Exam (elaborations)
AFL2603 Assignment 1 Semester 2 2024
- Institution
- University Of South Africa (Unisa)
AFL2603 Assignment 1 Semester 2 2024 QUESTIONS WITH ANSWERS
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[Company name]AFL2603
Assignment 1
Semester 2
2024
QUESTIONS WITH ANSWERS
,AFL2603 Assignment 1 Semester 2 2024
1.1 How did people in the olden days’ prior formal education, transfer knowledge and
skills to their children? Support your answers with relevant examples. (15)
1.2 Folksongs and praise poems are always regarded as old fashioned and outdated.
Do you agree or disagree with this statement? Support your answers with relevant
examples. (10) /25/
1.1 Transfer of Knowledge and Skills in the Olden Days
Before the advent of formal education systems, people in various cultures relied on
traditional methods to transfer knowledge and skills to their children. These methods
were deeply rooted in the cultural practices, social structures, and everyday life of the
communities. The following are some ways knowledge and skills were transferred:
1. Oral Tradition: Knowledge was passed down orally through stories, proverbs,
and myths. Elders would narrate stories that contained moral lessons, historical
events, and cultural values. For example, in African societies, folktales such as
"Anansi the Spider" were used to teach children about cunning, wisdom, and the
consequences of their actions.
2. Apprenticeship: Children learned practical skills through hands-on experience by
working alongside their parents or other skilled adults. For instance, a
blacksmith’s son would learn the craft by helping his father in the forge, gradually
mastering the trade through observation and practice.
3. Rites of Passage: These ceremonies marked the transition from childhood to
adulthood and were a means of imparting crucial life skills and knowledge. In
some African cultures, initiation rituals included teachings on community
responsibilities, survival skills, and spiritual beliefs. The Maasai community, for
, example, conducts the "Eunoto" ceremony, where young warriors (morans) are
taught the responsibilities of adulthood.
4. Folksongs and Proverbs: These were used to teach societal norms, values, and
history. Songs were often sung during communal activities, helping to reinforce
collective memory and social cohesion. For example, work songs in West Africa
were used to teach agricultural techniques and coordinate labor.
5. Observation and Imitation: Children learned by observing and imitating the
actions of adults. This method was particularly common in agricultural and
hunting societies, where children would watch and then replicate the actions of
their parents to learn farming or hunting skills.
6. Communal Living: In many traditional societies, the concept of communal living
ensured that children were exposed to various skills and knowledge from
different members of the community. This environment allowed for a holistic
learning experience, as children learned not just from their parents but also from
other adults in the community.
1.2 Folksongs and Praise Poems: Old-Fashioned or Timeless?
The statement that folksongs and praise poems are regarded as old-fashioned and
outdated is a matter of perspective and context. I disagree with the blanket notion that
they are outdated, as these forms of expression continue to hold significant cultural,
historical, and educational value.
1. Cultural Significance: Folksongs and praise poems are rich in cultural heritage
and serve as repositories of a community’s history, values, and beliefs. They are
timeless because they encapsulate the identity of a people. For example, Zulu
praise poems (Izibongo) are still performed today to honor leaders and heroes,
keeping the tradition alive.
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