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Unit 2.3 Embracing a future that is informed by the pas t

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Unit  2.3.1: The core aspects of African Education under Pre-Colonialism

The physical and psychological domination of the African people in order to exploit them so as to gain control over their labor and natural resources so as to benefit Pre-colonial rule.

Traditional African education occurred with early focus on physical development, character building, emphasis on developing intellectual ability through  mastery of language which was a oral culture of learnin g.

Traditional African education later occurred  under the direction of the community. Informal  Communal education was essentially pragmatic in orientation. The focus to create an adult that would benefit society

Traditional African education didn’t have restriction as far as  education was concerned only gender division. Children were communally and informally educated  without  exclusions.

African folklores taught values, life skills, music, art, law, history, sociology, philosophy and morality.   Children were taught via a form of  apprenticeship to fulfill  future  productive roles  in the  community.

Pre-Colonial missionary formal education included Latin, Hebrew, Greek, literature, geometry, arithmetic, physics with a strong emphasis on Christian religious education and support of Britain .

Pre-Colonial  education was  taught formally   by Christian missionaries  whose main focus on religious  education and allegiance to the crown.

Pre-Colonial education welcomed all children into Christian mission schools.

Traditional African early education of children was centred around the informal education received from parents and the family as to the values and norms that society entailed.

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The Purpose Colonial education of Africa in  To subject African people to physical and psychological  domination  and control  Educated by Christian missionaries and colonial ideologies. Educated to fulfill administrative roles to facilitate British   Bureaucracy   Educated to support the development of the   British economy through providing cheap labour

Unit 2.3.1:  The Colonial  Purpose of Education of the African People

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5.1.1 Unit 2.3.2:   Education  in South Africa and Teaching  Practice Source1: https://www.sahistory.org.za/article/Amersfoort-legacy

(4) Post -         Apartheid            Education

Based on an oppressive formal education system that stripped them of agency as they were still seen as slaves. It also affected their identity as they were forced to adopt new identities.

Ultimately they rejected this education system and rebelled and resisted through escaping.  The indigenous people and slaves taught themselves and  became literate in  communities such  Genadendal. Muslim slave started religious schools and taught themselves reading and writing       s

Learners would learn that an education system cannot be unwillingly enforced on learners.  While teaching practice should support positive sense of agency and identity.

The British systematically enforced English as the spoken language of the people. The British attempted to structure education and in 1839 first department of education was formed and in Natal in 1843.

Transvaal and Orange Free State a drive through the educational system to build up a white identity was seen. They British supported  hospitals the  Anglican church and other institutions and  c reated a  cultural conquest as the missionaries found a point of entry through the education system

Learners would begin to understand their inherited educational heritage. and the disparities that continue to exists till now between white and black education. My teaching practice would emphasize the world wide damage of colonialism

Apartheid comes into being in 1950’s wand the Bantu education Act in 1953 which was a substandard education. School was made compulsory for all so as to fill  employment  gaps and needs of the white South Africans

Apartheid    education    was not accepted by black  S outh Africans which led to Soweto  youth uprising and  rejection of Black people of Bantu education.

Learners would be exposed to the violations of Apartheid education policies. In this way I hope to empower learners to prevent  their universal right to an education to be violated. An education that supports their growth and development as children.

The new democratic South Africa has being trying to redress the wrongs of the Apartheid regime.

Source 1: maintains that in order for   South African education system to thrive we need everyone in the education system to be held accountable for its    in part in developing a good education system.  I would make my learners aware  of tthis.

As Democratized South African we are faced with great deficiencies in the education system that has caused a decline in reading, writing, comprehension and computing.

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Unit 2.3.2 History of Education in South Africa

Democratization of South Africa in 1994 marked a turning point in South Africa The Apartheid education system was detrimental to the mind, bodies and spirits of the African school children.  The Apartheid regime was only interested in promoting the rights of the white population in South Africa

Today  2021 the education system has come a long way in trying to undo the damage of apartheid Currently the educational system has ensured equal education for all however socio-economic differences occur that create disparities in education The government today is constantly trying to improve the education through research and analysis.

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To familiarize oneself with the learning environment To  familiarize oneself with the curriculum Monitoring  teaching by other teachers and establishing a mentorship approach to teaching practice  To apply learnt pedagogical knowledge and skills in teaching practice   To familiarize oneself with the learning culture

The key elements of South Africa Education and practice that could help empower learners in my own Teaching Practice

These 5 elements are based on the Amok Teaching Practice, which I have applied to the South African education system.

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Promoting research and development. Improving staff equity and enhancing quality Encouraging mission differentiation Improving student equity Encouraging inter-institutional and regional cooperation Stabilizing institutions

5.2.1 Unit 2.3.2 Source 3: The Education White Paper 3, 1997. https://www.researchgate.net/publication/313598148 South African Education Before and After 1994 (pp.7-19)  The  K ey Elements  in the  Role  of  Government  in  Steering  Higher Education that could meet its  Future Goals

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5.2.2 Unit 2.3.2 Source: 3: The Education White Paper 3, 1997. https://www.researchgate.net/publication/313598148 South African Education Before and After 1994 (pp.7-19)  Challenges facing Policy Analysis in South African Higher Education

Misunderstandings  regarding policy issues Contributors still reject their role in policy issues Funds for Higher educational institutions are misdirected and not used for transformation Fear surrounding making steps in advancement of transformation Opposition to policy analysis, planning and implementation

Challenges facing Policy Analysis in South African Higher Education

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Unit 2.3.2  Should you be appointed as Minister of Higher Education, Science, and Innovation, in which way would you steer Higher Education in the future?

I would begin by developing a holistic view of education, improved quality of education and thereafter attempt to achieve transformation. This would be supported by not only considering immediate goals but continuous development Covid 19 has been a learning curve in utilizing technology in education a more futuristic way. Continuous research should be made in order to have a supporting basis on which to implement future improvements tin steering Higher education.  In the next section I have considered the United Nations Economic Commission for Europe’s article on “Empowering educators for a sustainable future. Tools for policy and practices…” I have used this article and explored the three steps that it talks about in order to provide the basis for steering Higher Education in the future.

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An Holistic Approach which Includes a cohesive and assimilated perspective of  the problem   1. Reflect on education system and how it works or doesn’t work. 2. Examine the aims of the education system.  3. Consider the impact of Covid 19 on the education system . 4. Consider the stakeholders efficacy in terms of the importance of transformation. 5. Attempt to analyze the motivations and priorities of the stakeholders. 6. Reflect on the developmental aspects of  education through debate. An Approach to education that can envisage the Past, Present, Future 1. Think about  the reasons for the lack of  effective transformation 2.Relate to transformation as a constantly evolving process 3. Problematize the issue within  the South African context 4. Critically, reflect, analyze and research the issues at hand. 5. Consider the need  to be prepared for any unforeseen circumstances.   An approach that realizes Transformation of  People, Education and Education Systems 1. Ask why there is a  need for transform. 2. Inquire why there is a  need to prepare learners for the future. 3 Reflect on why  there is a need to build on normative  experiences of learners. 4.Express how we can help learners transition to the real world so that they can have  learning   experiences that prepares them for the future

Unit  2.3.2 A Vision of Steering Higher Education in the Future

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Unit 2.3.3 How has my History of Education learning experience unlocked a new perspective on education, and how has it impacted me and how will it impact my future teaching practice ?

My learning experience of education has unlocked the role of technology in educational.  I believe that technology cannot be under estimated  in meeting learning objectives. M y own learning experiences have only provided me with an insight into technology.  Impacting on the way I see modern technology and to teach under unforeseen circumstances. It will impact my future teaching practice as I aim use technology in a manner that facilitates a progressive, leaner centred approach to education.

ucation is
powerful' weapon we can use
to change the
ELSON MANDELA

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Unit 2.3.3 A new perspective on education

My understanding of education has changed based on the current Covid 19 pandemic.  Covid 19 forced the world of education to adapt to progressive  conception   of education Those countries lacking access to modern technological resources were at a great disadvantage. Countries that were slowly transitioning before Covid 19  w ere able to adjust  with time. According to Elena Lucia Mara learner centred education is an approach that facilitates the learning process from the perspective of the learner.

"Education is not filling
a pail but the lighting
of a fire."
— William Butler Yeats

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My  view of  education has changed    in the process of studying the  education My  ideas  of education was one  based  my own  Apartheid education experiences. Through studying education my   t raditional  conception of  education has changed to progressive  approach to  education.

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Unit 2.3.3  A New Way  of  Teaching  and  Learning

A new way of teaching and learning cannot be envisaged without  considering  Covid  19 Covid 19 has created  a new  platform  from  which to   integrate technology  and  education thereby setting it  on a new course into the  future.

Student centred learning environments I
Problem
Anchored
based
instruction
learning
Cognitive
apprenticeships
Learning
design
Project
based
learning
Games
and
simulation

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Slide 1 : https://evolllution.com/opinions/audio-future-possibilities-technology-higher-education-2/ https:// www.google.com/url?sa=i&url=https%3A%2F%2Fwww.emergingedtech.com%2F2020%2F04%2Ftechnology-enhance-students-career-development-hard-soft- Slide 2: https :// doi.org/10.1007/978-981-13-6635-2_3 Horsthemke, K., Siyakwazi, P.D., Walton, E., Wolhuter, C.C 2016. Education Studies. 2 nd  Ed. South Africa: Oxford. (pp.119-121) https//: www.norad.no)education Slide  3: https://doi.org/10.1007/978-981-13-6635-2_3 Horsthemke, K., Siyakwazi, P.D., Walton, E., Wolhuter, C.C 2016. Education Studies. 2 nd  Ed. South Africa: Oxford. (pp.119-121 ) Slide  4 www.sahistory.org.za/article/Amersfoort-legacy Horsthemke, K., Siyakwazi, P.D., Walton, E., Wolhuter, C.C 2016. Education Studies. 2 nd  Ed. South Africa: Oxford. (pp.119-121) https//:www.norad.no)education

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Slide  5: https://www.yourarticlelibrary.com https://www.omok.fi-Amok Slide 6: The Education White Paper 3, 1997. https://www.researchgate.net/publication/313598148 South African Education Before and After 1994 (pp.7-19 )  https://www.oamk.fi)amok)studies  “Vocational  T eacher  E ducation  S tudies )) Teacher Practice))Oulu Slide 7: The Education White Paper 3, 1997. https://www.researchgate.net/publication/313598148 South African Education Before and After 1994 (pp.7-19)  Horsthemke, K., Siyakwazi, P.D., Walton, E., Wolhuter, C.C 2016. Education Studies. 2 nd  Ed. South Africa: Oxford. (pp.119-121) https//:www.norad.no)education Slide 8: The Education White Paper 3, 1997. https://www.researchgate.net/publication/313598148 South African Education Before and After 1994 (pp.7-19)  Horsthemke, K., Siyakwazi, P.D., Walton, E., Wolhuter, C.C 2016. Education Studies. 2 nd  Ed. South Africa: Oxford. (pp.119-121)

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Slide 9: The Education White Paper 3, 1997. https://www.researchgate.net/publication/313598148 South African Education Before and After 1994 (pp.7-19)  Horsthemke, K., Siyakwazi, P.D., Walton, E., Wolhuter, C.C 2016. Education Studies. 2 nd  Ed. South Africa: Oxford. (pp.119-121) https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.shutterstock.com%2Fsearch%2Fstep%2B1%2B2%2B3&psig=AOvVaw3kPIG5QoD4jdksXcQWqxEB&ust=1630175376554000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLCi-- Hq0fICFQAAAAAdAAAAABAI Slide 10 https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSXoB8fomFSYkUNdCuhxxAzxaaGC_dJXv3h8w&usqp=CAU https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQeo5qdNtJKdXo93377G7Wy5mYVMRytV9xB1Q&usqp=CAU Slide 11: https://dqam6mam97sh3.cloudfront.net/blog/wp-content/uploads/2018/04/samr-model-puentedura.jpg Slide 12: https://www.researchgate.net/profile/Bojidar-Bojinov/publication/315738667/figure/fig3/AS:478564727431173@1491110130919/Positive-educational- data:image/jpeg;base64 https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQilLNNpiYXkv7pgqVw8j9Isud6KQSY9NaZRQ

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Slide 13: https:// courses.dcs.wisc.edu/design-teaching/PlanDesign_Fall2016/2-Online-Course-Design/3_Learning-Assessments/images/learner-centered-principles.png https://images.saymedia-content.com/. image/t_share/MTc0NjQ3MjI2MDg4NDMzMDE4/what-are-the-theories-behind-educational-technology.jpg Slides1-18 Audio: West African music

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