledge from adult to child
had long been in existence among the Khoi, the San and the Bantu-speaking people of
Southern Africa. The African child was brought up by the community and educated in the
culture and traditions of the community. The curriculum of indigenous education during the
pre-colonial period consisted of traditions, legends and tales and the procedures and
knowledge associated with rituals which were handed down orally from generation to
generation within each tribe. This process was intimately integrated with the social, cultural,
artistic, religious and recreational life of the indigenous peoples. This article discusses
different forms of indigenous education that existed in Southern Africa during the pre-
colonial period.
2. Discuss the main aspects of socialisation in pre-colonial societies. Who were the primary
agents of socialisation? What were children taught?
The family - Family, the closest set of people to an individual, are the ones that have the
greatest impact on the socialisation process. Many people, from birth to early adulthood rely
heavily on their family for support, basic necessities such as shelter and food, nurturing, and
guidance. Due to this, many of the influences from the family become a part of the growing
individual. The family imposes on the child their language, culture, race, religion, and class,
and as a result all of these concepts contribute to the child's self. Failure of the family to be
continuously present as a strong influence can lead to deviant behaviours later on in life.
Various theories of primary socialisation state that the degree of bonding during this process
and the norms acquired during childhood may lead to deviant behaviour and even drug
abuse as an adult. Also, the ego levels of adults surrounding the person during primary
socialisation as well their behaviours towards others affect the primary socialisation process
of the individual.
Education and peer groups - Educational systems introduce new knowledge to children as
well as order and bureaucracy. In school a child learns about other cultures, races and
religions different from their own. Education influences individuals to think and act certain
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ways that pertain to the norms and values of their current society. One example of this is
gender roles; from a young age, schools teach children to act in particular manners based on
their gender.
A peer group can be identified as a group of individuals who are similar in age and social
class. By joining peer groups, children begin to detach from the authority the family has
imposed in them, and start making choices of their own. Negative influences from peer
groups can also lead to deviant behaviour due to peer pressure.These groups in an
individual's life have significant effects on the primary socialization process since they can
influence an individual to think or act differently.
Social and mass media - Social and mass media are some of the most influential agents of
socialization. Magazines, television, social networks, newspapers, internet, films, and radio
are all forms of mass media that entertain and send messages to large audiences. As a result,
all of these messages sent out by social media have an effect on the way children see
themselves and the world around them. Some examples of influential messages that are
constantly seen from mass media include unrealistic or even unhealthy beauty standards,
racial and sexual stereotypes, and violence around the world. These messages can all impact
how a child creates their self and how they act as individuals in society.
3. Draw out the distinction (the differences) between formal and informal learning in the pre-
colonial context.
Formal learning is learning that is delivered “in a systematic intentional way”. It’s planned
and guided by an instructor and it usually occurs in a face-to-face setting or through an
online learning platform, like an LMS. In a work environment, think of formal training in the
context of compliance training or new hire on boarding. These are training types that need
structure, have deadlines, and there’s a definitive goal.
Informal learning is on the other end of the spectrum. It’s unstructured, often unintended,
and it occurs outside of a conventional learning setting. Importantly, it’s self-directed,
asynchronous, and has no real objectives, rather it just happens naturally. Within your
business, it can happen whenever and wherever. For example, you could be chatting with a
co-worker and she mentions that she found a more efficient way to automate a manual
process that you can use too. Although it wasn’t deliberate, you’ve still learned something.
Education in pre-colonial Africa was therefore in the form of apprenticeship, a form
of informal education, where children and or younger members of each household mostly
learned from older members of their tribe/household/community. In most cases, each
household member learned more than one skill in addition to learning the values,
socialization, and norms of the community/tribe/household. Some of the common skills that
people in pre-colonial Africa had to learn include; dancing, farming, wine making, cooking
(mostly the females), in some cases selected people learn how to practice herbal medicine,
how to carve stools, how to carve masks and other furniture. Story telling also played
significant role in education during pre-colonial Africa. Parents, other older members of
households and Griots used oral storytelling to teach children about the history, norms and
values of their household/tribe/community. Children usually gathered around the storyteller
who then narrates stories, usually, using personifications to tell a story that encourages
conformity, obedience and values such as endurance, integrity, and other ethical values that
are important for co-operations in the community.
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4. How did colonisation and missionary education change pre-colonial societies?
The curriculum of indigenous education during the pre-colonial period consisted of
traditions, legends and tales and the procedures and knowledge associated with rituals
which were handed down orally from generation to generation within each tribe, culture,
rituals. His ideal, combined with the fact that many missionaries discovered that Africans
with only basic education were best at spreading the Gospel, meant that missionaries were
reluctant to provide higher primary or secondary education (Ayandele 1966:286). Seeing as
missions in the British and Italian colonies had monopolies on education for the nineteenth
to mid-twentieth centuries, this reluctance meant that there were few secondary schools at
all (Ayandele 1966:287; Beck 1966: 120). As long as the Africans could read the Bible, the
missionaries were satisfied that they had had enough academic education.
This mission endeavour was no accidental occurrence, but the culmination of several aspects
of the modern era. The most prominent was the Enlightenment’s expansionist world-view,
which culminated in colonial expansion by several European countries. Reasons for this
expansion include political, economic and ideological factors as well as personal tendencies
(Jenks, 1963). Together with colonial expansion went Christian evangelisation carried out
largely by missionaries (Neill, 1966:35-39). Christianisation went hand in hand with
educational provision as the latter led to a better understanding of the former (Venter,
1992:5). The establishment of a refreshment station by the Dutch East India Company at the
Cape of Good Hope in 1652 not only constituted a foothold for Europeans in southern Africa,
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